Shatylo I. The development of communication skills in negotiation of international students

In the dissertation the conceptual base of development of communication skills of negotiation is ordered. The model of development of communication skills of negotiation is created. It includes diagnostic, motivational, contents operating and effective stages. The psychological features of development of communication skills of negotiation of future specialists in international relations are defined: interest and desire of students to acquire new knowledge; ability to respond quickly to changes in the situation and establish close emotional contact; feel their own emotions and spontaneously express their feelings; have low capacity to appreciate its advantages, positive qualities and sensitivity to events and situations that happen to them, as well as a high degree of dependence, lack of independence (advantage external locus of control); unable to see the integrity of his life and work. The analysis of the current state study in psychology problem of development of communication skills of negotiation of future specialists in international relations is made. The theoretical and empirical generalizations of development of communication skills of negotiation of future specialists in international relations are offered. The psychologically-pedagogical program of development of communication skills of negotiation of future specialists in international relations is developed, tested and put into practice training. This program consists of a system of forms and methods of teaching, they are aimed at the gradual development of communication skills of negotiation of future specialists in international relations that are needed to establish effective cooperation at all stages of the negotiations. Creating a favorable atmosphere, summarizing the participants to understand the importance of ownership of communication skills of negotiation in future careers, expand the imagination of students about themselves, on their ability are objectives of the program. The results of forming experiment showed the dynamics and quantitative growth in many ways: ability to actively listen, argue their position, choose the strategy of behavior in the communication process, establish emotional contact. Increasing the number of students with high levels of all three components (information and communication, expressive and perceptive, interpersonal) is set. Quantitative and qualitative analysis of the results of experimental work confirmed efficiency of the proposed program in the educational process.