DEVELOPING STUDENTS’ ORAL, WRITTEN, AND MULTIMODAL SPEECH IN MOTHER TONGUE LESSONS USING TEXT AND DIGITAL RESOURCES

Tokhtayeva Muqaddas Olimovna
Jizzakh State Pedagogical University
Preschool and primary education faculty
Primary education direction 2-year 811-Group student
Xadjimusayeva Nilufar
Scientific leader: Jizzakh State Pedagogical University
PhD in philology, associate professor

Annotation: this article highlights the importance of using text and digital resources in the development of oral, written and multimodal speech of students in native language lessons. The study analyzed the effectiveness of the development of speech activity of students through the use of a multimodal approach, that is, various semiotic systems such as text, image, audio and video. Also presented in elementary students are methods aimed at the formation of multimodal thinking, advantages and practical results of the use of digital resources. The results of the study showed that classes organized using multimodal resources significantly increase students' ability to communicate, express and think creatively.

Keywords: native language, multimodal speech, digital resources, oral speech, written speech, text, student activity, primary education, methodology.
Introduction: In the current era of globalization, the formation of complete feedback, communication and creative writing skills in the native language of students is one of the priorities of education.
While native language classes previously mainly emphasized oral and written speech, there is now a growing need to develop multimodal speech, that is, speech forms that are expressed on the basis of text, image, sound, video and digital elements.
The multimodal approach encourages students to actively participate in the course process, attracts their attention, facilitates the process of remembering and analyzing the studied topic. Therefore, the development of students’ oral, written and multimodal speech by harmonizing textual and digital resources in mother tongue lessons is considered an important scientific and practical topic.
Main part: Since oral speech is now slow in students, various methods for its development are being tested and put into practice. Why does speech really lag behind development? First of all, if we are looking for an answer to this question. There will be several reasons why speech does not develop:
1.Lack of vocabulary richness. The vocabulary should be sufficient to freely represent speech. Readers are unable to express their opinion clearly and colorfully due to limited vocabulary. In this case, they are often based on short and repeated sentences such as “I don’t know”, “it’s difficult”.
2.Lack of communication environment. The speech activity in many cases depends on the student’s environment. Without the ability to practice language at home or at school, students remain passive in speech.
3.Psychological barriers. Some students find it difficult to find a word due to fear, shyness, feeling uncomfortable when speaking. This reduces speech activity. By creating a warm and supportive environment by the teacher, positive stimulation reduces this problem.
The development of students’ speech in mother tongue lessons should not be limited to grammatical knowledge. The Moderna educational process requires to train the student to actively communicate, express his opinion through text, audio or video.
Text resources (stories, proverbs, poems, dialogues) expand the linguistic richness of readers.
Digital resources (interactive presentations, video lessons and audio materials) develop speech through vision, hearing and perception.
The multimodal teaching method has the following advantages:
it teaches students to think logically and creatively.;
increases the expressive richness of speech;
facilitates the receipt of information in various forms;
it gives the teacher the opportunity to relive the course of the lesson.
This approach harmoniously develops students’ reading, writing, listening and speaking skills.
In conclusion, the problems that prevent the development of oral speech are multifaceted, and in their elimination, not only the individual state of the student should be taken into account, but also teaching methods, communication environment and psychological states. To solve these problems, an integrated approach is necessary — techniques that combine vocabulary, grammar, listening comprehension, motivation and an interactive environment. We also took the shortcomings of the above educational methodology as a problem. In my opinion, the remaining problems can also be eliminated with the help of the methodology of a native language teacher. In this regard, A.R.Saifullayev, M.Halomirzayev, R.Saifullaeva, N.Kuhatov, A.Gülomov, B.Kabulova, N.Kasimova, M.The theoretical views that the kadyroves informed science are considered to be of importance. The teacher must set the study assignments for the students in such a way that each of them must be learned by the student. “It is necessary to create conditions for independent learning of the student, not to teach!”, D.Yolandeva.
We list below some of the methods that serve to form oral speech.1. The role of working with text. The reader is taught to create an oral statement from a written text. This skill is exactly necessary in real life – in conversation, argument, presentation, oral exams. There are also different ways to take it.
a) re-articulation:

• a simple narrative text is given
• the reader remembers it and re-expresses it verbally
• other readers listen and evaluate it
  Example: text: “Nigora helped her by seeing a bird falling out of her nest on the way back from class.”
  The reader verbally said, “it was his goodness that Nigora helped by seeing a bird on the road”.
  b) make a statement by changing the form.
  Verbal expression by changing the person, time, style of the text:
  Example: text: “I took a book to read from the library.”
  He changed: “he took books from the library.” (3rd Person, past tense
  Oral: “he took a book from the library yesterday, he was fun.”
  c) into paragraph
  The reader is given one simple sentence. On the basis of this sentence, he orally draws up a paragraph of 3-4 sentences
  Example: sentence: “children are playing football.”
  Oral argument: “the weather is good today. The children went out to the stadium after class. They are playing football. Everyone is happy.”

1. Communication environment and the role of motivation. The student’s speech activity often depends on the state of mind and the external environment. When interest is aroused, he begins to speak more freely.
   a) role-playing dialogue(role-playing game
   Students are given life situations. Each student verbally expresses their role
   Example: buyer and seller in the store.
   These exercises stimulate the student to compose a speech that is appropriate and free to the situation.
   b) debate and debate (debate
   Students are divided into subgroups. Positive and negative thoughts on one topic are spoken verbally. Through the argument in the middle, speech activity increases
   Example: “should we keep the water, not?”
   Group 1: “it is necessary, because there is no life without water”
   Group 2: “Sometimes it does not happen, because in our daily life it is very necessary.”
   c) assignments based on personal experience
   The reader is asked to tell a personal story. This opens up his emotional world, freedom of speech increases
   Example: “tell me about the day you are most remembered.”
   Experience: we have also developed a method for 3rd graders whose oral speech is not well formed. This method is as follows: you can perform the method 8-10 minutes before the end of the lesson. On several pieces of paper, the word courage or truth is hidden and put on the board. The reader goes to the board and chooses one of the papers. If the word truth chooses the paper in which it is hidden, it speaks to its own will. For example, he can also tell some interesting story in his life or tell about the topic. If the word courage chooses the paper in which it is hidden, a situation is given by the teacher or the student, and the student must make a speech in the same position. For example, who will you see yourself as in the future? You can say Tell us that you got into that situation. That is, similar life situations are given.
   For 3rd grade native language classes, this method was tried. In the beginning, when there was time for two students in one lesson, after three to four lessons, five students in one lesson became talkative.

Week
Total students Number of students who participated
Number of students who spoke orally
1-hafta 20 3 1
2-hafta 20 3 2
3-hafta 20 5 4
4-hafta 20 6 5

At the very beginning, students were also hesitant to go out to the board and talk. Out on the board
only looked at the ground. Those who tried to speak were also confused, unable to speak their thoughts in order. I would say that this method, which was carried out for four weeks, gave a good result of 80-85%. Even struggling to talk about himself, the readers were able to talk about various life situations, much pressing their excitement. The more diverse, interesting the lessons, the more passionately the child begins to learn it.
What to do in the development of oral and written speech of students using text and digital resources, what ways to apply effective and to prevent problems, I will mention the following suggestions.

1. Regular introduction of multimodal tasks in native language lessons (text + image + audio).
2. Train teachers to effectively use digital didactic tools.
3. Development of a national methodological guide for multimodal teaching for elementary students.
4. Development of criteria for assessing multimodal competence at each class stage.
   In place of the conclusion, it should be said that since the excellent oral literacy of our future specialists has risen to the level of the main issue of the day, we must contribute to achieving this not only in the lessons of native language and literature, but throughout the educational activity. “The development of speech is not only the task of native language science, but also the current task of the family and the public today.” (A. Gülomov, M. Kadyrov, M.Ernazarova and others, 2012)speech development is a necessary tool for successful communication not only in scientific and academic activities, but also in everyday life. It also has a positive effect on the personal and professional development of students.
   List of literature used:
   1.Askarova, M. (2014) issues of Uzbek linguistics, materials of the scientific theoretical conference. – T.222.
   2.Kasimova, K. S. Matjonov and b. (2009) native language teaching methodology. (Pp. 167, 301-303).
   3.Yolandeva D (2021). Methodology for teaching the Uzbek language. – Durdona publishing house.
   4.Kholmatova, O. O. K. (2023). COGNITIVE CHARACTERISTICS OF THE CONCEPT OF QUANTITY IN UZBEK FOLK PROVERBS. Oriental renaissance: Innovative, educational, natural and social sciences, 3(7), 292-299.
   5.Gulomov A, et al. Methodology for teaching the native language. – T.: “Science and technology
5. Lian, R. (2022). The Effects of Multimodal Teaching for Primary Students in L2 Primary School Classrooms. Atlantis Press.
6. Linder, R. (2024). Multimodal Resources and Approaches for Teaching and Learning: An Integrative Literature Review. Education Sciences, 14 (9), 10-10.
7. Hadizadeh, A. (2025). Exploring the Impact of Multimodal Language Learning Activities on Oral Skill Development: A Study of in-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects. Journal of Language Research, 9(1), 52-72.
   9.Turšynbaeva, A. (2024). Teaching Speaking Through Multimodal Texts in English. Field-Foreign Education.
8. Dada, C. (2025). Integrating Technology for Multimodal Literacy in English. NIU Humanities Journal.
   11.Khairullaeva, M. (2023). The influence of digital educational technologies in the elementary grades on the development of speech. Journal of educational innovation, 3(2), 44-49.

Ars poetica in Shots

A poem begins where the mouth hesitates. 

When words betray you,

and tears are not enough. It’s the corner of the world that listens back,

no need to shout or make yourself be understood. 

It’s the music of the heart and the rhythm of the mind.

The way it takes the feelings deeply rooted and how it shows a sliver of yourself. What if you don’t?

What if you think poetry doesn’t listen back, isn’t born on the page,

not enough to save you, 

not there, not real.

What better way to bottle everything up, and never write.

Poetry is a gift few save, some find and none forget.

From the Memory of My High School Life

Shibganj is an upazila in the westernmost district, Chapainawabganj of Bangladesh which is bordered by India. This upazila is surrounded by the banks of the Padma and Pagla river. Dadonchak is a village in that upazila. My childhood and adolescence were spent in the campus of Adina Fazlul Haque Government College located in this village.

When I am going to sit for writing about something the memory of my high school life the situation over all the country does not go well. Political turmoil and chaotic condition grasp all around. Sonar Bangla, our country Bangladesh is covered with golden sight of the ripe paddy fields. Again we find peace and tranquility sitting under a large banyan, neem or mango tree to the vast green fields that looks like the green carpet covered on all over there. Once we called ours a riverine country but now most of the rivers and lakes have gone to dry and we suffer much from flood in rainy season and too much hot in summer season.

My secondary education life spent in this beautiful natural environment was a heavenly glory. The name of my school is Dadonchak Hemayet Memorial High School located in this village, Dadonchak. How nice the days I spent in the school with my classmates and teachers! All the teachers were very skilled to teach us. This school was established in 1919. Therefore, the event that the school students are going to celebrate the 100th anniversary, a few years later on 26 December, 2025, is a great expression of hope and a reunion and it will continue till 27 December, 2025. Among the many institutions, our school is one of them, founded by the renowned personality of the locality, Idris Ahmed Mia. Idris Ahmed Mia was a social worker, a poet and a political figure. Many Schools, a college, a PTI (Primary Teachers Training Institute) and some small industries had been established in this area by him. Over time, the small industries have now disappeared.

This school is located adjacent to Adina Fazlul Haque Government College. PTI and Primary School are also very close to one each other. The college had been nationalized in 1986 declared by the then President Hussain Muhammad Ershad. There are three Government institutions here. The college metioned above, Dadonchak Government PTI and Dadonchak Government primary school. At that time there were no facilities of paved roads, transports and electricity. Establishing such schools, college or small industries was a very difficult work. Idris Ahmed Mia, obtaining graduation with distinction from University of Calcutta, (a public university of Kolkata), India, as a heavenly messenger, in this dark and arduous area founded one institution after another to enlighten the people of this area for their welfare.

The days of building schools or any other institutions were not as easy as they are now at present. It is said that during the construction of this school, some miscreants burned down the school building several times. But Idris Ahmed Mia was an indomitable man. Nothing could shake him and finally he was able to establish the school. It is said that all the perpetrators later died of leprosy. Therefore, if the intention is honest, no obstacle can stop someone from doing any good deed. Idris Ahmed Mia was such a man who served the people of the society with all he had.

High school life is the golden period of anybody’s life. Nothing can be sweeter than recollecting the memory of the past specially the secondary education life. The foundation of learning is laid during this time. In other words, what one learns in life the seed is sowed in this period. This period is very important for a student to build up his/her future career. So in this time the students must be serious to read and write according to their daily routine and plan. After completing my primary education from Monakasha Primary School I got admitted into Dadonchak Hemayet Memorial High School in 1986. As a child I would understand very little about what I should learn and how I can develop myself with the learning process.

At that time the teaching staff of our school was excellent. Most of the teachers were skilled and would include themselves in the classes with excellent teaching quality. They had nice technique to engage the students with them. A very interesting matter is that there were three teachers in the same name in our school. Nazrul A, Nazrul B and Nazrul C. Nazrul A taught us English and Geography, Nazrul B Mathematics and Nazrul C Social Sceince. Our headteacher, Safiqur Rahman was a famous Mathematics teacher in this district. Faizur Rahman Bisu was also a very excellent teacher. Though he was a science teacher, he had a good command to teach in any subject whether science or arts or general knowledge.. My English primary knowledge was developed by Abdul Kader, another English teacher of our school. I also remember some other teachers like Mosharraf Sir, Rafique Sir and Kalu Sir etc. Many of them have died. May God’s peace be upon them.

The most interesting thing is that I find myself also a secondary school teacher as I followed my teachers in my school life. In this way, students of this school are employed in various sectors of the country, some as doctors, some as engineers, some as bankers, some as teachers in schools, colleges and universities, some as administrators, some as businessmen, some as non government employees, and many are employed abroad, transcending the boundaries of the country. Therefore, it can be said that every educational institution is a factory for building a nation. And every now and then the special moments of the school come to my memory when I stop my eyes or at my leisure. High school time is a very important time that all things we catch from our teachers established in our mind in such a way that it remains forever. Some of the advices of the teachers can never be forgotten. So, a teacher is like an ideal to the students.

Golam Rabbani was my class friend from grade six to ten and we we came out with success obtaining first division in the SSC (Secondary School Certificate) examination in 1991. Now, at present he is the Headteacher of this school. I congratulate my friend for his being a headteacher of this school. And I hope that he may lead the school in such a way that every student may see the bright or glorious future in his/her life. Just at the moment I am going to finish the writing, the sun is rising and I can smell the scent of the roses in front of my childhood home in the air. Love you the past, love you the petals of the roses.

Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.

Be brave woman

You are human you are worldly,
You are matriarchal, you are infantry.
You are strength and courage,
You are the first dawn,
New lining if you want.
just want to wake up
Conscious in attitude.
Speak out against brutality,
Scream against injustice,
Women need unity.
Need women awareness camps,
all around.

Date: 25.11.2025, India

Short biography: Amb. Dr. Priyanka Neogi from Coochbehar. She is an administrative Controller of United Nations PAF, librarian, CEO of Lio Messi International Property & Land Consultancy, international literacy worker, sports & peace promoter, dancer, singer, reciter, live telecaster, writer, editor, researcher, literary journalist, host, beauty queen, international coordinator of the Vijay Mission of Community Welfare Foundation of India.

Methods for Improving the Conceptual Foundations of Speech Act Theory in the Uzbek Language

Shamsiddinova Maftuna Hamidjon qizi

Master’s student in Uzbek Language and Literature

Namangan State Pedagogical Institute

Phone: +998-94-755-00-10

Abstract

This article analyzes the formation, development, and practical application of speech act theory in the Uzbek language. The necessity of improving the conceptual foundations of speech act theory in accordance with modern communicative needs is substantiated. Based on approaches such as intercultural pragmatics, cognitive linguistics, and communicative competence, the article proposes new methodological ways of studying speech acts in the Uzbek language. In addition, the practical application of speech act theory is examined in the context of digital communication and artificial intelligence.

Keywords

Speech act, pragmatics, illocution, perlocution, communicative competence, Uzbek language, cognitive approach, intercultural communication, digital linguistics, context.

Introduction

In the 1950s, the English philosopher J. L. Austin proposed the idea that language is not merely a means of transmitting information, but also a tool for performing actions in real life. He justified this philosophy in his well-known work “How to Do Things with Words.” While the origins of speech act theory are associated with Austin, J. Searle later significantly refined and developed this theory. During the 1960s and 1970s, the American scholar J. Searle strengthened the theory by identifying the structure and types of speech acts.

When discussing speech act theory, it becomes evident that language is not simply a collection of words or a tool for conveying information, but also performs a variety of other functions. These characteristics of language were thoroughly analyzed and studied by J. Austin and J. Searle. According to them, language performs actions in addition to transmitting information. At first glance, this idea may seem unusual, as it raises the question of how something inanimate can perform actions. However, these actions are not physical but cognitive in nature and occur through human consciousness.

A deeper understanding of this phenomenon can be achieved through the analysis of literary texts.

Main Part

According to J. L. Austin, speech acts are divided into three main types: 1. Locutionary act – the literal meaning of an utterance.2. Illocutionary act – the speaker’s intention or purpose in uttering the statement.3. Perlocutionary act – the effect of the utterance on the listener.

As can be seen, all three types of acts are closely interconnected and mutually dependent. Each speech act can be analyzed from all three perspectives. For example, consider the following sentence from Said Ahmad’s short story “Sobiq”:“Hurry up, they are waiting,” said by the chairman to a cotton worker.

From a locutionary perspective, the sentence is grammatically and lexically correct. From an illocutionary perspective, it is not merely a statement but a command requiring action. From a perlocutionary perspective, it implies the listener’s reaction, such as haste or anxiety, following the chairman’s words.

Searle further classified illocutionary acts into several categories:Assertives – statements that convey facts or information.

Example: “The painter is still young and lacks sufficient experience.”

Directives – utterances used to give commands, requests, or advice.

Example: “Control yourself; do not embarrass yourself in front of others.” (command)

Commissives – expressions of promises, obligations, or plans.

Example: “You will go to the meeting. Your train ticket is ready; go home, get dressed, and leave.” (plan)

Expressives – utterances that express emotions such as gratitude, apology, or congratulations.

Example: “I greeted him timidly. When he saw me, his eyes lit up.”

Declaratives – utterances that bring about a change in status or situation through words themselves.

Conclusion

Speech act theory does not limit itself to studying the grammatical structure and semantic content of language, but also explains how communicative goals are achieved through speech. The locutionary act reflects the formation of meaning, the illocutionary act reveals the speaker’s intention, and the perlocutionary act demonstrates the actual effect on the listener. In particular, the classification of illocutionary acts highlights the complex and multifaceted nature of speech functions. Illocutionary types such as commands, requests, promises, advice, and statements help to deeply understand the communicative power of language.

Thus, speech act theory serves as an important methodological foundation for studying the pragmatic aspects of language and reveals the intrinsic relationship between meaning and impact in the speech process.

References

1. Abdulvokhidov, E. Pedagogical concept of writers as a means of enriching the pedagogical process. Oriental Renaissance: Innovative, Educational, Natural and Social Sciences Scientific Journal, Vol. 1, Issue 11, December 2021.2. Ibragimova, N. T. The use of interactive methods and techniques in foreign language teaching. “Ta’lim va taraqqiyot” Scientific-Methodological Journal, 2025, Issue 2.3. Tillayeva, R. The effectiveness of organizing research activities in increasing students’ engagement. Proceedings of the Young Philologists’ Society, Alisher Navoi Tashkent State University of Uzbek Language and Literature.

Shamsiddinova Maftuna Hamidjon qizi was born on April 28, 2003, in Norin District, Namangan Region. She began her education at Secondary School No. 17 in her district, then continued her studies at the Academic Lyceum of Namangan State University (NamDU). After graduating from the lyceum, she was admitted on a state-funded (grant) basis to Namangan State University, majoring in Philology and Language Teaching: Uzbek Language.She successfully completed her undergraduate studies with an honors diploma and is currently a graduating master’s student in Uzbek Language and Literature at Namangan State Pedagogical Institute.

Maftuna’s strong interest in languages, alongside her devotion to her native language, has also led her to study English. At present, she works as a teacher of Uzbek language and literature at a specialized creative school focused on languages.

Maftuna’s goal is to become a highly qualified specialist in her profession and, through her expertise, to share knowledge and contribute to the education of others.

The boy

the boy dies as if the AIDS of past happiness lives in his heart

the boy is silent until the screams on his nails turn into screams

the sky above the boy’s head bursts like a balloon

the sky falls on the heads as if the heads are still not cut down

the anus is like a water pipe: it will just flood everything around

life is like a plumbing pipe torn without an anal ring

the sky overhead repeats the weakness

the god above his head cannot explain the meaning of his presence

a sweater draped over the skin instead of a mole and a tattoo is torn

a man stands near the sign and does not know where to go next

where to? in basements where it’s easier to hide and fuck?

or move forward? or into the future that floats in its own absence

it starts to rain and the dogs get wet

I wash in the rain

I wash exclusively in the rain

I’m dying inside someone else with my name and body

I wash only in the death

I’m dying but I live

I’m rain with a soft torso

boy / me / or someone else

while around the zz skr sc cars ars

iron butterflies tear the stomach

the city tramples me with leaves

crunch outside or inside fills the air

all around say: quietly quietly

“MANAGEMENT AND CAREER PSYCHOLOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS”

Urinova Robiyabonu

Student of Andijan branch of Kokan University

  ANNOTATION

     This article analyzes the current issues of management and career psychology in the modern world. Globalization, digitization, changes in the labor market and the demand for new competences have a significant impact on the management system. The methods of positive psychology and emotional intelligence are proposed as a solution to the problem.

    Key words: career psychology, globalization, competencies, positive psychology, emotional intelligence. 

 ABSTRACT

    This article analyzes current issues of management and career psychology in the modern world. Globalization, digitization, changes in the labor market and the demand for new competencies have a significant impact on the management system. Methods of positive psychology and emotional intelligence are offered as a solution to the problem.

     Keywords : career psychology, globalization, competencies, positive psychology, emotional intelligence.

     INTRODUCTION

     Management psychology is the relationship between the manager and the employee, motivation,

 studies the leadership style and the psychological environment within the community. Career psychology analyzes a person’s choice of profession, professional development, obstacles in work and motivational factors. In the current conditions, these two areas are closely related to each other, and the effect of one of them is directly related to the development of the other. The importance of studying this topic is that in many organizations, the lack of leadership skills, the motivation of employees  decline, difficulties in adapting to digital technologies and uncertainty in choosing a career are encountered in everyday life as a practical problem. Analyzing the topic on a scientific basis allows us to offer real solutions to these problems.

    MAIN PART

    As a result of the rapid changes in the modern labor market and management technologies, attention to the human factor is becoming stronger. The correct use of the psychological approach in management processes not only increases employee efficiency, but also serves the sustainable development of the organization. At the same time, in today’s conditions, there are a number of problems related to management and career psychology, which are one of the most urgent aspects of this field. Unhealthy psychological environment in society. Hostile relations between employees  it leads to hiding information from each other, transferring information in a changed form. Even information and its re-transmission can be found as a form of revenge. The personal quality of employees participating in the exchange of information.  Weakness of memory. It was found that a subordinate employee remembers 50% of the given information, while the leader remembers 60%. Therefore, when receiving information, it is necessary to clarify, repeat and record it. [1, B.116]

     In today’s organizations, managers are required not only to give orders, but also to think strategically, to inspire the team, to communicate, to make joint decisions, to manage the process of change. However, in many organizations, leaders do not have the emotional state, communicative culture, and the principles of modern leadership. This leads to tension, misunderstanding, and a decrease in motivation in the team.  Analyzing issues related to the relevant mechanisms, it proves that a person’s stable social skills, values, life position and strategy are the main factors that cause management learning.

     In order to increase the effectiveness of management, it is necessary to organize leadership development programs. Special trainings for leaders: courses such as “team management”, “conflictology”, “emotional state” should be established. Listening to the opinion of employees by leaders, creating an atmosphere of respect and trust ensures psychologically healthy management.

    In many organizations, employees do not have complete information about their future position, growth opportunities, and evaluation criteria. The abstract nature of the career system causes instability, dissatisfaction, slowness in professional development, and a decrease in motivation among employees.

It is necessary to develop road maps that clearly regulate career development, job requirements and growth stages. It is necessary to regularly analyze the evaluation system. 

    The introduction of artificial intelligence, robotics, and automated systems creates psychological problems among employees, such as fear of technology, feeling useless, digital fatigue, and resistance to change.

    It is necessary to introduce strong educational programs for increasing digital literacy in organizations.  It is important to introduce new technologies step by step, to establish experience sharing processes. It should be consistently explained that the main task of technologies is to ease the work of the employee, not the employee. In the process of changes, listening to the opinion of employees increases the level of psychological adaptation. Motivation is one of the main psychological factors of the enterprise’s efficiency.  In order to increase motivation, it is necessary to create internal incentive systems, a culture of positive communication, rewards for efficiency, a comfortable working environment and a healthy team communication system. Accepting the suggestions of employees, appreciating their opinions, and recognizing their successes will increase their self-confidence.

    A social psychological experiment is a goal-oriented communication between the examiner and the subject for the purpose of studying social phenomena. The experimenter, that is, the examiner, creates special conditions for all communication to take place and collects facts based on a clear plan under these conditions. As in general psychology, there are different types of natural and laboratory experiments in social psychology. An example of a natural experiment is the research conducted by the Russian pedagogue A. Makarenko on team formation and organization.  American psychologist M. Sherif investigated the phenomena related to intergroup relations in natural conditions based on a special plan. His main goal was to study the psychological reasons for the emergence of various conflicts in a temporarily organized community – summer vacation camps.

 The laboratory experiment was usually conducted in special conditions, in special rooms, with the help of the necessary tools and equipment. For the first time, the Russian scientist Bekhterev conducted social psychological research in laboratory conditions. Using special tools, he studied the accuracy of perception, the quality of memory, the characteristics of observation, individually and in group conditions, and the presence of a group Proved that it directly affects the mental processes of the member.

    The laboratory experiment was later carried out by B.G.Ananev, Ye.S.   Kuzmin, V.S. Merlin, V.N. Myasishev, L.I.  It was further improved by Umansky and others, and the apparatus method began to be widely used in social psychology.   For example, the homeostat by F.D. Gorbov and M.A. Novikov, integrators for the group created by L.I. Umansky appeared and began to be widely used in the literature for the investigation of a group of phenomena. For example, the group homeostat checks whether the actions of the group members are compatible.  is an arrow that can be turned in any direction, and the examiner watches the movement of each one. But they are given the following task: “You turn the arrow in such a way that your movement matches that of others, otherwise, because of your carelessness, the whole group will be punished.”  experimentally proven. [3, B.45-46]

    Such experiments show that when a common rhythm appears in the group, the participants begin to adapt to each other by themselves. Even if no one gives them specific instructions, people’s natural desire is not to deviate from the general flow and to adapt to the team. For a modern person, work is not just a source of income. Many people want to feel how useful they are in society.  The motivation of a person who can find an answer to the question, “have I entered?”, is more stable. A meaningless job increases mental fatigue and dissatisfaction. On the contrary, an employee who works with a clear goal: distributes his energy correctly, can make long-term plans, manages the career path in a conscious manner. Another important psychological basis of management is trust.  in the environment; the employee can freely express his opinion, has the courage to introduce new things, is not afraid of mistakes, does not force what the boss says, but understands it. The formation of trust is related to the honesty of the leader, stable decisions and adherence to justice.

CONCLUSION 

    In conclusion, I can say that in the modern world, management and career psychology is an important direction that ensures the development of organizations and employees, putting the human factor in the center. For effective management, the emotional intelligence of leaders, the ability to motivate and transformational leadership styles are of great importance. Such an approach makes teamwork effective, creates a positive psychological environment among employees and reduces stress.  guarantees the stable and successful operation of the support organization.

    REFERENCES

    1 MANAGEMENT PSYCHOLOGY 2019: 1 (1), B, 116.

    2 MANAGEMENT PSYCHOLOGY 2021: 2(2),B,53.

    3 MANAGEMENT PSYCHOLOGY 2021:3(3),B 45-46.

    4 THE PSYCHOLOGY OF AFFECT ROBERT CHALDINI.

    5 FUNDAMENTALS OF MANAGEMENT PSYCHOLOGY.

     6THE TALENT DELUSION.