1. The motives and goals of the participants in the interaction.
2. Strategies and tactics of interaction.
3. Regulators of conflict interaction.
4. Regulatory regulators.
5. Models of the development of an interpersonal conflict situation.
Literature:
1. Antsulov A.Ya., Shipilov A.I. Dictionary of Conflict Resolution - SPb .: Peter, 2000.
2. Grishina N.V. The psychology of conflict - SPb .: Peter, 2000. -S.209-281.
3. Lozhkin G.V., Povyakel N.I. The psychology of conflict: Theory and modern practice - M .: Publishing House "Professional", 2006.
4. Dotsenko E.L. Psychology of manipulation. - M., 1997 ..
5. Abulkhanova-Slavskaya K.A. Life strategy. - M., 1991.
6. Koryak N.M. The influence of self-esteem on behavior in conflict // Applied psychological and pedagogical research in the university. - Novosibirsk, 1988.- S. 18-22.
Motives and goals of interaction participants
As noted, conflict is a bipolar phenomenon. In the dynamics of the conflict, its bipolarity is manifested in the presence of at least two parties between which there is interaction. Moreover, the actions of these parties should be directed towards each other. They agree in the course of the conflict and are coordinated depending on how it proceeds. That is, the parties to the conflict regulate its course.
An important psychological aspect of a conflict situation is the desire of the parties, which, however, are practically not described in the psychological literature. Characterizing the conflict, the researchers note, first of all, on the fact that there is significant emotional stress associated with certain problems.
A motive is an incentive to activity associated with meeting the needs of the subject, a set of external or internal conditions that cause the activity of the subject and determine its direction.
If we talk about conflicts, then the motive in it is an incentive to enter into a conflict. Quite often, it is difficult to identify the true motives of its participants in a conflict interaction. Opponents hide their motives, demonstrating only the motives of participation in the conflict. However, these motives may differ significantly from those that are actually guided by the parties to the conflict.
Activity is caused by needs, which are defined as the state of the subject, which consists in the presence of a need for certain resources - material or spiritual, which are necessary for existence and development.
The needs we highlighted above (for security, recognition, belonging, etc.) are characteristic not only of individuals, but also of social groups, communities and even the state.
Usually, the behavior of participants in a conflict situation is aimed at satisfying certain interests. Interests are conscious needs that provide focus on the object of conflict and contribute to the implementation of the individual's conflict behavior.
The values \u200b\u200bthat a person can defend in a conflict are also close to interests: the truth of an idea, the fairness of a decision made, self-esteem, honor, self-esteem.
Personality motives are often determined by the existing interaction situation. Also, instability in modern Ukrainian society forms a certain public opinion, which, mediating in the minds of people through their needs and interests, is reflected in the actions of specific people and groups.
The motives of the participants in the interaction are specified for their purposes. The goal is a conscious image of the intended result, towards which a person's action is directed. In a conflict, the goal of a person is his idea of \u200b\u200bthe end result of the conflict. Since the goal is always conscious, then it is worth distinguishing between motives-goals and simply motives when the participant in the conflict does not set a certain conscious goal for himself. N.V. Grishina believes that the participant in the conflict seeks to overcome the contradiction, however, he is unlikely to formulate his goals precisely in such a system of ideas.
In a broad sense, a person's goals are the main, guiding factors that determine his way of life, the choice of certain situations, the preference for certain possibilities over others.
Conflict is a situation of exacerbation of contradictions, which encourages the individual to be active, aimed at overcoming the contradiction. Therefore, it can be argued that the goal of a party to the conflict is to change the situation in a favorable direction for itself: "do it my way", "make a decision", "get an advantage", "agree", "coordinate positions", etc.
The objectives in a conflict can be strategic or tactical. Since the main goal can be considered the desire to master the subject of the conflict, this goal can be considered strategic and tactical goals will be subordinated to it. However, in the course of a conflict, such a goal can be changed to another, when the opponents have a desire to inflict maximum damage on each other or, conversely, to maintain good relations with the other side.
In fact, in the conflict, three groups of goals can be distinguished:
1. Goals associated with the subject side of the conflict, behind which are the motives for obtaining the desired result.
2. The objectives of the participants related to the social aspects of the conflict (the relationship between the parties to the conflict).
3. The goals of the parties to the conflict associated with the psychological need to substantiate their position and their actions for themselves and for other people.
If a person acts in the presence of others, he has two layers opposite to the content:
"Content for oneself" does not require additional justifications and motivations, except for the subject to which the individual's activity is directed, or the problem for the solution of which he performs certain actions. Fulfillment of the requirements of "content for others" provides for the presence of "a certain socially codified, conventional and generally accessible meaning" for each element of behavior (A. Kharash). On the basis of this, a peculiar motive "to be understood" arises.
In a conflict situation, there is necessarily a justification for their position and their actions (“content for oneself.”) Each participant in the conflict is confident in his own righteousness, that he is doing everything correctly, and the other is “right.” Even if it turns out to be willing to admit that he is wrong on certain issues, we equally consider ourselves "more right" than our opponent.
It is the possibility of ambiguous interpretation of the situation in the event of contradictions that strengthens the motive "to be understood." This encourages the person to justify their actions in the eyes of others. This desire is directly proportional to the possibility of an ambiguous assessment of his behavior.
The goals of the parties to the conflict are an important regulator of their behavior. However, they do not unambiguously determine the nature of their interaction in conflict, the choice of strategy and tactics of behavior. In general, the choice of strategy and tactics of behavior is the result of a complex system of factors that form not even a complex, but an amalgam - a regulator of conflict interaction.
Usually the motives and goals of the parties to the conflict are not easy to discern. Before interest positions are available for review and analysis. The position of the participant in the conflict is the system of the opponent's relationship to the elements of the conflict situation, which manifests itself in the corresponding behavior and actions. Basically, the positions of the participants in the conflict interaction are fairly stable.
Interpersonal conflict is the most common type of conflict. In organizations, it manifests itself in different ways. However, the cause of the conflict is not only differences in the characters, views, and behavior of people (that is, subjective reasons), most often objective reasons lie at the heart of such conflicts. Most often it is a struggle for limited resources (material resources, equipment, production facilities, labor, etc.). Everyone believes that it is he, and not someone else, who needs the resources. Conflicts also arise between the manager and the subordinate.
Conflict between individual and groupoccurs when one of the members of the organization violates the norms of behavior or communication that have developed in informal groups. This type also includes conflicts between the group and the leader, which are most difficult with an authoritarian leadership style.
the main causes of interpersonal conflicts:
1) Availability contradictions between the interests, values, goals, motives, roles of individual individuals;
2) Presence confrontation between different personalities caused by the difference in social status, the level of aspirations, etc.;
3) Emergenceand stable domination of negative emotions and feelings as background characteristics of interaction and communication between people;
4) Mismatchreasoning, i.e. disagreement with the order (sequence) of the opponent's conclusions, which in certain situations leads to the appearance of a feeling of one's own psychological loss;
5) Features perception, during which a significant part of the information is lost.
6) Subjective predisposition to conflicts, which manifests itself in a combination of the following psychological qualities: inadequate self-esteem, striving for dominance, conservatism of thinking, excessive straightforwardness, criticism, anxiety, aggressiveness, stubbornness, irritability, resentment.
The main areas of manifestationinterpersonal conflicts are collective (organization), society and family, i.e. social communities in which for the most part human life takes place.
The motives for the emergence of a conflict can be: needs - the states created by the deficit of material or ideal objects that stimulate the activity of the subject. · interests- are conscious needs that ensure the focus of opponents on the object of the conflict and contribute to the manifestation of his conflict behavior. · Values - a set of qualities of the internal structure of the personality, which are especially significant for it and determine the basis of consciousness and behavior. Values \u200b\u200bcan be divided into universal, cultural, personal, etc. Goals is an awareness of the possible result to which the actions taken should lead ideals - some generalized images that characterize the best state of the object, formed by each specific person on the basis of generalization of social and personal experience and determine the life position. beliefs - the system of personal values, which determines the choice of a strategy of behavior in accordance with personal views, interests and needs.
The motives for the behavior of a particular person or group are determined not only by internal components. They also arise on the basis of a specific social situation, existing social conditions. This is due to the fact that the reforms of society naturally affect the transformation of public consciousness, which in turn contributes to a change in the needs, interests, values, goals, ideals and beliefs of specific people, and, consequently, motivation in general.
the main types of interpersonal conflicts. Value conflicts- these are conflict situations in which the disagreements between the participants are associated with their conflicting or incompatible ideas, which are especially significant for them. The system of human values \u200b\u200breflects what is most significant for him, full of personal meaning, meaning-making. For example, if we are talking about work, the value will be what a person sees for himself the main meaning of work (whether it is for him a source of means of subsistence, an opportunity for self-realization, etc.); Conflicts of interest- these are situations that affect the interests of the participants (their goals, plans, aspirations, motives, etc.), which turn out to be incompatible or contradictory to each other. For example, the spouses have different plans for the upcoming vacation, the boss intends to send a subordinate on a business trip, who is not going to leave the city until the end of the month, conflicts arising from violations of the rules and regulations of interaction... The norms and rules of joint interaction are its integral part, performing the functions of regulating this interaction, without which it turns out to be impossible. They can be of an implicit (hidden, implied) nature (for example, compliance with etiquette, which is not necessary to negotiate, adherence to them is taken for granted) or be the result of special agreements, sometimes even written (for example, the agreed contribution of each of the participants to the general labor interaction ), but in any case, their violation may entail the emergence of disagreements, mutual claims or conflicts between the participants in the interaction. Apart from these parameters, to describe the conflict, such a characteristic as sharpness, which manifests itself in the severity of the confrontation between the parties, is essential. The severity of the conflict depends on a number of factors, among which the most significant ones can be noted. These include, first of all, the already mentioned nature of the problems affected by the conflict. Any conflict is based on problems that are significant for people, but the degree of their significance can be different.
The CEO of the firm appoints a working group to study the complaint and develop proposals for a decision. The composition of the working group: HR manager - head; public relations specialist; lawyer of the firm.
The order of the game
Preparatory stage.For one to two weeks, students receive an instruction to conduct a business game. They are told the topic and purpose of the lesson, as well as the topic of the business game, its purpose and game situation.
Students receive instructions for independent study of literature and understanding the basic concepts: "conflict", "structure of the conflict", "subjects of the conflict", "subject of the conflict", "image of a conflict situation", "motives of the conflict", "position in the conflict." In addition, students are reminded that they must demonstrate in the course of a business game the ability to use various methods of studying and analyzing conflicts: observation, analysis of performance results, conversation, expert survey, etc.
During the game
1. The study group is divided into three teams.
The first team is the management of the company: general director, deputy general director for public relations, financial director.
The second team is a working group to study the complaint (see the composition in the paragraph "Game situation").
The third team consists of experts (3–5 people).
Role assignment time is 5 minutes.
Note. The composition of the teams can be determined at the request of the students.
2. All teams are given a written complaint and a task for the game. The first team prepares to hear proposals for decision-making developed by the working group (second team). The second team prepares proposals for making a decision on the complaint. The third team prepares to assess the content of the work of the first and second teams.
Preparation time is 15 minutes.
3. Hearing proposals for working out a decision on the complaint, making a decision and evaluating the content of the work.
Game script.The “Director General” opens the service meeting, announcing its topic, and gives the floor to the “senior working group” to study the complaint and develop proposals for a decision (the time limit for the report may be limited to 10 minutes). After the report, the management team asks questions to the members of the working group (the time for questions and answers can be set within 15–20 minutes). After answering the questions, the opinions of the “deputy general director for public relations” and the “financial director” are heard (5 minutes may be allotted for listening to opinions).
The decision is made based on discussion by the “CEO”.
4. Summing up the results of the game by the teacher.
The purpose of the lesson.Consolidation of students' knowledge of the essence of the conflict, the development of their skills in analyzing conflict situations of various types and the formation of the ability to make management decisions in difficult situations of social interaction.
The order of the lesson
Preparatory stage.For one to two weeks, students receive an instruction to conduct a lesson in the form of solving situational problems. They are told the topic and purpose of the lesson. They give instructions on independent study of literature and mastering the basic concepts: "conflict", "cause of conflict", "conflict situation", "incident". Particular attention is paid to understanding the relationship between these concepts.
During the lesson.Students are asked to solve problems with specific situations by answering the questions at the end of each problem.
Problem 1
You were recently appointed as Human Resources Manager. You still do not know the employees of the firm, the employees do not yet know you by sight. You go to a meeting with the CEO. Walk past the smoking room and notice two employees smoking and talking animatedly about something. Returning from a meeting that lasted one hour, you again see the same employees in the smoking room talking.
Question.How would you proceed in this situation? Explain your behavior.
Problem 2
You are the head of the department. The situation in the department is tense, the deadlines for work are disrupted. Not enough staff. Leaving on a business trip, you accidentally meet your subordinate - a young woman who has been on sick leave for two weeks. But you find her in perfect health. She is eagerly meeting someone at the airport.
Question.What will you do in this case? Explain your behavior.
Problem 3
One employee makes another complaint about the many and often repeated mistakes in work. The second employee accepts the expressed claims for insult. A conflict arose between them.
Question.
Task 4
The manager hired a specialist who must work subordinate to his deputy. Hiring was not agreed with the deputy. The inability of the hired worker to fulfill his duties soon became apparent. The deputy reports this to the head in a memorandum ...
Question.What would you do if you were a leader? Play the options.
Problem 5
In response to criticism from a subordinate, sounded at a service meeting, the boss began to find fault with him over trifles and tightened control over his performance.
Question.What is the cause of the conflict? Define a conflict situation.
Lesson 2.4. Topic: "Conflict situations". Didactic game "Frustrating situations in business relationships"
The purpose of the lesson.Strengthening students' skills in identifying conflict situations in the process of social interaction in non-standard business situations. Development of skills and abilities for effective communication in business relationships.
The order of the game.Trainees are given drawings showing two people. What the first person says is written in the square on the left. The trainees should write down their answer options for the other person.
Then the teacher organizes a discussion of the answer options.
Control test
1. Conflict is:
a) struggle of opinions;
b) a dispute, a discussion on an acute problem;
c) confrontation based on the collision of oppositely directed motives or judgments;
d) rivalry aimed at achieving victory in the dispute;
e) collision of opposite positions.
2. Confrontation is:
a) open expression of disagreement on any issue;
b) conflict of interests;
c) causing mutual damage;
d) struggle of opinions;
e) rivalry over an item.
3. The necessary and sufficient conditions for the occurrence of a conflict between the subjects of social interaction are:
a) they have opposite judgments or motives and the desire of at least one of them to win over the other;
b) the presence of oppositely directed motives or judgments, as well as the state of confrontation between them;
c) the presence of opposite positions and active actions of both sides to achieve their positions;
d) the presence of oppositely directed motives and open statements about their demands;
e) the presence of opposing interests for each of them and the lack of opportunities for their implementation.
4. A conflict situation is:
a) random collisions of interests of subjects of social interaction;
b) the accumulated contradictions associated with the activities of the subjects of social interaction, which create the basis for confrontation between them;
c) the process of confrontation between the subjects of social interaction, aimed at clarifying the relationship;
d) the cause of the conflict;
e) the stage of development of the conflict.
5. The reason for the conflict is:
a) opposite motives of the subjects of social interaction;
b) a confluence of circumstances that manifest a conflict;
c) phenomena, events, facts, situations that precede the conflict and under certain conditions of activity of the subjects of social interaction cause it;
d) the accumulated contradictions associated with the activities of the subjects of social interaction, which create the basis for a real confrontation between them;
e) what causes the conflict.
6. What causes the conflict is:
a) the motives of the conflict;
b) the positions of the conflicting parties;
c) the subject of the conflict;
d) the parties to the conflict;
e) the image of the conflict situation.
7. The image of a conflict situation is:
a) what causes the conflict;
b) subjective reflection in the consciousness of the subjects of conflict interaction of the subject of the conflict;
c) true internal incentive forces that push the subject of social interaction to conflict;
d) what the conflicting parties declare to each other;
e) subjective reflection in the minds of the subjects of conflict interaction of the goals of the conflict.
8. An incident is:
a) the coincidence of circumstances that are the reason for the conflict;
b) the true cause of the conflict;
c) the accumulated contradictions associated with the activities of the subjects of social interaction, which create the basis for a real confrontation between them;
d) what causes the conflict;
e) a necessary condition for the conflict.
9. The parties to the conflict are:
a) subjects of social interaction that are in a state of conflict or support (explicitly or implicitly) conflicting;
b) only subjects of social interaction that are in a state of conflict;
c) specific individuals in a state of conflict;
d) subjects of social interaction in a state of conflict and an intermediary (mediator);
e) the conflicting parties in the negotiation process to resolve the conflict.
10. To what type does the conflict belong, which is characterized by the fact that two persons collide in it, it is based on objective contradictions and it contributes to the development of the corresponding social system?
a) interpersonal stormy and fast flowing;
b) interpersonal, constructive;
c) interpersonal, economic;
d) acute and prolonged;
e) destructive.
Topic 3. Theories of conflict mechanisms
Understanding how conflicts arise is essential for determining how to resolve them. In the present topic of the workshop, we will consider some of the simplest mechanisms that have been described in the works of domestic and foreign authors.
Conflict formulas
One of the domestic researchers in the field of conflictology, VP Sheinov, in his book "Conflicts in Our Life and Their Resolution" gives three formulas of conflicts (A, B and C). The practical significance of the conflict formulas is that they allow you to quickly analyze many conflicts and find ways to resolve them. It should be remembered that the formulas below cannot be a universal method for assessing and resolving any conflicts. In many cases, they can only serve as a guide in the complex and contradictory process of conflict management.
The first formulareflects the dependence of the conflict (CF) on the conflict generators (CFG).
Conflict genes- these are verbal or non-verbal means of communication, as well as actions or inaction, applied consciously or unconsciously by one of the subjects of social interaction in relation to another, which cause negative emotional experiences in the latter and push him to aggressive actions in relation to the first, contributing to the emergence of a conflict between them.
The mechanism of the development of the conflict according to the first formula is based on the negative perception and negative reaction of the individual, against which the conflictogen is applied. In the absence of volitional regulation of such a reaction, it tends to develop according to the law of escalation, that is, growth.
More specifically, the first conflict formula can be schematically expressed as follows:
KFG 1\u003e KFG 2\u003e KFG 3\u003e…\u003e KF,
where KFG 1 is the first conflict generator; KFG 2 - the second conflictogen, responding to the first; KFG 3 is the third conflict generator, responding to the second, etc.
It is important to keep in mind that KFG 2\u003e KFG 1, KFG 3\u003e KFG 2, etc., that is, each response conflict is stronger than the one to which it responds (The law of escalationconflictogens).
The conflicts arising according to the first formula will be conventionally called conflicts of type A.It is important to note that, according to the observations of experts, 80% of conflicts arise in addition to the desire of their participants and according to the above formula. In this regard, two rules of conflict-free interaction should be remembered.
Rule 1. Do not use conflicts.
Rule 2. Do not respond with a conflictogen to a conflict.
For the successful application of the formulated rules, it is important to know the specific manifestations of conflicts. Table 3.1 gives a characteristic of some of the conflicts that are most often encountered in practice in relations between people.
Second formulareflects the dependence of the conflict (CF) on the conflict situation (CC) and incident (I) and is expressed as follows:
KS + I \u003d KF.
Table 3.1
Classification of conflicts
This formula indicates how to resolve such conflicts, which we will conventionally call type B conflicts:eliminate the conflict situation and exhaust the incident.
Third formulareflects the dependence of the conflict (CF) on several conflict situations (CS). It can be expressed as follows:
KS 1 + KS 2 + ... + KS n \u003d KF, while n? 2
In words, this formula can be expressed as follows:
The sum of two or more conflict situations results in a conflict.
Conflicts arising according to the third formula will be conventionally called type B conflicts.The resolution of such conflicts is reduced to the elimination of all conflict situations.
Conflict and transactional analysis
The theory of transactional (transactional) analysis was developed by the American psychotherapist Eric Berne in the 60s of the XX century. The main provisions of this theory are outlined by him in the book "People and Games" and are widely used in psychotherapy in the treatment of various mental disorders, as well as in the work of psychologists to correct human behavior.
The theory of transactional analysis can be successfully applied in the practice of predicting conflicts and preventing them in interpersonal interaction (MLI).
The main provisions of the theory of transactional analysis
The term "transactional analysis" means the analysis of interactions. The central category of this theory is "transaction".
A transaction is a unit of interaction between communication partners, accompanied by the assignment of their position.
E. Bern noted that in different situations we take different positions in relation to each other, which is reflected in interaction (transactions). The main positions are three, which were conventionally named by E. Bern: Parent, Adultand Child (Child).In the future, we will denote them in abbreviated form, respectively, by letters: P, B and D.
Behavioral characteristics of major transactions
Child- shows feelings (resentment, fear, guilt, etc.), obeys, plays pranks, shows helplessness, asks questions: "Why me?", "What was I punished for?", Apologizes in response to comments, etc.
Parent- Demands, evaluates (condemns and approves), teaches, guides, patronizes, etc.
Adult- works with information, discusses, analyzes, clarifies the situation, talks on equal terms, appeals to reason, logic, etc.
Algorithm for transactional analysis
1. Make a matrix:
2. Select the subjects of MLV ( S and - initiator, S m - "target").
3. Understand the positions of each of the subjects of MLV: R, B, D.
4. Understand the direction of the position of each subject of MLV and indicate with arrows in the matrix.
5. Using the matrix, determine the amount of differences in positions.
6. Make a conclusion:
a) the sum of discrepancies is equal to zero - there is no conflict situation;
b) the sum of discrepancies from one to four indicates the presence of a conflict situation.
Examples of
1. During negotiations, one side declares to the other: "You have disrupted our supplies, as a result we have suffered tangible losses." The other side: "No, it's your fault for delaying the advance payment."
The sum of the discrepancies is four, which indicates the presence of a serious conflict situation between the negotiators.
2. The student turns to the examiner: "Why did you give me a four and not an five?" Examiner: "Let's figure it out." And, using arguments, justifies the given grade.
The sum of the discrepancies is zero, which indicates the absence of a conflict situation.
1. Antsupov A. Ya., Shipilov A. I.Conflictology. - M .: UNITI, 1999. - Ch. 16, 17.
2. Berne E.Games People Play. People who play games. - SPb .; M .: "University book" AST, 1998.
3. Grishina N.V.The psychology of conflict. - SPb .: Peter, 2000.
4. Conflictology / Ed. A. S. Karmina. - SPb .: Lan, 1999. - Ch. 3.
Control questions
1. What are conflictogens?
2. What is the essence of the law of escalation of conflictogens (the first formula of conflicts)?
3. Formulate the rules of conflict-free interaction arising from the law of escalation of conflictogens.
4. Name the main types of conflicts and forms of their manifestation.
5. Formulate the rules of occurrence and methods of conflict resolution according to the second formula.
6. Formulate the rules of occurrence and methods of conflict resolution according to the third formula.
7. What is a transaction? The main types of transactions and their behavioral characteristics.
8. List the behavioral characteristics Parent.
9. List the behavioral characteristics An adult.
10. List the behavioral characteristics Child.
The purpose of the lesson.Development of students' skills in analyzing conflicts between subjects of social interaction based on the use of formulas (A, B and C) and the search for options for resolving conflict situations.
The order of the lesson
Preparatory stage.For one to two weeks, students receive an instruction to conduct a practical lesson by solving situational problems. They also receive instructions for independent study of the literature and clarification of the basic concepts: “types of conflict (A, B and C)”, “conflict genes”, “escalation of conflict genes”, “conflict situation”, “incident”.
During the lesson.Students are offered tasks with specific situations. They must solve these problems by answering the question - by what formula is it possible to resolve the conflict in each of them.
Options for solving problems are discussed in the study group.
Problem 1
The manager hired an unprepared employee, without coordinating this with the deputy, who is subordinate to him. The inability of the hired worker to do his job is soon revealed. The deputy submits a memorandum to the head about this. The manager immediately tears up the note.
Problem 2
Determine the nature of the conflict (type A, B, C) in the following situation.
When distributing the bonus, the boss did not allocate it to one of the subordinates. There were no grounds for de-bonuses. When asked by a subordinate, the leader could not explain the reasons, he only said: "This is what I teach you."
Problem 3
Determine the nature of the conflict (type A, B, C) in the following situation.
Talking to an applicant for a vacant position, the manager makes a promise to further promote him in the position.
The newly admitted with enthusiasm starts to work, showing high efficiency and conscientiousness. The management is constantly increasing the workload, without adding salaries or promoting in positions. After some time, the employee begins to show signs of dissatisfaction ... A conflict is brewing.
Task 4
Determine the nature of the conflict (type A, B, C) in the following situation.
The boss informs the subordinate that he will send him to refresher courses next month. The subordinate refuses, referring to the fact that he has a year and a half left until his retirement.
Problem 5
Determine the nature of the conflict (type A, B, C) in the following situation.
An employee who has reached retirement age complains to his boss that the foreman is surviving him from work. The master swears that he does not give the slightest reason for this. The employee continues to complain.
Problem 6
Determine the nature of the conflict (type A, B, C) in the following situation.
The head of the section gives the task to the worker. He refuses, motivating his refusal by the fact that this work requires a higher grade, and at the same time adding that he has not been upgraded for five years.
Problem 7
Determine the nature of the conflict (type A, B, C) in the following situation.
At the meeting, one of the subordinates, unable to withstand the pressure of the leader, in a half-joking manner drew attention to this pressure. The leader could not find what to say, but after this incident he began to act even more harshly, especially in relation to the "joker".
Lesson 3.2. Didactic game "Frustrating situations"
The aim of the game.Strengthening students' skills in identifying conflict situations in the process of social interaction in non-standard life situations, developing skills and abilities of effective communication in difficult situations.
The order of the game.Trainees are given drawings showing two people. What the first person says is written in the square on the left. The trainees should write down their answer options for the other person. Then the teacher organizes a discussion of the answer options.
At the end of the lesson, students can be given psychocorrectional exercises for self-development (exercise 1 is taken from the book: Psychological assistance and counseling in practical psychology, 1999, p. 278).
Exercise 1
The ability to respond to rudeness, while maintaining a sense of self-esteem, can be trained while traveling in public transport, in the store, in markets and other public places. Force yourself to be silent when you get hurt in a petty conflict, like a tram fight. Learn to distract yourself from such "scenes" by pleasant memories or observing the landscape, etc. Soon you will feel the advantage of such behavior - you will avoid conflict and preserve honor and dignity.
Exercise 2
Remember conflict situations on the street, in public transport, in service establishments, etc., which you have witnessed, and analyze them by answering the following questions:
1. By what formula did the conflict develop?
2. Who was the initiator of the conflict and which conflict generator did he use first?
3. How did the second party to the conflict respond to the conflict generator?
4. Could this conflict have been avoided and how?
The purpose of the lesson.Development of students' skills in assessing conflict between subjects of social interaction based on transactional analysis, as well as searching for options for resolving such conflicts.
The order of the lesson
Preparatory stage.For one to two weeks, students receive instructions for conducting a practical lesson in the form of solving situational problems. They are told the topic and purpose of the lesson. They give instructions for independent study of literature and understanding of the basic concepts: "transaction", "behavioral positions of the Parent, Adult, Child"; "Algorithm for applying transactional analysis."
During the lesson
1. Students are offered the test "Parent - Adult - Child".
Test 3.1. "Parent - Adult - Child"
Try to evaluate how these three “I's” are combined in your behavior. To do this, evaluate the given statements in points from 1 to 10.
1. I sometimes lack self-control.
2. If my desires interfere with me, then I can suppress them.
3. Parents, as more mature people, should arrange the family life of their children.
4. I sometimes exaggerate my role in any events.
5. I am not easy to fool.
6. I would love to be an educator.
7. It happens that I want to fool around like a little one.
8. I think that I correctly understand all the events that are taking place.
9. Everyone must do his duty.
10. Often I do not do the right thing, but the way I want.
11. When making a decision, I try to think through its consequences.
12. The younger generation should learn from the older how they should live.
13. I, like many people, am touchy.
14. I can see more in people than they say about themselves.
15. Children must unconditionally follow the instructions of their parents.
16. I am an addicted person.
17. My main criterion for evaluating a person is objectivity.
18. My views are unshakable.
19. It happens that I do not yield in an argument just because I do not want to yield.
20. Rules are justified only as long as they are useful.
21. People have to follow the rules regardless of the circumstances.
Calculate separately the amount of points in the rows of the table:
1, 4, 7, 10, 13, 16, 19 - "D" (Child);
2, 5, 8, 11, 14, 17, 20 - "B" (Adult);
3, 6, 9, 12, 15, 18, 21 - "P" (Parent).
Arrange the corresponding symbols in descending order of weight. If you have obtained the VDR formula, then you have a developed sense of responsibility, are moderately impulsive, direct and not inclined to edification and teaching. You can only wish to keep these qualities in the future. They will help you in any business related to communication, teamwork, creativity.
Worse, if P is in the first place, categoricalness and self-confidence are contraindicated, for example, for a teacher, an organizer, in a word, for everyone who mainly deals with people, and not with machines.
The combination of WFD can sometimes complicate the life of the owner of such a characteristic. The “parent” cuts the “truth-womb” with childlike spontaneity, not doubting anything.
D at the head of the priority formula is a perfectly acceptable option, say, for scientific work. Einstein, for example, once jokingly explained the reasons for his scientific successes by the fact that he developed slowly and thought about many questions only when people usually stop thinking about them.
But childlike spontaneity is good to a certain extent. If she begins to interfere with business, then it’s time to take control of your emotions.
2. Students are offered tasks containing specific situations. The situations described in the tasks, they should evaluate on the basis of transactional analysis. Problem solving is discussed in the study group.
Problem 1
Conduct an analysis of interpersonal interaction and assess its conflict in the following situation.
The entrepreneur turns to the tax inspector: "On what basis did you impose a fine?" Inspector: "Let's figure it out." And, using documents, explains the reason for the fine.
Problem 2
The manager asks his deputy: "What do you think needs to be done to eliminate employees being late for work?" Deputy: "I have some thoughts on this."
Problem 3
Conduct a transactional analysis for the conflict of interpersonal interactions in the following situation.
The manager turns to his deputy with the words of reproach: "You could not ensure the timely completion of the task." Deputy: "I was distracted by family circumstances."
Task 4
Conduct a conflict analysis of interpersonal interactions in the following situation.
At the end of the day, the head of the department asks the employee to stay after work to draw up an urgent report. The employee refuses, citing fatigue and the fact that the working day has already ended.
At the end of the lesson, students can be given psychocorrectional exercises for self-development (exercises 1 and 2 are taken from the book: Psychological assistance and counseling in practical psychology, 1999, p. 269).
Exercise 1
When entering into communication in real life situations, try to determine the positions of your partners. Try experimenting with your own position, each time observing and analyzing the consequences of changing it. Which specific transactional combinations lead to an aggravation of the situation, and which ones lead to constructive communication?
Exercise 2
Analyze the usual transactions of your family members, friends, colleagues. Who is easier and more pleasant for you to communicate with: Parents, Children or Adults? Why do you think? Do you have a “favorite” position? Do you change your transaction depending on the situation? Do I need to coordinate my position with the position of partners?
Control test
Choose the correct answer for each of the 10 questions.
1. Conflict genes are:
a) words, actions (or inaction) that can lead to a conflict;
b) manifestations of the conflict;
c) the reasons for the conflict due to the social status of the individual;
d) personality states that occur after the resolution of the conflict;
e) behavioral reactions of a person in a conflict.
2. Define the type of conflict in the following situation: “In public transport, one passenger accidentally pushed another, without apologizing for the inconvenience. The second passenger, in response to the push, was rude to the first passenger ... In the end, a fight broke out between them ... ":
d) type B and C;
e) type A and B.
3. Define the type of conflict in the following situation: “There was no relationship between two employees. By mistake, the written assignment for the first employee was addressed to the second. The second regarded this fact as an attempt of the first to "blame" his work on him. An open conflict arose between them ... ":
d) type B and C;
e) type A and B.
4. Determine the type of conflict in the following situation: “The head hired an employee in one of the departments without coordinating this issue with the head of this department and without a corresponding check of his professional training. It was soon discovered that the newly hired employee was unable to fulfill the duties of the position ... The head of the department in a memo reports on the professional unsuitability of the newcomer and demands his dismissal. There was a conflict between the head and the head of the department ... ":
d) type B and B;
e) type A, B and C.
5. What type of conflictogens are the following actions: order, threat, remark, criticism, accusation, ridicule?
a) condescending attitude;
b) negative attitude;
c) mentoring relationship;
d) violation of ethics;
e) dishonesty and insincerity.
6. What type of conflicts are the following actions: humiliating consolation; humiliating praise; reproach; banter?
a) bragging;
b) violation of ethics;
c) regressive behavior;
d) condescending attitude;
e) negative attitude.
a) direct negative attitude;
b) bragging;
c) dishonesty and insincerity;
d) mentoring relationship;
e) regressive behavior.
8. Choose the appropriate behavior (a combination of three positions) of the "Parent" transaction:
a) requires; evaluates; shows helplessness;
b) leads; reasoning; analyzes;
c) speaks as equals; shows feelings of resentment; patronizes;
d) works with information; reasoning; analyzes;
e) requires; condemns; teaches.
9. Choose an appropriate behavior option (a combination of three positions) in the "Child" transaction:
a) shows a feeling of resentment; obeys; is naughty;
b) requires; reasoning; analyzes;
c) condemns; teaches; patronizes;
d) evaluates; shows helplessness, shows a sense of fear;
e) submits; approves; clarifies the situation.
10. Choose the appropriate behavior (a combination of three positions) in the "Adult" transaction:
a) shows feelings of guilt; leads; clarifies the situation;
b) works with information; analyzes; speaks as equals;
c) requires; patronizes; leads;
d) works with information; patronizes; leads;
e) clarifies the situation; works with information; leads.
Topic 4. Conflict management technologies
Conflict management can be viewed in two aspects: internal and external. The first of them is to manage your own behavior in conflict interaction. This aspect is of a psychological nature and is reflected in theme 7 of the workshop. The external aspect of conflict management reflects the organizational and technological aspects of this complex process, in which the subject of management can be the head (manager), leader or mediator (mediator). It is in this aspect that we consider this problem.
Self-study material
Conflict management concept
The concept of "management" has a very wide scope of application: "management of self-organizing systems", "management of technical systems", "management of society", etc.
With regard to social systems, management is a purposeful process of optimizing these systems in accordance with objective laws. As for the concept of "conflict management", it can be defined as follows:
Conflict management- This is a purposeful, conditioned by objective laws impact on its dynamics in the interests of the development or destruction of the social system to which this conflict is related.
In the definition we have proposed, an indication of targeted impact in the interests of the development or destruction of the social system requires clarification. The fact is that in functional terms, conflicts are contradictory. Some of them are of a constructive nature and contribute to the development of the social system associated with them, provided that the dynamics of conflicts are adequate. Others are destructive and contribute to the destruction of the social system. Therefore, the subjects of social management, depending on their attitude to a particular social system, can purposefully influence the dynamics of conflicts occurring in it in accordance with their interests. Note that the issues of using destructive conflicts in social practice can be the subject of study in a separate branch of conflict management - destructive conflict management.
The constructive aspect of conflict management is important to us. In other words, the main goal of conflict management will be to prevent destructive conflicts and facilitate the adequate resolution of constructive ones.
Conflict management as a complex process includes the following activities:
Forecasting conflicts and assessing their functional orientation;
Preventing or promoting conflict;
Conflict regulation;
Conflict resolution.
Conflict prediction- this is one of the most important types of activities of the subject of management, it is aimed at identifying the causes of this conflict in potential development.
The main sources of conflict forecasting is the study of objective and subjective conditions and factors of interaction between people, as well as their individual psychological characteristics. In a team, for example, such conditions and factors can be: management style; the level of social tension; socio-psychological climate; leadership and microgroups and other socio-psychological phenomena.
Table 4.1
A special place in forecasting conflicts is occupied by constant analysis of both general and particular causes of conflicts.
Conflict prevention- This is a type of activity of the subject of management, aimed at preventing the emergence of a conflict. Conflict prevention is based on their prediction. In this case, on the basis of the information received about the causes of the maturing undesirable conflict, vigorous activities are undertaken to neutralize the action of the entire complex of its determining factors. This is the so-called forced formconflict prevention.
But conflicts can be prevented by generally effective management of the social system. In this case, conflict management (including conflict prevention) is an integral part of the overall management process in this system. The main ways of such prevention of conflicts in organizations can be:
Constant concern for the satisfaction of the needs and requests of employees;
Selection and placement of employees, taking into account their individual psychological characteristics;
Compliance with the principle of social justice in any decisions affecting the interests of the collective and the individual;
Education of employees, the formation of a high psychological and pedagogical culture of communication, etc.
A similar form of conflict prevention, unlike the previous one, can be called preventive.
Stimulating conflict- this is a type of activity of the subject of management, aimed at provocation, the challenge of conflict. Incentives are justified in relation to constructive conflicts. The means of stimulating conflicts can be very different: bringing a problematic issue for discussion at a meeting, meeting, seminar, etc .; criticism of the current situation at the meeting; presentation of critical material in the media, etc. But when stimulating a conflict, the leader must be ready to manage it constructively. This is a necessary condition in conflict management, violation of it, as a rule, leads to sad consequences.
Conflict regulation- This is a type of activity of the subject of management, aimed at weakening and limiting the conflict, ensuring its development towards resolution. Regulation as a complex process involves a number of stages that are important to consider in management activities.
Stage I. Recognition of the reality of the conflict by the conflicting parties.
Stage II. Legitimization of the conflict, that is, reaching an agreement between the conflicting parties on the recognition and observance of the established norms and rules of conflict interaction.
Stage III. Institutionalization of the conflict, that is, the creation of appropriate bodies, working groups to regulate conflict interaction.
In addition, in the process of managing conflicts, it is important to take into account some technologies, which are presented in table. 4.2.
Conflict resolution- This is the type of activity of the subject of management associated with the end of the conflict. Resolution is the final step in conflict management.
Conflict resolution can be completeand incomplete.Full resolution of the conflict is achieved by eliminating the causes, the subject of the conflict and conflict situations. Incomplete resolution of the conflict occurs when not all causes or conflict situations are eliminated. In this case, incomplete resolution of the conflict may be a step towards its complete resolution.
Table 4.2
Conflict management technologies
In real practice of managing conflicts, it is important to take into account the prerequisites, forms and methods of their resolution.
Prerequisites for resolving the conflict:
Sufficient maturity of the conflict;
The need of the subjects of the conflict in its resolution;
Availability of the necessary funds and resources to resolve the conflict.
Forms of permission:
Destruction or complete submission of one of the parties (concession);
Reconciliation of interests and positions of the conflicting parties on a new basis (compromise, consensus);
Mutual reconciliation of conflicting parties (withdrawal);
Transfer of struggle into the channel of cooperation to jointly overcome contradictions (cooperation).
Resolution methods:
Administrative (dismissal, transfer to another job, court decision, etc.);
Pedagogical (conversation, persuasion, request, explanation, etc.).
Algorithm of the leader's activity in the process of managing conflicts
Algorithm of the leader duringconflict management depends on many factors - the content of the conflict itself, the conditions for its occurrence and development, and many others.
Therefore, it is impossible to propose a universal algorithm for the activity of a manager in managing conflicts. But some basic, expedient steps in such an algorithm can be distinguished. We will present them in table. 4.3.
In the process of management activities to resolve conflicts and in the choice of an algorithm for such activities for a manager, it is important to consider the following principles of conflict management:
Objectivity and adequacy of the assessment of the conflict;
Concrete-situational approach;
Publicity;
Democratic influence, reliance on public opinion;
Complex use of methods and techniques of influence.
Table 4.3
Conflict management algorithm
It is no less important for a leader in managing conflicts to take into account some of the negative factors of making constructive decisions, which are presented in Table. 4.4, as well as the use of various types of psychological power to resolve conflicts, developed by H. Cornelius and S. Fair and reflected in table. 4.5.
Table 4.4
Negative factors of making constructive decisions on the conflict
Table 4.5
Differences in approaches to the use of power to resolve conflicts, according to H. Cornelius and S. Fair
Note. Only power should be used to resolve conflicts constructively influence.
Sources for an in-depth study of the topic
1. Antsupov A. Ya., Shipilov A. I.Conflictology. - M .: UNITI, 1999. - Section. VII; VIII.
2. Zerkin D.P.Fundamentals of Conflictology: A course of lectures. Lecture 9. - Rostov-on-Don: Phoenix, 1998.
3. Kabushkin N.I.Fundamentals of management. - Minsk: Amalfeya, 1998. - S. 238–250.
4. Conflictology / Ed. A. S. Karmina. - SPb .: Lan, 1999. - Ch. 12.
5. Mastenbrook W.Conflict management and organization development. - M .: Infra-M, 1996.
6. Utkin E.A.Conflictology. Theory and practice. - M .: Ekmos, 1998. - S. 94-132.
Control questions
1. Give the definition of "conflict management".
2. What types of activities of the subject of management include in their content the process of conflict management?
3. Explain the concepts of "conflict forecasting" and "conflict prevention".
4. What is meant by conflict regulation?
5. List the stages of conflict management.
6. List the most important conflict management technologies.
7. What is meant by conflict resolution?
8. List the prerequisites for resolving the conflict.
9. List the principles of conflict management.
10. List the negative factors of making constructive decisions on the conflict.
Lesson 4.1. Topic: "Conflict Management Technologies". Didactic game "Assessing the depth of the conflict"
The purpose of the lesson.The development of students' skills for assessing the depth of a conflict situation using special techniques and the formation of their ability to make adequate decisions about the behavior of conflict subjects in conflict interaction.
The order of the game
Preparatory stage.For one to two weeks, students are given an assignment and an orientation to prepare for the game. The essence of the task is as follows.
1. Students receive the test "Assessment of the depth of the conflict" to study its content.
2. To test the test, students must independently analyze conflict situations that occurred with their participation or that they observed, in order to assess the severity of each of the 8 factors presented in the test, and be ready to report on this issue in the classroom.
Test 4.1. Assessing the depth of the conflict
In order to assess the conflict situation and the nature of the behavior of the subject resolving the conflict, this test is offered to your attention. The test presents 8 main positions that are directly related to a conflict situation. Your task is to rate the severity of each factor on a 5-point scale. The strong severity of the factors on the left side of the test is assessed by 1 point, and on the right side - 5 points. After evaluating each position in the test, the total score should be calculated, which will indicate the depth of the conflict.
Assessment of results
The sum of points equal to 35-40,indicates that the conflicting parties have taken a tough stance towards each other.
The total of points equal to 25-34,indicates fluctuations in the relations of the conflicting parties.
a) if you leader,then:
- at the sum of points 35-40you must act in the role of the prosecutor and to resolve the conflict situation, you should mainly resort to administrative measures;
- at points 25-34you should act as a consultant and to resolve the conflict situation, you should mainly resort to psychological measures;
- at points less than 24you must act as an educator and in this case it is advisable to use pedagogical measures to resolve a conflict situation;
b) if you are a mediator,then:
- at the sum of points 35-40measures should be taken to separate the conflicting parties and begin negotiations with them in a disjunctive manner (see p. 153) until the intensity of the struggle between them decreases;
- at points 25-34you can try to transfer the conflict into a constructive phase at the next meeting in the negotiation process;
- at points less than 24efforts can be intensified to prepare a constructive solution.
During the lesson.1. A game warm-up is carried out. Within 1015 minutes, students' tasks, completed by them at the preparatory stage, are heard and analyzed.
2. Game situations are created and analyzed.
Game situation.Students are divided into play groups of 4 people. In each game group, 2 people play the role of conflicting people, 1 - the role of manager and 1 mediator (during the game, students change roles). Next, the teacher gives the game setup:
Conflicting - the subject of the conflict and the direction of the conflict interaction are determined, which they must play out (the direction of the interaction should not be known to other participants in the game);
The manager and the mediator are informed about the subject of the conflict and given a role-based setting for assessing the depth of the conflict between conditional conflicts by talking to them, observing their behavior, based on test positions, and making a decision to resolve the conflict.
Participants are given 10 minutes to prepare for role-based interaction. Role-based interaction is given 10-15 minutes.
Each game plot is discussed.
Control test
Choose the correct answer for each of the 10 questions.
1. Conflict management is:
a) purposeful impact on the process of its dynamics;
b) purposeful, conditioned by objective laws of influence on the process of its dynamics in the interests of the development or destruction of the social system to which this conflict is related;
c) purposeful impact on the conflicting parties in order to reduce the level of tension between them;
d) purposeful, conditioned by objective laws of influence on the process of forming an adequate image of a conflict situation among those in conflict in the interests of reducing the level of tension between them;
e) purposeful influence on the motives of those in conflict.
a) forecasting; prevention (stimulation); regulation; resolution;
b) forecasting; prevention (stimulation); resolution;
c) forecasting; regulation; resolution;
d) forecasting; analysis; warning; resolution;
e) analysis of the conflict situation; forecasting; warning; resolution.
3. Recognition of reality by the conflicting parties; the legitimization of the conflict and the institutionalization of the conflict are included in the content:
a) predicting the conflict;
b) conflict prevention;
c) stimulating conflict;
d) conflict regulation;
e) conflict resolution.
4. The institutionalization of the conflict is:
c) the form of involving the public to resolve the conflict;
d) reaching an agreement between the conflicting parties on the recognition and observance of statutory norms and rules of conduct in a conflict;
e) contacting a mediator.
5. The legitimization of the conflict is:
a) determination of the place and time of negotiations to resolve the conflict;
b) creation of appropriate bodies and working groups to regulate conflict interaction;
c) reaching an agreement between the conflicting parties on the recognition and observance of the established norms and rules of behavior in the conflict;
d) contacting a mediator;
e) making the conflict public.
6. The principles of conflict management are:
a) publicity; objectivity and adequacy of the assessment of the conflict; reliance on public opinion; complex use of methods and techniques of influence;
b) publicity; objectivity and adequacy of the assessment of the conflict; analysis of performance results; reliance on public opinion;
c) a specific situational approach; publicity; reliance on the positive qualities of the conflicting; application of the biographical method;
d) publicity; reliance on public opinion; taking into account the interests of the management; forecasting;
e) forecasting, stimulation; regulation; resolution.
7. Which scientist has developed a model for the use of power to resolve the conflict:
a) K. Thomas and R. Killman;
b) H. Cornelius S. Fair;
c) D. Scott and C. Lixon;
d) M. Doig and D. Scott;
e) R. Fischer and W. Yuri.
8. The prerequisites for resolving the conflict are:
a) sufficient maturity of the conflict; the need of the subjects of the conflict in its resolution; availability of the necessary resources and means to resolve the conflict;
b) sufficient maturity of the conflict; high authority of one of the conflicting parties;
c) the availability of the necessary resources and means to resolve the conflict; the need of the subjects of the conflict in its resolution; collective form of activity;
9. What concerns the form of conflict resolution:
a) censure, humor, persuasion, concession;
b) concession, compromise, withdrawal, cooperation;
c) demands, criticism, persuasion, humor;
d) concession, demands, persuasion, criticism;
e) subordination; reconciliation; persuasion, agreement.
10. What types of conflict management activities are adequate at the stage of the emergence and development of a conflict situation:
a) forecasting and prevention (stimulation);
b) forecasting; prevention (stimulation) and regulation;
c) forecasting only;
d) only warning (stimulation);
e) regulation only.
When investigating a conflict, in addition to clarifying the external causes of a conflict situation, it is necessary to reveal its internal content, which is determined by the motives of the conflicting parties.
In this case, the motives act as internal incentive forces, pushing the subjects of conflict interaction to open confrontation. It is the motives for entering the conflict that fill him with emotions. As a rule, in the process of conflict, opponents may experience feelings of dependence, infringement, feelings of guilt, etc.
The motives for the emergence of a conflict can be:
· Needs - conditions created by a shortage of material or ideal objects that stimulate the activity of the subject. The classification of needs includes: needs for security, recognition, social belonging, cognitive needs, aesthetic needs, etc.
It should be noted that these needs may arise not only in individuals, but also inherent in social groups, entire societies and states.
· Interests - represent the conscious needs that ensure the orientation of opponents to the object of the conflict and contribute to the manifestation of his conflict behavior.
· Values \u200b\u200b- a set of qualities of the internal structure of a personality, which are especially significant for it and determine the basis of consciousness and behavior. Values \u200b\u200bcan be divided into universal, cultural, personal, etc.
· Goals are the awareness of the possible result to which the actions taken should lead. In the framework of conflict interaction, the goal is the end result, which is assessed from the position of utility (for an individual, a reference group or a collective as a whole). It is customary to distinguish tactical (focused on mastering the object of the conflict) and strategic goals (determining the order of achievement, means of influence, etc.).
· Ideals - some generalized images that characterize the best state of the object, formed by each specific person on the basis of generalization of social and personal experience and determine the life position.
· Beliefs - a system of personal values \u200b\u200bthat determines the choice of a strategy of behavior in accordance with personal views, interests and needs.
The motives for the behavior of a particular person or group are determined not only by internal components. They also arise on the basis of a specific social situation, existing social conditions. This is due to the fact that the reforms of society naturally affect the transformation of public consciousness, which in turn contributes to a change in the needs, interests, values, goals, ideals and beliefs of specific people, and hence motivation in general.
At the same time, it should be noted that it is very difficult to establish the true motives of opponents in the process of conflict interaction. The fact is that the parties to the conflict often declare the same reasons as the motives for entering the conflict, when in a real situation completely different factors serve as motives.
Thus, the motives for entering into conflict interaction are internal incentive forces that push the subjects of conflict interaction to open confrontation. The reasons for the emergence of a conflict can be: needs, interests, values, goals, ideals, beliefs, etc. In addition, the specific social situation and existing social conditions influence the motivation of the parties to the conflict.
Conflict-the clash of 2 opposite goals, positions, interests, which requires its resolution. K. Thomas identified 5 ways of behavior in a conflict:
1.Suppression - realization of their interests at the expense of the interests of others;
2.Subordination - one of the parties sacrifices its own interests;
3.Avoidance - avoiding conflict;
4.Compromise - the style of partial concessions (reduces the severity of the conflict);
5.Cooperation - a solution that is completely satisfactory to both parties; requires the ability to restrain emotions, listen to the other side, correctly express the essence of their interests.
Classification of conflicts:
1. Interpersonal (a clash of interacting people, whose goals are either mutually exclusive and incompatible in a given situation, oppose and interfere with each other).
2. Intergroup (confrontation between groups in a team, society).
3. Intrapersonal (clash of oppositely directed motives, needs, interests in 1 person).
In a conflict situation, it is important how the subjects represent it. There can be false conflicts (they have no substantive grounds, contradictions) and genuine ones. Conflicts are biased (double) - an explicit conflict, behind which you can find a hidden, underlying explicit. The most difficult - latent (hidden) - either not realized or hidden (contributes to the development of cynicism and licimeria among the participants in the conflict). Conflicts can be: - personal and industrial (the most difficult to experience); - special type - pedagogical conflicts - all conflicts associated with the process of training and education.
Diagnostic methods: determination of the tendency to conflict behavior - the method of K. Thomas.
Conflict structure:
The main elements of conflict interaction are:
1) object of conflict,
2) parties to the conflict,
3) social environment, conflict conditions,
4) subjective perception of the conflict and its personality elements.
1 - Object of conflict... Every conflict has its own reason, arises over the need to satisfy any need. The value that is able to satisfy this need and because of the mastery of which a conflict arises, is its object. Material, social and spiritual values \u200b\u200bcan be the object of the conflict.
2 - Participants in the conflict there can be separate individuals, social groups, organizations, states, coalitions of states. The main parties to the conflict are the opposing parties or opponents. They form the core of the conflict. When at least one of the main parties leaves the confrontation, the conflict ends. Depending on the nature of these parties, conflicts can be divided into 3 main types (see the classification of conflicts)
In addition to the main parties to the conflict, there may be other participants who play secondary roles in it. These roles can be both significant and insignificant, up to the roles of the so-called "people from the crowd."The roles of the parties to the conflict are not the same. They differ from both sociological and psychological points of view.
From a sociological point of view, they can differ significantly in their social significance, strength, influence, which is especially clearly revealed in the collision of an individual with the state. Of course, in a conflict of this kind, the forces of the participants are far from equal, as evidenced by the tragic fate of “dissidents” who actively opposed the Soviet state. According to their social significance, the roles of the parties to the conflict are arranged in the following order: 1) individual individuals acting on their own behalf, 2) collectives follow, 3) social strata, 4) the state. However, the significance and influence of the parties to the conflict do not always correspond to the indicated sequence. As history shows, the role of individuals not only in the life of individual organizations and groups, but also in the destinies of entire nations and states can be very great.
The role of individual participants in the conflict is not the same from a psychological point of view; in this respect, it can be sublime, even heroic, or it can be base and unsightly. Each participant can be guided in the course of the development of the confrontation by his own motives, goals, interests, values \u200b\u200band attitudes.
Both the social significance of the participants and their goals, attitudes are manifested especially clearly only when the conflict reaches a high degree of development. It is at this time that the "moment of truth" comes in the development of the conflict, it becomes clear who is who among its participants.
3 - But in addition to the participants in the conflict, the totality of which constitutes, as it were, its microenvironment, an important and sometimes decisive role in its development is also played by macroenvironment, those specific historical socio-psychological conditions in which it unfolds. The concept of the social environment defines the basis on which the conflict arises and develops. This concept includes not only the closest, but also the distant, wider environment of the conflicting parties, those large social groups to which they belong, national or class, as well as society as a whole.
4 - The nature of the conflict depends not only on the objective conditions in a given country, large or small group, but also on subjective perception or image of conflict, which is created for persons or groups acting in a given conflict situation. This image or perceptions do not necessarily correspond to the true state of affairs, the actual situation. These images, perceptions of people can be of three types:
1) ideas about ourselves,
2) the perception of other participants in the conflict,
3) images of the external environment, large and small, in which the conflict unfolds.
It is these images, ideal pictures of a conflict situation, and not objective reality itself, that are the direct basis of the behavior of the conflict parties.
Of course, in general, these images and pictures are generated by objective reality. However, as Immanuel Kant noted, our knowledge reflects not only the objective nature, but also includes our own human nature as its integral part. Therefore, the relationship between our images, ideas and reality is very complex and not only never fully correspond to it, but can also very seriously disagree with it, which is another source of conflict.
It should be borne in mind that whatever our images, perceptions, ideas about the conflict situation, the conflict still does not begin until they are realized in the corresponding reciprocal actions. Objective and subjective causes of the conflict, arising both at its close and distant approaches, as well as the composition of the participants determine the set of possible methods of action and behavior of the parties. Since each action of one of the parties to the conflict causes a corresponding reaction, they influence each other and interact.
Determination of the temporal, spatial and systemic boundaries of the conflict is an important prerequisite for successful regulation and prevention of its destructive result.
The maturation of the reasons, the formation of the composition of the participants in the conflict, their interaction and one or another outcome of the conflict take time. Therefore, any real conflict is not a one-time act, but a process, often very long. In this regard, the analysis of the conflict involves not only the consideration of its structure, statics, but also the study of the dynamics, stages and stages of its development.
Five main ways to resolve interpersonal conflicts:
Avoidance, evasion (weak assertiveness is combined with low cooperation). With this strategy of behavior, the manager's actions are aimed at getting out of the situation without yielding, but not insisting on his own, refraining from entering into disputes and discussions, from expressing his position. In response to the demands or accusations made against him, such a leader turns the conversation to another topic. He does not take responsibility for solving problems, does not want to see controversial issues, does not attach importance to disagreements, denies the existence of a conflict or generally considers it useless, tries not to get into situations that provoke a conflict.
Compulsion (confrontation) - in this case, high assertiveness is combined with low cooperativity. The actions of the manager are aimed at insisting on his own way of open struggle for his interests, the use of power, coercion. Confrontation involves the perception of the situation as victory or defeat, taking a tough position and the manifestation of irreconcilable antagonism in the event of partner resistance. Such a leader will make you accept your point of view at any cost.
Anti-aliasing (compliance) - weak assertiveness is combined with high cooperativity. A leader's actions in a conflict situation are aimed at maintaining or restoring good relations, at ensuring the satisfaction of the other person by smoothing out disagreements. For this, he is ready to yield, neglect his interests, strive to support the other, not hurt his feelings, take into account his arguments. His motto: "You shouldn't quarrel, because we are all one happy team in the same boat, which should not be rocked."
Compromise, cooperation - high assertiveness is combined with high cooperation. In this case, the actions of the manager are aimed at finding a solution that fully satisfies both his interests and the wishes of another person in the course of an open and frank exchange of views on the problem. He tries to settle differences by giving in something in exchange for concessions from the other side, in the process of negotiations he looks for intermediate "middle" solutions that suit both sides, in which no one especially loses anything, but neither gains.
There are other ways to resolve interpersonal conflicts:
coordination - coordination of tactical sub-goals and behavior in the interests of the main goal or the solution of a common task. Such coordination between organizational units can be carried out at different levels of the management pyramid (vertical coordination), at organizational levels of the same rank (horizontal coordination) and in the form of a mixed form of both options. If agreement is successful, then conflicts are resolved with less cost and effort; integrative solution to the problem. Conflict resolution is based on the assumption that there may be a solution to the problem that eliminates all conflicting elements and is acceptable to both parties. It is believed that this is one of the most successful strategies for a manager's behavior in a conflict, since in this case he is the closest to resolving the conditions that initially gave rise to this conflict. However, a problem-solving approach to conflict is often very difficult to follow. This is due to the fact that it largely depends on the professionalism of the manager. It also takes a long time to resolve the conflict. In such circumstances, the manager must have good technology - a model for solving problems;
confrontation as a way to resolve the conflict - making the problem public. This makes it possible to freely discuss it with the involvement of the maximum number of parties to the conflict (in fact, this is no longer a conflict, but a labor dispute), to enter into confrontation with the problem, and not with each other, in order to identify and eliminate all the shortcomings. The purpose of confrontation sessions is to bring people together in a non-hostile forum that encourages communication. Public and frank communication is one of the means of conflict management