Conflict (lat. “Collision”) is a process of sharp aggravation, contradiction and struggle of two or more parties in solving a problem that has personal significance for each of its participants.
The conflict is subjective, since it cannot be outside the psyche and consciousness of the individual. And at the same time, it is objective, as it is realized in the behavior of people.
An interpersonal conflict is a situation of confrontation between participants, perceived and experienced by them (or at least by one of them) as a significant psychological problem that requires its resolution and causes the parties' activity aimed at overcoming the contradiction that has arisen and resolving the situation in the interests of both or one of the parties.
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Interpersonal conflicts. Views. Conflict behavior strategies. Diagnostics. Prevention and methods of correcting conflict behavior.
Conflict(lat. "collision") - a process of sharp aggravation, contradiction and struggle of two or more parties in solving a problem that has personal significance for each of its participants.
Conflict subjective, since it cannot be outside the psyche and consciousness of the individual. And at the same time objective, as it is realized in the behavior of people.
Interpersonal conflict- the situation of confrontation between the participants, perceived and experienced by them (or at least one of them) as a significant psychological problem that requires its resolution and causes the activity of the parties, aimed at overcoming the contradiction that has arisen and resolving the situation in the interests of both or one of the parties.
Types of interpersonal conflicts:
1. By focus:
- horizontal- participants do not obey each other
- vertical- participants are subordinate to each other
- mixed- where there are both components (organization)
2. By value:
- constructive(creative)
opponents do not go beyond ethical standards, business relationships, reasonable arguments,
leads to the development of relationships between people - destructive(destructive)
one of the parties firmly insists on its position and ignores the other
one of the parties resorts to condemned methods of struggle
3. By the nature of the reasons:
- objective
- subjective(bad mood, well-being)
4. By the scope of the permit:
- business
- personal-emotional
5. By the form of manifestation:
- hidden(poorly understood by people)
- open(realized)
6. By flow time:
- situational
- prolonged(long-term)
Causes of conflicts:
- information, acceptable for one side, and unacceptable for the other (gossip, incomplete information, inaccurate information, etc.)
- structure- associated with the existence of social groups in the organization (status, rights, roles, age, etc.)
- values- those principles that we proclaim or reject (ideology, religion, culture, etc.)
- behavior- unacceptable for one of the parties (selfish, dangerous, etc.)
- relationship- usually associated with satisfaction from the interaction between the parties, or lack of it.
Conflict behavior strategies:
- care(avoidance)
- adaptation(suppressing yourself)
- compromise
- competition
- cooperation
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Communication with difficult people(D. Scott):
- Realize that a difficult person has been caught and determine his type.
- Do not fall under the influence of this person, his points of view and attitude. Remain calm and neutral.
- Decide: communicate further, resolving the conflict, or stop communicating.
- Find a way to satisfy his interests.
- Try to resolve the conflict.
Types of people who are difficult to communicate and communicate with:
1) Complainant
Pessimist. The need for support.
What to do: Listen, reflect his feelings, express your feelings, discuss the conflict.
2) Silent
Shy, silent. Need for acceptance.
What to do: Be friendly, open. Be able to pause. Asking open-ended questions. Make guesses.
3) angry child
Emotional instability, infantilism. The need for expression and acceptance.
What to do: Give to express emotions.
4) Intriguer
Secretly causing trouble, intrigue. Fear of publicity.
What to do: Reveal the intrigues calmly and with evidence, expose them as much as possible.
5) Super pliable
Offers help, then fails. Need for acceptance.
What to do: Set a deadline. Understand why he didn't get the job done.
6) Aggressor (Rude, unceremonious, boor)
I am 100% convinced that he is right.
What to do: Do not prove that he is wrong. Express your point of view.
Diagnostics:
"Behavior in Conflict" Thomas Test.
According to the listed styles of behavior, the following ways of reacting in a conflict are distinguished:
Competition (rivalry)
Adaptation
Compromise
Avoidance
Cooperation
Leary's interpersonal diagnosis(Leary Interpersonal Diagno sis) - personal questionnaire. It was developed by T. Leary in 1957 and is aimed at diagnosing interpersonal relationships and personality traits that are essential when interacting with other people.
The task of the subject when working with the questionnaire is to correlate each of the 128 laconic characteristics with the assessment of his “I”. Each of the characteristic epithets has a sequential number.
Rosenzweig's drawing frustration technique(Rosenzweig Picture-Frustration Study, PF Study) - projective technique personality research. Proposed by S. Rosenzweig in 1945 on the basis of the theory developed by him.
The stimulus material consists of 24 drawings, which depict persons in a frustrating transitional situation. The person on the left speaks words that describe the frustration of oneself or another. Above the character on the right, there is an empty square in which the subject should write the first answer that comes to mind. The features and facial expressions of the characters are absent in the drawings. The situations depicted in the figures are quite common and can be divided into two groups: 1) situations-obstacles, or, in the terminology of S. Rosenzweig, “ego-blocking”. Here, any obstacle or character discourages, confuses, frustrates in any direct way the character in the figure on the right; 2) situations of accusation, or "superego-blocking". In these situations, the person on the right is accused of something or held accountable.
Sources:
1) Burlachuk L. F., Morozov S. M. Dictionary-reference book on psychodiagnostics - St. Petersburg: Peter, 2002. "Masters of Psychology".
2) Labetskaya S.A. Lectures on conflict management.
Activities to create and strengthen such living conditions under which the possibility of occurrence is excluded.
Conflict prevention can be done by:
- subjects wishing protect yourself from the role of the opposing side or an accomplice of the conflict;
- subjects wishing help others, preventing the emergence of a conflict and knowing in advance that they will not have to play the role of the opposing side.
Effectiveness of conflict prevention not so significant, as many would like, which is due to a number of reasons of an objective and subjective nature.
Subjective obstacles to conflict prevention lie in the characteristics of a person's personality and his ability to the possible consequences of his actions. For example, There are people who have a habit of ridding themselves of boredom and the dull monotony of life due to the conscious or unconscious provoking of conflicts with others... There is also a type of people who experience discomfort in a normal situation and gravitate towards stressful situations, also provoking their occurrence. Qualities such as striving for superiority, rudeness, boasting, disrespect for people and others will necessarily create a lot of problems for the individual and minimize the possibility of preventing conflicts.
Objective obstacles outside interference in a situation fraught with the emergence of a conflict are characterized by diversity.
- First, these obstacles are of a socio-psychological nature. People build their relationships on their own, the interference of outsiders is often viewed by the parties as undesirable and is perceived as obsessive influence.
- Second, there are moral obstacles... Often, and not without reason, the conflict is viewed as a private matter of the parties. From the standpoint of humanism forcing parties to agree is unethical.
- Third, there are legal obstacles... Thus, infringement of the individual's right to self-determination, coercion to choose a certain model of behavior (even from the best intentions) can contradict the legislation, be illegal.
Intervention in a conflict is possible only if it outgrows the framework of personal or group relations and becomes socially dangerous(meaningful).
Conflict Prevention Technology
Conflict prevention technology is a combination of techniques, methods and means of influencing the pre-conflict situation and the participants in the interaction.
In general, the impact on a situation fraught with the emergence of a conflict is possible in the following directions:
- to remake reality to meet the expectations of interested parties and thereby initially remove the subject of a possible conflict;
- change your attitude towards the problem underlying the contradiction (that is, influence the change in your behavior);
- to change the opponent's attitude to the problem (that is, to influence his consciousness and behavior).
A fairly effective method of changing reality to meet the expectations of the parties and preventing conflicts is to maintain cooperation.
Often, before the start of the conflict, the participants in the interaction are in a neutral relationship, possibly cooperating with each other. Therefore, it is very important not to destroy the existing, albeit minimal, cooperation, to maintain and strengthen the constructiveness of the relationship.
Methods for maintaining and developing cooperation
Consent method... Its essence lies in: the involvement of a potential adversary in his business; in creating conditions that exclude a conflict of interests, form common interests.
Practical empathy method... It presupposes a psychological "attunement" to the opponent, "entry" into his position, understanding of his difficulties. In practice, this method is expressed in benevolence, the absence of unmotivated hostility and aggressiveness, the expression of sympathy and willingness to help the partner.
Partner reputation preservation method... A competitor does not mean an enemy. The enemy can be worthy of respect. The authority and status of the adversary emphasizes their own status and authority. In any case, the rules of interpersonal communication presuppose respect for the partner.
Complementarity method... This method consists in creating a situation where it is possible in a joint project to use certain characteristics, traits of one's partner that the subject does not possess. By developing and using these traits, you can strengthen mutual relations and cooperation, avoid many conflicts and remain a winner.
Method of excluding social discrimination... This method is based on the inadmissibility of emphasizing the differences between partners, any superiority of one over the other.
Merit sharing method... In the conditions of collective labor, it is advisable to divide the general merits (results) into all participants in the work, even if most of them belong to someone alone. This method allows you to avoid envy, resentment and other negative moments surrounding and provoking conflict.
Psychological adjustment method... Unlike the method of practical empathy, it involves a diverse, positive impact on a partner, the basis of which is timely informing the partner about possible or upcoming changes, discussing their consequences, etc.
Method of psychological "stroking"... It consists in constant and consistent activity to maintain a good mood, positive emotions, for which various occasions are used (presentations, anniversaries, etc.). This method allows you to relieve tension, create a feeling of sympathy and thus make it difficult for conflict to arise.
Development of regulatory procedures for resolving pre-conflict situations
Adoption of normative mechanisms regulating conflicts and pre-conflict situations with the help of legal, moral, religious, political and other norms.
The effectiveness of this form of conflict prevention largely depends on the attitude of society and government agencies to existing norms, the sequence of following them.
Normative regulation of conflicts, in contrast to temporarily operating institutions, makes the system more stable. It defines long-term development order and.
In order to prevent conflicts in many states, it is widespread practice to include in contracts concluded between firms, special paragraphs providing for detailed behavior of the parties in the event of disputes.
Writing these conditions in advance in the contract prevents spontaneous conflict and keeps the parties from taking ill-considered actions.
Conflict prevention
All conflict prevention activities are one of the concrete expressions of the human ability to generalize the available theoretical and empirical data and, on this basis, predict, predict the future, thus extending the field of knowledge to the unknown. This human ability is of particular importance in management activities. It is rightly said that to lead is to foresee.
Conflict prevention is a type of management activity that consists in early recognition, elimination or weakening of conflictogenic factors and thus limiting the possibility of their occurrence or destructive development in the future. The success of this activity is determined by a number of prerequisites:
1) knowledge general principles management of social organizations, formulated by modern management theory, and the ability to use them to analyze conflict situations;
2) the level of general theoretical knowledge about the essence of the conflict, its causes, types and stages of development, which are formulated by conflict management;
3) the depth of analysis on this general theoretical basis of a specific pre conflict situation, which in each individual case turns out to be unique and requires a special set of methods and means to settle it;
4) the degree of compliance of the selected methods of correcting the current dangerous situation with its specific content; this adequacy of the means used in a real situation depends not only on the depth of theoretical knowledge of the possible participants in the conflict, but also on their ability to rely on their experience and intuition.
It follows from this that conflict prevention activities are very difficult. Therefore, the possibilities of preventive activity should not be overestimated, although it should not be neglected. In order to ensure its effectiveness, one should clearly see the difficulties that lie in wait for us on this path.
There are a number of obstacles that reduce the possibility of conflict prevention, directing their development in a constructive direction. E.V. Burtovaya Conflictology. Tutorial- M., - 2002.
1. This obstacle is of a psychological nature and is associated with such a generic quality of human psychology, which is characterized as an irresistible human desire for freedom and independence. In this regard, people, as a rule, perceive negatively any attempts to interfere in their relationships, evaluating such actions as an expression of the desire to limit their independence and freedom.
2. The existence of some generally accepted moral norms governing human relationships. Based on them, people consider their behavior to be a purely personal matter, and the intervention of a third party is seen as a violation of generally accepted moral norms, one of which is the inviolability of personal life.
3. This obstacle is of a legal nature and is associated with the fact that in countries with developed democratic traditions, some universal norms of morality have taken the form of legal norms that protect the fundamental rights and freedoms of the individual. Their violation in one form or another can be qualified not only as not entirely moral, but also as illegal, especially since a number of countries have already adopted special legal provisions prohibiting firms from interfering in the private life of their employees.
Therefore, successful conflict prevention activities can only be carried out within the boundaries established by:
1) psychological,
2) moral and 3) legal requirements for the regulation of human relationships. Moreover, such activity becomes advisable only if there is a real danger of personal or group relationships developing into destructive, destructive forms, such as, for example, the rupture of personal relationships, the breakdown of the family, the collapse of the labor group, interclass, interethnic or interstate clashes.
Conflict prevention is, in essence, an impact on those socio-psychological phenomena that can become elements of the structure of a future conflict, on its participants and on the resources they use. Since each conflict is associated with infringement of certain needs and interests of people, both material and spiritual, its prevention should begin with its distant, deep prerequisites, with the identification of those reasons that potentially contain the possibility of conflict.
Objective, or social reasons are the economic, political and spiritual contradictions of social life. These are various kinds of distortions in the economy, sharp contrasts in the standard of living of social groups, ineffective management, spiritual intolerance, fanaticism, etc. Methods of preventing the causes of conflicts at this level are well known and boil down to: pursuing economic and cultural policies based on the principles of equality and social justice; strengthening the principles of law and order in all spheres of society; raising the cultural level of the population, an essential element of which is conflictological literacy.
The implementation of these social programs is the most reliable means of excluding destructive conflicts from social life, as well as many other negative phenomena.
Conflictology distinguishes among the causes of conflicts, in addition to social, also reasons of a different kind - psychological. Such are the conflicts generated by feelings of deceived trust, mutual hostility, infringed pride, doubts about the correctness of the chosen one. life path and other purely psychological reasons. Moreover, despite their ephemeral, ideal nature, these motives can acquire very visible, dramatic forms of aggressive actions of the participants in the conflict.
It is possible to prevent or weaken the conflict of a psychological level only by neutralizing the aggressive feelings and aspirations of people, which is a very, very difficult task. It is possible to achieve the transformation of the prevailing aggressive attitudes, thoughts and feelings only on the basis of a deep analysis of the psychological situation, if possible, at the most early stages the emergence of appropriate motives from the opposing sides. Only on this basis is it possible to block the development of the conflict into a destructive phase with the use of violence and other destructive means.
Achievement of this lofty goal is possible only as a result of the consistent implementation of a whole range of thoughtful measures to strengthen relations of cooperation and mutual assistance between people.
Therefore, each leader, realizing not only the difficulties, but also the real possibilities of solving this most important management task, is called upon to counteract any manifestations of disorganization to the best of his ability, especially those that bring the danger of a destructive conflict into life. A universal way to prevent such conflicts is to pursue a line to strengthen cooperation, which is consistently carried out both at the social and psychological levels.
Maintaining and strengthening cooperation, relations of mutual assistance is the central problem of all conflict prevention tactics. Its solution is complex and includes methods socio-psychological, organizational-managerial and moral-ethical nature Conflictology. Questions - answers: Textbook. manual. for universities / Ed. V.P. Ratnikova. - M. UNITY-DANA, 2004. .
The most important of the socio-psychological methods aimed at correcting the thoughts, feelings and moods of people are as follows:
1. Consent method involves the implementation of activities aimed at involving potential conflicting parties in a common cause, in the course of which potential adversaries have a more or less wide field of common interests, they get to know each other better, get used to cooperate, and jointly solve emerging problems.
2. Method of benevolence, or empathy, the development of the ability to empathize and sympathy with other people, to understand their internal states presupposes the expression of the necessary sympathy for a comrade at work, a partner, a readiness to provide him with practical assistance. This method requires the exclusion of unmotivated hostility, aggressiveness, and impoliteness from the relationship. The use of this method is especially important in crisis situations, when the expression of compassion and sympathy, broad and prompt information about the events taking place become especially important.
3. Partner reputation preservation method, respect for his dignity. In the event of any disagreements fraught with conflict, the most important method of preventing negative developments is to recognize the dignity of the partner, to express due respect for his personality. By recognizing the dignity and authority of the opponent, we thereby stimulate the partner's appropriate attitude towards our dignity and authority. This method is used not only to prevent conflict, but also in any form of interpersonal communication.
4. Another effective tool for conflict prevention is complementary method... It presupposes reliance on such partner's abilities that we ourselves do not have. Complementarity is especially important in the formation of working groups, which in this case are often very strong. Taking into account and skillfully using not only the abilities, but also the shortcomings of people who are closely related to each other, help to strengthen mutual trust and respect of people, their cooperation, and therefore help to avoid conflicts.
5. The method of non-discrimination of people requires the exclusion of emphasizing the superiority of one partner over the other, and even better - and any differences between them. For this purpose, in management practice, especially in Japanese firms, elements of equalizing material incentives are often used for all employees in the firm. From the point of view of conflict prevention, the equalizing method of distribution has undoubted advantages, allowing you to avoid the appearance of such negative emotions as envy, resentment, which can provoke a conflict confrontation. Therefore, in the interests of building the anti-conflict potential of the organization, it is advisable to share the merits and awards among all, even if they largely belong to one person. This principle is widely used in everyday life.
6. Method of psychological stroking. He assumes that people's moods, their feelings lend themselves to regulation, need some support. For this, the practice has developed many ways, such as anniversaries, presentations, various forms of joint recreation by members of labor collectives. These and similar events relieve psychological stress, contribute to emotional relaxation, evoke positive feelings of mutual sympathy, and thus create a moral and psychological atmosphere in the organization that makes it difficult for conflicts to arise.
Organizational and managerial methods include:
(1) Principle long-term goals suggests that the goals of the organization should not be momentary, but long-term, solid, designed for 10-15 years. They should be aimed at the all-round development of production and the manufacturer, include the modernization of production, training of workers, and ensuring a continuous improvement in the quality of products or services. It is the ability of a manager for long-term, strategic planning that is recognized today as the most valuable quality of a modern leader, on which the stability of an organization, its ability to withstand conflicts, largely depends. Moreover, this principle is applicable not only to economic, but to any other type of social management.
(2) Principle willingness to take risks involves a stake not on an obedient employee who is most afraid of making a mistake, but on people who are capable of deliberate risks, despite the increasing possibility of mistakes. The modern manager sees his task in creating such a socio-psychological atmosphere in the group, which, while admitting the possibility of mistakes, at the same time ensures the dynamic development of the organization, its rapid growth.
(3) Principle recognition of new ideas as main value any business. Ways to implement this principle have made up the content innovation management, released in recent times in a special section of control theory. In accordance with this principle, a climate for encouraging innovation is created in firms, which is characterized by a free, informal atmosphere, tolerance for possible failures in any new business. Some firms pay innovators a portion of the profits they make from innovations.
(4) Principle effectiveness focuses the attention of managers on the fact that the goal of the business is still not the generation of new ideas, but the production of quality goods and services and the extraction of high profits from this. It follows from it that any discussion of innovative ideas must necessarily end with a decision on specific actions, if, of course, these ideas do not relate to the general foundations of being.
(5) Principle simplifications presupposes a systematic blocking of a stable tendency towards the complication of production and other social structures... This tendency leads to the swelling of states and levels of government, each of which potentially contains the possibility of conflict. Successful companies usually have a simple management system, a small staff and a minimum number of management links. The principle of simplification, without requiring additional costs, can provide a significant increase in production efficiency, improve the psychological climate in the organization.
(6) Principle selection and education effective professional staff. This principle presupposes such a formulation of managerial work in which the most ordinary people provide extraordinary results. Its implementation presupposes, first of all, the selection of such specialists who are capable of performing this work. The overall result of the implementation of this principle is the formation of professional employees in the company, the main features of which are:
rare absence from work;
the ability to work without external pressure;
high-quality and timely performance of work;
willingness to provide additional services to the company;
good work in the absence of a boss;
improving their work;
the desire to prevent conflict, to contribute to strengthening the atmosphere of cooperation.
(7) Finally, the principle cooperation summarizes, integrates in its content all the previous principles of effective anti-conflict management and is implemented only on the basis of their full implementation.
Moral and ethical methods:
1. Don't be late. Being late may be judged by your partner as disrespectful to him. If you are late due to unforeseen circumstances, it is better to inform about it in advance. This rule applies not only to attendance at work, a meeting, but also to the observance of the established deadlines for the performance of work. To avoid delays, delays should be allocated time to complete work with one or another margin. Admittedly, punctuality is an essential requirement of business etiquette.
2. Be laconic, don't say too much. The meaning of this requirement is to protect the secrets of the company as well as your personal secrets. It is well known that the protection of official secrets is one of the most important business problems, which often become the source of serious conflicts. This rule also applies to the secrets of a colleague's personal life, which became known to you on occasion. And this applies to both good and bad news from the personal lives of your colleagues.
3. Be kind and welcoming. Compliance with this rule is especially important when co-workers or subordinates pick on you. And in this case, you should behave with them politely, kindly. It must be remembered that no one likes to work with people who are unbalanced, grumpy, capricious. Politeness and friendliness are needed for communication at all levels: with bosses, subordinates, clients, customers, no matter how defiant they sometimes behave.
4. Empathize with people, think not only of yourself, but also of others. Respect the opinions of others, even if they differ from yours. In this case, do not resort to harsh objections if you do not want to be in the category of people who admit the existence of only two opinions: your own and the wrong. It is people of this kind that often become the instigators of the conflict.
5. Watch your clothes, appearance. This means that you need to be able to organically fit into your environment at the service, the environment of employees of your level. Moreover, this does not exclude the possibility of dressing tastefully, choosing the appropriate color scheme, etc.
6. Speak and write in good language. This means that everything you say and write must be written literally, literary language... Make sure to never use swear words, even in a personal conversation, as this can develop into a bad habit that will be difficult to get rid of.
These basic rules of business ethics serve as an essential prerequisite for the formation of an atmosphere of cooperation that creates a reliable barrier against destructive conflicts.
Borodkin Borodkin F. M. Koryak N. M. Attention: conflict! - Novosibirsk: Science, 1989 identifies four structural methods of avoiding the emergence of a conflict situation:
Clarification of job requirements. Explanation of what results are expected from each employee and department. It should mention such parameters as the level of results to be achieved, who provides and who receives the various information, the system of authority and responsibility, and clearly defined policies, procedures and rules. Moreover, the leader understands all these issues not for himself, but so that his subordinates understand well what is expected of them and in what situation.
Coordination and integration mechanisms. One of the most common mechanisms is the chain of command. As Weber noted long ago Weber M."Selected Works", - M .: Education, 1990. and representatives of the administrative school, the establishment of a hierarchy of powers streamlines the interaction of people, decision-making and information flows within the organization. If two or more subordinates have disagreements on some issue, the conflict can be avoided by contacting their general boss, asking him to make a decision. The principle of one-man command makes it easier to use hierarchy to manage a conflict situation, since the subordinate knows perfectly well whose decisions he must obey.
In conflict management, integration tools such as management hierarchy, use of inter-function communication services, cross-functional teams, task forces, and inter-departmental meetings are very useful. Research has shown that organizations that have maintained the level of integration they want have done better than those that have not.
For example, a company where there is a conflict between interdependent departments - sales and production departments - managed to solve the problem by creating an intermediate service that coordinates the volume of orders and sales. This service liaised between sales and production and dealt with issues such as sales requirements, capacity utilization, pricing and delivery schedules.
Organization-wide cross-cutting goals. The effective implementation of these goals requires the combined effort of two or more employees, teams or departments. The idea that is embedded in these higher goals is to direct the efforts of all participants to achieve a common goal.
For example, if three shifts in a production department conflict with each other, you should formulate goals for your department, and not for each shift separately. Likewise, setting clear goals for the entire organization will also encourage department leaders to make decisions that benefit the entire organization, not just their own functional area. The statement of the highest principles (values) of the organization reveals the content of complex goals. The company strives to reduce the potential for conflict by setting out corporate overarching goals to achieve greater coherence and performance across all staff.
The structure of the reward system. People who contribute to the achievement of cross-organizational goals, help other groups in the organization, and try to approach the problem in a holistic manner should be rewarded with gratitude, bonus, recognition or promotion. It is equally important that the reward system does not encourage non-constructive behavior by individuals or groups.
The systematic, coordinated use of a system of rewards and rewards for those who contribute to the achievement of corporate goals, helping people understand how they should act in a conflict situation in order to meet the wishes of management.
In the event that a conflict situation has arisen, then the task of the manager in resolving the conflict situation is as follows: it is necessary to carry out a number of specific measures: symptomatology, diagnosis of the conflict situation and forecasting destructive consequences. That is, to find out the cause of the conflict, to determine the goals of the conflicting parties,
outline the areas of convergence of the points of view of the conflicting parties and clarify the behavioral characteristics of the subjects of the conflict. The research carried out in this way makes it possible to get a general idea of all aspects of the conflict situation.
To do this, you should analyze the situation by substituting the following questions:
The reason for the conflict. Are the conflicting parties aware of the cause of the conflict? Do you need help to get out of the conflict? Where is the cause of the conflict? Did the conflicting people seek help?
The purpose of the conflicting. What exactly are the goals of those in conflict? Is everyone equally aspiring to these goals? How well are these goals aligned with the overall goals of the organization? Is there a common goal that could unite the efforts of those in conflict? Disagreements between the parties relate to the purpose of the activity or the means to achieve it?
Spheres of convergence. On what issues could the conflicting parties develop common views? These are, of course, the problems of the business and emotional atmosphere, contributing to the establishment of a favorable psychological climate in the organization.
Subjects of the conflict. Who is the leader? How do people relate to each other? What are the features of linguistic and non-linguistic communication factors? Are there generally accepted norms of behavior among those in conflict?
Determine what the consequences could be if the conflict continues: the most favorable outcome, the worst scenario for the development of the conflict, the most realistic development of events.
Conflict prevention: general characteristics.
Conflict management involves not only the regulation of the already arisen confrontation, but also the creation of conditions for its prevention. Moreover, the most important of these two management tasks is prevention. It is precisely the well-organized work on the prevention of conflicts that ensures the reduction of their number and the exclusion of the possibility of the occurrence of destructive conflict situations.
All conflict prevention activities are one of the concrete expressions of the human ability to generalize the available theoretical and empirical data and, on this basis, predict, predict the future, thus extending the field of knowledge to the unknown. This human ability is of particular importance in management activities. They rightly say that to lead is to foresee .
Conflict prevention represents such a type of management activity, which consists in early recognition, elimination or weakening of conflictogenic factors and thus limiting the possibility of their occurrence or destructive development in the future.
The success of this activity is determined by a number of prerequisites:
knowledge of the general principles of management of social organizations, formulated by modern management theory, and the ability to use them to analyze conflict situations;
the level of general theoretical knowledge about the essence of the conflict, its causes, types and stages of development, which are formulated by conflict management;
the depth of analysis on this general theoretical basis of a specific pre-conflict situation, which in each individual case turns out to be unique and requires a special set of methods and means to settle it;
the degree of correspondence of the selected methods of correcting the current dangerous situation to its specific content.
The adequacy of the means used in a real situation depends not only on the depth of theoretical knowledge of the possible participants in the conflict, but also on their ability to rely on their experience and intuition. It follows from this that conflict prevention activities are very difficult. Therefore, the possibilities of preventive activity cannot be overestimated, although it cannot be neglected. In order to ensure its effectiveness, one should clearly see the difficulties that lie in wait for us on this path.
There are a number of obstacles that reduce the possibility of preventing conflicts and directing their development in a constructive direction. One of the main obstacles of this kind is of a psychological nature and is associated with such a generic quality of human psychology, which is characterized as the irresistible desire of a person for freedom and independence. In this regard, people, as a rule, perceive negatively any attempts to interfere in their relationships, evaluating such actions as an expression of the desire to limit their independence and freedom.
No less important obstacle - some generally accepted moral standards, regulating human relationships. Based on them, people consider their behavior to be a purely personal matter, and the intervention of a third party is seen as a violation of generally accepted moral norms, one of which is the inviolability of personal life.
The next obstacle is of a legal nature and is associated with the fact that in countries with developed democratic traditions, some universal norms of morality have taken the form legal regulations, protecting the fundamental rights and freedoms of the individual. Their violation in one form or another can be qualified not only as not entirely moral, but also as unlawful. Moreover, a number of countries have already adopted special legal provisions prohibiting firms from interfering in the privacy of their employees.
Therefore, successful conflict prevention activities can be carried out only within the boundaries established by the psychological, moral and legal requirements for the regulation of human relationships. Moreover, such activity becomes advisable only if there is a real danger of personal or group relationships developing into destructive, destructive forms, such as, for example, the rupture of personal relationships, the breakdown of the family, the collapse of the labor group, interclass, interethnic or interstate clashes.
Conflict prevention is, in essence, an impact on those socio-psychological phenomena that can become elements of the structure of a future conflict, on its participants and on the resources they use. Since each conflict is associated with the infringement of certain needs and interests of people, both material and spiritual, its prevention should begin with distant, deep prerequisites, with the identification of those reasons that potentially contain the possibility of conflict. All the diverse causes of conflicts, as noted, can be presented as having two levels: (1) objective, or social, and (2) subjective, or psychological.
Consider these groups of conflictogenic causes and ways of influencing them in order to prevent conflicts.
Objective, or social, reasons- these are the economic, political and spiritual contradictions of social life. These are various kinds of distortions in the economy, sharp contrasts in the standard of living of social groups, ineffective management, spiritual intolerance, fanaticism, etc. Methods for preventing the causes of conflicts at this level are well known and boil down to the following:
pursuing economic and cultural policies based on the principles of equality and social justice;
strengthening the principles of law and order in all spheres of society;
raising the cultural level of the population, an essential element of which is conflictological literacy.
Implementation of these social programs is the most reliable means of excluding destructive conflicts from social life, like many other negative phenomena. The most important role among these programs is played by the impact, primarily through the media, on the spiritual world of people, the elimination of the "subculture" of violence and aggression from the mass consciousness, a change in value orientations in the direction of respect for individual rights, goodwill in relationships, strengthening mutual trust, overcoming intolerance and violence. Modern society, including Russian, is still very far from solving these problems.
Knowing and taking into account in practice the common causes of various conflicts helps on the basis of the application deductive method, movement from the general to the particular to understand the sources of not only interpersonal conflicts, but also conflicts within small groups, as well as those large-scale confrontations that sometimes cover the entire society. Using the deductive method, i.e. starting from general ideas about the causes of conflicts, it is possible to predict, predict the possibility of a wide variety of social collisions and prevent them in a timely manner.
But, as life shows, there are collisions between people and sometimes tragic collisions, which do not have an obvious, visible cause, arising, as it were, "out of thin air." There are many more large-scale conflicts that are difficult to explain by social reasons alone. Therefore, conflictology distinguishes among the causes of conflicts, not only social, but also psychological.
Of course, any socially conditioned conflict always has its own psychological component. After all, a developed psyche is an integral quality of a person, which manifests itself in all forms of his activity. But this feature of the human psyche, its high level of development determines its relative independence, independence from the natural and social environment with which it is associated. Moreover, this independence and independence sometimes lead to the creation by people of various kinds of myths, which are very far from real natural and social reality, but nevertheless act as a guide to action in both personal and social life. Therefore, there are forms of humanity. activities, including those of a conflicting nature, generated by purely psychological moments in which it is difficult to discern one or another social subtext. Such are the conflicts generated by feelings of deceived trust, mutual hostility, infringed pride, doubts about the correctness of the chosen life path and other purely psychological reasons. Moreover, despite their ephemeral, ideal nature, these motives can take on very visible, dramatic forms of aggressive actions of the participants in the conflict.
It is possible to prevent or weaken the conflict of a psychological level only by neutralizing the aggressive feelings and aspirations of people, which is a very, very difficult task. It is possible to achieve the transformation of the existing aggressive attitudes, thoughts and feelings only on the basis of a deep analysis of the psychological situation, if possible, at the earliest stages of the emergence of appropriate motives in the opposing sides. Only on this basis it is possible to block the development of the conflict into a destructive phase with the use of violence and other permissive means.
However, in the work to prevent conflict of any kind, one cannot hope to use some kind of quick-acting, miraculous means. This work is not episodic, not one-time, but systematic, everyday, everyday. The most reliable way to prevent conflicts of both psychological and social level is to create in a family, organization, team, society such a moral and psychological atmosphere that excludes the very possibility of the emergence of aggressive aspirations leading to a serious conflict. Achievement of this lofty goal is possible only as a result of the consistent implementation of a whole range of thoughtful measures to strengthen relations of cooperation and mutual assistance between people.
Therefore, each leader, realizing not only the difficulties, but also the real possibilities of solving this most important management task, is called upon to counteract any manifestations of disorganization, especially those that bring into life the danger of a destructive conflict. A universal way to prevent such conflicts is to draw a line on strengthening cooperation, which is consistently carried out both on a social and psychological level.
Maintaining and strengthening cooperation, relations of mutual assistance is the most important task of effective management and the central problem of all tactics of conflict prevention. Its solution is complex and includes methods of a socio-psychological, organizational, managerial and moral and ethical nature.
Conflict prevention methods in the organization
Prevention (or prevention) of destructive conflicts should be in the constant field of vision of the organization's administration. A special role here is acquired by the activities of personnel management services, units responsible for the formation of systems and organizational structures of management, the development of motivational policies, as well as methods of labor organization. These links are designed to work out and keep under constant control those issues of the organization of the management system, which can be considered as methods of conflict prevention. Such methods, affecting various aspects of the system of relationships in the organizational structure, include:
putting forward integrating goals between the administration (including heads of departments) and the organization's personnel;
clear definition of the types of communication in the organizational structure of management;
balance of rights and responsibilities in the performance of official duties:
compliance with the rules for the formation and functioning of temporary divisions in order to effectively use the double subordination of employees arising in these conditions;
compliance with the rules for delegating authority and responsibility between hierarchical levels of management;
the use of various forms of incentives, implying a mutual combination and variation of monetary and non-monetary incentive systems.
Lack of attention to the solution of these issues can cause conflict situations, with a high degree of probability escalating into conflicts. At the same time, a clear study of the listed issues in the organization creates the basis for reliable, partner relationships both between employees of the same level and between employees and managers. These relationships are the key to overcoming conflict situations in their initial stage... Moreover, such a decision will be constructive, aimed at developing the organization's management system and will not allow the conflict situation to go into a destructive, emotional stage of the conflict.
Let us consider in more detail the organizational methods of conflict prevention.
1. Putting forward integrating goals between the administration (including heads of departments) and the organization's personnel.
The heads of departments are obliged to be the conductors of the goals that the management apparatus sets for the organization. At the same time, the goals of the organization, put forward by the administration, should not only not contradict, but also contribute to the goals of the staff. Finally, line managers of departments and services are called upon to integrate the goals of employees and the targets of departments, taking into account that the functional role of the links of the organizational structure is a reflection of the overall target system of the organization.
The advancement of integrating goals between the administration and employees can be illustrated by the example of a personnel management system. Employees of the organization, being involved in certain professional activities, set themselves tasks, the support in the solution of which they expect from the administration. In turn, the administration sets its goals for the staff, aimed at achieving the goals of the organization and its mission. Consequently, there are two target branches in the personnel management system: the goals of the personnel and the goals of the administration.
The implementation of the goals of personnel in the most general form is the implementation of the main functions of labor: monetary, social, self-realization.
Monetary function of labor assumes the fulfillment of the following target tasks:
receiving wages adequate to the labor effort;
receiving additional material payments and benefits provided by the administration of the organization (preferential loans, payment of insurance, compensation for training costs, participation of personnel in the profits and capital of the enterprise; bonuses of wages, etc.).
Performance social function labor is associated with the implementation of such target needs of personnel as:
communication between team members;
ensuring normal psychophysiological working conditions and its technical equipment;
creating a favorable psychological climate in the team and using styles and methods of leadership that meet the interests of employees;
ensuring the social security of employees, including a reliable social status and legal protection.
Self-realization function assumes that employees expect management support in realizing targeted aspirations such as:
performing work of a predominantly creative nature;
obtaining opportunities for professional growth and career;
recognition of merit, i.e. assessment of the work and behavior of employees, adequate to the results and actions.
Target attitudes that reveal the social function of labor describe various aspects of such a complex concept as "working conditions" (in all its manifestations). Target settings, revealing such functions of labor as monetary and self-realization, cover the main directions of motivation for labor activity. In other words, the staff expects from the administration to ensure normal working conditions and motivation.
The administration of the organization, heads of departments set the following goals for the personnel: use of personnel in accordance with the organizational structure of management; increasing the efficiency of labor efficiency of personnel. Use of staff involves the solution of such target tasks as the fulfillment by employees of their professional role, as well as the development of personnel. Improving the efficiency of labor efficiency can be ensured by creating normal working conditions and motivation management labor activity.
Thus, the goals of the personnel and the goals of the administration, formulated and accordingly structured, not only do not contradict, but mutually condition each other and create a single system of integrated goals.
2. Determination of the types of communication in the organizational structure of management.
The development of organizational management structures involves not only the establishment of the composition of links and subordination between them, but also the formation of all the necessary structural links between departments and positions. Only in this case will mutual understanding between the links, unambiguity of relations, targeting of connections be ensured, which removes the basis for mutual claims about the distribution of responsibilities in the organizational structure. And the presence of such claims is a frequent cause of a conflict situation.
The organizational structure with a clear distribution of responsibilities between the links assumes that in the corresponding organizational and administrative documents, methods of managerial impact on personnel are determined, implemented through structural relationships. They are divided into the following types:
linear communication (direct communication "manager - subordinate");
functional communication (methodological, advisory, instructive guidance);
3. Balance of rights and responsibilities in the performance of official duties.
Any professional activity within the organization assumes that the performer is endowed with official duties according to his position (or workplace), the corresponding rights and responsibility for the results of work. The specified characteristics of the position are reflected, as a rule, in the job description (job description), and are also partially regulated by legislative acts (for example, labor legislation) and other instructive documents. The responsibility of the employee assumes the strict and timely performance of official duties. In some cases, administrative documents may contain additional requirements affecting the responsibility of the executor.
One of the important tasks of the head of the department is to ensure a balance of the rights and responsibilities of each of the employees, as well as the entrusted department as a structural unit. This is achieved by monitoring the development of regulatory documents, as well as through the analysis of the work of performers. If an employee is responsible for the performance of a particular job duty, but is not given rights that ensure its resource and organizational and technological content, this creates fertile ground for a conflict situation between the employee and his external environment.
4. Compliance with the rules for the formation and functioning of temporary units.
Temporary subdivisions mean groups for the implementation of complex programs or projects in terms of matrix management structures, temporary creative teams for solving local research, project or other tasks, groups working on the principles of team labor organization, as well as other similar structural formations. In world management practice, the use of these organizational forms is recognized as one of the most effective factors in motivating labor activity.
However, the organization of work in such forms requires strict adherence to certain rules. An ill-considered and hasty introduction of temporary divisions is fraught not only with a decrease in management efficiency, but also with the likelihood of conflict situations: between participants in temporary divisions; between administration and temporary units; between the administration and employees not involved in temporary divisions. In order to minimize this probability, it is necessary to follow a number of recommendations.
1. Clear goals and objectives should be established for temporary units. Their absence leads to the fact that the creation of temporary structures turns into an end in itself, the participants of such structures lose interest in such forms of work. The organization of work on the basis of temporary divisions necessarily implies a variation in the subject of work, the timing of assignments, as well as a periodic change in the composition of participants in such divisions.
2. In order for the social and psychological climate between employees to be favorable, it is recommended to form the structure of temporary units based on the personal characteristics of their participants. It is considered optimal that the group includes people who perform such professional and psychological roles as:
"idea's generator";
work organizer;
an experienced employee who knows the features and bottlenecks of the group organization of work;
"Opponent", i.e. an employee performing the function of constructive criticism of emerging ideas and proposals;
performer, i.e. an employee who, according to his personality, can accurately and conscientiously perform work of an auxiliary, non-creative nature.
An essential factor of conflict-free work, which the administration should take into account when organizing temporary units, is the preservation and use of informal (reference) groups that exist within formal structures for solving professional problems.
3. One of the main tasks, the solution of which allows to a large extent to prevent the emergence of a conflict situation, is to reach agreement between the members of the group on fundamental issues of labor organization (distribution of duties, development of forms of remuneration, etc.). The solution of these intra-group issues should be under the control of the administration.
4. In any form of group organization of work, the individual responsibility of any of the employees for the general state of affairs and accountability to management should be clearly recorded. Disagreements can arise between the administration and the participants in the temporary divisions if the organizational opportunities for collaboration are not provided.
5. Effective management of motivation presupposes the openness of the information system within the organization. This is a very significant factor in the prevention of conflicts. A particular manifestation of an open information system is the publicity of the results of work achieved by various parts of the management structure, including temporary divisions.
6. You should always take into account the possible negative consequences when organizing work on a temporary program-targeted, group and similar basis. Thus, the specialists involved in the work of temporary units may outgrow the functions they perform. The employees who are not involved in such forms, there is a feeling of envy, infringement of interests and lack of involvement in the affairs of the organization.
The organization of work on a group, program-targeted basis is an indisputable fact of modern management. At the same time, the prevention of conflicts in its application requires careful study.
5. Implementation of the rules for delegating authority and responsibility between hierarchical levels of management.
Delegation of authority is the transfer of a part of official duties from a higher to a lower level of the management hierarchy. In recent years, this method has become very popular in the world management practice. Its popularity is due to the fact that it is viewed as a method for solving a number of current problems arising in the management process; one of the methods of training personnel in the workplace; one of the tools used in the process of preparing employees for career advancement.
However, just as in the previous case with the use of temporary divisions, a hasty and unprepared application of the delegation method is fraught with serious mistakes, leading to a collision of interests of different levels of management and, as a consequence, to a conflict situation. This applies equally to the practice of ill-considered, unprepared by the head of the assignments transferred to his subordinates. The lack of preventive work before and after the emergence of a conflict situation leads to significant contradictions between the parties involved in the delegation process. Therefore, when using delegation of authority, as well as in a broader sense when transferring orders, one should strictly follow certain rules developed as a result of the positive experience of management and personnel management.
The primary task of the manager (or other person delegating certain powers) is to determine the degree of employee participation in the decision-making process. It must be remembered that delegation of authority does not mean that the manager leaves responsibility and transfers it onto the shoulders of subordinates; the ultimate responsibility for the decisions made remains with the manager. Depending on the degree of trust in the subordinate or on the tasks that the manager sets in the process of delegation (for example, checking the competence of an employee or obtaining some additional professional qualifications), the level of participation of the subordinate in the development or decision-making will depend. This may also apply to the program for the practical implementation of decisions already made.
When transferring part of the powers, issuing instructions, the manager himself must clearly understand how to solve a particular problem, what is the organizational and technological process of completing the task transferred to the subordinate. Therefore, before delegating anything, the manager must develop a plan for performing the delegated work, clearly define the composition and content of the delegated powers, and also draw up a list of information necessary for the successful solution of the problem. Moreover, the manager must fully understand the sources of this information in order, if necessary, to help the employee obtain the necessary information.
Depending on the degree of competence and readiness of the employee to perform the assigned task, the degree of detail can also change when the manager communicates these elements to him - the work program, the content of powers, the list of information. The prevention of misunderstandings, misunderstandings between the parties is facilitated by the written form of the transfer of tasks, instructions, powers, etc. This is a simple but sure step to prevent and prevent more serious disagreements that lead to conflict.
In the process of delegation, it is necessary to determine the target dates for the completion of the assignment and the reporting forms both for intermediate results and for the final solution of the problem.
One of the possible reasons for the emergence of a conflict situation not only within the unit, but also between its head and other links of the management structure may be the inability to separate those management tasks that can be delegated from those that should not be delegated. General coordination of the activities of the unit, implementation common functions management remain the prerogative of the head.
The seemingly insignificant fact of the transfer of powers indirectly, through third parties, may further lead to serious disagreements between the transferring and receiving parties. Therefore, another rule of delegation is the transfer of authority without intermediaries.
A prerequisite for effective and conflict-free delegation should be considered a check by the leader of the correct understanding of the task. In this case, it is advisable for a subordinate employee to explain to his manager some of the steps from the planned work program, which, depending on the degree of the employee's readiness, can be done immediately or after some time after receiving the assignment.
The reason for the conflict within the unit may be the response of the staff to the transfer of authority to any of the employees; the personnel of the unit may not perceive the change in the professional role of one of the colleagues. The manager must be attentive and tough enough in such a situation to keep the reaction of the staff to the delegation under his control. If necessary, he should confirm the rigor of fulfilling all the requirements arising from the transfer of powers to a person who does not formally hold a managerial position.
Finally, when delegating authority, you should always consider the likelihood of poor decision making. The work program should provide for certain reserves for correcting possible errors. In order to avoid conflict situations, the leader needs to remember that the lack of clear and specific business proposals will not give him the right to voice dissatisfaction about failures in the execution of tasks. Such dissatisfaction with the personality of the performer of the work is unacceptable. Self-esteem infringement is a direct route to conflict.
6. Using various forms of encouragement.
The variety of forms of encouragement should be considered as an effective factor in managing labor motivation. At the same time, a well-thought-out and balanced organizational motivation policy is a powerful means of conflict prevention. The use of various forms of incentives involves the development and application of monetary and non-monetary incentive systems.
TO monetary include the following incentive systems:
organization of remuneration in an amount adequate to the employee's labor contribution;
bonus policy based on work performance and professional behavior of employees;
participation of personnel in the profits and capital of the enterprise, the most common forms of which are, for example, the purchase by employees of shares of their own enterprise, the reinvestment of part of the personnel's income into the development of the organization by issuing special bonds, etc .;
a system of special benefits and payments allocated from the profits of the organization and not of a mandatory nature, determined by law (preferential or interest-free loans for targeted needs of staff, payment of various insurances, payment of training for employees or their family members, etc.);
bonding wages, i.e. distribution of part of the profit among the members of the team based on the results of the work of the organization as a whole.
The main forms of bonding, practiced by foreign firms, are reduced to the following principles of bonuses distribution:
in equal shares, regardless of the degree of personal participation of employees in making a profit;
in amounts proportional to the salaries of employees;
taking into account special factors, such as the results of recent staff assessments, length of service in the organization, age of the employee, etc.
TO non-monetary incentive systems include:
the openness of the company's information system, which implies the involvement of employees in the affairs of the organization, the awareness of the staff about all important decisions regarding personnel changes, reorganization of the management structure, technical innovations, etc.;
involvement of personnel in the development of critical solutions both within the division and in the organization as a whole;
use of a flexible employment system for employees, flexible work and rest regime;
the use of so-called virtual management structures, which do not imply a rigid regime for finding employees in their workplace;
using leadership styles and methods that are in the interests of employees;
moral encouragement of staff;
holding joint events (sports, recreation evenings, introducing new employees, etc.).
Two points should be noted that are essential for the successful application of motivational systems and their transformation into an effective way of preventing conflicts. On the one hand, the aforementioned monetary and non-monetary incentive systems are most effective when used in unity and interconnection. On the other hand, their application should not lead to a violation of the requirements of justice, the provision of undeserved advantages to someone.
Effective methods also include socio-psychological methods of overcoming conflict confrontation . They mainly cover the rules, the observance of which makes it possible to direct the course of a conflict in a pacifying channel. Rules of this kind include mainly the achievement of a certain level of communication culture, the use of necessary and acceptable conciliation procedures, as well as adherence to generally valid principles of negotiation. These rules are closely related to each other and condition each other, enhancing the overall effect of their application.
Here are the most important socio-psychological methods aimed at correcting the thoughts, feelings and moods of people.
1. Consent method. It involves the implementation of activities aimed at involving potential conflicting parties in a common cause, in the course of which potential adversaries have a more or less wide field of common interests, they get to know each other better, get used to cooperate, and jointly solve emerging problems.
2. Method of benevolence, or empathy, developing the ability to empathize and sympathy with other people, to understand their internal states. It presupposes the expression of the necessary sympathy for a comrade in work, a partner, and readiness to provide him with practical assistance. This method requires the exclusion of unmotivated hostility, aggressiveness, and impoliteness from the relationship. The use of this method is especially important in crisis situations, when the expression of compassion and sympathy, broad and prompt information about the events taking place become especially important.
3. The method of maintaining the partner's reputation, respect for his dignity. In the event of any disagreements fraught with conflict, the most important method of preventing negative developments is to recognize the dignity of the partner, to express due respect for his personality. By recognizing the dignity and authority of the opponent, we thereby stimulate the partner's appropriate attitude towards our dignity and authority. This method is used not only to prevent conflict, but also in any form of interpersonal communication.
4. Met complement od - another effective tool for conflict prevention . It presupposes reliance on such partner's abilities that we ourselves do not have. So, creative people are often not inclined to monotonous, routine, technical work. However, for the success of the case, both are needed. Complementarity is especially important in the formation of working groups, which in this case are often very strong. Families often turn out to be strong as well, in the creation of which, one way or another, the requirements of the complement method are taken into account. Taking into account and skillfully using not only the abilities, but also the shortcomings of people who are closely related to each other, help to strengthen mutual trust and respect of people, their cooperation, and, therefore, help to avoid conflicts.
5. Method of non-discrimination of people requires the elimination of emphasizing the superiority of one partner over the other, and even better - and any differences between them. For this purpose, in management practice, especially in Japanese firms, elements of equalizing material incentives are often used for all employees in the firm. Of course, one can criticize the equalizing method of distribution as unfair, inferior to the method of individual reward. But from the point of view of conflict prevention, the equalizing method of distribution has undoubted advantages, allowing you to avoid the appearance of such negative emotions as feelings of envy, resentment, which can provoke a conflict confrontation. Therefore, in the interests of building the anti-conflict potential of the organization, it is advisable to share the merits and awards among all, even if they largely belong to one person. This principle is widely used in everyday life. So, in artels of hunters or fishermen, it has long been customary to divide the prey equally, regardless of the luck of an individual hunter or fisherman. The value of this particular rule is underscored by an old Japanese adage: "Even if you do a job better than others, don't act like a winner."
6. And, finally, the last of the psychological methods of conflict prevention is borrowed from specialists in animal training, from animal trainers, who, as you know, always reward their pupils for well-executed commands. This method can be conventionally called psychological stroking method . He assumes that people's moods, their feelings lend themselves to regulation, need some support. For this, the practice has developed many ways, such as presentation anniversaries, various forms of joint recreation by members of work collectives. These and similar events relieve psychological stress, contribute to emotional relaxation, evoke positive feelings of mutual sympathy and, thus, create a moral and psychological atmosphere in the organization that makes it difficult for conflicts to arise.
It should be emphasized that the prevention of conflict is promoted by everything that ensures the maintenance of normal business relations, strengthens mutual respect and trust. Conflict prevention requires the leader not only to know how to influence collective group psychology, but also to know the characteristics individual psychology, the ability to influence the behavior of individuals. It is important to take into account that there are psychological types that play a special role in the generation of conflicts, distinguished by some specific character traits. They are sometimes called conflicting personalities. Among them there are also those who have a trail of various conflict stories, which creates a stable reputation for them as "experts in spoiling relations". Such people play the role of a kind of enzymes that greatly accelerate the development of a conflict situation in a negative direction. Therefore, an important condition for preventing conflicts is the ability to recognize employees of this kind in a timely manner and take appropriate measures towards them to neutralize their negative role.
When settling conflicts, reconciling the parties, you can use the recommendations contained in a popular publication in the West - the book Charles Dixon Conflict: Seven Steps to Peace. The author of the book, being a lawyer by profession, has 30 years of experience in practical psychology and mediation. In his authoritative opinion, the process of resolving conflicts consists of consistently and rigorously taken steps. Here are their mottos.
"Let's take off the masks" - a call that requires the parties to the conflict to be honest, to strive for sincerity, i.e. do not hide behind an assumed mask, remain yourself; only in this way can the true motives of people appear, and not their external claims.
"Identifying the real problem" - the task is difficult, but without clarifying the real reason, isolating it from the husk of various layers, it is impossible to settle the outbreak of conflict.
"We give up the installation" to win at any cost " as illusory, because they do not win in conflicts, they settle them.
"Finding several possible solutions" - this is important, because always, in any conflict clash, multivariate solutions to the problem are possible; it is advisable to have not one, but several options, so that there is a choice that is adequate to a specific situation.
"We evaluate options and choose the best one" which option is recognized, which, of course, is real and gives the maximum possible for each of the parties involved in the conflict; the best option is not one that is beneficial to one side, but one that can be recognized as acceptable by other parties.
"We speak so that we can be heard" - a motto confirming the fact that the main instrument for resolving a conflict is communication between the parties. It is necessary to communicate in such a way as to be heard, i.e. understood by others and hear (understand) the other. The ability to listen and hear can be considered the key point of effective communication, its high culture.
“We recognize and cherish the value of relationships” - it is an indication that conflicts are being settled for the sake of maintaining normal relations, restoring and strengthening cooperation.
The culture of communication is formed from the observance of many conditions developed by mankind over its long history. It absorbs the peculiarities of the national character, the specific features of the mental make-up of people, and also includes the general law of response or reciprocity, which expresses a person's inclination to treat the people around him as they relate to him.
Notorious Dale Carnegie - the author of the popular book "How to Win Friends and Influence People" - advises: if you want to persuade someone to your point of view, show respect for the interlocutor's opinion, from the very beginning adhere to a friendly tone, try to understand the thoughts and desires of another, appeal to noble motives, do not persist in your wrong. Life experience confirms how important it is to convince the parties to the conflict that the problems that separate them and the relationship between them can be settled on the basis of a calm exchange of views, a reasonable clarification of mutual positions. This is the only way to find an acceptable way to overcome even the most acute conflict.
Antipathy, tactlessness, harsh personal attacks, etc. do not fit into the norms of the culture of communication. They always reduce the interaction effect. To avoid them, it is useful to provide the parties with a psychological pause in the hope that it will relieve the heat of emotional overstrain and reduce the stressful state.
Quite achievable within a certain level of communication culture mutual agreement and mutual interest. To do this, you need to be both firm and flexible, persistent and compliant, combine criticism and self-criticism, heated discussions and calm discussions, suggestion and persuasion. It is best to be influenced by competent and authoritative opinion, logic of facts and generalizations, by the power of a good example. Whatever position a person occupies, whatever role he plays, he has the most ordinary weaknesses and habits, features of temperament and character.
Thus, the conditions and methods for maintaining a relatively high level of intellectual culture of communication include, in particular, the following:
the desire to reach an agreement with an opponent in a conflict situation on the basis of a rapprochement of positions held, real participation in a joint cause;
willingness to show empathy, i.e. sincere "entry" into the position of an accomplice in the conflict, understanding of his concerns, anxiety, expression of sympathy for him, the possibility of helping in overcoming the difficulties that have arisen;
deliberate rapprochement with the other party involved in the conflict, setting it up in a creative, constructive way, exchange of information about current events and upcoming changes, joint discussion of their consequences;
the exclusion of even a hint of discrimination in something, the inadmissibility of emphasizing the superiority of someone over another;
the desirability of the so-called psychological "stroking" in order to maintain a good mood and positive emotions, which cause and, as a rule, nourish a feeling of mutual sympathy.
Modern management about conflict prevention
Under style of relationship understands some stable stereotypes of consciousness and behavior, acquiring in a given organization the character of strong traditions, habits, institutions. Of course, these habits and traditions, as well as the degree of their development, can be different. Depending on their nature, the groups are subdivided into mature, with high level developing positive relationships and immature, with a low-level relationship.
Anchoring in mature collectives of positive behavioral models greatly complicates the emergence of negative phenomena in them, contributes to their automatic rejection. Only such groups have reliable anti-conflict immunity. One or another level of relationships in a group is manifested in all spheres of its life and, first of all, in such parameters as:
the strength of ties between members of the group, including informal, non-production;
the presence of a sense of pride in their team, the formation of stable traditions on this basis;
opportunities for employees to reveal their creative abilities, their interest in their work;
the frequency and nature of disagreements and conflicts arising in the group, the success of their resolution.
Among immature collectives with a low level of relationships, conflictologists include those for which the following features are characteristic:
active search for the culprits in the event of any production failures;
underestimation of collective leadership methods, authoritarian tendencies in leadership style;
holding protracted and ineffectual production conferences, boiling down to the struggle of self-esteem;
assessment of the work of employees at a superficial, emotional level;
indifference of employees to the content of decisions made and the results of their implementation;
frequent and protracted disagreements and conflicts on insignificant reasons.
The manifestation of this kind of pre-storm signs in relationships indicates a low level of maturity and a weak conflict tolerance of the team. In order to improve the health of collectives of this level, to prevent the real danger of their collapse in business life, especially in Western countries, they increasingly use the services of specialists from consulting conflictological services. The general recommendation, which, as a rule, is given by them, boils down to a proposal to entrepreneurs to develop for each employee firm rules of conduct and thus as much as possible to narrow the field on which "games without rules" are possible, to put it simply, confusion. This basic recommendation stems from an analysis of the reasons for the low level of relationships in the organization, which usually finds that, with all their diversity in different organizations, all these reasons, one way or another, boil down to the following:
the lack of clear job descriptions that establish a set of responsibilities of employees, clearly defining the role of each in the group work. This makes it difficult to accurately and objectively assess the performance of each employee of their official duties, which creates the conditions for conflict situations;
in this regard, the employee has a complete understanding of the position assigned to him, the requirements imposed on him and the predominance of feelings of uncertainty and anxiety in his moods;
conflicting, often overestimated expectations of reward for their work, which are often due to the many functions that the employee is forced to perform, sometimes spending a lot of energy on them.
Of course, these and similar negative manifestations of a low level of relationships will be successfully overcome only if they are opposed by clear “rules of the game”. Moreover, these rules should not be introduced from the outside, but developed on the spot by the efforts of the employees themselves.
An irreplaceable role in this matter is played by in-house discussions, "round tables", during which controversial issues are discussed, including acute issues of the distribution of duties between employees. Recently, such a method of active socio-psychological training as a business game has become increasingly popular. Being the closest to a real situation, differing from other forms of business communication by a large degree of emotional saturation, a business game contributes to more intensive communication between its participants, makes it possible for a deeper analysis of emerging problems and ways to solve them.
Of course, when developing a set of rules and norms in order to increase the level of mutual relations, one should not be limited only to measures of a socio-psychological nature. You should also actively use organizational and managerial methods, while relying on the significant achievements of scientists and practitioners around the world in the field modern management. It is the basic principles and norms developed by modern management science that have ensured not only successful economic development, but also lasting social stability in many countries, primarily the United States. Western Europe and Japan. Along with the principles and norms of psychology, algorithms of modern management are an important theoretical prerequisite for the entire tactics of conflict prevention. From the standpoint of modern management science, conflict prevention appears in the form special tactics, carried out in emergency situations. Moreover, the emergence of the very possibility of conflict for modern management seems to be evidence of a failure in the system of management activities, the result of non-compliance with its basic norms.
The development of these rules and norms is the merit of the classics of modern management. These include the American Frederick Taylor(1856-1915) and French Henri Fayol(1841 - 1925). For the first time they began to consider labor not as spontaneous, but as a controlled process; as an object of structural research, rationing and material incentives (for which they were christened by some of their ill-wishers by the fathers of the "scientific sweat-wringing system"). The ideas of the founders of management, although they were not devoid of shortcomings, nevertheless, on the whole, turned out to be fruitful. By the middle of the XX century. they were further developed in the works of the American psychologist E. Mayo, who experimentally proved the effectiveness of not only indirect, material, but also direct, psychological stimulation of workers and thereby laid the foundation for the so-called doctrine of human relations in management science.
Since that time, the demand for management around the world has become very high. It began to be studied as one of the most important disciplines in all universities and business schools in America, Western Europe and Japan, and then in developing countries. Moreover, the original, conceptual approaches of modern management have radically changed. If the traditional approach, presented by the founders of the science of management, proceeded from the idea that people are lazy by nature, have a deep aversion to work and submit in the process of work only to the pressure of their material needs, then the new management put forward a completely different, more humane concept. According to this new setting, a person constantly feels a natural need for work. In this area, he is capable of showing the initiative of his creative abilities. It is this humanistic concept that has become the main foundation of the entire strategy of modern management, on which all its rules and norms, all private tactics, including the tactics of preventing conflict, are based.
Modern management aims to maximize the use of production personnel. People are recognized as the main wealth of any company, the level and quality of their life is assessed as the main indicator of its progress. It is widely recognized that Japanese firms have been the most successful in implementing the humanistic ideas of modern management. If an American businessman, following the guidelines of traditional management at the beginning of the 20th century, was primarily concerned with raising wages for his employees, then the Japanese entrepreneur also began to take care of many other things: in what conditions the employee lives, how he eats, how he spends his free time, where they study his children, etc.
By consistently implementing this general approach in all forms of their activities, modern management worked out a number of main principles, the implementation of which ensures strong cooperation at the organizational and management level, cohesion in labor collectives, and their high anti-conflict potential. The most important of these principles are as follows.
1. The principle of long-term goals suggests that the goals of the organization should not be momentary, but long-term, solid, designed for 15 years. They should be aimed at the all-round development of production and the manufacturer, include the modernization of production, training of workers, and ensuring a continuous improvement in the quality of products or services. It is known from the history of business that, having incorrectly defined their strategic goal in the form of production orientation towards large cars in the 1970s, American companies (Ford, General Motors, Chrysler) lost part of the world car market in 10-15 years Japanese companies, which proved to be more forward-thinking in identifying more fuel-efficient low-power cars as their main goal. It is the ability of a manager for long-term, strategic planning that is recognized today as the most valuable quality of a modern leader, on which the stability of an organization, its ability to withstand conflicts, largely depends. Moreover, this principle is applicable not only to economic, but to any other type of social management.
2. The principle of risk preparedness involves a stake not on an obedient employee who is most afraid of making a mistake, but on people who are capable of deliberate risks, despite the increasing possibility of mistakes. The modern manager sees his task in creating such a socio-psychological atmosphere in the group, which, while admitting the possibility of mistakes, at the same time ensures the dynamic development of the organization, its rapid growth. By supporting employees who know how to take smart risks, an experienced leader, thereby creates favorable conditions for using for the good of the company the natural human need for a risky game and thus blocks the possibility of its satisfaction in the course of risky conflicts. Of course, this takes into account that, when starting a risky venture, you need to be able to stop in time, for example, timely stop financing a project that has not justified itself. As the old saying goes, “If you lose to a tiger in a tug-of-war, give him the rope before he gets to your hands. You can always get a new rope. "
3. Ways of implementation the principle of recognizing new ideas as the main value of any business made up the content of innovative management, which has recently emerged as a special section of management theory in any business. In accordance with this principle, a climate for encouraging innovation is created in firms, which is characterized by a free, informal atmosphere, tolerance for possible failures in any new business. Some firms pay innovators a portion of the profits they make from innovations. The introduction of innovations creates conditions for the creative tension of people, significantly narrows the possibility of psychological stress of a negative nature, with which conflict situations are associated. Of course, new ideas can also become a source innovation conflict, but conflicts of this kind, with skillful tactics, may well be resolved in a constructive way. The positive result of such a conflict can serve as one of the most effective factors in business development.
4. The principle of effectiveness focuses the attention of managers on the fact that the goal of the business is still not the generation of new ideas, but the production of quality goods and services and the extraction of high profits from this. It follows from it that any discussion of innovative ideas must necessarily end with a decision on specific actions, if, of course, these ideas do not relate to the general foundations of being. Moreover, a solution is considered reliable, especially in the practice of Japanese business, if it was the product of the persuasion of not only one leader, but also the fruit of the understanding of the problem by the whole group, i.e. if it is the result of collective creativity. Often, a decision is considered made only when all disagreements have been overcome and when, thus, a general recognition of its correctness is achieved. High value group decision gives the fact that it provides the best possible coordinated actions of employees, the best disclosure of their potential. The modern manager is convinced that the authoritarian spirit is the path to severe conflicts and group degradation. Single-handed instructions often lead to misunderstanding, and therefore, contain seeds of disagreement, harm business communication. Experience shows that only a decision is sound that is based on the most complete information, precisely identifies those responsible for its implementation and contains several alternative ways of its implementation.
5. Simplification principle presupposes a systematic blocking of a stable tendency towards the complication of industrial and other social structures. This tendency leads to the swelling of states and levels of government, each of which potentially contains the possibility of conflict. The implementation of this principle, as a rule, begins by asking employees to think about the problem of simplifying their work by answering the following questions: "What are the results of my work?" "How do I achieve them?" "Which of the things I am doing is overkill?" Successful companies usually have a simple management system, a small staff and a minimum number of management links. Thus, it is known that the Catholic Church, being one of the largest organizations in the world, has only five links of government from the parish priest and the Pope. At the same time, many domestic production associations have seven or more management links, which constrains their development in the modern market. The principle of simplification, without requiring additional costs, can provide a significant increase in production efficiency, improve the psychological climate in the organization.
6. The principle of selection and training of effective professional employees presupposes such a formulation of management work in which the most ordinary people provide effective results. Its implementation presupposes, first of all, the selection of such specialists who are capable of performing the given work, for those who are not capable of it will not get the desired result, even if he sheds "buckets of sweat" at the same time. But a capable employee will become a real professional only if he is interested in work, which is achieved if there is a significant goal of the activity, a clear system for assessing the employee's individual contribution to its achievement and, of course, provided that this contribution is worthy of remuneration. Of course, the manager must also take care of professional growth, improvement of employees, requiring them to constantly reflect on and adjust both the set goal and the ways to achieve it.
The overall result of the implementation of this principle is the formation of professional employees in the company. The main differences between a professional employee:
Rare absence from work
Ability to work without external pressure
High-quality and timely execution of work
Willingness to provide the company with additional services
Good job in the absence of the boss
Improving your work
Striving to prevent conflict, to contribute to strengthening the atmosphere of cooperation.
And finally principle cooperation summarizes, integrates in its content all the previous principles of effective anti-conflict management and is implemented only on the basis of their full implementation. Achievement of this universal result in the activities of the company is achieved by both psychological and organizational and management methods. Of particular importance at the organizational and management level is the creation of an environment in teams that promotes communication, close interaction between employees. This is ensured by the following organizational measures:
multidisciplinary, all-round training of employees, designed to ensure that each employee knows not only his job, but also how the work of others is done;
the creation of such a system of distribution of work, in which the performance of one part of it depends on the performance of another and, thus, conditions of interdependence arise in the activities of workers;
special stimulation of the interaction of employees, their reward for mutual assistance;
regular rotation, movement of personnel, allowing employees to better understand the goals of the organization, seeing them from different levels of the career ladder.
Experience shows that the line for the development of cooperation has significant advantages over the alternative line for the development of competition and rivalry between employees. Although competition and rivalry, as the ancient Romans understood it, can give temporary success, but, as their own experience testified, in the end, they still lead those who are guided by it to a sad result. Modern managers place their main stake on the development of a line of cooperation, although they do not completely deny the importance of competition and rivalry in the activities of firms. It is at the development and strengthening of cooperation that all methods and means of management are aimed not only at the socio-psychological and organizational, but also at the moral and ethical level.
Business ethics and humor as a means of conflict prevention
One of the unique abilities of a person is his ability to build on natural and social reality, the world of existence with a second world - the ideal, the world of the due, in which the leading role is played by ideas of good and evil, i.e. ethical, moral values. Moral norms and rules developed by people in order to regulate their relationships are extremely diverse. One of the manifestations of this variety of moral rules and norms and their high role in any sphere of human activity is the existence of not only codes of norms of universal human morality, but also various kinds of modifications of these general norms in the form of a set of rules, codes of corporate, professional ethics. One of the varieties of such group morality is business ethics, or business ethics.
True, there are no special institutions that, like law enforcement agencies, would monitor compliance with these norms. However, experienced businessmen take into account in their practice the requirements of these norms no less than the requirements of the law. Life has taught them that the most profitable business is the one that is based on compliance with the requirements of not only law, but also business morality. The unwritten norms of ethics, which are guided in one way or another by the participants in business relationships in order to prevent possible friction and conflict, can be reduced to the following simple requirements.
Don't be late. Being late may be judged by your partner as disrespectful to him. If you are late due to unforeseen circumstances, it is better to inform about it in advance. This rule applies not only to attendance at work, a meeting, but also to the observance of the established deadlines for the performance of work. To avoid delays, delays should be allocated time to complete work with one or another margin. Admittedly, punctuality is an essential requirement of business etiquette.
Be laconic, don't say too much. The meaning of this requirement is to protect the secrets of the company as well as your personal secrets. It is well known that the protection of official secrets is one of the most important business problems, which often become the source of serious conflicts. This rule also applies to the secrets of a colleague's personal life, which became known to you on occasion. And this applies to both good and bad news from the personal lives of your colleagues.
Be kind and welcoming. Compliance with this rule is especially important when co-workers or subordinates pick on you. And in this case, you should behave with them politely, kindly. It must be remembered that no one likes to work with people who are unbalanced, grumpy, capricious. Politeness and friendliness are needed for communication at all levels: with bosses, subordinates, clients, customers, no matter how defiant they sometimes behave.
Empathize with people, think not only of yourself, but also of others. It is very common that the clients you serve have negative experiences with other organizations. In this case, it is especially important to show responsiveness, empathy, and anticipate legitimate concerns. Of course, attention to others should be shown not only in relation to customers and customers, it also extends to colleagues - bosses and subordinates. Respect the opinions of others, even if they differ from yours. In this case, do not resort to harsh objections if you do not want to be in the category of people who admit the existence of only two opinions: your own and the wrong. It is people of this kind that often become the instigators of the conflict.
Watch your clothes, appearance. This means that you need to be able to organically fit into your environment at the service, the environment of employees of your level. Moreover, this does not exclude the possibility of dressing tastefully, choosing the appropriate color scheme, etc. Being an operator in a bank, you should not come to work with an expensive case that even the president of the bank cannot afford. It's a small thing, of course, but one that could hurt your promotion.
Speak and write in good language. This means that everything you say and write must be presented in a literate, literary language. If you have any doubts on this score, before sending a letter on behalf of the company, check the spelling with the dictionary or let a trusted employee of your level check the letter. Make sure to never use swear words, even in a personal conversation, as this can develop into a bad habit that will be difficult to get rid of. Do not reproduce the expressions of those people who use such words, as there may be a person who will understand these words as your own.
These basic rules of business ethics serve as an essential prerequisite for the formation of an atmosphere of cooperation that creates a reliable barrier against destructive conflicts.
The considered requirements of a psychological nature, organizational and managerial principles, as well as positive moral standards make any organization reliable and stable. All of these norms serve as a long-term basis for the prevention and constructive resolution of conflicts. In countries with developed market economies, these requirements and norms are often included in the texts of contracts between companies, as they help to prevent conflicts.
The use of forms of contactless communication in the event of disagreements, for example, in the form of letters or e-mail, since in conditions of the arisen emotional stress, direct contact is fraught with the possibility of exacerbation of relations.
Assignment of negotiations on controversial issues only to persons occupying a high position in the firm and having all the necessary powers.
Involvement, if necessary, already in the early stages of a conflict situation of specialists - conflictologists, in order to avoid a possible further deterioration of the situation and large material and moral losses.
Using in the course of negotiations all, even the smallest, chances of achieving reconciliation.
In case of failure of negotiations, it is clear to determine the further procedure for considering the dispute in pre-trial or judicial order.
These and similar norms and rules have an educational impact on people, clearly define the expected, optimal behavior approved by the organization and society. At the same time, the norms and rules indicate the conditions that allow the use of certain sanctions against violators, up to the use of coercion and force.
Among the various means of conflict prevention, one should not forget about the sense of humor inherent in people. The presence of this feeling is one of the evidences of a person's spiritual health, his optimistic outlook on the world and people. Humor is sometimes defined as a "reconciling smile", a person's ability to unite, reconcile, it would seem, incompatible and irreconcilable: good and evil, sublime and small, serious and funny. Being an effective tool for a favorable life of people together, humor helps to release the tension that has arisen in human relationships, is a good way to "let off steam", to evoke positive feelings.
Sigmund Freud taught that humor smooths out contradictions, prevents discontent. Bernard Shaw said that sometimes you have to make people laugh in order to distract them from wanting to hang you. Of course, one cannot hope to completely resolve the conflict only with a "reconciling smile", but it is quite possible to weaken its severity with the help of a good joke. Humor unites people even where there seems to be no more hope for reconciliation. This happens because with the help of humor at least some kind of commonality between them, a common understanding of the funny for all people, is revealed.
The ability to understand humor, being an important positive quality of a person, is one of the components of her prestige. Of course, this tool should be used as needed, bearing in mind that with the help of humor, you can achieve only a short-term increase in the positive activity of people. Using a joke, you must not allow the whole case to turn into a Joke. However, this tool should not be neglected: there can be no trifles in preventing and resolving conflicts.
Program
psychological prevention of conflict behavior in older adolescents
Compiled by: educational psychologist
Brynskikh Ksenia Grigorievna
MOU Secondary School No. 43, st. Novosibirsk, 21
Year of development : 2011
year 2014
I EXPLANATORY NOTE
The history of mankind from ancient times to the present has shown that conflicts have always existed, and will exist as long as there is human interaction.
Each period of life brings with it different developmental problems and difficulties that require new skills and answers.
In the process of growing up a child, parents, teachers, peers, and, finally, society itself take part, they all interact with it, during which conflict situations can arise.
The program will help adolescents to form a concept of conflict, how to behave in conflict situations, what actions to take, monitor and manage their actions.
II . GOALS AND OBJECTIVES OF THE PROGRAM
Purpose of the program: prevention of conflict behavior in older adolescents.
Objectives of the program:
1. Investigate the psychological problems of the group members and help in solving them;
2. to improve subjective well-being and mental health promotion;
3. to form an attitude towards conflicts as to new opportunities for creativity and self-improvement;
4. to identify the factors of effective communication, contributing to the achievement of mutual understanding between the participants, a positive affirmation of the personality;
5. to increase responsibility for their own behavior;
6. to form the ability to plan actions;
7. to form the ability to control their behavior;
8.formskills of effective behavior in conflict situations;
9. to form adequate behavioral strategies;
10. to develop the ability to adequately respond to various conflict situations.
Designed for students in grades 8 - 10.
Number of lessons - 10 lessons (1 lesson per week).
Number of hours - 10 hours (1 lesson - 60 minutes)
III . THEMATIC PLAN
LESSON 1
Purpose: getting to know the group, creating a trusting atmosphere; removing excessive emotional stress in the group, creating favorable conditions for the group's work, developing joint norms and principles of work for this group.
Course of the lesson:
1. Greetings.
Instructions: We have a big joint work, and therefore you need to get to know each other and remember each other's names. In our classes, we have a wonderful opportunity, usually not available in real life, - to choose a name for ourselves. After all, it often happens: someone does not really like the name given to him by his parents; Someone is not satisfied with the form of address that is familiar to those around them - for example, everyone around her is calling the girl Lenka, but she wants to be addressed as “Lena” or “Lenulya” or especially in an unusual and affectionate way, as her mother used to call her in childhood. Some people like it, if they are called by their patronymic, without a name - Petrovich, Mikhalych. And someone secretly dreams of a beautiful name that his idol bears. There are people who had a funny nickname in childhood and would not mind being treated like this in an informal setting even now. You have thirty seconds to think and choose a play name for yourself, and write it on your badge. All other members of the group (and the facilitators too) will refer to you only by this name throughout the session.
2. Acquaintance with the basic principles of the group work
Our group rules
Instructions: Each group may have its own rules, but those below can be considered basic, the most typical.
Now we will discuss the main ones, and then we will start working out the working conditions for our group:
Communication on the "here and now" principle. Many people tend not to talk about how they feel, what they think, because they are afraid to seem funny. They are characterized by a desire to go into the area of general reasoning, to engage in discussion of events that happened to other people. The mechanism of psychological defense is triggered. But the main task of our work is to turn the group into a kind of volumetric mirror in which everyone could see themselves during the most diverse manifestations of character, behavior, the ability to be self-critical and correctly respond to criticism, to get to know themselves and their personal characteristics better. Therefore, during classes, everyone only talks about what worries them right now, and discusses what is happening to them in the group.
Personification of statements. For more frank communication during classes, we refuse impersonal speech, which helps to hide our own position and thereby avoid responsibility for our words. Therefore, we replace a statement like: "Most people believe that ..." - with this: "I believe that ..."; "Some of us think ..." - to "I think ..." etc. We also refuse from addressless judgments about others. We replace a phrase like: "Many did not understand me" - with a specific remark: "Olya and Sonya did not understand me."
Sincerity in communication ... During work, we only say what we feel and think about what is happening, i.e. only the truth. If there is no desire to speak out sincerely and frankly, it is better to remain silent. This rule means openly expressing your feelings in relation to the actions of other participants and to yourself.
Confidentiality of everything that happens in the group ... Everything that happens during the classes is not disclosed under any pretext. We are sure that no one will tell about a person's experiences, about what he shared. It helps us to be sincere, promotes self-disclosure. We trust each other and the group as a whole.
Inadmissibility of direct assessments of a person. When discussing what is happening, we do not evaluate the participant, but only his actions and behavior. We do not use statements such as: "I do not like you", but we say: "I do not like your manner of communication." We will never say, "You are a bad person," but simply emphasize, "You have done a bad deed."
Active participation in what is happening ... This is the norm of behavior according to which we are really involved in the work at any moment. We actively watch, listen, feel ourselves, a partner and the team as a whole. We do not close ourselves, even if we heard something not very pleasant in our address. We do not think only about our own “I”, having received a lot of positive emotions. We are in a group all the time, we are attentive to others, we are interested in those around us.
Respect for the speaker ... When one of the comrades speaks, we listen to him attentively, giving the opportunity to say what he wants. We help him, showing with all our appearance that we are listening to him, happy for him, interested in his opinion, inner world. We do not interrupt and remain silent until he finishes speaking. And only after that we ask our questions, thank or argue with him.
3. Exercise "My neighbors"
Purpose of the exercise: To help the participants get to know each other better.
Instruction: Standing in the center of the circle (for a start, I will be) offers to change places (change seats) to all those who have a common feature. For example, I say: “Change all those who were born in the spring” - and everyone who was born in the spring should change places. At the same time, the one who stands in the center of the circle must try to have time to take one of the vacated places, and whoever remains in the center without a place continues the game. After completing the exercise, you can ask the participants:
– How are you feeling?
– How is your mood?
– Isn't it true that we have more in common than differences?
4. Exercise "Wishes"
Instruction: The group expresses wishes to each other for the day. It should be short, preferably one word. You throw the ball to the one to whom you are addressing the wish and at the same time say it. The one to whom the ball was thrown, in turn, throws it to the next, expressing his wishes for today. We will make sure that everyone has the ball, and we will try not to miss anyone.
5. Carrying out techniques:
Self-assessment of conflicts;
6. Exercise "Tangled Chains"
Participants stand in a circle, close their eyes and extend their right hand in front of them. Faced, hands clasp. The participants then extend their left arms and look for a partner again. The facilitator makes sure that everyone is holding the hands of two people. Participants open their eyes. They should unravel without unclenching their hands (only a change in the position of the hands is allowed so that there are no dislocations of the arms). As a result, either a circle is formed, or several interlocking rings of people, or several independent circles or pairs.
7. Exercise "Wishes" (creating a group atmosphere)
All participants sit in a circle. Everyone in a circle expresses a wish to the sitting players. It is possible for one of the players, if desired. The leader of the training expresses his wish at the end of the circle.
8. Summing up the results of the lesson, conducting a questionnaire
The text of the questionnaire can be as follows:
Name _____________________________________________________
Date of class __________________________
1. Today's conversation made a big impression on me 5 4 З 2 1 no impression
2. I felt myself: free 54321 constrained
3. Most big influence on the course of the classes, in my opinion, they had (named any exercises, other points of work):
a)_________________________________________________________
b) _________________________________________________________
v)_________________________________________________________
4. Personally, I was hindered by the behavior:
a)_______________
b) _______________
v)_______________
5. In the next lesson I would like to:
a)_______________
b) _______________
v)_______________
Completed questionnaires are handed over to the group leader
LESSON 2
Purpose: to define the concept of "conflict"
Course of the lesson:
1. Greetings
Exercise "I want to give you" (development of the psychological climate)
The facilitator begins the exercise, addressing the participant sitting to his right, with the phrase "I want to give you ..." and says what he wants to give this person.
People often think of a conflict as a fight between two parties fighting to win. No one can avoid conflicts - they occupy an important place in our life. However, it is much more effective to perceive the conflict as a problem in the solution of which both parties are involved. Conflict can be used to open up alternative opportunities and seek prospects for mutual growth.
There are three basic skills for resolving conflicts and building peaceful relationships: encouragement, communication, and cooperation. Encouragement means respecting the best qualities of the conflict partner. Communication includes the ability to listen to your partner in such a way that it helps to understand why the conflict arose, what is most important for him, and what he intends to do to resolve the conflict, and the ability to give the same information from your point of view, when doing so, refraining from using words that could arouse anger and distrust. Cooperation is based on giving another word, recognizing the abilities of another, bringing ideas together, without the dominance of anyone, seeking consensus, mutual support and assistance.
2. Exercise "What is conflict"
Participants are encouraged to write on small sheets of conflict definitions ("Conflict is ..."). After that, answer sheets are folded into an impromptu "basket of conflicts" (box, bag, hat, bag) and mixed. The presenter approaches each participant in turn, offering to take one of the sheets and read what has been written. Thus, you can go to the definition of the conflict.
3. Work in micro groups
For the formation of microgroups of 5-6 people, the following game option is offered. Colored tokens are prepared in advance (the number of tokens is determined by the number of players, the number of colors of tokens is determined by the number of microgroups).
Participants are given the opportunity to choose a token of any color. Thus, in accordance with the selected token, microgroups of participants with tokens of the same color are formed. For example, a micro-group of participants with red tokens, a micro-group of participants with yellow tokens, etc.
The task of the participants at this stage is to identify the causes of conflicts in their microgroups. After working in microgroups, the participants unite to discuss the best practices. The thoughts expressed with some editing are written down on a sheet of Whatman paper.
In the process of discussion, it is necessary to come to the idea of three components that lead to conflict: the inability to communicate, the inability to cooperate and the lack of a positive affirmation of the personality of the other. It is better to convey this idea to the participants through the image of an iceberg, a small part of which - the conflict - is above the water, and the three components are under water. Thus, the ways of resolving the conflict are seen: the ability to communicate, cooperate and respect, positively affirm the personality of another. This idea is also presented as an iceberg
4. Exercise "Truth or Fiction" (listening and understanding)
Play enhances group cohesion and creates an atmosphere of openness. Group members sit in a circle; everyone should have paper and pencil ready. Invite the participants to write three sentences that are personally relevant to them. Of these three phrases, two must be true and one must not.
One by one, each participant reads out his phrases, everyone else tries to understand what is true and what is not. In this case, all opinions must be substantiated.
Advise the authors of phrases not to rush with their comments and carefully listen to the guesses of different players. After all, this is a great opportunity to understand how a person is perceived from the outside.
5. Exercise "Opinion about me"
Each participant will be able to hear the opinions of others about themselves. This "social echo" helps to orientate in the group.
Equipment: paper and pencils according to the number of participants.
1. Each participant writes their name on top of a piece of paper. The sheets are then stacked together, shuffled and distributed to group members.
2. Everyone writes short comments under their name on the sheet they got. It could be a compliment, a question, or personal opinion about this person.
3. All sheets are stacked again, shuffled and distributed again to the participants, who again write their comments.
4. The same actions are repeated one more time.
5. Now there are three comments on each sheet. The facilitator collects all the sheets and reads them aloud one at a time. After each reading, the mentioned participant can give his opinion on the following issues:
Was anyone's review surprised me?
Do I consider these statements addressed to me to be correct?
Do I want to answer the question asked?
How do I usually feel when joining a new team?
How do I want to look like in a group?
Is my sensitivity more of a merit or a demerit?
6. Summing up the results of the lesson
LESSON 3
Purpose: acquaintance with the types of communication, checking the group for conflict
Course of the lesson:
1. Greetings
2. Exercise "Metaphors of feelings"
Group members are encouraged to describe themselves as a plant. Describe where it grows, what the environment is around, what kind of soil, what kind, whether there are flowers, how it interacts with the sun, with the elements.
3. Brief overview of the types of communication
Types of communication
Depending on the content, goals and means, communication can be divided into several types.
1. In terms of content, it can be:
Material (exchange of objects and products of activity).
Cognitive (knowledge sharing).
Conditioned (exchange of mental or physiological conditions).
Motivational (exchange of motives, goals, interests, motives, needs).
Activity (exchange of actions, operations, abilities, skills).
By goals, communication is divided into:
Biological (necessary for the maintenance, preservation and development of the body).
Social (pursues the goals of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, personal growth of the individual).
By means of communication can be:
Immediate (Carried out with the help of natural organs given to a living being - arms, head, torso, vocal cords, etc.).
Mediated (associated with the use of special tools and tools).
Direct (assumes personal contacts and direct perception of people communicating with each other in the very act of communication).
Indirect (carried out through intermediaries who can be other people).
Communication as interaction assumes that people establish contact with each other, exchange certain information in order to build joint activities, cooperation. In order for communication as an interaction to occur smoothly, it should consist of the following stages:
Establishing a contact (acquaintance). It involves understanding another person, introducing oneself to another person.
Orientation in a communication situation, understanding what is happening, holding a pause.
Discussion of the problem of interest.
Solution.
End of contact (exit from it).
4. Exercise "Communication options"
Participants are divided into pairs.
"Synchronous conversation". Both participants in a pair speak at the same time for 10 seconds. You can suggest a topic of conversation. For example,
"The book I read recently." At the signal, the conversation is terminated.
"Ignoring". Within 30 seconds, one participant from the pair speaks, and the other at this time completely ignores him. Then they switch roles.
"Back to back". During the exercise, participants sit with their backs to each other. Within 30 seconds, one participant speaks, and the other at this time listens to him. Then they switch roles.
"Active listening". For one minute, one participant speaks, and the other listens to him attentively, with all his appearance showing interest in communicating with him. Then they switch roles.
Discussion:
How did you feel during the first three exercises?
Did you feel that you are listening with effort, that it is not so easy?
What prevented you from feeling comfortable?
How did you feel during the last exercise?
What helps you communicate?
5. Exercise "Hut"
The first two participants stand closely with their backs to each other. Then each of them takes a step (two) forward in order to establish balance and a posture that is comfortable for the two participants. Thus, they must represent the basis of the "hut". In turn, new participants come up to the "hut" and "attach", finding a comfortable position for themselves and without disturbing the comfort of others.
Note: If there are more than 12 participants, it is better to form two (or more) teams.
Discussion: How did you feel during the “building of the hut”?
What had to be done to make everyone feel comfortable?
6. Exercise "Sharks"
Materials (edit) : two sheets of paper.
The participants are divided into two teams. Everyone is invited to imagine themselves in a situation where the ship on which they sailed was wrecked, and everyone is in the open ocean. But in the ocean there is one island where you can escape from sharks (Each team has its own "island" - a sheet of paper on which at the beginning of the game all team members can fit). The captain (leader), seeing the "shark", must shout "Shark!" The task of the participants is to quickly get to their island
After that, the game continues - people leave the island until the next danger. At this time, the presenter cuts the sheet of paper in half.
On the second command "Shark!" the players' task is to quickly get to the island and at the same time "save" the largest number of people. Anyone who could not be on the "island" leaves the game. The game continues: the "island" is abandoned until the next team. At this time, the sheet of paper is reduced by half. At the command "Shark!" the players' task remains the same.
At the end of the game, the results are compared: which team has more participants and why.
7. Summing up the lesson
LESSON 4
Purpose: development of the ability to make compliments, the ability to listen, reduce the intensity in a conflict situation, with the help of "I-statements"
Course of the lesson:
1. Greetings
2. Exercise "Praise Yourself"
Participants are invited to think and talk about those properties, qualities that they like in themselves or distinguish them from others. These can be any traits of character and personality. Recall that mastering these qualities makes us unique.
3. Exercise "Compliment"
Break into pairs. Each participant is encouraged to focus their attention on the merits of their partner and give him a compliment that would sound sincere and heartfelt.
4. Exercise "Downpour"
One of the participants plays the role of the "conductor" of the shower and stands in the center of the circle. As in an orchestra, the conductor engages each one in the rain symphony in turn. Having faced one of the participants, the "conductor" begins to quickly rub one palm against the other. This participant picks up the movement, and as the "conductor" turns in place, everyone is involved in the action. Then, reaching the first participant, he (she) begins to snap his fingers, and the action is gradually picked up by the whole circle as the "conductor" turns. The next stage is slaps on the thighs, the participants knock with their feet - a crescendo downpour. Gradually, as in a real thunderstorm, the volume decreases, the conductor goes through all the stages in reverse order until the last of the performers stops rubbing his palms.
5. Exercise "I-statement"
A scene on a problematic topic is played out (for example: a friend was late for a meeting and, after the complaints made, did not apologize, but began to attack himself). Then the trainer explains that in order to reduce the intensity of the conflict situation, the use of “I-statements” in communication is very effective - this is a way of communicating to the interlocutor about your needs, feelings without condemnation or insult.
The principles on which "I-statements" are built:
a non-judgmental description of the actions that this person performed (not worth it: “you came late”, preferably: “you came at 12 at night”);
your expectations (it is not necessary: “you did not bring the dog out”, preferably: “I was hoping that you would bring the dog out”);
a description of your feelings (not worth: “you annoy me when you do this”, preferably: “when you do this, I feel irritated”);
a description of the desired behavior (not: "you never call", preferably: "I would like you to call when you are late").
Discussion: Why do you think the performers of the role did this? What prevented them from taking the information calmly?
6. Exercise "YES" MEANS "NO"
The exercise is carried out in a general circle.
Often, when communicating with each other, people do not know how to follow the rules of constructive conversation.
The purpose of this exercise is to teach you to say "no" or to express your point of view, your opinion in an acceptable form, without resentment and anger.
This exercise can be done with students. high school, high school students, students, specialists in communication professions.
At the request of the presenter, everyone writes on a piece of paper (or just comes up with) a controversial statement. For example: “All children are unbearable”, “Elderly people are wise and calm”, “All teachers value and respect their students”, “Parents never understand their children”.
After that, as soon as he is ready, the participant pronounces (reads out) his phrase. The rest give the answer in the following form. First you need to be sure to agree with what was said. After that, continue the conversation, expressing your agreement or disagreement with what was said.
Examples of the first phrase: "Yes, however ...", "Yes, and still ...", "Yes, and if ...".
In this exercise, participants have the opportunity to practice constructive dialogue. This skill is very useful when dealing with people in a state of anger, aggression, irritation, resentment.
7. Exercise "Nahal" (ways to practice behavior)
The goal of the game is to improve the ability to build your speech behavior in an extreme situation.
The course of the game. It happens like this: you are standing in line and suddenly someone "breaks in" in front of you. The situation is very vital, and in fact often no words are found to express their indignation and indignation. And not everyone, with a word, it is easy to discourage such an impudent person for the future. And, nevertheless, how to be? After all, one cannot put up with the fact that such cases should be inevitable. Let's try to figure out this situation. Break into pairs. In each pair, the one sitting on the left is conscientiously standing in line. Nahal walks in from the right. React impromptu on his appearance, so much so that it was discouraging. Then each pair switches roles and the game continues. At the end of the game, the group discusses which answer was the most successful.
8. Exercise "Unexpected Call"
Feelings and states motivate our behavior. But, if the behavior can be observed and controlled, it is more difficult to do with the feelings.
Two or more fundamental emotions that often arise in a person can shape emotional personality traits:
anxiety;
depression;
love;
hostility.
Based on our behavioral reactions and thoughts, it is possible with a high degree of probability to judge the presence of an emotional personality trait or a situational state that affects life.
Purpose: to facilitate the identification of emotional personality traits through behavioral reactions and spontaneously arising thoughts.
Organization: You can play quiet, calm music during visualization.
Invite participants to sit comfortably, relax and close their eyes.
“… Imagine that you are at home alone. You feel good and comfortable. You are doing what you love or just relaxing. It is raining outside the window, the wind is knocking on the glass, and the house is cozy and warm ... Suddenly the phone rings! What thought has arisen in your head? Whose voice do you expect to hear on the phone? What news will he tell you? What do you want to do at this moment? .. "
Invite participants to open their eyes and write down the answers to the questions just asked.
Ask 3-4 people to talk about their thoughts and feelings. Provide information about emotional personality traits and their types:
Anxiety. A person with a predominance of this trait is likely to be frightened by an unexpected call and decide that they want to tell him unpleasant news or even say about a tragedy.
Depression. The thoughts of this person will also not be rosy, but the main feeling will be sadness and longing.
Love. The spectrum of feelings is joy, tenderness, anticipation of pleasure. The expectation that someone dear, close, beloved is calling.
Hostility. The call is likely to cause irritation, the person will be ready to get rid of the caller as soon as possible, or be ready for a verbal scuffle.
Questions to the participants:
How do you react to a call and how does this relate to your personality?
How often do you have these feelings?
Is this condition a problem?
What is it connected with?
It is important to make it clear to the participants that their conclusions about themselves are not judged or judged. However, this is important not only in this exercise.
9. Summing up the lesson
LESSON 5
Purpose: developing the ability to correctly refuse without causing a conflict; developing the ability to experience minor problems.
Course of the lesson:
1. Greetings
2. Exercise « Fairy tale"
We invite you to think about your life and compose a small fairy tale for each one, in which the most vivid and important of it would be succinctly and figuratively reflected. Let's try to understand ourselves and each other in a fairy-tale context. You can use well-known literary characters for this, or you can invent your own, previously unknown to anyone. 5 minutes are given to think over the plot. Then the participants are divided into pairs or small groups, and one of the partners begins to tell his tale, but omits the final part, where the matter ends. The task of the other: to come up with a continuation of the tale, and then compare the results with the ending of the partner. Share your experiences with a partner. Swap roles, and then in pairs.
3. Exercise "The Art of Decent Refusal"
Participants are asked how often and under what circumstances they have to say “no” in their daily life and is it always easy. Under what circumstances, in what environment is it more difficult to do this? Then sketches are performed on topics suggested by the participants themselves (refusal situations that cause difficulties).
Discussion: Work with the group to develop acceptable rules for dignified rejection:
firmly, but benevolently and calmly say "no", without entering into altercations, disputes;
agree with the arguments, but at the same time stand your ground;
gently end the conversation;
bring your arguments to the interlocutor;
offer a compromise.
4. Exercise "Change of emphasis"
Participants are asked to recall a not very difficult conflict or minor problem and write on a piece of paper in one sentence. Then, instead of the consonants used in this sentence, insert the letter "X" and rewrite the sentence cleanly. Read the result in a circle without naming your problem: (for example: hoheha….)
Discussion: What has changed? Has the conflict been resolved?
5. Exercise "Incident in the elevator"
This exercise is perfect for illustrating how our feelings manifest. By virtue of beliefs and upbringing aimed at suppressing feelings, people either do not show feelings, or feel remorse that they "did not restrain themselves." In the game, they will be able to express what is prohibited and this will become an occasion for further conversation about the role of feelings in life. In addition, it is known that you cannot play what is not in you.
Purpose: To investigate the behavioral manifestations of various feelings and states.
Organization: Eight people occupy the center of the room. Chairs are placed around them, with their backs inward - this imitates an elevator. The rest of the participants become observers.
Invite those wishing to go to the center (8 people). Explain to the rest of the participants that they are becoming observers.
The plot of the game is explained to the participants: “You are all residents of the same house. And then one morning, going to work, you get stuck in the elevator. When you do this, you have different feelings. Which ones - you will know when you pull out the card. "
Cards with the names of feelings and states listed on them.
Card options:
joy, delight, pleasure …………………………………
interest, excitement, excitement …………………………………
grief, suffering, sadness, depression …………………………………
anger, irritation, indignation, indignation ……………………
fear, anxiety fear ………………………………………………
contempt, arrogance, disdain ………………………………
shame, self-deprecation, awkwardness ……………………………………
surprise, amazement …………………………………………………
Your behavior should be dictated by the state that is written on the card. You cannot call it a word.
Participants act out the situation for 10-15 minutes.
Observers express their assumptions, what feelings who showed
Questions to the participants:
How did you manage to transfer the state?
How do I express this feeling in my life?
How often do I experience this feeling, and in what situations?
6. Exercise "Conflict in transport"
Purpose: to gain experience in the ability to negotiate in a conflict of interests.
Chairs are placed in the room: two are next to each other (imitating paired seats on a bus), one is in front. There are three participants in the game (two plus one). Two receive instructions secretly from the third, the third secretly from two. The task of two: "get on the bus" and sit next to each other to talk about an important topic for both. The task of the third participant: to take one of the paired places, for example, "by the window" and give way only if such a desire really arises.
Discussion: game participants answer questions:
Why did the “third” still concede (or, on the contrary, did not concede) his place?
Were there moments when the "third" wanted to free this place?
How did the players feel?
Whose solution is the most successful?
What exactly was the reason for the success (or, on the contrary, failure)?
7. Exercise "Friendly palm"
On a piece of paper, everyone outlines their palm, below they sign their name. Participants leave leaflets on chairs, stand up themselves and, moving from leaf to leaf, write something good to each other on the drawn palms (the qualities of this person liked, wishes to him).
8. Summing up the results of the lesson
LESSON 6
Purpose: acquaintance with the concept of "intrapersonal conflict"; familiarization with ways to manage conflicts; show students the mechanisms of involving a person in a state of intrapersonal conflict, familiarize them with ways to prevent conflict and get out of it.
Course of the lesson:
1. Greetings
2. Exercise "Drawing the mood"
Instructions: "Take a sheet of paper and pencils and draw a drawing that will suit your mood. You can show that you are now" bad weather "or" storm warning ", or maybe the sun is already shining for you."
3. Acquaintance with the concept of "intrapersonal conflict"
Intrapersonal conflict is one of the most difficult psychological conflicts that plays out in the inner world of a person. A person is constantly faced with such conflicts. Intrapersonal conflicts of a constructive nature are necessary moments in the development of a personality. But destructive intrapersonal conflicts pose a serious danger to the individual, from difficult experiences that cause stress, to the extreme form of their resolution - suicide. Therefore, it is important for every person to know the essence of intrapersonal conflicts, their causes and methods of resolution.
To resolve intrapersonal conflicts, it is important:
1) establish the fact of such a conflict;
2) determine the type of conflict and its cause;
3) apply the appropriate resolution method.
Forms of manifestation of intrapersonal conflicts:
Neurasthenia. Symptoms: intolerance to strong stimuli, depressed mood, decreased performance, poor sleep, headaches.
Euphoria. Symptoms: ostentatious fun, expression of joy inadequate to the situation, "laughing through tears."
Regression. Symptoms: turning to primitive forms of behavior, avoiding responsibility.
Projection. Symptoms: Attribution of negative qualities to another, criticism of others, often unfounded.
Rationalism. Symptoms: self-justification of their actions, actions.
Ways to resolve intrapersonal conflicts:
Compromise. The content of the actions: make a choice in favor of an option and start implementing it.
Care. Content of action: avoiding problem solving.
Reorientation. The content of the actions: a change in claims regarding the object that caused the internal problem.
Sublimation. The content of the actions: the transfer of psychic energy to other areas of activity - engaging in creativity, sports, music, etc.
Idealization. The content of the actions: surrender to dreams, fantasies, escape from reality.
Crowding out. Content of actions: suppression of feelings, aspirations, desires.
Correction. The content of actions: changing the self-concept in the direction of achieving an adequate self-image.
4. Exercise "Request"
Instruction: How much depends on how you ask a person for a favor, in what tone, in what setting, in what mood you will state your request. Essentially depends on this - "to be or not to be." Meanwhile, there are very few tricks that can significantly increase the likelihood of your request being fulfilled. Well, let's try.
Pick a partner and for now, as a joke, ask him for something. Ask him for a while, for example, glasses, a fountain pen. You can do something more substantial, you can ask for a favor from him, but it all depends on the form in which you present your request. The interlocutors always value tact, diplomacy, as well as originality and resourcefulness. It is difficult to refuse a request if it comes from a friend, but you can create a friendly disposition towards yourself and with a complete stranger. If your request begins with a compliment, mentioning the merits of the person to whom you are addressing, his authority and importance, your chances are increased. This will, of course, soften the partner's heart. It is known that when a woman asks a man, you can expect greater success. If the request is immediately followed, even before receiving an answer, indirect gratitude, gratitude for the upcoming service, it is already difficult to refuse. So let's give it a try. Choose your partner, go up to him, sit down next to him and try, maybe starting from afar, ask him for something. Please start. Now, everyone is asked to come up to the host with their trophies. Of course, they will have to be returned, but the championship will still be reserved for the one who scored the most trophies.
5. Exercise "Benefit from mistakes"
Instruction: Who is not wrong? Is that the one who does nothing. All of us, one way or another, had to make mistakes, change our point of view. But how difficult it is to admit your own mistakes, especially when it needs to be done in public. But life is life. One must be able to admit with dignity that one is defeated at some stage in order to avoid these mistakes the next time. We must be able to show others an example. Please, think for a few seconds, remember with self-criticism what were the most significant mistakes in your life. Imagine that you are back in that old time, and now you are on the eve of making this mistake. Of course, in hindsight, everything seems different. And the fact that it was a mistake is clear only now. But still, what would you do if you returned to the past with today's baggage of experience? At the very moment when you are on the eve of that very mistake. What would you say to others?
Imagine a situation where you could have put the question differently. So, your speech in a situation, in the presence of those persons, when it was possible to avoid mistakes. Say this mentally for one minute, with your eyes closed. Then everyone will be able to raise their hand and talk about their sad experience, as well as how you would now behave in that situation. So, for mental preparation you are given one minute. Let's start! The minute is over. Now those who wish to raise their hand, take the floor. Let's start! Thanks. Now let's discuss our impressions. "
6. Exercise "Rehearsal of Behavior"
Instruction: Remember what situations of communication with other people cause you difficulties? Maybe some of the most unpleasant and awkward cases for you will come to your mind. Think about it.
Now you will have the opportunity to go back in time and try to get out of this situation with honor, and, most importantly, find the optimal behavior for you in these kinds of situations. To begin with, please unite in small groups of 4 - 6 people. In each subgroup, share your case with the partners in turn. After all the stories have been listened to, decide in each group which of the cases is the most emotionally charged, needs attention and help.
On the other hand, it should be an episode suitable for stage production. Decide, we ask you. And now, in each group, the author of the selected episode becomes the director of his story and the leading actor. He assigns partners from the group to other roles. The director's task is to stage two episodes.
One is an unfortunate episode that took place in reality. Best of all, if it is a comedy, where everything that happens can be brought to the grotesque and parody. Another episode is a successful solution to the situation. The decision should be your own, but consult with partners before staging. They can give you valuable advice.
So, 20 minutes to get ready.
Let's start viewing the stage works. Please. Congratulations to the winning group. In conclusion, let us discuss in the circle of all the participants in the game, what victories did you manage to achieve within yourself? What helped you with this?
7. Summing up the lesson
LESSON 7
Purpose: to show students the mechanisms of involving a person in a state of intrapersonal conflict, to acquaint them with ways to prevent conflict and get out of it.
Course of the lesson:
1. Greetings
2. Exercise "Feelings"
Instructions: Let's see who can name more words for different feelings. Take turns calling the words and writing them down on a piece of Whatman paper.
Information for the facilitator: This exercise can be conducted as a competition between two teams or as a group brainstorming session.
The result of the group's work - a Whatman sheet with words written on it can be used throughout the lesson. As you work, you can add new words to this list - it is a vocabulary that reflects the emotional experience of the group.
Discussion:
Which of these feelings do you like more than others?
What do you think is the most unpleasant feeling? Which of these feelings is familiar to you best (worst)?
3. Exercise "Inner Voice"
The participants are divided into two teams. One team sits in a circle, the other stands around the sitting team. The standing participant is the “inner voice” of the seated person. Those sitting are talking to each other. Those who stand are listening. Then the presenter interrupts the conversation and asks the standing people to say in turn what the sitting person really thinks.
Before starting the game, instructions are given : Place your hands on the shoulders of the seated person and try to feel the one whose “inner voice you will be”. The survey is conducted in turn or selectively. Then the players switch places. The “inner voice” becomes “outer”. At the end of the game, everyone speaks out about how faithful their "inner voice" was.
4. Exercise "Pushing on the bus"
All participants stand with their backs to each other, and one participant must squeeze between them, like on a bus. Then they ask him what was the attitude towards him, what feelings he experienced ..
5. Exercise "I am ideal"
Props: sheets of paper and pens
Instruction: This game is for deepening understanding with your partner, as well as for a better understanding of yourself. To begin with, please unite in pairs. First, each participant is invited to draw their own self-portrait in any manner (symbolic, surreal, caricature, etc.). It's okay if you can't draw at all. Draw like children, if only you yourself could explain what you have depicted (in the case of complex symbolic drawings, you specifically explain to your partner what is what). In addition to yourself, you need to depict everything that you would like to see next to you. These can be children, animals, trees, houses, stars, etc. After the self-portrait is ready, turn the sheet over to the other side and depict there "I am the ideal", that is, what you would like to be ideally and what would surround you there (on the sheets it is necessary to specially note where " I am real ”, and where“ I am the ideal ”).
Please exchange the sheets. Now the task for everyone: consider carefully both drawings of your partner. Then take turns telling each other how you would feel if you were in the place of the author within these drawings. The story is told in the first person. You need to try to express as much detail as possible all your thoughts, feelings, impressions that arise when you penetrate into the world of your partner's drawings. Please start.
After the story has been heard, the drawing is returned to its author, and then the author himself must tell on his own behalf what he put into these drawings, what he felt and what he had in mind.
At the end of the game, partners give each other drawings, and leave ideals in their souls.
6. Exercise "My strengths"
Instruction: Everyone sits in a circle. Each member of the group should talk about their strengths within 2 minutes; about what he loves, appreciates and accepts in himself; about what gives him a sense of inner confidence and confidence in himself in different situations. It is important that the speaker does not "put in quotation marks" his words, does not belittle his merits, does not criticize himself, does not talk about his mistakes and shortcomings. This exercise is also aimed at the ability to think about yourself in a positive way.
If a person talks about himself for less than 2 minutes, the remaining time still belongs to him. This means that the rest of the group members remain only listeners, cannot speak, clarify details, ask for evidence or clarification. Maybe a significant part of this time will be spent in silence.
The presenter can, if he feels the sense in this, ask the silent one: "Could you name any other strengths of yours?" After 2 minutes, the next member of the group, seated to the right of the previous speaker, begins to speak, and so on until everyone in turn speaks.
7. Summing up the lesson
LESSON 8
Purpose: familiarization with the concept of "interpersonal conflict", identifying the causes and factors of interpersonal conflicts, developing the ability to resolve controversial issues without conflicts.
Course of the lesson:
1. Greetings
2. "The gift of persuasion"
Two participants are called. The host gives each of them a matchbox, one of which contains a colored piece of paper. After both participants have found out which of them has a piece of paper in the box, each begins to prove to the “public” that it is in his box that there is a piece of paper. The task of the public is to decide by consensus who exactly has a piece of paper in the box. If the “audience” is mistaken, the presenter comes up with a punishment for her (for example, jump for one minute).
During the discussion, it is important to analyze the cases when the “audience” was wrong - what verbal and non-verbal components made them believe the lie.
3. Acquaintance with the concept of "interpersonal conflict"
Interpersonal conflicts are among the most common. They cover almost all areas of human relations.
Management of interpersonal conflicts can be considered in two aspects - internal and external. The internal aspect involves the use of technologies for effective communication and rational behavior in conflict. The external aspect reflects the managerial activity of the subject in relation to a specific conflict.
Spheres of interpersonal conflicts: collective (organization), family, society (institutions of the social sphere, state institutions, street, public transport, etc.).
Causes and factors of interpersonal conflicts according to V. Lincoln:
information factors - inadmissibility of information for one of the parties;
behavioral factors - inappropriateness, rudeness, tactlessness, etc .;
relationship factors - dissatisfaction with the interaction between the parties;
value factors - the opposite of the principles of behavior;
structural factors are relatively stable objective circumstances that are difficult to change.
There are the following stages of interpersonal conflict management:
Conflict prediction
Conflict prevention
Conflict regulation
Conflict resolution.
4. Exercise "Associations"
The facilitator writes the word CONFLICT on a board or piece of paper. Asks the group to list, one at a time, words that come to mind when thinking about conflict, such as, for example, "pain, struggle, energy, change." When there are no more ideas or the sheet of paper is full, the trainer looks through the list of words with the group.
Address to the group: "Which words are positive, which are negative, which are neutral?" Perhaps there will be disagreements in the group (which do not need to be resolved) over the definition of individual words in one category or another.
5. Exercise "Doorman and Visitor"
Working in pairs, one partner A, the other B. A is the doorman in a building where B must enter. B is given four minutes to try to convince A to let him go. Then the coach determines who was able to get through and who was in a situation of increasing skirmish.
For those who passed, he was able to do this:
1) by means of deception or bribery;
2) in an honest way;
3) trying to gain the confidence of the security service.
What problems can deception and bribery give you? Anyone befriend A while trying to get into the building? At the end of the exercise, discussion.
6. Exercise "Joke"
The coach reminds of how great the role of jokes, humor and generally good mood in achieving mutual understanding is. Participants pair up in order to discuss a serious issue (for example: the reality of increased productivity, improved supply of goods, etc.). After each phrase of the partners, it is advisable to insert some kind of aphorism or joke. The pause can also be filled with anecdotes. In order to assess who is more humorous, you can put a coin on the table and move it to the one who at the moment has the advantage in humor. At the end of the game, conduct a discussion.
7. Summing up the lesson
LESSON 9
Purpose: developing the ability to interact in a group without conflict; resolving conflicts together.
Course of the lesson:
1. Greetings
2. Exercise "What is stopping me"
Everyone does this exercise for himself, it will not be demonstrated to the group. The presenter asks the participants to draw what they want to get rid of, the picture can be either something concrete or an abstract image. Time is given for this, after which the moderator asks to describe it in words (in writing). The participants are then told that they can do whatever they want with their piece of paper, for example, crush, tear, throw away, etc. etc. After the discussion is held.
3. Exercise "Power and fortitude"
Write the words POWER and POWER OF SPIRIT at the top of two columns on a chalkboard or large piece of Whatman paper. Ask the whole group to name one word at a time that they think can be written in a particular column. There is no need to explain the suggested words. When ideas are exhausted or all paper is written, go through the list with the group. Ask the group what are the differences between the two concepts. Use the list to support the conclusion that we all have personal strength (fortitude), and we can use it in a positive or negative way towards other people. We are personally responsible for its correct use.
4. Exercise "Newspaper"
Equipment: Take several sheets of newspaper, just as many as necessary so that everyone can stand on them together.
Instruction: When I say: "Start!", Everyone should be on the newspaper, but not on the bare floor (you cannot use pieces of furniture either) - this is the only condition that I give. Command: "Start!" Then you need to reduce the newspaper by half, and again give the command "Start!" Reduce the newspaper again by half and again the command "Start!" Perhaps the participants tore the newspaper into several parts. Leave one piece of newspaper, enough so that everyone can only touch, but not resist it (you may have to take a new piece at this stage), then command "Start!"
The group can find different solutions at each stage, as a rule, after the first command, everyone is on the newspaper. After the second, everyone stands on it on one leg. After the third - either they get the same thing, supporting each other, or the participants tear the newspaper into small pieces and everyone stands on one of them. After the fourth command, the task is still doable if everyone is on their toes and bouncing in the air. But you need the group to work independently, not to give advice!
At the end of the exercise, discussion. To draw the attention of the participants that the problem can be solved by combining their efforts.
5. Exercise "Conflict"
If three to four problems are proposed, the trainer can choose the one that seems most interesting to the rest of the group.
6. Exercise "Aiming"
Participants are divided into two teams, each team comes up with a few words, which they write down on separate pieces of paper, then a person is chosen from someone else's team, who is given to read the "word" and he must explain to his team with gestures what kind of word it is, and the team must guess it word, then another person is selected from someone else's team, who "shows" a new word. It is compared which team guessed the words faster and more correctly.
7. Summing up the lesson
LESSON 10
Purpose: developing the ability to interact in a group without conflict; the ability to discuss their problems; resolving conflicts together.
Course of the lesson:
1. Greetings: “Let's start today by throwing this ball to each other in turn, we will talk about the unconditional merits and strengths of the person to whom we are throwing the ball. We will be careful that everyone has the ball ”.
2. Exercise "Problem"
A member of the group volunteers his problem for discussion. Explain to the group: “This problem belongs to Sergei and no one but himself can solve it. We're going to do an exercise now to help Sergei figure out the various steps he could take, but only he can decide which option to take. "
Stage 1. "What is the problem?" Ask Sergei to tell the group in his own words what the problem is. If necessary, ask him questions to find out the details. Then the group members can also ask questions, but to clarify the situation.
Stage 2. Possible options. Remind the group about the brainstorming technique - everything is offered, funny and serious; proposals are not discussed or criticized. Suggestions, developed by brainstorming, should relate to what Sergey could have done, Write a thesis of each proposal on a board or stand.
Stage 3. Choice. Invite Sergey to look through the list and select two or three proposed options that he considers it possible to try. (If desired, he can ask the author of the idea for explanations). When Sergey has chosen two options, ask him to name one reason why each of them can be useful, and one problem that the option may entail.
Stage 4. Difficulties. For each of the sentences in sequence, ask the group to brainstorm ways to overcome the difficulties that Sergei mentioned.
Stage 5. Decision. Ask Sergei if he feels he can try to take advantage of the one or two suggestions he has chosen; if so, tell the group when he plans to do so.
At the end of the exercise, discussion.
3. Exercise "Discussion"
Ask the group to pair up, take seats opposite each other, and decide who will be A and who will be B in each pair. Invite each participant to choose a topic for discussion that interests them. The exercise consists of three stages; and between each stage ask the group to comment, for example, "Was it pleasant or vice versa", "Was it difficult for someone to tell", "What are the signs that can be used to determine that they are listening to you (or not listening)", (the time indicated below does not include comments).
1) Invite partners to talk about their topic at the same time (45 seconds).
2) Ask all A's to say what they wanted to talk about, while all B's are doing something (except talking and leaving their seat), demonstrating that they are absolutely not interested in this (1 min.).
3) The same, but now B speaks, A does not listen (1 min).
4) Invite all A's to talk again (they can change the subject if they want). Now B do their best to show how interesting they are, but silently (2 min.).
5) The same thing, only A and B switch roles (2 min.).
Discussion.
4. Exercise "Incomplete sentences"
Participants are divided into pairs. The facilitator reads five unfinished sentences. After each sentence A must repeat and complete it. (Then it will be the turn of all Bs). Ask them to say only one or two phrases and not move on to conversations, but wait for the next sentence. The coach reads every sentence.
1) "What worries me the most is ..."
2) "If I really think about it, I feel ..."
3) "When I ask myself what can I do, I think ..."
4) "The person with whom I can talk about this is ..."
5) "What gives me hope is ..."
Now invite B to summarize what they heard so that it becomes clear to their partners A whether they have been understood. When finished, ask all A's to thank the partners as good listeners. Repeat the entire exercise where B speaks Listen. Remind the group of the confidentiality agreement.
5. Repeated methods
K. Thomas behavior description test (adaptation by N.V. Grishina);
Self-assessment of conflicts;
Test “Assessment of strategies of behavior in a conflict by the method of Zhd. G. Scott ";
Test "Tactics of behavior in a conflict
6. Exercise "Group sculpture"
Each participant is both a sculptor and a clay. It finds its place in accordance with the general atmosphere and content of the composition. All work takes place in complete silence. The first participant comes to the center of the room, it can be anyone who wants to or a person designated as the leader, and takes some kind of pose. Then the second is attached to it, the third is attached to the composition common to the first two participants. By doing this exercise, you must:
1) act at a fairly fast pace;
2) make sure that the resulting compositions are not a meaningless mosaic of figures isolated from each other. Option: a "frozen" sculpture can "come to life 2.
7. Summing up the lesson
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