Games and exercises for classes. Training "how to resolve conflict situations"
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COURSE WORK
In the discipline "Training Methodology"
On the topic: "TRAINING FOR OVERCOMING CONFLICTS"
Introduction
Chapter 1. Literature Analysis
Conclusion
Introduction
Relevance: Conflicts haunt any person. These are petty clashes on everyday grounds, geopolitical conflicts that exhaust the psyche of those who are used to thinking about what is happening and worrying about the world in which their children live. These are various conflict interactions within the framework of performing official duties, without which it is sometimes impossible to solve the assigned tasks. The life of a modern business person is overloaded to the limit with complex situations that require the ability to resolve numerous contradictions between people.
Conflicts are inevitable, so everyone must learn to live in a conflict-ridden world. This means learning to manage conflict situations, that is, to avoid unnecessary conflicts and their severe forms; use the constructive potential of the conflict and minimize its destructive potential; choose optimal behavior patterns and successfully resist the aggressive intentions of other people.
The ability to manage conflict naturally leads a person to the feeling that he influences the situation, and not it influences him, and increases self-esteem and business performance.
PurposeThe course work is based on literary sources to consider and develop a training program for overcoming conflicts, the application of which in practice will contribute to their resolution.
Object of study: Literary sources on theoretical and methodological aspects of conflict management.
Subject of study: Training program for overcoming conflicts.
Hypothesis: The proposed program helps to overcome conflict situations.
Tasks:
1. Analyze the literature on the topic being studied.
Create a training program for overcoming conflicts.
Conduct a selection of exercises in accordance with the objectives of the study.
Summarize the results of the study and, based on them, formulate conclusions and practical significance.
Research methods: In connection with the goal, objectives, object, subject and hypothesis of the study, we used the method of theoretical and comparative analysis of psychological literature on the problem under study.
conflict training program
Chapter 1. Literature Analysis
1.1 The concept of psychological training
A modern manager must not only know economic postulates, the nature of management processes, information technology, be able to plan the activities of a company (or other economic or political entity), and most rationally divide his own resources, but also be a specialist in working with his colleagues, subordinates and opponents, be able to make decisions in difficult situations, express your thoughts clearly.
You ask: “Is it really possible that so many qualities should be combined in one person? Is this possible?” Yes! Perhaps, but it is necessary to call on modern practical psychology to help.
It is important for every manager to be able to tap into their internal psychological reserves. To do this, it is important to learn to get to know yourself and other people, to identify temperament, character, personality orientation, attitude to activity and life, goals and life situations, expected emotional behavior in tense situations and interpersonal relationships, business properties.
It has been proven that the success of any enterprise depends 85% on the desire of people to work, as well as their relationships and communication skills. These questions are only within the competence of psychology.
In the management system, any employee is considered as a “black box”, tightly closed with all the locks. The main goal of any manager, if he wants to successfully interact with each unit of personnel for maximum work efficiency, is to find out what is inside this “black box”.
The inner world of a person is very multifaceted. It has its own internal structure and some special patterns. The mental world is both the world of perception and knowledge of the surrounding reality, and a look inside oneself, and the world of one’s experiences, relationships with other people. This is the very soul of man.
Psychology at the dawn of mankind was created for a reason, but in order to master the power of the human spirit, learn to control human behavior and predict his further actions.
Today there is no generally accepted definition of the concept of “training,” which leads to a broad interpretation of the method and the designation by this term of a wide variety of techniques, forms, methods and means used in psychological practice.
The term "training" has a number of meanings: teaching, education, training, training. Similar significance is inherent in scientific definitions of training. So it is defined as a group of methods for developing the ability to learn and master any complex type of activity.
Training is also defined as a way to reprogram a person’s model for managing behavior and activity. There are also definitions of training as part of the planned activity of the organization, aimed at increasing professional knowledge and skills, or at modifying the attitudes and social behavior of personnel in ways that are consistent with the goals of the organization and the requirements of the activity.
In Russian psychology, training is widely defined as one of the active teaching methods, or socio-psychological training. L.A. Petrovskaya considers socio-psychological training “as a means of influence aimed at developing knowledge of social attitudes, skills and experience in the field of interpersonal communication”, “a means of psychological influence”.
G.A. Kovalev classifies social-psychological training as a method of active social-psychological training as a comprehensive social-didactic direction.
B.D. Parygin talks about group counseling methods, describing them as active group training in communication skills in life and society in general: from teaching professionally useful skills to adapting to a new social role with the corresponding correlation of self-concept and self-esteem. Defining the boundaries of the concept of “psychological training”, I.V. Vachkov writes: “The modern understanding of training includes many traditional methods of group psychotherapy and psychocorrection, which forces us to look for its origins in various areas of clinical psychotherapy in groups.”
Most effective change occurs in a group context, not an individual one. In order to identify and change their maladaptive attitudes and develop new forms of behavior, people must learn to see themselves as others see them. The group strives to identify as many choices as possible when faced with life's difficulties and problems. The importance of authenticity in interpersonal relationships is emphasized. Uncertainty about goals and process creates a variety of feelings that must be understood, learned to share, and receptive to genuine, revealing communication in response. Group members can explore and experiment with their interpersonal styles while establishing relationships with others. They develop communication skills in the group, including description of behavior, communication of feelings, active listening, feedback, and confrontation.
There is a certain training structure that is also used in conflict management training:
1.At the first stage of training, non-constructive elements and behavior patterns are removed from the internal plan to the external one. This stage is diagnostic in nature. Only the removal of problem areas from the internal plane to the external - behavioral one - creates a serious prerequisite for their subsequent correction.
2.At the second stage - building a model of ideal behavior in external terms. In other words, using strategies for searching for analogues, combining, reconstructing, etc., the presenter and participants find optimal models of behavior in each specific situation.
.At the final stage - modification of the behavior of group members towards maximum approximation to the standard and consolidation of it internally.
Conflicts are an essential component of our development. Anyone who has ever tried to change anything in themselves or others in life knows this. Therefore, the ability to anticipate, prevent and manage conflicts is an important quality of any person. Research shows that modern people spend up to a quarter of their personal and work time resolving various types of conflicts. Meanwhile, there are techniques and techniques in the field of conflict management that make it possible to prevent conflicts and effectively resolve conflicts that arise.
1.2 The concept of conflict. Its types, features of manifestation in the organization
In the scientific literature, the conflict is interpreted ambiguously. There are many definitions of this term. The most common approach is to define conflict through contradiction as a more general concept and, above all, through social contradiction.
Contradictions, opposites, differences are necessary but not sufficient conditions for conflict. Opposites and contradictions turn into conflict when the forces that bear them begin to interact. Thus, a conflict is a manifestation of objective or subjective contradictions, expressed in the confrontation of the parties.
Social conflict is usually understood as that type of confrontation in which the parties seek to seize territory or resources, threaten opposing individuals or groups, their property or culture in such a way that the struggle takes the form of attack or defense. Social conflict involves the activity of individuals or groups that unintentionally block the functioning of or cause harm to other people (groups). In the domestic scientific literature, the most complete definition of social conflict was given, in our opinion, by E.M. Babosov:
"Social conflict (from the Latin conflictus - clash) is an extreme case of aggravation of social contradictions, expressed in diverse forms of struggle between individuals and various social communities, aimed at achieving economic, social, political, spiritual interests and goals, neutralizing or eliminating real or imaginary opponent and not allowing him to achieve the realization of his interests."
“A social conflict develops and is resolved in a specific social situation in connection with the emergence of a social problem requiring resolution. It has very specific causes, its social carriers (classes, nations, social groups, etc.), has certain functions, duration and degree of severity ".
True, these definitions, while capturing the main essence of the matter, do not reflect all the features of the conflict, in particular its psychologism. This feature can also be seen in the work of Yu.G. Zaprudsky "Social conflict":
“Social conflict is an explicit or hidden state of confrontation between objectively divergent interests, goals and development trends of social subjects, a direct and indirect clash of social forces based on opposition to the existing social order, a special form of historical movement towards a new social unity.”
Everything here is true, but too large-scale. There was no room for domestic, family, labor - in a word, conflicts of a “lower level”, and they should not be ignored.
Let us give another definition belonging to. To L. Safyanov:
“Conflict in communication” is a violent interpersonal confrontation associated with the conscious infringement of the moral dignity and needs of a partner.”
A conflict, he believes, occurs only when the dignity of at least one of the subjects of communication is violated (usually violently). In this case, conflict differs from contradiction, from the struggle of opposites, by the degree of infringement of moral dignity. Here, as we see, the personal, psychological aspect is emphasized first of all.
Currently, when studying various spheres of public life, researchers widely use the so-called conflictological approach.
Many authors who recognize conflict as undesirable consider it a destroyer (or violator) of a normally functioning social system. In their opinion, in its original basis, conflict is not inherent in the system and is usually exhausted when those forces appear (or are activated) in the system that will return it to a position of balance and stability. But it follows from this that already in the conflict itself there is an incentive for the emergence of institutions to maintain the system in a stable state. This includes legislative activity, adopted procedures for resolving various disputes, and political meetings where party conflicts are resolved in a “war of words,” i.e. in debates and discussions, and the market, where competing interests between buyers and sellers are resolved through transactions, etc. It follows from this that even those experts who consider conflict a negative phenomenon see some positive features in it.
Resolving contradictions is an objective function of social conflict. Does this mean that it coincides with the goals of the participants? No, it doesn’t mean that, or at least not always. If the goal of one of the parties to the conflict may be to actually eliminate the contradiction (and precisely in its favor), then the goal of the other side may well be to maintain the status quo, avoid the conflict, or resolve the contradiction without confrontation between the parties. It may not even be the warring parties themselves who are interested in the conflict, but a third party provoking the conflict. Therefore, the functions of the conflict, from the perspective of its participants, can be much more diverse.
At the interpersonal level, the functions of conflict are contradictory. The problem is that in most cases, the functions of conflict are associated with its negative consequences, since they lead mainly to the violation of certain forms of communication, norms, standards of behavior, etc. The positive function of interpersonal conflicts has been less studied. The constructive functions of this type of conflict are as follows:
) interpersonal conflict can help mobilize the efforts of the group and the individual to overcome critical situations that arise during joint activities;
) the “developmental” function of conflict is expressed in expanding the sphere of knowledge of an individual or group, in the active assimilation of social experience, in the dynamic exchange of values, standards, etc.;
) conflict can contribute to the formation of anti-conformist behavior and thinking of the individual;
) Resolving this kind of conflict leads to strengthening group cohesion.
In general, conflict performs signaling, informational, differentiating and other functions.
So, the conflict is based on subjective-objective contradictions, but these phenomena (contradictions and conflict) should not be combined. Contradictions can exist for a long time and develop into conflict. At the heart of the conflict lie only those contradictions that are caused by incompatible interests, needs and values. Such contradictions are transformed into an open struggle between the parties, into a real confrontation.
Based on socio-psychological descriptions of various conflicts that arise between different people in specific situations of their interaction, the following types of interpersonal conflicts can be identified as the most common and most frequently encountered.
The most common is first typeinterpersonal conflict. It is characterized by the fact that conflict interaction between two subjects begins with a rather acute, emotionally charged and unpleasant question for the partner, addressed by one of them to the other. The second partner, experiencing hostile and sometimes even hostile feelings towards the first, seeks to ignore everything related to the opinions, assessments, tastes, preferences of the first of them, does not answer his questions, ignoring him, avoids friendly understanding with the partner, reducing his communication with him to the minimum, necessary and formal. The conflict that arises as a result reveals two features. The first of them is that the conflict situation unfolds gradually, irritation and anger are escalated as if gradually, not immediately leading to conflict interaction. The second feature is that conflict interaction in this case expresses the different orientations of the rivals’ positions. The first of them, striving to get answers to his questions and not receiving them, begins to get irritated, angry and express increasingly hostile attitudes towards the second, entering a state that does not allow him to control his words and actions. The second, on the contrary, strives in every possible way to avoid direct interaction with the first, ignoring his words, feelings, emotions. His ignoring position strengthens the partner’s negative emotional reaction and thereby provokes the emergence of interpersonal conflict interaction. This type of conflict can be described as “sensory-affective”.
Second typeinterpersonal conflict is characterized by the fact that it begins with mutual remarks, reproaches, claims (often unfounded) to each other. As the conflict situation develops into real conflict interaction, both parties in this case continue to express their dissatisfaction with each other, putting forward more and more new claims and accusations against the partner. In such a conflict, its destructive function, as a rule, intensifies as interaction between the warring partners unfolds, and the rivals do everything to spite each other. This type of conflict can be defined as “uncompromising”.
Third typeinterpersonal conflicts begin with the emotional aggressiveness of the reaction of one of the subjects of interaction. It is characterized by emotional dissatisfaction and dissatisfaction of partners with each other, expressed openly, sometimes in a harsh form, in the process of conflict communication. The beginning of a conflict is characterized, as a rule, by a lack of desire to calmly understand the reasons for the ill will that has arisen and a reluctance to understand one’s partner. His desire to offend and humiliate his partner is manifested in demonstrative and destructive behavior, which, moreover, is often not controlled by him. For his partner, who has entered into a conflict interaction with him, it is common to misunderstand the causes of the conflict and evaluate the other’s behavior as incorrect. Such a conflict is protracted and leads to mutual formalization of interpersonal interaction, which is characterized by a reduction in the communication process to the minimum necessary. This type of conflict can be classified as "emotionally uncontrollable."
Fourth typeAn interpersonal conflict is characterized by the fact that it begins with one of the partners expressing disagreement with the point of view of the other or with the latter’s assessment of a particular phenomenon, person, his actions, etc. What is specific to him is the use of a polite form of addressing an opponent (sometimes even emphatically polite), as well as a feeling of dissatisfaction with himself for entering into a conflict interaction. In this case, both partners most often show a mutual readiness for reconciliation, which can be easily realized, often with mutual apologies. This type of conflict can be classified as "polite-touchy-feely."
Fifth typeinterpersonal conflict interaction differs in that both its participants are characterized by destructive behavior in which emotions suppress reason. Due to the fact that one of the conflicting parties is not able to control his words and actions, and the other is overwhelmed with negative emotions, their interaction is often accompanied by mutual insults, leading to an acute confrontation - in the form of verbal altercations, hysteria, and sometimes fights. This type of conflict can be defined as " aggressive".
Each of the characterized types of interpersonal conflict can occur in various forms, which are determined both by situational determinants, including the origins, causes and conditions of conflict interaction, and by the personal characteristics of the subjects of such interaction - their temperament, character, specific mental processes (thinking, emotions etc.), level of personal culture.
Widely studied in Western sociology and psychology is a type of interpersonal conflict called role-playing. His theoretical interpretation is based on role theory. According to this theory, in his interpersonal interactions, each individual plays a variety of roles, while the social role itself appears as a separate component or aspect of holistic behavior. It is a dynamic aspect of the social status of an individual and is defined as the behavior of an individual that is normatively regulated on the basis of generally accepted values. In interpersonal interactions, role behavior depends not only on the social status of a given individual (for example, president of a company, manager, father of a family, member of a football team, etc.), but also on the individual characteristics of the participants in the interaction, their feelings, aspirations and preferences, and also from expectations, i.e. from the expectations of the subjects of interaction regarding each other’s behavior.
Role conflicts arise most often when the following conflict with each other: a) the social status of one of the interacting individuals; b) the social role he performs in a given community; c) social expectations (exports) towards him from other participants in interpersonal interaction. Such conflicts occur especially dramatically in cases when expectations that require the individual to act in the opposite way collide with each other. For example, the head of an organization requires and expects one line of behavior from the head of a department, and the employees of his department are completely different, even opposite to these expectations. In this case, a prerequisite for the emergence of a role conflict is created: at least one of the parties to the interpersonal interaction has not received satisfaction of its expectations, and this most often leads to the emergence of a conflict situation.
Under subjectconflict is understood as an objectively existing or conceivable (imaginary) problem that serves as a cause of discord between the parties. Each side is interested in resolving this problem in its favor. The subject of the conflict is the main contradiction, because of which and for the sake of the resolution of which the subjects enter into confrontation. These may be power relations, the desire to possess certain values, the desire for primacy or compatibility (in cognitive conflict this is called the subject of discussion).
The search for ways to resolve a conflict, as a rule, begins with defining its subject, and this is often not easy to do. Many conflicts have such an intricate and complex background that a specialist is forced, like an archaeologist, to uncover one layer after another.
The layering of problems can make the subject of the conflict itself completely diffuse, without clear boundaries, flowing. A conflict may have a main subject that disintegrates into separate subjects, multiple “pain points.” Examples of conflict with multiple causes and private objects are family troubles or interethnic conflicts.
The subject of the conflict may be not only the desired goal of the mediator or arbitrator, but also a point of discussion between the participating parties.
In this case, negotiations are conducted on the subject of the very conflict of interest that prompted the parties to negotiate. It can be noted, however, that in negotiations the parties act differently than in conflict. Negotiations, if they are conducted according to the rules, are akin to a scientific discussion, and sometimes to market bargaining.
According to some researchers, “in fact, in all conflicts we are talking about two things or even one: about resources and about control over them. Power, from this point of view, is a variant of control over resources, and property is itself resource. Resources can be divided into material and spiritual, and the latter, in turn, differentiated into components" (V.A. Yadov). This point of view, although not in such a categorical form, is supported by many experts. When expressing similar thoughts, they often use the concept objectconflict, which refers to a specific material or spiritual value that both parties to the conflict strive to possess or use. The object of conflict, in fact, can be any element of the material world and social reality that can serve as the subject of personal, group, public, or state claims. To become an object of conflict, this element must be at the intersection of the interests of various social actors who strive for sole control over it. There are many examples of such situations: from children quarreling over a beautiful toy to tension in relations between two states due to the unresolved issue of ownership of a particular territory. The object of conflict in a specific system of relations is always a certain scarce resource. One position of director, for which two deputies apply. Indeed, compensating for resource shortages can in many cases solve a controversial problem. However, resource scarcity is not always the object of conflict. It could be a conflict of values or a dispute over belonging to one group or another. Sometimes a conflict may not have a visible object (false conflict) due to someone’s whim, but objectively, under the influence of the conditions in which a person exists, commits actions, creates.
Moreover, society is not a simple collection of individuals and their relationships. Representing an integral system with a qualitative state characteristic of it, it is primary in relation to the individual. Each individual, when born, finds a formalized structure of previously established connections and, as he socializes, becomes involved in it, assimilates the knowledge and values that have become available to people by that time, and the determined norms of behavior.
It is right to believe that interpersonal conflict is one of the ways in which human beings interact that goes back thousands of years. It apparently became widespread earlier than intrapersonal conflict, since relationships between individuals preceded the individual’s communication with himself, his autocommunication. The purpose of the conflict was and is to overcome excessively aggravated contradictions, to find an optimal way out of the confrontation that has arisen, to maintain the interaction of subjects of social ties in conditions of serious divergence of interests, assessments, and goals. For many centuries, the “golden rule” according to which a person in relations with other people must show loyalty, goodwill, tolerance and good will, be fair, friendly, respectful and polite, i.e. build your communication with others on such a benevolent basis as mutual trust, reliability in words and deeds. Any relationship, both business and purely personal, is effective only with compliance and restraint of the parties, honest partnership, and a mutual desire to resolve disagreements and conflicts if they occur.
This should be the case, but it does not always happen in reality. In real life, every person, every human community is faced with difficult-to-solve problems and various kinds of restrictions. A person, in the process of interaction with other subjects, displays his inherent attitude towards partners, which always leaves its mark on the nature of communication and social connections, and can give rise to contradictions and tension, intransigence and hostility, and deform direct contacts.
The above leads to the conclusion that conflict should be perceived as a completely normal social phenomenon, a property of social systems, a process and way of interaction between people. Like a person, society by its very nature cannot be absolutely perfect, ideal, conflict-free. Disharmony, contradictions, conflicts are constant and inevitable components of social development.
The most important function of conflict - activation of social connections, making the interaction of people and their relationships more dynamic and mobile. This affects the pace of socio-economic development, both in society and within an individual organization, and determines one or another degree of business spirit.
For any group, cohesion, a measure of attraction to each other and to the group as a whole, are important. The basic basis of such attraction is formed, firstly, by the attractiveness of the association’s goals, and secondly, by the similarity of views and value orientations of its members, the effectiveness and ease of group ties. “Those in the same boat” should at least be guided by the generally accepted principles of solidarity and business cooperation, adding to them the specific requirements of this particular group.
An example of this is the work collective, which is, as a rule, a compact, relatively stable social community that arises within a separate enterprise (organization, institution). It usually brings together people interested in concerted efforts to achieve socially beneficial and personally significant goals. Its main features are, on the one hand, the so-called combined labor, i.e. joint activity that meets the needs of society and each member of the team, and on the other hand, integrating goals, moral principles and norms, organizational and functional unity, generally acceptable conditions and methods of interaction.
However, it should be borne in mind that the achieved cohesion, the unifying principles within the team, carry the risk of replacing individual egoism with group egoism, which is expressed by antipathy, hostility, enmity and even hatred towards other groups (collectives). Psychologists define this phenomenon as the “ingroup favoritism effect,” i.e. a certain form of favor, patronage and patronage, meaning a practically manifested tendency in some way to favor one’s own group as opposed to, or even to the detriment of, another, to draw, as it were, a dividing line between “us” and “outsiders”. This often becomes a cause of social tension and leads to clashes between groups.
The current situation in Russia, taking into account the crisis state of the country's economy, failures in the state's social policy, and the moral deformation of society, creates an extremely contradictory background that encourages intergroup disintegration. Ever expanding market relations, differences in volumes and forms of ownership, conspicuous differentiation of incomes fuel competition within and between teams, intensify contradictions between workers in various sectors of the economy, give rise to envy of those who have achieved greater prosperity, which naturally leads to an increase in manifestations of aggressiveness and hostility.
Within an enterprise (organization), primary working groups and individual divisions associated with different parts of the general technological chain, as well as marketing and other management subsystems, can be drawn into the orbit of intergroup conflicts. The sources of such conflicts lie mainly in the need to distribute almost always limited resources, primarily material and financial, in the imperfection of the chosen organizational structure, in the imbalance of the functions of individual departments, in the lack of coordination of their interaction. Differences in views on work motivation, forms of material and moral incentives, participation of workers in production management, fulfillment of the requirements of humanization of labor, etc. also become a field of divergence between groups and their conflictual confrontation.
This is where the “eternal” problems arise, say, between those involved in direct production and those in charge of marketing products and studying consumer demand; between line and staff management personnel; between essential workers and clerical workers; between the owners, the administration of the enterprise and the trade union organization, the council of the labor collective; between the goals of formal groups and informal associations. In other words, the entire complex, intertwined network of social connections is covered.
Conflict is also significant as a means of innovation and promotion of creative initiative. In conflict conditions, people are more clearly aware of both their own and those alien to them interests, objective trends and contradictions of social development, the need to overcome obstacles to progress and achieve maximum benefit.
Original, newly formulated ideas, rejection of ingrained habits and outdated traditions very often encounter rejection, resistance, and a negative reaction. Innovations - be it an invention or a rationalization proposal, more advanced forms of labor organization and management - are almost always accompanied by conflicts at any stage, since success in the struggle for something new requires overcoming various kinds of obstacles, adherence to previous values, inertia and conservatism. They cannot do without fear of incurring material damage and fears of a prestigious nature, primitive envy of a successful innovator.
Typically, conflict stimulates initiative, creative activity, the mobilization of creative forces, the search for non-standard approaches to solving complex problems, the optimal choice from alternative options - a choice that ultimately leads to increased efficiency of joint work. At the same time, conflict can also intensify manifestations of ill will in the relations between those involved in the confrontation, causing dissatisfaction with the results of interaction, depression of spirit, “withdrawal,” and decreased efficiency at work. Often, an indomitable desire for something new, determination to overcome conservatism, and various types of scientific, technical and artistic creativity are perceived as manifestations of deviant behavior.
Very significant and so function of conflict as transformation (transformation) of interpersonal and intergroup relations. The conflict, while polarizing opposing forces, simultaneously creates the preconditions for their unification and cohesion on a new basis, and helps strengthen mutual respect and trust.
Conflict, if it proceeds on a healthy basis, strengthens the basis of solidarity and cooperation of people engaged in a joint business, satisfying their needs for self-respect and social recognition, thereby ensuring the choice of rules of behavior acceptable to the majority. Within a specific organization, such a conflict improves the socio-psychological climate in the team, weakens or completely eliminates tension, brings a preventive effect of cleansing the atmosphere of interpersonal and intergroup relations, and creates conditions that are conducive to the good mood and social optimism of staff.
If negative principles predominate in the conflict, such a conflict turns the warring parties away from cooperation, erects artificial barriers to mutual understanding, fueled by the desire to continue the confrontation and, regardless of anything, to insist on one’s own at any cost. As a result, the moral and psychological atmosphere deteriorates, relations between partners in a common cause are complicated, and their confidence in their moral security when communicating with colleagues is weakened.
Conflict is not a one-time act, but always a process that occurs within certain boundaries. It has external limits in space and time, as well as in relation to the social system in which it arises and develops.
1.3 The structure of the conflict situation and the factors determining the emergence and development of the conflict
Conflict space may be limited to a room in the office of an institution, the territory of an enterprise, district or city; it often becomes a region, a country, a continent or the entire planet. The time frame fixes the duration of the conflict: the beginning is laid by the corresponding behavior of the parties, the clash that arose between them; completion occurs when the parties, for one reason or another, stop the confrontation. A social system can be represented by a small group, a separate organization, a state, or a global community. The scale of the confrontation primarily depends on what caused the conflict - disagreement among colleagues, dissatisfaction among workers in mass professions in an industry or region, a decline in the standard of living of the population of a given country, the collapse of the world currency market, etc. Any conflict is unique and unfolds in its own way. But at the same time, it has something in common that is characteristic of the “anatomical” structure and movement of conflicts, their initial position, structure and dynamics of development.
There are two known models for describing conflict - structural and procedural.The first of these focuses on analyzing the conditions underlying conflict and establishing the parameters that influence conflict behavior.
The second model, as its name suggests, focuses on the process of conflict, i.e. on its occurrence, subsequent stages and phases, and final outcome. A combination of these models is often used, which makes it possible to reflect the features of the structure and dynamics of a particular conflict and to highlight its socio-psychological specifics.
Map of the conflict
It is clear from the diagram that the central place on it is given to the statement of the problem that has caused confrontation between the conflicting parties and requires its solution. Then the parties directly involved in the conflict, their interests and concerns about possible losses are noted. There is also room on the map to indicate the parties involved in the conflict, which in one way or another affects their interests and causes concern about its consequences.
Of course, a map is only a tool that allows us to create a clearer description of the elements of a given conflict. It may prove to be a necessary aid in management practice in preventing and resolving conflict situations and anticipating their consequences.
A conflict situation includes a number of elements in its structure.The most important of them are the direct participants (parties, opponents, subjects) of the conflict. Another indispensable element is a problem that requires a solution, the main reason, the “bone of discord,” i.e. subject of conflict.
Partiesact as individuals, as well as social groups, other communities, and organizations. In a conflict, an individual can interact with an individual, a group with a group, part of an organization with another part, etc. In everyday work activities and business relationships, situations often arise when the circle of those involved in a conflict is not limited to those who directly oppose each other in an effort to realize their interests. There may also be indirect participants from among those who, while avoiding direct involvement in the confrontation, are nevertheless somehow interested in its development and outcome, and therefore either contribute to inciting confrontation, “add fuel to the fire,” aggravate the conflict in the hope of their own benefit, or for one reason or another are concerned about a favorable resolution of the conflict situation, the end of the conflict.
The social environment, as a rule, significantly influences the development of conflict interactions and the behavior of its direct participants. Accomplices to the conflict - witnesses, accomplices, mediators, arbitrators, etc. - become its active instigators or neutral observers, a source of provocation or deterrence from the outside of the opposing parties. Taking these factors into account is necessary when resolving the conflict.
The subjects of the conflict have a certain power that expresses their ability to defend their interests despite the opposition of the other side. This force absorbs: means of pressure, including various types of technical devices; awareness of the problem that needs to be solved and the position of opponents, including the availability of additional sources of information; status position of the conflict participant, his moral priorities; financial and other resources. Strength is also given to the subject by his rank, determined by the amount of authority, power, and opportunities to influence others.
The issue of rank and rank differences can be considered more broadly - in connection with the equality of people and social justice. The fact is that, as already noted, everyone differs from another person in health, gender, physical and mental development, volitional energy and moral qualities. But these differences are treated differently. Some are united by a commitment to equality and universal egalitarianism, which does not tolerate anyone’s superiority. Another approach involves mandatory recognition of rank, i.e. diversity, originality and originality of people, attitude towards them according to their personal properties and deeds.
Social structure is, in principle, impossible without rank differences. This is also confirmed in the manifestations of conflict interaction. In conflicts, the lowest, close to zero rank includes individuals who act only on their own behalf and strive to realize their own needs. Those who defend group positions and express the aspirations of a particular (formal or informal) community have a higher rank. The highest rank includes organizations and their representatives, officials acting on the basis of the law and on behalf of the state. For example, in the event of a conflict between an entrepreneur, the head of a private company, and the responsible persons of the regional administration or tax service regarding the resolution of a financial and economic problem, the rank of representatives of power structures will, of course, be higher.
Along with the opposing parties, another important component of the structure of a conflict situation is their divergent interests, intentions, and goals. They serve as the “nuclear installation” that sets the participants in the conflict in motion and dictates their choice of style of behavior and means of struggle. It cannot be ruled out that the goal may be declarative, reflecting a distorted idea of an individual or group about themselves and their intentions. It is reasonably believed that knowledge of the motives of opponents provides the “key” to understanding a conflict situation and makes it possible with a sufficient degree of probability to foresee its transformation into one or another form of open confrontation.
Subject of the conflict - This is always an objectively existing or conceivable (imaginary) problem that needs to be solved and therefore becomes the cause of differences in the views and assessments of opponents. This subject can be values and life attitudes associated with them, material resources and distribution, the status position of an individual in an organization, etc., as mentioned in the previous chapter when characterizing the sources of conflicts. Let us clarify further: the object of the conflict is a specific material or spiritual value that the conflicting parties strive to possess or use; it can be a home, a plot of land, a car, an industrial building and other property, as well as social reality in the form of job security, job vacancy, wages or pensions, prices for food, non-food goods and services - everything that represents an object personal, group and public interests.
Motivation finds its way out in two significantly different forms. In some cases (for example, in a conflict of interest), the goals of one party are achievable only by depriving other parties of the opportunity to realize their goals. In other cases (for example, in a conflict of values), the confrontation between the parties is primarily in the plane of perception, points of view, and axioms.
The subject of the conflict must meet a number of conditions. He must be indivisible, i.e. not be broken down into independent problems, accessible to each participant in terms of obtaining the information necessary to determine their position, the object of direct contacts and direct interaction of opponents. The subject of the confrontation, perceiving the conflict as a problem of some complexity, when a conflict situation arises, inevitably must, firstly, take into account a wider network of social connections that carry not only advantages, but also possible losses; secondly, be fully aware of your own interests and willingness to take risks to achieve them; thirdly, treat with understanding the position taken by other parties to the conflict.
The development of a conflict under normal conditions goes through three stages - pre-conflict, conflict and post-conflict. Each of them in turn is divided into phases. Any stage and phase should be considered only as a certain stage in the movement, the dynamics of the conflict, indicating its connection with the source of tension in social relations and with the confrontation of the opposing parties.
Scheme of conflict development
As you can see, the diagram puts the organization at the forefront - an association of people engaged in joint activities and realizing both common and personally significant goals. Any organization, including an economic one, cannot do without internal tension, without contradictions and clashes in interpersonal and intergroup relations, without that which, due to objective and subjective reasons, becomes a source of conflict. In other words, any conflict is actually preceded by a certain confluence of circumstances in which there are potential parties to the confrontation, as well as people themselves with their own needs, interests and motives - possible subjects of conflict behavior.
This is how one prepares pre-conflict stage.Its initial, initial phase is a conflict situation, which, as noted above, reveals opponents and the causality of the conflict. But identifying the opposing parties with their incompatible interests and possible fears, designating the subject of disagreement and divergence, the positions occupied by the subjects is not yet a conflict, but only an equilibrium state, a circumstance that may precede confrontation.
In order for a situation to turn into a conflict, a reason is required, some actions are needed that bring the parties involved in the conflict situation into motion. Such actions mean a collision, an incident - the second phase of the pre-conflict stage. Only together a conflict situation and an incident form a conflict
Thus, in a trading company in which a significant reduction in personnel was expected, the direct parties to the conflict situation were the company management and employees, whose names were included in the list of those subject to dismissal. Incidents, in this case, were the latter’s appeals to the company management for clarification and to the labor commission disputes with the prospect of taking the case to court.
The complex relationship between the director and the chief engineer of an industrial enterprise in St. Petersburg also created a conflict situation. The incident that became a challenge to open conflict was the chief engineer’s refusal to comply with the director’s demand to provide a written explanation for the fact of overpayment of money for the use of the city water supply network.
Therefore, a conflict situation arises before the incident; it can be created both objectively (outside the will and desire of people), due to prevailing circumstances, and subjectively, due to motives of behavior, deliberate aspirations of the opposing parties. A conflict situation (usually in a hidden form) can persist without leading to an incident or turning into a conflict. The incident, therefore, depends entirely on the situation; without it, it simply cannot happen. It is also important that a conflict situation and incident can be either provoked, pre-planned (as happened in a trading company under the threat of bankruptcy), or spontaneous, spontaneously arising (as happened in the interpersonal relations of the director and chief engineer of a Kostroma enterprise).
These points are certainly very significant. An objectively arising conflict situation and incident may cease and not develop further only as a result of a change in objective circumstances. A subjectively arising situation and incident can end both due to objective changes and on the initiative of the opposing parties themselves. In addition, an accidental conflict is less susceptible to resolution than a predetermined one.
From a managerial point of view, it is important to take into account how subjects perceive a conflict situation, which pushes them towards an incident. After all, people’s reactions and actions are carried out, as a rule, in accordance with their views, moral position, and characteristics of temperament and character. The further development of the conflict depends on how opponents interpret the clash.
It is known that any relationship, including official and business ones, is effective only with an honest partnership, compliance and restraint of the parties, with a mutual desire to resolve disagreements and conflicts, if they are inevitable. In this case, empathy is important - the readiness and ability, as they say, to “get into someone else’s soul,” to discern the good in another, to grasp something common and uniting with him.
In life, more often there are sensory-based clashes, emotions take over, which prevent the participants in conflicts from looking at themselves from the outside, and fetter the freedom to choose methods of conflict behavior. Therefore, it is important for the opposing parties to act from the very beginning, relying on consciousness and intuition, limiting the manifestation of emotions, especially negative ones.
For example, a conflict between the managers of one of the enterprises in St. Petersburg might not have occurred at all if the chief engineer Ivanova had been able to keep under control her emotional reaction to the director’s legal demand to provide a written explanation of her negligence. And Petrov, as an experienced manager, had the opportunity to treat with due understanding the harshness shown by the chief engineer, achieve the presentation of an explanatory note and take administrative measures that were more adequate to Ivanova’s mistakes in her work. Instead, both the chief engineer and the director found themselves captive of emotions and began to appeal to witnesses of their conflicting relationships, which could lead to a split in the team.
A conflict situation often arises, escalates and moves into the incident phase due to the fact that people working together do not want to listen and hear each other, and do not always have the skills to express their thoughts, their attitude to this or that fact clearly and clearly.
To verify this, you can use psychological testing to determine the level of sociability, self-control in communication, conflict behavior strategies, etc.
There are a number of other points that need to be taken into account when analyzing the situation and the incident it caused. In general, the pre-conflict stage is characterized by the fact that none of the opposing sides has fully established its claims and position. And although the main demands have been stated, steps have been taken to aggravate the situation, the participants in the conflict have not yet gotten bogged down in the conflict, they have doubts about its favorable outcome for themselves, and show hesitation and indecision. At this stage, there is a great chance to prevent an undesirable development of events or direct the emerging confrontation in a more acceptable direction.
Anyone who intends to manage a conflict must have reliable information about the conflict situation in order to be able to conduct a thorough analysis of the positions of the parties involved in the conflict. In this case, it is advisable to focus attention on the main parameters of the conflict process, which, of course, include: the composition of the participants in the conflict of interests; subject and scale of the conflict; the immediate cause leading to the incident; the nature and severity of the contradictions.
The mere statement of “illness” is certainly not enough. We need to clarify and explain the relationships that have developed between the participants in the conflict, the boundaries that they occupy at this stage, the activity or passivity in actions that opponents demonstrate. Only a thorough analysis, supported by an equally thorough diagnosis, will make it possible to predict what “scenario” the conflict situation will develop in and what will follow the incident.
The first phase of the actual conflict stage,coming after the incident, along with a sharp aggravation of differences, the emergence of direct confrontation is characterized by the fact that the parties attack each other, causing retaliatory actions and counteraction. There is an inevitable exchange of blows, the purpose of which is to attack the opponents’ positions and neutralize the threat from them. Emotionally, such behavior is very often accompanied by an increase in aggressiveness, a transition from prejudice and hostility to psychological incompatibility and outright hostility.
This phase of conflict behavior, leading to increased confrontation, at the same time stimulates the onset of a moment of “revaluation of values”, taking into account the changes that have occurred in the social environment, positions and intentions of the parties. The phase of choosing ways for further interaction between opponents begins.
There are two possible choices: either, given the current balance of power, seek reconciliation, reduce the level of tension in relations, make concessions and thus end the conflict, transfer it again to a hidden form in order to subsequently return to the original conflict situation; or escalation, continuation of the conflict, bringing it to a higher degree of aggravation.
As the conflict continues, the process of confrontation naturally intensifies, the opposing sides mobilize additional forces and means, resources and counter-resources. Things can reach an extreme point, a deadlock situation, when confrontation really threatens to turn into a self-destructive action. Awareness by the conflicting parties of the danger of this situation ultimately leads them to rethink their goals and interests, and revise their strategy and tactics of behavior. At the initiative of the participants in the conflict itself or an outside force interested in ending the conflict, measures are taken to stop the confrontation, direct the conflict into a mutually acceptable framework, and resolve it in one way or another.
On the part of those interested in resolving the conflict, there must be a willingness to determine a strategic line of behavior and a program of action, as well as the ability to develop tactics to influence the process of unfolding conflict confrontation and its participants. This requires making management decisions, checking their practical implementation, making adjustments to the strategic plan and tactics if necessary, and promptly obtaining information about the effectiveness (or ineffectiveness) of the steps taken. The above measures, taken together, make it possible not only to keep a conflict under control, but also to influence it in order to find and implement in the given conditions the optimal option for overcoming the conflict.
When determining measures for reconciliation of conflicting parties, it is necessary to take into account the dissimilarity and some differences in the content of such terms as “completion”, “settlement”, “resolution” of the conflict. They do not coincide in meaning and carry different semantic loads.
Completion means any ending, the cessation of a conflict. It can be the result of both mutual reconciliation of the parties, the achievement of a certain agreement between them, and the gradual fading of the confrontation or its escalation into another conflict. The main prerequisite for ending the conflict is the elimination of objective and weakening of the subjective causes that gave rise to the conflict situation.
Conflict resolution is, as a rule, bringing conflict interaction into the mainstream of reconciliation through negotiations, the participation of mediators or arbitration intervention. It is possible when the parties come to the conclusion that achieving agreements that satisfy them is much more profitable than continuing the conflict.
Conflict resolution presupposes its completion by the good will of the opponents themselves, their achievement of a jointly found solution to the problem that has divided them. This, in turn, requires choosing an appropriate style of conflict behavior and a method of action that would correspond to both the characteristics and the general nature of this type of conflict.
The weakening of the confrontation is the first phase of the post-conflict stage. It is noteworthy in that the conflict, with all its severity, can end both as a result of a change in the objective situation, and as a result of a psychological restructuring of the subjects, a change in their views and intentions. On this basis, full or partial resolution of the conflict becomes possible.
The tension of the situation subsides, the reasons that caused the confrontation and intensified struggle are smoothed out or eliminated. Everything returns either “to normal”, or the time has come to establish new forms of interaction, possible agreement and cooperation of former opponents.
The final phase of the post-conflict stage is summing up and assessing the results. The consequences of a conflict depend on many objective and subjective factors, the behavior of the parties, methods for overcoming differences, and the skill of those who directed the resolution of the conflict.
But whatever the outcome, the consequences of the conflict have a certain impact on the organization and its personnel. For example, a conflict situation in a capital trading company, caused by the need to reduce a significant number of employees, kept the team in suspense for a long time, affecting the interests of both the company as a whole and many of its employees. The conflict between the director and chief engineer of the Kostroma enterprise became more fleeting, but in its own way painful not only for the direct participants, but also for the entire workforce. In both cases, the consequences of conflicts cannot be clearly assessed.
The impact of the consequences of conflict confrontation on individuals, social groups, and the entire organization, as if in focus, reveals the functions and significance of the conflict, its high expediency or, on the contrary, extreme inexpediency. When analyzing and assessing both the positive and negative consequences of any conflict, it is necessary to observe a scientific approach, true objectivity, and avoid exaggerations in one direction or another.
Industrial conflicts can take place in the following main forms: the formation of cliques, strikes, sabotage, intrigue.
A clique is a group of employees who actively oppose the official or majority-supported line. Their goal is to seize real power in the organization or strengthen their positions.
Intrigue is the dishonest entanglement of others in order to force them to take actions that are beneficial to the initiators and cause damage to those against whom it is directed. The instrument of intrigue is distorted information that is disseminated through “third parties,” denigrating or whitewashing people and their actions.
A strike is a temporary, organized cessation of work with joint demands made on the administration. As a rule, it is planned in advance, but with extreme aggravation of relations it can flare up spontaneously.
Labor legislation in many countries, including Russia, regulates the organization and conduct of strikes. But the latter can also be illegal (for example, sit-ins, violent strikes, violations of contract terms, etc.).
The following forms of strikes are distinguished:
) Stopping work and leaving the workplace.
) Work according to the rules (Italian strike). Their strict observance disrupts the normal course of the work process due to inconsistencies, which the staff simply refuse to quickly overcome using informal methods. Such a strike is not regulated by law and does not create a basis for holding workers accountable.
) Working slowly, for example at half the normal pace.
) Pulse strike (people work part-time, for example an hour per shift, or in separate groups).
) Occupation strike (work stops, but everyone is in their place).
) Active strike (work your own way). There are several ways to end a strike, in particular: full or partial satisfaction of the participants’ demands; gradual decline under the influence of the plight of families or the boycott of the owners; organized retreat; "breaking" by force or maneuver. The latter can take the following forms:
prosecution of organizers and participants;
elimination of a leader through bribery, blackmail, physical violence;
a call by the authorities to end the strike or their use of force;
organizing strikebreaking (involving temporary workers) or lockout (dismissal of all participants);
full or partial satisfaction of the strikers' demands.
Sabotagealways occurs within the letter of the law and is typical for bureaucratic organizations. The rules governing their activities are sometimes so strict that productive work is possible only if they are violated; their strict execution (in which sabotage often manifests itself) paralyzes it. Workers usually resort to this method to defend their, in their opinion, legal rights.
Sabotage can be either passive or active in form. The first consists of ignoring emerging violations or, conversely, paying too much attention to them; the result is either disorganization or delay in work. The second is based on the conscious instigation of problems, which ultimately leads to the same consequences. Objects of sabotage can be:
) organization of work (their effective, but not legalized methods are replaced by official ones, but contrary to the realities of life);
) equipment and material resources (they are put out of action or used irrationally in order to prevent the implementation of scientific and technological progress, avoid layoffs, and reduce requirements for performers).
The interconnectedness of production makes sabotage especially dangerous. During its acts, downtime occurs, causing enormous material damage, but for workers it is additional paid rest.
1.4 Basic patterns of behavior in conflicts
If conflict interaction is determined by the current situation in the relationship between the partners, then at least one of them, if he has sufficiently developed self-control abilities, has many opportunities to get out of the conflict situation or try to resolve it. There may be several options for possible actions:
) get out of a conflict situation, avoid a conflict of interests, goals, positions, etc., without insisting on your own, but also without yielding to your opponent;
) insist on your own, while at the same time aggravating the relationship with your partner;
) to give in to another, to neglect some interests that are not the most important;
) compromise with an opponent, conceding something in exchange for concessions from the other side;
) try to resolve the conflict situation by searching for ways that satisfy the wishes, interests and aspirations of both parties.
The specific line (strategy) of behavior chosen in any of the possible options for interaction with a partner is determined not only by the personal characteristics of the persons involved in the conflict interaction, but also by the circumstances of a particular situation. This mutual overlap of two rows of determination of a conflict situation - situational and personal - leads to the fact that each conflict interaction is very unique. It is always individual, if not according to the circumstances of its origin and development, then at least according to the personal characteristics of the partners of interpersonal interaction, each of whom brings into it something of their own, peculiar only to him. Therefore, the task of getting out of a conflict or resolving it is new every time and, at least to a small extent (and sometimes to a very large extent), is creative, requiring the strain of the intellectual and emotional resources of the individual who finds himself in a conflict situation.
But no matter how events develop in an interpersonal conflict, the common tendency for all situations associated with attempts to resolve the conflict is the following: resolving the conflict means eliminating its causes. But in order to achieve such an outcome, it is necessary to find points, ways of rapprochement with the partner (partners) in the understanding that there is unity with him in the sphere of main interests and tasks. It is this approach that presupposes the possibility and creates the preconditions for a friendly resolution of the conflict, so that as a result there is no division into “winners” and “losers” and the origins of a new conflict situation do not arise.
Thus, one of the first steps in resolving a conflict is the fact of recognizing the contradictions that exist between individuals. There are times when one of the opponents has not yet fully realized the causes of problems. When both sides of the conflict are aware of the presence of contradictions, a frank conversation helps to more clearly define the subject of the dispute, outline the boundaries of mutual claims, and identify the positions of the parties. All this opens up the next stage in the development of the conflict - the stage of a joint search for options for resolving it.
A joint search for a way out of a conflict situation also requires compliance with a number of conditions, for example:
separate the real causes of the conflict from the incident - the formal reason for the start of the clash;
focus on existing problems rather than on personal emotions;
act according to the “here and now” principle, i.e. solve problems that directly caused this conflict, without remembering other controversial events and facts;
create an environment of equal participation in the search for possible options for resolving the conflict;
speak only for yourself; be able to listen and hear others;
maintain a respectful attitude towards the opponent’s personality, talk about facts and events, and not about the qualities of a particular person;
create a climate of mutual trust and cooperation.
If negative tendencies predominate in an interpersonal conflict (mutual hostility, grievances, suspicions, mistrust, hostile moods, etc.) and opponents are unable or unwilling to engage in dialogue, then the so-called indirect methods of resolving interpersonal conflict.Let's look at some of these methods.
1. Method of "exiting feelings."The opponent is given the opportunity to express everything that is painful to him, and thereby reduces the emotional and psychological tension provoked by the conflict. After this, the person is more predisposed to search for options for constructive resolution of the conflict situation.
2. The method of “positive attitude towards the individual.”The person in conflict, whether he is right or wrong, is always a sufferer. We need to express our sympathies to him and give a positive description of his personal qualities such as: “You are an intelligent person, etc.” In an effort to justify the positive assessment addressed to him, the opponent will strive to find a constructive way to resolve the conflict.
3. Method of intervention of the “authoritarian third”.A person in an interpersonal conflict, as a rule, does not perceive the positive words expressed by his opponent towards him. A trusted “third party” can assist in such a matter. Thus, the conflicting person will know that his opponent does not have such a bad opinion of him, and this fact can be the beginning of a search for a compromise.
4. “Naked aggression” technique.In a playful manner, in the presence of a third person, opponents are allowed to “talk out the painful issues.”
In such conditions, the quarrel, as a rule, does not reach extreme forms, and the tension in the relations between the opponents decreases.
5. The technique of “forced hearing of the opponent.”Those in conflict are required to listen carefully to each other. Moreover, everyone, before answering their opponent, must reproduce his last remark with a certain accuracy. This is quite difficult to do, since those in conflict hear only themselves, attributing words and tone to the opponent that actually did not exist. The opponents' bias towards each other becomes obvious and the intensity of tension in their relationship subsides.
6. Exchange of positions.He invites those in conflict to express their claims from the position of their opponent. This technique allows them to “go beyond” their personal grievances, goals and interests and better understand their opponent.
7. Expanding the spiritual horizon of those arguing.This is an attempt to take those in conflict beyond the subjective perception of the conflict and help them see the situation as a whole, with all possible consequences.
An important stage on the path to resolving a conflict is the readiness to resolve it. Such readiness appears as a result of a reassessment of values, when one or both conflicting parties begin to realize the futility of continuing the confrontation. During this period, changes occur in attitudes towards the situation, towards the opponent and towards oneself. The conflict attitude also changes.
Successful conflict resolution ultimately requires both parties to be willing to resolve it. But if such a desire is demonstrated by at least one side, then this will give more opportunities to the other side for a reciprocal step. In an interpersonal conflict between employees of an organization and clients, people seem to be mutually bound by mutual grievances, claims and other negative emotions. Taking the first step towards resolving a conflict is quite difficult: everyone believes that the other should give in. Therefore, the readiness to resolve the conflict shown by one of the parties can play a decisive role in resolving the conflict as a whole.
Conclusions from the first chapter:
1. The training “develops the ability” to manage conflicts naturally leads a person to the feeling that he influences the situation, and not it influences him, and increases self-esteem and business performance.
Many conflicts have such an intricate and complex background that a specialist is forced, like an archaeologist, to uncover one layer after another. The layering of problems can make the subject of the conflict itself completely diffuse, without clear boundaries, flowing. A conflict may have a main subject that disintegrates into separate subjects, multiple “pain points.”
The dynamics of changes in the behavior of training participants occurs in two stages: the mastery stage (participants learn how to solve a behavioral problem and try to solve it together with the facilitator); stage of appropriation (participants transform their behavior under the influence of new knowledge and can independently solve assigned tasks).
The development of a conflict under normal conditions goes through three stages - pre-conflict, conflict and post-conflict. Each of them in turn is divided into phases. Any stage and phase should be considered only as a certain stage in the movement, the dynamics of the conflict, indicating its connection with the source of tension in social relations and with the confrontation of the opposing parties.
To avoid conflict, a person in relationships with other people must show loyalty, goodwill, tolerance and good will, be fair, friendly, respectful and polite, i.e. build your communication with others on such a benevolent basis as mutual trust, reliability in words and deeds. Any relationship, both business and purely personal, is effective only with compliance and restraint of the parties, honest partnership, and a mutual desire to resolve disagreements and conflicts if they occur.
Chapter 2. Training program for overcoming conflicts
2.1 Organization of training
Audience: managers, professionals in any field, heads of departments, department employees, individuals.
Training objectives:
Increasing the psychological security of participants, expanding psychotechnological skills and abilities in conflict management.
Increasing the personal effectiveness of training participants in the field of business and social communication.
Developing conflict management skills and resisting aggressive influences.
Mastering new thinking and understanding of conflict situations.
Development of personal strength for business interaction situations.
Tasks solved during the training:
Training in methods of finding solutions in conflict situations;
Help participants learn to impartially assess a conflict situation;
Help participants adjust their behavior in the direction of reducing its potential for conflict (remove conflict in the personal and emotional sphere);
Uniting a specific team (if all participants represent the team), developing team interaction skills and abilities.
· Conflict analysis;
· Basic strategies for behavior in a conflict situation;
· Skills for effective interaction with conflicting people and winning interaction strategies;
· An algorithm for resolving situations of conflict of interests, relieving tension and finding “common things in different things”;
· Features of behavior in a conflict situation and models of successful conflict resolution;
· Methods of influence in conflict and methods of psychological self-defense;
· "Transactional analysis" - as a mechanism for effective behavior in a conflict situation;
· Typical conflict situations in personal and professional life and ways to resolve them;
· Using conflict for organizational development;
· Conflict prevention;
Predicted result:
In case of active application of the experience and knowledge gained during the training, training participants will be able to:
Resolve conflicts faster and more effectively Purposefully and systematically implement effective actions to resolve conflicts; preventing conflicts in your department.
Features of the training:
Can we live without disagreement, contradiction and conflict? No! They are constant companions of our personal and professional lives. Would you like to be able to manage it? This is exactly what is offered to you in this training, which is built in the form of active interaction.
Time:
The training is designed for 4 lessons of 4 hours (total duration 16 hours).
Group composition:
The optimal number is 10-12 people;
Groups must be formed on a voluntary basis;
Location:
Hall for trainings.
2.3 Description of the training program
Day 3:
Greetings:
Participants sit in a circle and take turns greeting each other, always emphasizing their partner’s individuality, for example: “I’m glad to see you, and I want to say that you look great” or “Hi, you are as energetic and cheerful as always.” A participant can address everyone at once or a specific person. During this psychological warm-up, the group should tune in to a trusting style of communication and demonstrate their kind attitude towards each other.
The presenter should pay attention to the manner of establishing contacts.
The lesson is given 10 minutes.
At the end of it, the presenter analyzes the typical mistakes made by the participants and demonstrates the most productive ways of greeting.
Purpose of the exercise :
formation of a trusting communication style in the process of establishing contacts;
creation of positive emotional attitudes towards confidential communication.
Questions:What emotions did this exercise evoke in you? What was difficult? What helped you cope with the exercise?
Exercise No. 2: I say what I see
Description of behavior means reporting the observed specific actions of other people without evaluation, that is, without attributing to them motives for action, assessing attitudes, or personality traits. The first step in developing descriptive rather than judgmental language is to improve your ability to observe and report your observations without making judgments.
Sitting in a circle, now you observe the behavior of others and, in turn, say what you see about any of the participants. For example: “Kolya sits with his legs crossed , "Katya smiles.
The facilitator ensures that value judgments and inferences are not used. After completing the exercise, it is discussed whether there was a tendency to use estimates often, whether the exercise was difficult, and how the participant felt.
Purpose of the exercise: replaying the situation of non-judgmental statements.
Time: 30 minutes
Exercise #3: Uncertain, Confident, and Aggressive Responses
Each group member is asked to demonstrate insecure, confident and aggressive types of responses in a given situation. The following situations can be suggested:
A friend is talking to you and you want to leave.
Your friend arranged for you to meet a stranger without warning you.
People sitting behind you in a movie theater disturb you by talking loudly.
Your neighbor distracts you from an interesting presentation by asking what you think are stupid questions.
The teacher says that your hairstyle does not match the student's appearance.
A friend asks you to lend him some expensive item of yours, and you consider him to be not a neat person, not entirely responsible.
Only one situation is used for each participant. You can act out these situations in pairs. The group should discuss each participant's answer.
Time:40 minutes are allotted for the exercise.
Purpose of the exercise:
formation of adequate reactions in various situations;
“transactional analysis” of responses and the formation of the necessary “role” extensions.
The presenter talks about different types of behavior in a conflict situation (according to Thomas): adaptation, compromise, cooperation, ignoring, rivalry and competition. After this, it is advisable to conduct 1-2 role-playing games (at the discretion of the leader), in which participants can observe different types of behavior.
Time: 10 min.
Role-playing game "Smoothing Conflicts"
The presenter talks about the importance of such skills as the ability to quickly and effectively resolve conflicts; announces that now it is worth trying to experimentally find out the basic methods of conflict resolution.
Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter.
The presenter brings up the following for discussion: questions:
What conflict resolution techniques have been demonstrated?
What interesting things do you think the participants used during the game?
How should those participants who failed to smooth out the conflict behave?
Purpose of the exercise:practicing conflict resolution skills and abilities.
Time: 30 min.
Exercise #4: Typewriter
Participants are given a word or phrase. The letters that make up the text are distributed among group members. Then the phrase must be said as quickly as possible, with everyone calling out their letter, and in the intervals between words everyone clapping their hands.
The purpose of the exercise and I:developing skills for cohesive action.
If., I would.
The exercise takes place in a circle: one participant sets a condition that specifies a certain conflict situation. For example: “If I were shortchanged in a store.” The next person sitting next to him continues (finishes) the sentence. For example: “I would demand a complaint book.”
It is advisable to carry out this exercise in several stages, each of which involves everyone present, followed by discussion.
The presenter notes that both conflict situations and solutions to them can be repeated.
Purpose of the exercise : developing skills to quickly respond to a conflict situation.
Time: 40 min.
Completion of the third day of training:
Presenter's questions:
Do it here and now.
Conclusions on the second chapter:
1. The described conflict resolution exercises contain only some instructions, the implementation of which requires the involvement of the individual.
2. The beginning of positive self-change lies in a person’s ability for communicative reflection - self-knowledge, introspection and the ability to see oneself from the outside, from the position of an external observer. Reflection also helps to take the position of a communication partner and understand how the other reacts to the words and actions of a conflicting person. How does this other person feel? What is he thinking? What consequences can have cruel and offensive words that a conflicting person shouts out in the heat of anger and with a distorted face or utters in a threatening whisper?
1.The presented training may be in demand by practitioners.
By analyzing specific situations, performing special exercises, and participating in role-playing games, you will not only gain knowledge, but also master practical techniques for working with conflicts.
The training materials are valuable in themselves: they are successfully used for self-study of conflict management techniques.
In order for conflict resolution training to be most effective, it is important to have different approaches at your disposal, be able to use them flexibly, go beyond the usual patterns and be sensitive to opportunities and act and think in new ways.
Conclusion
Although relationships with other people should promote peace and harmony, conflicts are inevitable. Every sane person should have the ability to effectively resolve disputes and disagreements so that the fabric of social life does not tear with every conflict, but, on the contrary, strengthens due to the growth of the ability to find and develop common interests.
Conflicts can be turned into excellent teaching material if you subsequently take the time to remember what led to the conflict and what happened in the conflict situation. Then you can learn more about yourself, about the people involved in the conflict, or about the surrounding circumstances that contributed to the conflict. The knowledge gained during the training will help you make the right decision in the future and avoid conflict.
In the work we have done, we examined the main socio-psychological characteristics of conflicts, the conclusions on which were drawn in the first part, and presented some techniques that reveal various aspects of conflict situations, personalities in the conflict and the characteristics of the relationships of people involved in the conflict. Various tips and recommendations on ways to positively resolve conflict from leading Russian and foreign psychologists were also given. The work includes a set of exercises for training sessions on this problem.
As a result, we solved the following problems of our research:
Defined the concepts of “conflict” and “social conflict”,
Revealed the causes of social conflicts,
We identified the main stages of conflicts,
Provided methods for diagnosing conflict situations and personal characteristics of conflict participants,
We presented ways and means of resolving conflict situations in the form of recommendations and training techniques.
Bibliography
1.Avdeev E.V. Psychotechnology for solving problem situations. M., 1992.
2.Andreev V.K. Conflictology: the art of argument, negotiation, conflict resolution. Kazan, 1992.
.Babosov EM. Fundamentals of conflictology. Minsk, 1997. P.55.
.Vesnin V.R. Practical personnel management: A manual for personnel work. M., 1998.
.Grishina N.V. Me and others: communication in the work team. L., 1990.
.Gromova O.N. Conflictology: Textbook. allowance. M, 1993.
.Dmitriev A.V. Conflictology. - M., 2003
.Zaprudsky Yu.G. Social conflict. Rostov n/d, 1992. P.54.
.Zaitsev A.K. Social conflict in an enterprise. Kaluga, 1993.
.Zakharov V.P., Khryashcheva N.Yu. Socio-psychological training. L., 1990.
.Conflictology / Edited by A.S. Carmina. St. Petersburg, 1999.
.Kochetova A.I. Psychological foundations of modern personnel management. - M., 1999.
.Kuzmin K.A. Psychotechnologies and effective management. M., 1994.
.Ladanov I.D. Practical management: psychotechnics of management and self-training. M., 1995.
.Lebedev V.I. Psychology of management. M., 1990.
.Lebedeva M.M. Resolution of social conflicts // Political psychology. Rostov-on-Don, 1996.
.Fundamentals of conflictology: Textbook. allowance / Edited by V.N. Kudryavtseva. M., 1997.
.Parygin. B.D. Workshop on socio-psychological training / Ed. B.D. St. Petersburg
.Prutchenkov A.S. Personal growth training. M.: Creative pedagogy, 1993.
.Safyanov V.I. Communication ethics: the problem of conflict resolution. M, 1997.
.Scott J. Conflicts: ways to overcome them. Kyiv, 1991.
.Sociology of Labor: Textbook / Edited by N.I. Dryakhlova, A.I. Kravchenko, V.V. Shcherbiny. M., 1993.
.Trenev N.N. Conflict Management. - M., 2001
.Organizational personnel management: Workshop: Proc. allowance / Edited by A.Ya. Kibanova. M., 1999.
.Personnel management of an organization: Textbook / Edited by A.Ya. Kibanova. M., 1997.
.Fischer R., Ergel D. Preparing for negotiations. M., 1998.
.Hasan B.I. Constructive psychology of conflict. - St. Petersburg, 2003.
.Chumikov A.N. Conflict Management. M., 1995.
.Shalenko V.P. Conflicts in work collectives. M., 1992.
.Sheinoe V.P. Conflicts in our lives and their resolution. Minsk, 1996.
.Sheinoye V.P. Psychology and ethics of business contact. Minsk, 1996.
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Psychological training for teachers “Conflicts and ways to overcome them”
Psychological training for teachers
"Conflicts and ways out of them"
Target: introduce teachers to the concept of “conflict”; promote the development of skills for constructive resolution of conflict situations; establish contacts between participants; contribute to the destruction of habitual greeting stereotypes and the development of creativity.
Preliminary work: diagnostics of teachers (test “30 proverbs”)
Progress of the training
1. Greeting game “Tram” Everyone sits in a circle. One chair is free. The one with the free chair on the right starts. He must move to an empty chair and say: “And I’m going.” Next: “And I’m nearby.” Next: “And I’m a hare.” Fourth: “And I’m with...” and names the name of any participant. The one whose name was called hurries to sit on an empty chair, and everything is repeated from the beginning by analogy.
Conflict- this is hidden or overt opposition from parties whose interests in any area have begun to compete with each other.
Conflict is a phenomenon that arises as a result of a collision of opposing actions, views, interests, aspirations, plans of different people or the motives and needs of one person.
2. Exercise “Alphabet of Emotions” The task is to remember and write down in a few minutes what arises in a conflict situation - one emotion for each letter of the alphabet. A single data bank is created in the general circle.
Conflicts are a natural part of our lives. Because we are all different: we each have our own views, habits, dreams. This means that our interests and the interests of the people around us may not coincide. Sometimes this causes conflicts (barriers in communication).
It must be remembered that on almost any issue, different people have different views. People are different! These differences are natural and normal. At the same time, in conflict situations we behave differently.
3. Exercise “Conflict in transport” Purpose of the game: to gain experience in the ability to negotiate in conditions of conflict of interests.
Chairs are placed in the room: two next to each other (simulating paired seats on a bus, one 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 is to “get on the bus” and sit next to each other to talk about a topic that is important to both of them.The third participant’s task is to take one of the paired seats, for example, “by the window” and give up his seat only if such a desire really arises.
Discussion: game participants answer the following questions:
Why did the “third” still give up (or, on the contrary, not give up) his place?
Were there moments when the “third” wanted to vacate this place?
What feelings did the players experience?
Whose way of solving the problem is the most successful?
What exactly was the reason for success (or, conversely, failure?
In a conflict, when a person experiences strong negative emotions, problems appear with their expression: stress, raised voice, heart palpitations, rapid breathing, paleness, rude words that humiliate the other.
4. K. Thomas identifies five ways out of a conflict situation: Competition (competition) involves focusing only on your own interests, completely ignoring the interests of your partner. “For me to win, you have to lose.” Avoidance (evasion) is characterized by a lack of attention to both one’s own interests and the interests of a partner. “I don’t care if you win or lose, but I know I have no part in it.”
A compromise represents the achievement of a “half” benefit by each party. “For each of us to win something, each of us must lose something.”
Accommodation involves increased attention to the interests of another person, while one's own interests recede into the background. “For you to win, I have to lose.”
Cooperation is a strategy that takes into account the interests of both parties. “For me to win, you have to win too.”
"sharks" use competition more often";
“turtles” – evasion;
“cubs” – adaptation;
“foxes” – compromise”;
“owls” – cooperation.
In pedagogical practice, there is an opinion that the most effective ways to resolve conflict are cooperation and compromise. However, any of the strategies presented by Thomas can be effective in different situations, since they have both positive and negative sides.
No matter how much we would like it, it is hardly possible to imagine, much less implement, completely conflict-free interaction between people. Sometimes it is even more important not to avoid conflict, but to wisely choose a strategy for behavior in a conflict situation and lead the parties to a constructive agreement.
5. Exercise “Pros and cons of conflict” You can look at a conflict, as probably at any phenomenon in reality, from different points of view and find its pros and cons. Many of us view conflicts most often as a negative phenomenon that leads to disruption of relationships and other negative consequences. But we must not forget that overcoming crises, including conflict situations, often allows us to move to a new stage of interaction with other people, to a new level of perception of the world around us and ourselves in it. And now we will make sure of this when performing the exercise.
Divide into 2 teams. The first team writes down as many positive consequences of conflict situations as possible, the second team describes the negative consequences of conflicts.
Next, each group announces its list, and the leader records it on a piece of Whatman paper or a board. If the opposing team has questions or comments, they can voice them after the team has completely finished its answer.
Conflict reveals a “weak link” in an organization, in relationships (diagnostic function of conflict);
Conflict provides an opportunity to see hidden relationships;
Conflict provides an opportunity to throw out negative emotions and relieve tension;
Conflict is an impetus for revision and development of one’s views on the familiar;
The need to resolve conflict determines the development of the organization;
Conflict promotes team unity when confronting an external enemy.
Negative emotional experiences that can lead to various diseases;
Violation of business and personal relationships between people, decreased discipline. In general, the socio-psychological climate is deteriorating;
Deterioration in quality of work. Difficult restoration of business relationships;
The idea of winners or losers as enemies;
Temporary losses. For every minute of conflict there are 12 minutes of post-conflict experiences.
There are two types of statements that can be used during a conflict situation. One of the most effective means of expressing your emotions is understanding your feelings and the ability to tell your opponent about it. This method is called “I-statement”. Such a statement improves relationships, on the contrary, “You-statement” undermines them and leads to a deepening of the conflict. Using an “I” statement, we focus our attention on what we ourselves are thinking or feeling in a conflict situation, without blaming or judging other people.
6. Game “You and I Unite” Goal: learning mutual understanding and empathy, receiving feedback from the group.
Objectives: Identify common features and differences, teach to discover the positive advantages of other people, unite the team.
Progress: Participants stand in a circle; one of them has a ball or other object in his hands, acting as a relay baton.
He throws this ball to any of the participants with the words “Name”. You and I are united by (quality). This quality can be anything: character traits, hair color, habits, favorite vacation spots, zodiac sign, aspects of life experience, etc.
If the recipient of the ball agrees with the statement, he responds with the words “yes, that’s true,” if he does not agree, he says, “Thank you. I will think". After that, he passes the ball to his chosen one and indicates a reason for an explanation. If desired, he can add a third, based on the same criterion that was outlined.
Issues for discussion:
1. Do you think you have been able to recognize the positive qualities of other people?
2. Did you encounter any difficulties while performing the exercise?
3. How did you feel when you were given feedback?
4. How did you feel when you addressed your opponent?
5. What emotions did you have while doing the exercise?
7. Reading and discussion of the parable. (Application)
Literature:
1. Avidon I. Gonchukova O. 100 warm-ups that will decorate your training. "Rech" St. Petersburg, 2007;
2. Monina G. B. Lyutova-Roberts E. K. Communication training: teachers, psychologists, parents. "Speech" St. Petersburg, 2007.
Application
Parable about gossip... One man came to his Mentor and asked:
Do you know what your friend said about you today?
Wait,” the Teacher stopped him, “first sift everything you are going to say through three sieves.”
Three sieves?
Before you say anything, you need to sift it three times. First, sift the truth through a sieve. Are you sure that everything you want to tell me is true?
No, I just heard...
Very good. So you don't know if it's true or not. Then let's sift it through the second sieve - the sieve of kindness.
Do you want to say something good about my friend?
No, on the contrary...
This means, the Teacher continued, “you are going to say something bad about him, but at the same time you are not even sure that it is true.” Let's try the third sieve - the sieve of benefit. Is it really necessary for me to hear what you have to say?
No, there is no need for this...
So, the Mentor concluded, “there is neither truth, nor kindness, nor necessity in what you want to tell me.
Why say this then?
Conflict is a contradiction that arises between people in connection with the solution of certain issues of social and personal life. In a conflict, one of the parties demands and expects a change in the partner’s behavior, thoughts or feelings.
Causes of conflicts:
1). Information that is acceptable to one party but not acceptable to the other. These may be incomplete and inaccurate facts, rumors that misinform communication partners; suspicions of deliberate concealment of information or its publication; doubt about the reliability and value of information sources.
2). Structural factors are associated with the existence of formal and informal organizations of a social group. This may include issues of property, social status, power and accountability, various social norms and standards, traditions, security systems, rewards and punishments, geographical location, distribution of resources, goods, services, income.
3). Value factors are those principles that we proclaim or reject. These are social, group or personal systems of beliefs, beliefs and behavior (preferences, aspirations, prejudices, fears), ideological, cultural, religious, ethical, political, professional values and needs.
4). Relationship factors relate to feelings of satisfaction from interaction or lack thereof. In this case, it is important to take into account the basis of the relationship (voluntary or forced), its essence (independent, dependent, interdependent), balance of power, significance for oneself and others, mutual expectations, duration of the relationship, etc.
5). Behavioral factors inevitably lead to conflicts if interests are infringed, self-esteem is undermined, a threat to security (physical, financial, emotional and social) arises, if conditions are created that cause negative emotional states, if selfishness, irresponsibility, and injustice are manifested in people’s behavior.
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Training for constructive behavior in conflict situations.
Purpose of the training:
providing training participants with the opportunity to gain experience in constructively resolving conflict situations
Training objectives:
- teach methods of finding solutions in conflict situations;
- help participants learn to assess a conflict situation impartially;
- help participants adjust their behavior in the direction of reducing its potential for conflict (remove conflict in the personal and emotional sphere);
- cohesion of a specific team (if all participants represent the team), development of team interaction skills and abilities.
Time limits of the training:3 meetings for 2 hours
Group size: 12-15 people.
Approximate diagnostic stage.
This stage includes the initial psychodiagnosis of the group’s candidates. Diagnosis is carried out using:
- K. Thomas test (choice of strategies in conflict situations).
- conversation method to collect additional information.
Introduction:
Conflict is a contradiction that arises between people in connection with the solution of certain issues of social and personal life. In a conflict, one of the parties demands and expects a change in the partner’s behavior, thoughts or feelings.
Causes of conflicts:
1). Information that is acceptable to one party but not acceptable to the other. These may be incomplete and inaccurate facts, rumors that misinform communication partners; suspicions of deliberate concealment of information or its publication; doubt about the reliability and value of information sources.
2). Structural factors are associated with the existence of formal and informal organizations of a social group. This may include issues of property, social status, power and accountability, various social norms and standards, traditions, security systems, rewards and punishments, geographical location, distribution of resources, goods, services, income.
3). Value factors are those principles that we proclaim or reject. These are social, group or personal systems of beliefs, beliefs and behavior (preferences, aspirations, prejudices, fears), ideological, cultural, religious, ethical, political, professional values and needs.
4). Relationship factors relate to feelings of satisfaction from interaction or lack thereof. In this case, it is important to take into account the basis of the relationship (voluntary or forced), its essence (independent, dependent, interdependent), balance of power, significance for oneself and others, mutual expectations, duration of the relationship, etc.
5). Behavioral factors inevitably lead to conflicts if interests are infringed, self-esteem is undermined, a threat to security (physical, financial, emotional and social) arises, if conditions are created that cause negative emotional states, if selfishness, irresponsibility, and injustice are manifested in people’s behavior.
Classification of conflicts.
By volume:
Intrapersonal conflictsarise as a result of certain demands being inconsistent with a person's personal needs or values.
Interpersonal conflictsarise due to conflicts between the interests of individual parties or other characteristics.
Conflict between individual and groupmanifests itself as a contradiction between the expectations or requirements of an individual and the norms of behavior established in the group.
Intergroup conflictswithin formal (informal) groups, as well as between formal and informal groups.
By duration:
Short term;
Lingering.
Depending on values and interests:
“Plus-plus” conflict (choice from two favorable alternatives);
Minus-minus conflict (both options are undesirable);
Conflict “plus-minus” (good and bad options collide).
Methods and rules for resolving conflicts.
Conflict resolution is usually divided into:
Evasion - this is a reaction to the conflict, expressed in ignoring and actual denial of the conflict.
Smoothing - this is the satisfaction of the interests of the other party through “adaptation”; most often it involves insignificant satisfaction of one’s own interests.
Compromise is an open discussion of opinions and positions aimed at finding a solution that is most convenient and acceptable for both parties.
Competition - can lead to dominance and eventual destruction of one partner by the other.
Cooperation is a form of conflict resolution in which satisfying the interests of both parties is more important than resolving the issue.
Thus, the conflict is overcome by various means and the success of its resolution depends on the nature of the confrontation, the degree of its protractedness, the strategy and tactics of the conflicting parties.
Greetings
Purpose of the exercise:
- formation of a trusting communication style in the process of establishing contacts;
Creating positive emotional attitudes towards trusting communication.
Participants sit in a circle and take turns greeting each other, always emphasizing the individuality of the partner, for example: “I’m glad to see you, and I want to say that you look great” or
"Hey, you're as energetic and cheerful as always." A participant can address everyone at once or a specific person. During this psychological warm-up, the group should tune in to a trusting style of communication and demonstrate their kind attitude towards each other.
Finger wrestling championship.
Purpose: warm-up, relieve tension among participants.
Instructions: at the leader’s command, group members are randomly divided into pairs. The presenter announces the start of an extraordinary competition - the finger wrestling championship. With the help of one of the group members, the leader shows how the fight takes place. The thumb of the right hand rises up (the “Wo!” sign), the other four fingers grab the opponent’s fingers. The task of each player is to make energetic movements with the thumb, dodge the opponent’s attack and press his thumb to the side of the index finger. The winner competes with each other until the absolute champion is identified.
Tower of Babel
Participants are divided into two teams. Each team player receives an instruction task that he must complete when building a tower. Everyone plays in silence.
Task options:
For two teams:
First floor red
Ground floor blue
Build a tower alone
The tower should have 7 floors
The tower should have 3 floors
Top floor green
Top floor yellow
All floors of the tower must be only one color
All floors of the tower must be multi-colored
Catch your eye
Goal: to reach an agreement with a communication partner without using verbal means.
Participants stand in a circle, their task is to catch someone’s eye (establishing communication) and change places with him.
If..., I would...
Purpose of the exercise: to develop skills for quickly responding to a conflict situation
The exercise takes place in a circle: one participant sets a condition that specifies a certain conflict situation. For example: “If I were shortchanged in a store...”. The next person sitting next to him continues (finishes) the sentence. For example: "... I would demand a complaint book."
If you were told that you never help anyone
If you were told that you behave as if you are the most important
If you were told that it is useless to negotiate anything with you, you would still forget
If you were told that you don't know how to dress beautifully
If someone told you that you have a squeaky voice and it gets on everyone's nerves
If they told you that you look like a wolf at everyone
If you were told that you have no sense of humor at all
If you were told that you think too highly of yourself
If they told you that you are out of this world
If they told you that you were poorly brought up
If they told you that you don't know how to negotiate
The presenter notes that both conflict situations and solutions to them can be repeated.
Role-playing game "Smoothing Conflicts"
Purpose of the exercise: to develop skills in resolving conflicts.
Time: 40 min.
The presenter talks about the importance of such skills as the ability to quickly and effectively resolve conflicts; announces that now it is worth trying to experimentally find out the basic methods of conflict resolution.
Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter.
The facilitator brings up the following questions for discussion:
What conflict resolution techniques have been demonstrated?
What interesting things do you think the participants used during the game?
How should those participants who failed to smooth out the conflict behave?
Example situations:
2. You gave a person an expensive item, and it was returned to you in a damaged state.
3. You leave home, and relatives whom you have not seen for a long time come to see you.
4. You are listening to an interesting report, and you are distracted by unnecessary and stupid comments.
5. You come to work and your boss tells you that your appearance does not meet the generally accepted dress code.
6. You are expecting a friend to visit, she comes not alone, but with a complete stranger without warning.
7. You are the main guest at a party, but suddenly change your plans and don’t go there.
8. Your conversation with a colleague, where you spoke unflatteringly about your boss, was overheard and passed on to the boss; when he met you, he demanded an explanation.
9. Your boss points out to you that at work you are not doing your duties, to the detriment of your direct responsibilities, what do you say...
10. There’s an emergency at work... There’s an urgent task, you don’t have time to complete everything on time. And suddenly you discover that you urgently need to leave for two days.
Feedback.
Game Trust Fall
Purpose of the exercise:
Participants form a large circle. One person stands in the center of the circle. He should fall into the hands of someone from the circle; to do this, you need to close your eyes, relax and fall back. Everyone should be able to fall and catch.
At the end of the task, the group discusses their impressions of the exercise.
Brownian motion
Purpose of the exercise:
- formation of psychomotor interaction skills;
Reducing the communication distance between group members.
Participants form a large circle. One person stands in the center of the circle. He must entrust himself to his partners. They catch it with their hands and tenderly pass it to each other.
Conflict situations.
Target:
Show ways of interaction in conflicts: avoidance, evasion, adaptation, cooperation, compromise.
Participants are divided into pairs. Each couple is given a certain type of way out of a conflict situation, which it must act out.
Situation No. 1. "Hairdresser and Client"
The hairdresser gave the client a very bad haircut, said that it was a super fashionable haircut, and demanded double payment. The client is dissatisfied, but acts in accordance with the type indicated on the card.
Situation No. 2. "Seller and Buyer"
The seller shortchanged the buyer by 50 rubles and at that moment he was urgently called to the phone. When the seller returned and the buyer told him what had happened, the seller replied that he did not remember this buyer. The buyer acts in accordance with the type indicated on the card.
Exercise "Suitcase".
Materials: paper, pens (pencils).
Purpose: to give participants feedback, demonstrate their achievements and shortcomings.
Instructions: participants leave the room one by one, and the rest, by a majority vote, collect a “suitcase” for him, in which they put those qualities that help or hinder him from successfully adapting to the team. In this case, the following rules are observed:
- put equal amounts of positive and negative qualities;
- indicate the qualities that emerged during the lesson.
The manager does not participate in the meeting.The selected secretary records the specified qualities on a piece of paper. The person who is packing the suitcase can ask any question that the secretary wrote. Each participant receives their own suitcase.
The final stage “What did I almost forget?”
Completion time: 15-20 minutes.
Goal: an opportunity to say what was not discussed during the group’s work.
Instructions: Close your eyes for a minute and sit more comfortably...
Imagine that you are returning home and on the way you remember the group... The faces of the participants and the situations you experienced flash through your head, and suddenly you realize that for some reason you did not do or did not express something... You regret it... What remained unspoken or undone. (Participants sit in silence for 1 minute)
Now open your eyes... Now you have the opportunity to express what you did not have time to do before.
FOR LESSON No. 1.
Exercise "Handshake or bow"
(tolerance, respect for each other)
Participants greet each other using greeting rituals common to different cultures.
Tell the group about the greeting gestures used by different peoples. Warn participants in advance that they will need to use these rituals when introducing themselves to each other. Here are some greeting options:
o hug and kiss three times alternately on both cheeks (Russia);
o light bow with arms crossed on the chest (China);
o handshake and kiss on both cheeks (France);
o slight bow, palms folded in front of the forehead (India);
o slight bow, arms and palms extended to the sides (Japan);
o kiss on the cheeks, palms resting on the partner’s forearms (Spain);
o a simple handshake and eye contact (Germany);
o soft handshake with both hands, touching only with fingertips (Malaysia);
o rub noses together (Eskimo tradition). Invite the group to form a circle. One of the participants begins the “dating circle”: he steps to the middle and greets the partner standing on the right. Then he walks clockwise and greets all members of the group one by one.
Each time the participant must greet his counterpart with a new gesture. At the same time, he introduces himself, saying his name.
In the second round, another participant enters the circle, standing to the right of the first, etc.
Notes
This game is suitable for introducing participants in multicultural groups. During it, an atmosphere of tolerance and respectful attitude towards each other is maintained. In addition, participants will certainly enjoy meeting people in different ways. At the end of the exercise, you can conduct a short exchange of impressions.
Exercise "True or false?"
(atmosphere of openness, group cohesion)
Preparation
Group members sit in a circle; Everyone should have paper and pencil ready.
1. Invite participants to write three sentences that apply to them personally. Of these three phrases, two must be true, and one must not.
2. One by one, each participant reads out their phrases, everyone else tries to understand what is said is true and what is not. At the same time, all opinions must be substantiated. Advise the authors of phrases not to rush with their comments and listen carefully to the guesses of different players. After all, this is a great opportunity to understand how a person is perceived from the outside.
Exercise "Labyrinth" (feeling of trust)
The group is divided into pairs. In each pair, one of the participants, with the help of verbal instructions and commands, “leads” his partner into an imaginary labyrinth, the diagram of which in the form of a broken line with right angles he holds in front of him, but does not show to his “follower”. There are three commands in total.
The first, indicating the entrance to the labyrinth, is “Straight!” Next, depending on the shape of the labyrinth, follow the commands “Right!” or “Left!”, after which the person walking through an imaginary labyrinth must turn to the right or left, respectively.
Having gone through the labyrinth, the “follower” must turn 180 degrees and mentally exit it, loudly reporting all his movements (using the same three commands). At this time, the “starter”, according to his scheme, controls the partner’s path. If the “follower” completed the task successfully, then he is offered a labyrinth with a large number of turns, and so on. Then the partners change roles.
In some cases, it is better to work with the Labyrinth not in pairs, but as a whole group. In this case, some of the participants sitting in a circle (even numbers) will be led into the maze, and the remaining part will be led out of the maze. Then each of both the “initiators” and the “leaders” gets only a part of the common path.
During the discussion of the results, the coach should pay special attention to how each athlete, as a “follower,” coped with his task. Participants whose visual orientation in space predominates usually use an imaginary little man who, obediently following commands, walks through the maze. For those who have a predominant motor type, this is not enough. In order to determine where it is “to the left” and where it is “to the right,” they are forced each time to imagine themselves in the place of the “little man,” mentally climb inside the labyrinth and make imaginary turns there. Imagining various movements, people with a motor type of orientation do not so much see these movements as feel them with their bodies, feel themselves performing them.
Exercise "Wishes" (creating a group atmosphere)
All participants sit in a circle. Everyone in the 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.
Exercise "Compact - surveys" (increased level of sociability)
Purpose of the game- improve the level of sociability (learn to limit yourself to extreme extroverts and open up to introverts).Progress of the game. 3 students choose a social role for themselves (lyceum director, housewife, homeless person, etc.) and sit in the center of the circle. The rest of the game participants ask all three the same question. Each of those sitting in the center must answer this question in accordance with their social role (3 seconds after the end of the question). Moreover, each of the respondents preliminarily determines the volume of his statement (1, 3, 10 sentences). A “time keeper” monitors the accuracy of the task.
FOR LESSON No. 2.
Exercise “I want to give you a gift” (development of psychological climate)
The presenter begins the exercise by addressing the participant sitting to his right with the phrase “I want to give you...” and says what he wants to give to this person.
Exercise "Telepathy" (Non-verbal communication)
The group is divided into pairs. In each pair, participants sit facing each other. One of them is assigned the role of “transmitter”, the other - “receiver”. The presenter explains that the “transmitter” must concentrate as best as possible on some image and, through an effort of will, instill it in the “receiver”. The “receiver’s” task is to penetrate into what his partner’s attention is focused on.
You can organize the game so that the whole group conveys the same image to one of the participants - this brings life to the work and makes it more interesting.
Exercise "I'm in your place" (empathy)
One of the fundamental mechanisms of human mutual understanding is reflection - the ability to imagine oneself in the place of another person, mentally see and “play out” the situation for him.
People who have lost each other in an unfamiliar city meet in the central square. The criminal leaves the jewelry in the most visible place in the hope that everyone will rush to look for the hiding places, and only seasoned detectives find them in places where no one would have thought to look. The rivals glare at each other - each understands what the other wants, but also understands that the other understands it. Does this sound familiar to you?
The ability to put yourself in the place of an opponent or partner, make the most likely decisions for him and coordinate your own actions with him, take into account his attempts to “think for you” and act adjusted for this thinking - all this is necessary.
Participants in the exercise are divided into pairs. One of the pair recalls an incident from life or a literary story (passing it off as his own - a game situation), the second participant begins the conversation with the words “I would be in your place...” and continues what he would do in this case. At the end of the exercise there is reflection.
Exercise "Mirror" (development of psychological climate)
Participants are divided into pairs and face each other. One of the players makes slow movements with his hands, head, and whole body. The other’s task is to exactly copy all the movements of his partner, to be his “mirror image”. In each pair, participants independently select the desired complexity of movements and their pace.
During the game, participants working as “reflectors” quickly learn to feel their partner’s body and grasp the logic of his movements. From time to time it becomes easier to follow the “original” and copy its movements, and more and more often situations arise not only of anticipation, but also of anticipating its movements. Having mastered the skills of motor imitation, participants can try their hand at a more complex game: the task is the same, but the roles of “reflection” and “original”, follower and leader, are not defined. Flexibly adapting to each other, the players strive to move in unison.
This exercise is a very good means of developing psychological contact. By observing the progress of its implementation, the coach can identify the “natural” leader in each pair. Difficulties in achieving motor agreement are often associated with the presence of tense relationships between partners.
Exercise "Cold Soup"
This exercise is carried out after a short theoretical part, during which the trainer explains the meaning of the terms “confident (assertive)”, “insecure (passive)”, “aggressive”, “manipulative”.
Participants sit in a semicircle. A cord is stretched out on the floor in a triangle; at its corners and in the middle of one of the sides there are cards with the words “confident”, “unconfident”, “aggressive”, “manipulative”.
The lines connecting different types of behavior are a continuum, on which transitional forms of behavior are located: from manipulative to insecure and aggressive, from insecure to confident, etc.
The facilitator proposes the following situation for discussion:
You have been asked to discuss business matters with an important client, and you have invited him to an expensive restaurant. Both your client and you ordered your first course. The soup turned out to be cold. You invited the client, which means you are the owner and feel that you must do something.
Each participant receives a card on which a possible reaction to the current situation is written. Participants are asked to place the cards they received in the triangle space and justify their decision. The group can ask questions of each participant and discuss their choices.
Contents of cards:
1. Ask the waiter: “Is this soup served cold?”
2. Set the plate aside.
3. Get up and leave the establishment.
4. Say loudly, so that both the waiter and other visitors can hear: “This is the last time I bring anyone here!”
5. Tell the waiter, “I would like to speak to the manager.”
6. Tell the waiter: “The soup is disgusting. Take it away and immediately serve us something more edible.”
7. Ask the waiter: “Dear, what happened to your electric stove?”
8. Pretend everything is fine and eat the soup.
9. Tell the waiter: "This soup is cold. Please change it."
10. Tell the waiter that you would like to deduct the cost of the soup from the bill.
11. Ask your client if he would like to complain.
12. When the waiter comes to clear the plates, say, "Excuse me, but I'm afraid we couldn't finish the soup. It didn't taste bad, but it wasn't very warm—downright cold, I mean!"
During the general discussion, options for confident behavior and examples from their own lives are analyzed when participants were able to use this option.
Exercise "Loving look" (Non-verbal communication)
A driver is selected from among the participants. He leaves the room. Those sitting in the room choose 3 players who will look at the driver with a “loving, affectionate gaze.” The player who enters the room must guess which of the participants is looking at him with a loving, affectionate gaze. Then the next driver is selected.
FOR LESSON No. 3.
Exercise "Transformation" (self-disclosure, deepening emotional contacts)
The group members sit comfortably in armchairs (chairs). One of them receives an assignment from the leader: to imagine an object that would look like embodied relaxation itself. The inner eye sees an overripe pear almost falling off the branch, a giant pendulum, flattened lava crawling along the slope of a volcano, or melting butter. After this, the participant who received the task must, with the power of imagination, “transform” himself into what he imagined, feel like this thing, immerse himself in its world, get into the mood and get used to the “character”. On behalf of this thing, he begins a story about what is happening to her at the moment and what she is experiencing. Having finished the story, the participant passes the word to his neighbor on the left by touch. He can either continue the story or begin a new reincarnation.
The game puts each group member in the situation of solving a creative problem and opens up greater freedom to express their individuality.
It is advisable to play the game in a darkened room - this will provide the participants with greater relaxation and psychological comfort. As you master the art of getting used to the image, the transformations become more vivid and convincing. From superficial, purely external descriptions, participants go “into the depths” of the subject, becoming more and more identified with it and experiencing it “from the inside.” In some cases, the paintings are so expressive and strong that the whole group is imbued with their mood.
It is even easier for participants listening to a story to become involved in the development of an image than for the speaker.
This exercise should not be offered to a group within which relationships of mutual acceptance and a taste for joint creativity have not yet matured. Sometimes, in order to build up the group, the leader may at first give the participants the right to skip their turn if they wish and pass on the touch that has reached them further.
"Anabiosis" (transition from alienation to contact)
Participants are divided into pairs. In each pair, players distribute the roles of “frozen” and “reanimator” among themselves. At a signal, the “frozen” one freezes motionless, depicting a creature immersed in suspended animation - with a petrified face and an empty gaze. The task of the “reanimator,” for which one minute is allotted, is to rescue the partner from the anabiotic state and revive him. The “reanimator” has no right to touch the “frozen” person or address him with any words. All he has is a look, facial expressions, gesture and pantomime.
Signs of the successful work of the “reanimator” can be considered the involuntary remarks of the “frozen” person, his laughter, smile and other manifestations of emotional life. The criteria for emerging from suspended animation, which can vary from obvious violations of silence and immobility to subtle changes in facial expression, are set by the participants themselves, depending on the level of their “skills”.
Probably everyone is familiar with the feeling of alienation that rises like an invisible wall between two people: partners seem to grow stiff in front of each other, cease to feel and understand each other. Probably, the opposite feeling is also familiar: absolute mutual understanding arises between people, and, as if through an invisible channel, experiences and intentions flow freely from one to another. The proposed exercise solves in miniature the problem of moving from alienation to contact. Working as “reanimators,” participants learn various ways to break mutual isolation.
Exercise "Acrobat" (mastering ways of conducting a conversation)
Participants are seated in a row. The presenter stands in front of them and holds a small human figurine in his hands. He explains to the participants that this is an “acrobat” who can perform four commands.
"Right!" - on this command, the “acrobat” makes a 90-degree turn over his right shoulder;
"Left!" - he turns in the opposite direction;
command "Forward!" performed as a forward facing rotation 90 degrees relative to the center of gravity;
command "Back!" - like rotation in the opposite direction.
After all participants become familiar with the principle of controlling the figure, they sit in a circle and begin to carefully monitor the somersaults of an imaginary acrobat, commands to which are given by each in turn. Those who were unable to follow the game at some point leave the circle, and so on until a winner emerges.
To avoid unnecessary disputes, the presenter, with the help of his figurine, can control the entire course of the game and act as an arbiter in controversial situations. This exercise is in many ways similar to the previous one.
Exercise “He is an emotion” (mastering methods of psychological defense)
Take cards indicating emotions. To play, use only words that indicate emotion. For example, the word "Sadness". Now remember your students and “match” one of them to this word? Who is suitable? Who is internally “similar” to this word? Which student's image corresponds to the state of sadness?
Take the next card at random and let the word “joy” be written on it. Think about which of your colleagues personifies this word with their attitude, character, attitude towards themselves and people?
Go through 5-7 cards in this way until you get tired. Remember your students and “pick up” appropriate cards for them indicating emotions. Happened?
You probably saw in the game that you began to better understand your guys, their mood, condition, and individual characteristics.
Exercise "I am an emotion"
Select 2-3 cards for yourself that best suit your condition, mood, and character. Set them aside.
Then choose cards that reflect the personality of the “ideal teacher”, the one you would like to be. Compare the two groups of cards, how do they differ and what are their similarities?
The game can be complicated if you ask another teacher to select several cards that, in his opinion, reflect your image. Through its perception you will receive a “mirror”, i.e. see yourself from the outside. You can also invite your daughter or son to play.
If your partner's choice of cards leaves you surprised or even confused, ask why he chose those particular cards. You can disagree with his choice and offer your own options. In any case, this exciting game will help you “bump into yourself”, feel the reality of your inner world, your moods, emotional states, think about yourself and get appreciated by people who are significant to you.
FOR LESSON No. 4.
Exercise "Focus" (self-regulation skills)
The exercise is performed with eyes closed. At the command of the presenter “Body!” participants focus on their gel, at the command “Hand!” - on the right hand. Then comes sequential concentration on the right hand - with the command “Brush!”, on the index finger - with the command “Finger!” and, finally, at the tip of the finger - with the command “Tip of the finger!” The interval between commands can be from 10 seconds to 2 minutes (depending on the participants’ control of their bodily attention).
If, after finishing the work, a discussion does not start naturally, the facilitator should ask the group members about whether each of them completed the task, how they did it, and what difficulties they encountered. As a rule, the smaller the volume of some part of the body, the more difficult it is for participants to feel it and capture it with their attention.
During “focusing,” the leader may notice that some of the students involuntarily resort to “external” methods of concentration: opening their eyes slightly and squinting them towards the object of concentration, bowing their heads, helping themselves with facial expressions, etc. Sometimes these movements make it easier to “internally” select the desired area. More often, however, the opposite happens: the activity of external perception only complicates matters, creating a lot of additional interference.
The exercise allows for various modifications. The attention of the participants can not only narrow concentrically, as in the described version of the exercise, but also expand or move from one part of the body to another along a route arbitrarily chosen by the leader.
Exercise "Telepathy" (Nonverbal communication)
The group is divided into pairs. In each pair, participants sit facing each other. One of them is assigned the role of “transmitter”, the other - “receiver”. The presenter explains that the “transmitter” must concentrate as best as possible on some image and, through an effort of will, instill it in the “receiver”. The “receiver’s” task is to penetrate into what his partner’s attention is focused on. You can organize the game so that the whole group conveys the same image to one of the participants - this brings life to the work and makes it more interesting.
When organizing the game, the leader must make it clear to the group that he takes the proposed experiment quite seriously and expects positive results. This will help participants overcome possible skepticism about such activities and get ready for serious work. Of course, the point here is not telepathy - it may not exist in nature. However, the need to create a vivid imaginary picture not only for oneself, but also for the partner, is an additional incentive for the “transmitter” to mobilize the powers of his imagination to the utmost.
During the game, correct guesses usually happen more often than would be expected from probability theory. There is nothing mystical about this. By the partner’s breathing (and if the exercise is performed with open eyes, then by his posture, movements, facial expression), the “receiver” can quite accurately grasp at least the emotional tone of the picture - whether it is calm or exciting, joyful or sad.
If, after the first successes, the participants really get the impression that thoughts are transmitted at a distance, the presenter should not rush to debunk the “wonderful phenomenon.” After all, belief in telepathy can be effectively used to warm up your group more and more in its work. Only after each of the participants has worked sufficiently in the role of “transmitter” does it make sense to reveal the cards and tell the group about possible channels for transmitting information.
Exercise "Fact or Fiction" (ability to listen and understand)
The game enhances group cohesion and creates an atmosphere of openness.
Group members sit in a circle; Everyone should have paper and pencil ready. Invite participants to write three sentences that apply to them personally. Of these three phrases, two must be true and one must not.
One by one, each participant reads out their phrases, everyone else tries to understand what is said is true and what is not. At the same time, all opinions must be substantiated.
Advise the authors of the phrases not to rush with their comments and listen carefully to the guesses of different players. After all, this is a great opportunity to understand how a person is perceived from the outside.
Exercise “How I See You” (ability to listen to your interlocutor)
The game promotes interest in other people.
Set chairs and tables aside so that participants can move freely around the room.
Explain to the participants that through this game, everyone will have the opportunity to get to know one of the group members better and will later have to introduce them to everyone else.
Players team up in twos and talk to each other for 3 minutes.
The purpose of the conversation is to make some impression on the partner.
After this, the participants gather together again. The facilitator says: “When we meet a new person and exchange at least a few words with him, we get the first impression of his personality. I suggest you introduce your partner to the group. But this should be done in an unusual way. Think again about the person with whom you were just talking. Now remember some image that would convey your impression of this person. Introduce your partner to the group, saying his name and the image that, in your opinion, is associated with him. You can, for example, say: “Karl reminds me of a teddy bear because it radiates friendliness. I had a lot of fun talking with Karl!”
Notes
This game helps create a cheerful and good-natured atmosphere. Be sure to note what different images the participants find and how original they justify their associations.
Exercise "Opinion about me"
Each participant will be able to hear others' opinions about themselves. This "social echo" helps to navigate the group.
You will need paper and pencils according to the number of participants.
1. Each participant writes their name at the top of a piece of paper. The sheets are then placed together in a pile, shuffled, and distributed to group members.
2. Everyone writes short comments under their name on the sheet they received. This could be a compliment, a question, or a personal opinion about a given person.
3. All sheets are put back into a pile, mixed and distributed again to the participants, who again write their comments.
4. The same actions are repeated again.
5. Now there are three comments written on each sheet. The presenter collects all the sheets and reads them out loud one by one. After each reading, the said participant can express his opinion on the following questions:
o Did anyone's review surprise me?
o Do I consider these statements addressed to me to be correct?
o Do I want to answer the question asked?
o How do I usually feel when I join a new team?
o How do I want to appear in a group?
o Is my sensitivity a strength or a weakness? You can read the comments written on all the sheets and then invite participants to discuss the game.
FOR LESSON No. 5.
Exercise "Magic Pencil" (feeling of trust)
To familiarize participants with the rules of this game, you will need paper and pencil. The presenter explains to the players that the pencil can be controlled from a distance by giving it one of four possible commands: “Up!”, “Down!”, “Right!” or "Left!" On command, the pencil moves in the indicated direction, leaving a line on the paper. Another command follows, and the pencil, without leaving the paper, moves again. Thus, a broken line appears on the sheet. All pencil strokes must be equal in length.
At the preliminary stage of the game, the participants give their commands in turn, and the presenter “helps” the pencil to carry out its duties. Then, after making sure that all participants have understood the principle of the game, the presenter invites them to draw imaginary figures on an imaginary sheet, which everyone should imagine in front of them. Drawing begins with a simple figure, a sample of which the presenter first shows to the players, for example, a square. Commands are given in a circle.
The presenter must explain to the players that they do not have the right to agree on what point to start and in what direction to draw the broken line. Everyone must carefully monitor the commands and, when it is his turn, act in accordance with the situation. If during the drawing a participant was unable to follow the line or it seemed to him that one of his comrades made a mistake, he stops the game with the command “Stop!” With this command, everything that has already been drawn on imaginary sheets is automatically erased. The one who stops the game starts it over again - makes the first move. After the figure is drawn, the presenter suggests the next, more complex one.
As a rule, the game is very lively. The presence of a common goal and everyone’s responsibility for achieving it lead to a significant mobilization of the visual imagination.
Exercise "Put yourself in someone else's shoes"
Remember your recent conflict with a work colleague, in which you began communication from a position of “above”. Now relax, close your eyes and imagine yourself in the place of the teacher you were talking to. Introduced? Internally, silently ask him what impressions he received from communicating with you? Think about what your former interlocutor might say about you. Then replay your conversation in your mind in a way that will leave your partner with pleasant memories of yourself. What changed? Have you realized that, first of all, your internal position has changed? If earlier, consciously or unconsciously, you started a conversation with a work colleague in the same way as you speak with your students in a lesson, now you approach the person, internally preparing for equal contact with him. This psychological preparation is associated with a change in your position, your inner desire for a full-fledged dialogue.
Exercise "Homeostat" (consistency between group members)
This is the name of a device with many knobs and dials that is used by psychologists to study group compatibility. Our “device” is somewhat simpler. Participants sit in a circle. Everyone clenches their right hand into a fist, and at the leader’s command, everyone “throws out” their fingers.
The group should strive to ensure that all participants independently roll the same number. Participants are prohibited from negotiating, winking, or trying to coordinate their actions in other “illegal” ways. The game continues until the group reaches its goal. In order to provide each other with the opportunity to assess the situation and take it into account in the subsequent tact of the game, after each “throwing” the participants fix for some time the position of their outstretched fingers.
In addition to its direct purpose, "Homeostat" can be used by a psychologist to identify relationships between players. If you carefully observe the progress of the game, you will notice one or several leaders in the group, to whom the rest of the participants adapt. Perhaps the group breaks up into several groups that have their own settings for the outcome of the game (for example, half of the players throw out three fingers several times in a row, while the other throws out one at a time). It is also possible that a “negativist” will emerge, stubbornly sticking to his line even after a certain agreement has already been reached among the other participants.
If participants get bored with this sedentary version of the reflective game, then you can offer its mobile analogue.
Exercise Robot" (non-verbal communication, common touch points)
A playing field is created - a vast space with scattered matches. Participants are divided into pairs (“robot” and “operator”). The "operator's" task is to collect as many matches as possible with the help of his "robot". To do this, he gives the “robot” verbal commands, trying to control in detail and accurately the movements of its arms, legs, and torso. The task of the “robot” is to unquestioningly and accurately carry out the commands of its “operator”. The robot's eyes are closed during the game. When explaining the instructions, the trainer should emphasize that the “robot” should not play along with its “operator”. The “robot” is devoid of its own will, desires and passions. The outcome of the game is deeply indifferent to him; he is just an obedient, uninitiative tool in the hands of the “operator”. Playing the game requires compliance with basic safety rules. A “robot,” if it plays its role well, acts thoughtlessly and inflexibly. All responsibility for avoiding collisions with walls, objects and other “robots” lies with the “operator”. In addition, the presenter must carefully observe everything that happens on the playing field. For additional security, the device of all “robots” is programmed in such a way that they freeze motionless upon the emergency command “Stop!”, which the leader can give in case of danger. In order to successfully control the “robot”, the “operator” must subtly feel all its movements, literally get used to it. When well integrated into the game, the “operator” begins to perceive inaccuracies in the “robot’s” movements not as mistakes of the playing partner, but as his own. For the “robot,” the game serves as a good training for selective attention, since he must extract the voice of his “operator” from the dense verbal stream. Instead of collecting matches, you can offer any other motor task: draw a figure, tie a knot, go through a maze, build a group sculptural composition, etc. Other modifications of this game are possible.
Exercise "Learning to understand each other."
If we focus our attention on body language, we can understand what mood another member of the group is in.
1. Group members walk around the room at a random rhythm. At your “Stop” signal, they must stop and stand in front of the person who is closest. Let the players, without saying a word, try to feel how the appearance of another person - body position, facial expressions, breathing rate, eye expression - affects them. They must sense the other participant's emotional state and instantly assess their own.
2. After half a minute, the partners share the impressions they received about each other. You have 2 minutes to complete the task.
3. Group members continue to walk around the room. Give them the opportunity to try out two or three more encounters.
4. Discuss the results of the game, giving participants the opportunity to answer the following questions:
o Why is it important for people to learn to understand body language?
o How well did you manage to understand this or that player?
o To what extent did each person manage to feel the inner world of their partners without words?
Exercise "Reservoir" (understanding the interlocutor)
Purpose of the game- improving non-reflective listening.In a conversation with a teacher, parents, older sister or brother, boyfriend or girlfriend, any person who is in a state of excitement or resentment towards you, play the role of an “empty form”, a “reservoir” into which your interlocutor “pours”, “lays” your words, thoughts, feelings, emotions. Try to achieve the internal state of a “reservoir”: you are a form, you do not react to external influences, but only accept them into your inner space. Throw away your personal assessments - it’s as if you are not in reality, there is only an empty form!
It's difficult. But play this 2-3 times and it will be easy for you. Then, when you are sure that you have formed the internal state of the “reservoir,” enter into a conversation with the most conflicting person and try to treat your interlocutor impartially and unbiasedly. Use the skills you acquired in the previous exercise.
Exercise "Docking" (understanding each other)
The game is played in fours. Two participants sit opposite each other with their knees touching and close their eyes. The index fingers of the right hands - “space stations” - they extend towards each other. Two other players stand behind those sitting. At a signal, each of the standing participants begins, using verbal commands or touches, to control the movements of the right hand of the person sitting in front of him. The goal of the players standing behind the chairs is to bring the ends of their partners' index fingers together. A competitive version of the game is also possible: one of the players seeks to move his “target” - the palm of the person sitting in front of him from the “missile” pursuing him - away from the index finger of the person sitting opposite him. In this case, the palm should, of course, always remain within the reach of the finger, and the face, for safety reasons, should remain beyond it.
FOR LESSON No. 6.
Exercise "YES" MEANS "NO"
The exercise is carried out in a general circle.
Often people, when communicating with each other, do not know how to follow the rules of constructive conversation.
Purpose of this exercise- learn to say “no” or express your point of view, your opinion in an acceptable form, without offense or malice.
This exercise can be carried out with secondary school students, high school students, students, and specialists in communication professions.
At the request of the presenter, everyone writes on a piece of paper (or simply 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 this, when ready, the participant pronounces (reads out) his phrase. The rest give the answer in the following form. First, you must definitely agree with what was said. After this, continue the conversation, expressing your agreement or disagreement with what was said.
Examples of the first phrase:
“Yes, however...”, “Yes, and yet...”, “Yes, and if...”
In this exercise, participants have the opportunity to practice their ability to engage in constructive dialogue. This skill can be very useful when communicating with people who are in a state of anger, aggression, irritation, or resentment.
Exercise "CHARGE AND DEFENSE"
(AUTHOR V.V. Petrusinsky)
For this game you need to choose a Driver. He becomes defensive and takes a place in the center of the circle. The task of the remaining members of the group - the “accusers” - is to highlight the negative trait of the accused and describe how it manifests itself. The task of the defender is to find a positive explanation for this trait and express his opinion regarding the accusation made.
After the exercise, the group discusses whether the “accused” managed to justify himself, how confident he was and what helped him in this. In conclusion, the group offers its options for “justification” of the “accused,” which he must present when the charges are brought again. It is important that all group members take turns playing the role of the “accused”.
Exercise "Sassy" (ways to practice behavior)
Purpose of the game- improve the ability to build your speech behavior in an extreme situation.Progress of the game. Well, it happens like this: you are standing in line and suddenly someone “gets in” in front of you. The situation is very real, but often there are no words to express one’s indignation and indignation. And it’s not easy to discourage such an impudent person from looking forward to the future with just any word. And yet, what to do? After all, one cannot accept the fact that such cases should be inevitable. Let's try to understand this situation. Break into pairs. In each pair, the one sitting on the left is conscientiously standing in line. The impudent one comes in from the right. React impromptu to his appearance, so as to be discouraging. Then each pair switches roles and the game continues. At the end of the game, the group discusses which answer was the best.
Exercise "Unexpected call"
Feelings and states motivate our behavior. But while behavior can be observed and controlled, this is more difficult to do with feelings. Two or more fundamental emotions that often arise in a person can form emotional personality traits:
- anxiety;
- depression;
- Love;
- hostility.
Target: Help identify emotional personality traits through behavioral reactions and spontaneously arising thoughts.
Organization: You can turn on 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’s raining outside, the wind is knocking on the glass, and the house is cozy and warm... Suddenly the phone rings! What thought arose 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 answers to the questions that were just asked.
Ask 3-4 people to share their thoughts and feelings.
Give information about emotional personality traits and their types:
Anxiety. A person with a predominance of this trait will most likely be frightened by an unexpected call and decide that they want to tell him unpleasant news or even talk about a tragedy. Depression. This person’s thoughts will also not be rosy, but the main feeling will be sadness and melancholy. Love. The range of feelings is joy, tenderness, anticipation of pleasure. Waiting for someone dear, close, loved to call. Hostility. The call will most likely cause irritation, the person will be determined to get rid of the caller as soon as possible, or will be ready for a verbal brawl.
Questions for participants:
- Your reaction to the call and what does this have to do with your personality?
- How often do you experience such feelings?
- Is this condition a problem?
- What is it connected with?
It is important to make it clear to participants that their conclusions about themselves are not judged or judged. However, this is important not only in this exercise...
Exercise "Tumba-Yumba"
No behavior is as controversial as aggression. Some condemn any manifestation of aggressiveness, consider it unworthy, others are afraid and try to avoid it, while others are glad of any opportunity to fight and show their strength. But, since the feeling of anger is condemned by society, aggressiveness manifests itself unconsciously and uncontrollably. This exercise provides an opportunity to explore not only well-known but also repressed behavior.
Target: Explore individual strategies for aggressive behavior.
Organization: For work you will need blankets. There must be enough space in the room.
Invite participants to divide into two groups and stand in a line opposite each other. All participants make rolls from the bedspreads (roll into a roller).
Instructions:
There lived two primitive tribes - Tumba and Yumba. Not bad guys, on the whole, but they were savages. And from time to time they entered the battlefield for the division of territory... Now you will depict this battle. You can fight with what you have in your hands, and at the same time you must speak. Representatives of the Tumba tribe will say: “Here's a Yumba for you!” and vice versa. You can hit the enemy on the lower part of the body. You cannot hit the face or head. Ready? Let's start!
The “battle” lasts 1.5-2 minutes. During this time, as a rule, the participants forget where they are and where they are, and the battle develops into a mass brawl. It is advisable for the trainer to observe the behavior of the participants and remember who acts what.
Signal "Stop!" and ask questions:
- How did I feel during the battle?
- How did I behave?
- Did you follow the instructions? (do not hit your own people, hit your opponent on the lower part of the body, sentence while hitting).
All participants spontaneously divide into pairs and answer each other’s questions.
Questions for the participant:
- Strategies for my behavior?
- What conclusions have I made about myself and how does this affect my life?
- Where and with whom do I behave this way in life?
- Is this a problem for me?
Please note to participants that the exercise included physical and verbal aggression. Manifestations in life may be different, but the essence does not change much. Avoid value judgments!
Exercise "Incident in the elevator"
This exercise is great for illustrating how our feelings manifest themselves. Due to beliefs and upbringing aimed at suppressing feelings, people either do not show feelings or experience remorse for “not restraining themselves.” In the game they will be able to express what is prohibited and this will become a reason for further conversation about the role of feelings in life. In addition, it is known that you cannot play what is not in you.
Target: Explore behavioral manifestations of various feelings and states. Organization: Eight people occupy the center of the room. Chairs are placed around them, with their backs facing inwards - this imitates an elevator. The remaining participants become observers.
Invite those who wish to go to the center (8 people). Explain to the other participants that they are becoming observers.
The plot of the game is explained to the participants:
“You are all residents of the same building. And then one morning, going to work, you get stuck in the elevator. At the same time, different feelings arise in you. You will find out which ones exactly when you pull out the card.”
Distribute 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 apprehension……………………………………………………………………………………………………………
contempt, arrogance, disdain…………………………………………………………………………………
shame, self-deprecation, awkwardness……………………………………………………………………………………………………………
surprise, amazement…………………………………………………………………………………………………………………
Your behavior should be dictated by the state that is written on the card. It cannot be called a word.
Participants act out the situation for 10-15 minutes.
Observers express their assumptions about what feelings someone demonstrated.
Questions for participants:
- How did you manage to convey the state?
- How do I show this feeling in life?
- How often do I experience this feeling and in what situations?
FOR LESSON No. 7.
Exercise "Name and epithet (self-disclosure)"
Each participant describes themselves using three adjectives. The rest of the group guesses who is behind this description.
Make sure that all group members can see each other clearly.
Explain that the proposed game helps develop intuition.
Each participant selects and writes down three epithets that characterize his personality.
Collect sheets of paper and read the notes one by one. Players try to guess who described themselves in this way. In this case, the participant expressing the views must justify his position, as well as listen to the opinions of other group members who may agree with his arguments or refute them and put forward their own.
Encourage participants not to try to be recognized immediately, as this will give them more insight into the impression that the group has of them. Everyone is free to decide whether to reveal themselves at the end of the game or remain unrecognized.
Options
This game can be simplified and offered to the group at the very beginning of work, when the participants still do not know each other well. To do this, simply ask group members to describe themselves and their mood using only three adjectives. You can also invite participants to choose a color that best suits their mood.
Exercise "Colleague - image"
Remember one of your colleagues. Which of the definitions proposed here would be suitable to characterize his personality (check several qualities):
anxious - calm
scattered - purposeful
reserved - sociable
frivolous - serious
excitable - balanced
compliant - principled
"upstart" - modest
hot-tempered - reserved
hypocritical - sincere
pessimist - optimist
weak-willed - strong-willed
stupid - smart
aggressive - peaceful
vulnerable - unperturbed
rude - tactful
lazy - hardworking
callous - responsive
evil - good
passive - active
narcissistic - self-critical
If you cannot evaluate a colleague only using a two-factor assessment (“stupid - smart”), then next to each characteristic, put a certain point based on a six-point system. Try rating 5-7 of your colleagues this way.
Exercise "Second plan" (awareness of one’s position in communication)
When communicating with a work colleague, try to develop for yourself a “second plan” of the conversation: how your interlocutor perceives you, what he thinks about you, what he says and doesn’t say, what he feels.
Build a conversation with another teacher so that the “second plan” you present is one of the leading factors in your communication. Do not say anything that would be unpleasant to your interlocutor, try to leave a good impression of yourself, think about the consequences of your words.
The exercise develops the ability to understand one’s position in communication.
Exercise "Learning to appreciate individuality"
If we knew how to value our own individuality, it would be easier for us to accept our partner’s otherness.
Group members sit in a circle, each with paper and a pencil.
At the beginning of the game, say something like this: “We often want to be exactly the same as everyone else, and we suffer from feeling that we are different from others. Sometimes it is really good when we are like everyone else, but our individuality is no less important. needs to be appreciated."
Invite each player to write about three characteristics that distinguish him from all other members of the group. This could be a recognition of one’s obvious merits or talents, life principles, etc. In any case, the information should be positive.
Give three examples from your own life so that participants can fully understand what is required of them. Use your imagination and sense of humor to create a gaming atmosphere.
Participants write down their names and complete the task (3 minutes). Warn that you will collect the notes and read them out, and group members will guess who is the author of certain statements.
Collect the pieces of paper and once again note the positive aspects of the fact that people are different from each other: we become interesting to each other, we can find a non-standard solution to a problem, give each other impulses to change and learn, etc. Then read each text, and let players will guess who wrote it. If the author cannot be “identified,” he must identify himself.
"EXTENSION AT TOP AND EXTENSION AT BOTTOM"
(AUTHOR V.V. PETRUSINSKY)
Before performing this exercise, the presenter informs students about two elementary forms of dialogue - “an extension from above” and “an extension from below.”
It often happens that in a conversation one of the participants feels more confident, as if he puts himself above the interlocutor, while the second one can, on the contrary, bend down, leaving the palm to the partner. In the first case we observe an “extension from above”, in the second - “An extension from below”. It is believed that usually one of the participants in the dialogue takes over, while the second simply fulfills the role assigned to him.
The exercise is for each of the group members to ask their partner in the pair for something. Moreover, he MUST do this twice, the first time using the “extension from above”, the second time using the “extension from below”. After this, the participants in the dialogue change places.
After completing the exercise, the pairs determine which of them is better placed on top and which on the bottom. Thus, all group members are divided into two teams, within each there is a competition in the “extension” that they do better. In each of the two halves, a winner is selected, who at the end of the game meet in pairs and demonstrate their skills.
Note:
If children find it difficult to choose a winner, the role of the jury can be taken on by an adult - the leader of the group.
Exercise "NAME YOUR STRENGTHS"
Each participant in the game talks for several minutes about his strengths, what he loves, appreciates and accepts in himself, about what gives him a feeling of confidence. Not necessary. To talk only about positive qualities, it is important that the baby speaks directly, without belittling his merits. Try to ensure that he uses words that clog the language as little as possible in his story, for example: “well”, “here”, “if”, etc.
The exercise develops the ability to think about yourself in a positive way and not be embarrassed to talk about yourself in the presence of others. FOR LESSON 8. Let's play a fairy tale. Let's summarize. Org moment. Getting ready to work. Introduction to the topic.
"Composition of a fairy tale by a group. (To make the task easier, you can first determine which characters will be in this fairy tale: necessarily - positive and negative). Rehearsal, Playing, discussion of the fairy tale, roles. Summing up the results of the training." Reflection.
Training.
"CONFLICT. WAYS OF CONFLICT RESOLUTION.”
Target: Contribute to the development of skills for constructive conflict resolution.
Tasks:
1. Show alternative behavior in conflict;
2. Creating conditions for students to reflect on their own styles of behavior in conflict.
Equipment:multimedia projector, or interactive whiteboard (the lesson is accompanied by a presentation), cards with situations.
Progress of the lesson:
Organizing time.
Greetings. Exercise “This is who I am today.”
Leading: Tell me, what do you know about the conflict? – students’ answers. What don't you know about conflicts? What do you think is important in a conflict? What do you expect in today's lesson?
Today in class we will get acquainted with the concept of conflict, and also consider situations that can help in resolving the conflict. . To do this, I suggest you complete the following exercise?!
Main part
Exercise “Meeting on a narrow bridge.” Two participants stand on a line drawn on the floor towards each other at a distance of about 3 meters. The presenter explains the situation: “Imagine that you are walking towards each other along a very narrow bridge spanned over water. You meet in the center of the bridge and you need to separate. A bridge is a line. Whoever puts his foot outside will fall into the water. Try to move apart on the bridge so as not to fall.” Pairs of participants are selected randomly. Passing 2-3 pairs. For each pair, a specific behavior “on the bridge” is given:
1 pair - agree on how to cross the bridge;
2nd pair - fight to the last, do not give way to another participant;
3 pair - one of the participants avoids a collision, goes back, gives way to the other.
Students observe the behavior of the participants in the exercise according to the following scheme:
Was the solution to the situation effective?
What emotions did each participant in the situation experience?
Discussion of the exercise: It takes place in stages for each pair according to the algorithm for observing the solution to the situation.
Do you think this situation can be defined as a conflict? - Why?
Additional questions to the analysis algorithm: What happened to the participants in pair one? How did they resolve this situation? What do you think this tactic (strategy) of behavior in a conflict situation can be called? (And so for each pair)
We see that in the same situation there is a choice of different strategies behavior. Do you think this situation could have been resolved differently?
We have determined that each person acts differently in a conflict situation; in psychology this is defined as strategies for behavior in conflict. I suggest you consider strategies for behavior in conflict using the graph presented on the slide.
Information block – description of styles of behavior in conflict. Working with a schedule.
Competition: The least effective, but most often used method of behavior in conflicts is expressed in the desire to achieve satisfaction of one’s interests to the detriment of another. Such tactics are justified when something really important and significant is being decided and any concession seriously affects your dignity and the dignity of your loved ones, and puts your well-being and health at risk. Constant adherence to this tactic can give you a reputation as a brawler and an unpleasant person.
Device: means, in contrast to rivalry, sacrificing one's own interests for the sake of another. You may object: why on earth should I give in? But in some cases this behavior is the most correct. For example, your mother can't stand rock music and thinks it's terrible. Is it worth trying to convince her and conflict? Why make someone you love nervous? Try to give in by turning on music when mom is not at home.
Compromise: compromise as an agreement between the parties to the conflict, achieved through mutual concessions. So, you agree with your parents that you can come home an hour later in the evening, provided that you prepare your homework in advance, clean your room, etc. Compromise requires both parties to strictly adhere to obligations. After all, violation of an agreement is in itself a reason for a conflict to arise, in which it will be much more difficult to reach an agreement, because trust has been lost.
Avoidance: which is characterized by both a lack of desire for cooperation and a lack of tendency to achieve one’s own goals
You pretend that there are no disagreements, everything is fine. Such tactics sometimes require remarkable endurance. However, it (the tactic) can be used if the subject of the dispute is not of particular importance to you (it is hardly worth bringing the matter to a conflict if your friend claims that Steven Seagal is an actor of all times, but he is not so much for you) and like it). But you shouldn't use this avoidance tactic all the time. Firstly, this is a considerable burden on the psycho-emotional state: an attempt to push emotions inside can have a negative impact on health. Secondly, if you pretend that everything is fine, then the conflict situation persists indefinitely.
Cooperation: when participants in a situation come to an alternative that fully satisfies the interests of both parties. You consider your opponent as an assistant in solving the problem that has arisen, you try to take the other’s point of view, understand how and why he disagrees with you, and extract the maximum benefit from his objections.
3. Practical work
In your workbooks, I suggest you determine which strategy best suits your behavior in conflict.
The children are asked to predict their strategies for behavior in conflict using self-assessment by filling out the table (maximum number of points 12):
| styles of behavior in conflict | self-assessment | test results |
| cooperation | ||
| rivalry | ||
| compromise | ||
| avoidance | ||
| device |
5. Exercise “conflict” Resolving conflict situations from the point of view of various behavioral strategies. Divide students into subgroups of 3 people, each of which is given a situation. It is necessary to think through a solution to the situation.
Situation 1. Your parents send you to the store to buy potatoes, but you want to play computer games.
Situation 2. Your friend has serious problems with mathematics, so he constantly asks you to copy your homework. And you allow him to cheat. But one day the teacher noticed that you and your friend had exactly the same notes in your notebook. She called you and said that if you let her homework be copied again, you will be in big trouble.
Situation3. Your parents think that you spend a lot of time on the computer and that’s why you go to bed late. They forbade you to use the computer and even began to take away your power cord when you left home. You're not happy with this.
Situation 4.
Discussion of each situation according to the scheme proposed at the beginning of the lesson:
Who was the winner in resolving the situation?
Were their conflict resolution choices effective?
What do you think was the chosen strategy for dealing with this situation?
6. Summing up the lesson, reflection
I'm not looking for conflicts
but I'm not afraid of conflicts,
I boldly accept their decision.
What new did you learn in class today? What new conflict strategies have you learned? What would you like to learn in the next classes?
Homework: Fill out the table completely. To do this, you need to determine your own strategy for behavior in conflict using the Thomas Questionnaire. Conduct a survey.
Parting.