When deadlines are burning, there are shortcomings in the work performed, or the wrong work has been done at all, the behavior of the leader in a conflict situation is the determining factor in what turn it will take. How to understand whether your subordinate will stubbornly stand his ground, even if he is wrong or dodge like a frying pan, just not to do what is needed? And in general, if there was a conflict at work, what to do?

It is easy to recall an example of conflict in an organization. Surely you have noticed that it is worth making a minor mistake, as it immediately reaches the size of an elephant, and there is already a shout on the whole floor, and as if a bucket of slop was poured on you for your worthlessness even in such simple matters. Colleagues with special gusto poke our faces into trifling blunders, asserting their own superiority at the expense of other people's misfires. These and other conflict situations in the organization - examples we see almost daily - often not only spoil our mood, but also force us to be involved in them.

And how do we act ourselves when there is a conflict situation at work? We carefully hide our mistakes, but we do not miss the opportunity to bring to the point of absurdity others, even the slightest ones. One gets the impression that people are not busy resolving issues on the merits, but are only looking for something to cling to in order to arrange a skirmish and throw mud at each other in a more sophisticated way. Why is this happening?

As Yuri Burlan's system-vector psychology explains, the main reasons that push us to conflict communication are our dislike for other people and dissatisfaction with our own lives. But conflict situations in the team, although accompanied by these factors, still have a number of features.

How to resolve a conflict at work, based on the properties of the human psyche?

When deadlines are burning, there are shortcomings in the work performed, or the wrong work has been done at all, the behavior of the leader in a conflict situation is the determining factor in what turn it will take. How to understand whether your subordinate will stubbornly stand his ground, even if he is wrong, or dodge like a frying pan, just not to do what needs to be done? And in general, if there was a conflict at work, what to do?

First, understand that everyone is different. That is why it is so difficult for us to find ways out of numerous conflict situations - the causes of conflicts are as diverse as their participants. Here are some examples of how conflicts can start in an enterprise. For some, a money issue can become a cause for conflict, for someone it can be the disrespectful behavior of a colleague, and someone can arrange a conflict without any reason at all.

To understand the causes of the conflict and understand how to act in order to resolve it as quickly and painlessly as possible, knowledge of the characteristics of its participants allows: their motives, desires and life priorities. A clear, structured understanding of these features is given by the system-vector psychology of Yuri Burlan.

System-vector psychology shows the differences of people through the concept of "vector" - a set of innate desires and properties of a person that determine the way of his thinking, character, behavior, values ​​and priorities, as well as potential abilities. Understanding these desires and properties, you can predict the behavior of people in any situations, including conflicts, and also really influence it.

We will analyze how systemic knowledge can be applied in resolving conflict situations using examples.

So, for example, knowing that a person has a so-called skin vector, you understand that by nature he has quick and flexible thinking, a rational mind and a desire for material superiority over others (money, status are his main values). Such a person very well feels the benefits, benefits, as well as the potential loss from one or another of his actions. Therefore, in situations of conflict with him, the most effective system of rewards and punishments in the form of bonuses and disciplinary sanctions. The next time he will strive, if not for encouragement, then at least to avoid conflict (that is, to avoid punishment for it - material loss). A person with a skin vector is also willing to compromise, especially if they promise him some kind of benefit.

Let's look at an example of a conflict situation and its solution with an employee who has a different vector set. Completely opposite to the skin type of a person is a person with an anal vector. This is the owner of a rigid psyche, unhurried, thorough and conservative. Having recognized his vector, you will immediately understand that such a person does not have an unconditional priority of material benefit or benefit, there is no flexibility of thinking. In his work, he values ​​professionalism, perfectionism, recognition and respect. This is a man of principles and in any conflict situation he will stand his ground to the last. Trying to resolve a conflict with the owner of this vector, you will know that a compromise for him is always only equally, and “equally” precisely in his system of values. Therefore, as a “fair compensation”, he can be offered recognition of his authority in front of colleagues or a demonstration of respect for his professionalism (issue a certificate of honor, declare gratitude in front of everyone, etc.).

In total, system-vector psychology identifies 8 vectors - 8 types of the human psyche. Their combination and mixing forms an exact system of possible models of human behavior in conflict. Knowledge of these models gives an understanding of how to resolve absolutely any conflict in the team. Fast and as efficient as possible. Find ways to resolve conflicts at work with little or no loss.

A person in his place as a factor in minimizing conflicts in the personnel management system

The most important factor in the sustainable development of the enterprise and minimization of conflicts in management activities is the correct selection of personnel. When each person is in his place, that is, work allows him to use his natural abilities to the fullest, there are much fewer reasons for conflicts in the team. When a person, as they say, is not in his place, that is, the position at the enterprise does not correspond to his vectors, abilities, conflicts arise as if from scratch. Consider an example.

A common recruiting mistake is choosing an expert, analyst or narrow specialist for the position - a candidate without an anal vector. This job requires knowledge of the subject in detail and perfectionism - and these are the aspirations of people with an anal vector.

People with the skin vector - disciplined, organized, competitive and ambitious - can find themselves in such activities only for a short distance (as an intermediate stage of career growth). If you leave them in such a position for a long time, then sooner or later this will cause a conflict situation in the organization, because as soon as everything becomes familiar in the work for a skin person, he loses interest in it and begins to look for something new. At this time, the quality of work and deadlines suffer.

Therefore, if you need the best specialist for centuries, it is necessary to appoint a person with an anal vector to such a position. And if the organizer of the work is an enterprising leather worker.

An interesting example of conflict situations, when bright personalities are in the center of attention. Most of the conflicts between groups of employees in a team arise due to undeveloped skin-visual people (people with skin and visual vectors whose properties have not been properly developed), both women and men. Endless coffee drinking, empty chatter about everything and everyone - this is all their path. They are always in the thick of things and in the spotlight, but when it comes to work, their brightness fades. Such people provoke conflicts not only by their incompetence, but also by the psychological nature of the victim. They are said to attract trouble.

Knowing the psychological characteristics of team members, you will significantly improve the psychological climate in the organization.

We looked at several examples of conflicts and their solutions. Thus, the main recipe for avoiding conflicts in a team is to build an optimal team structure, taking into account the vector characteristics of employees, and also to prevent potential brawlers and loafers from entering the team, identifying them already at the interview stage.

The solution of conflicts in the team and their prevention

So, we found out that the psychological background is, although imperceptible, but the leading factor in the emergence and development of conflicts.

That is why the skill of determining the vectors that make up the psyche of participants in difficult situations is of invaluable importance for us. By defining vectors, we reveal the unconscious motives that drive the parties to the conflict, and understand how they will behave in given conditions. Thus, the conflict becomes predictable, and therefore manageable, and we easily find the best ways to get out of it. We know exactly who can provoke a conflict at work, how it will develop and what ways to resolve the conflict exist.

Knowledge of the vector features of people allows not only to understand how to get out of the conflict at work, but also to minimize the likelihood of its occurrence in the team. So, having seen what set of vectors a person has, we can already at the interview stage determine whether he will be an effective employee or, conversely, a source of conflict situations. Knowing the desires, properties and abilities given to a person, we understand what kind of work he is best suited for and what he will not be able to cope with. That is, we can build such a team structure where everyone takes their place and performs the work as efficiently as possible, without resorting to conflict situations.

Understanding a person's value systems by vectors also allows you to choose the best system for motivating employees, both individually and collectively. This ensures the maximum return of the employee in work, which fully implements the principle of division of labor and ensures the sustainable development of the organization.

The system-vector psychology of Yuri Burlan clearly shows that any methods of conflict resolution - conflict resolution management, reward and punishment systems, compromise - are truly effective only when they are applied taking into account the mental characteristics of people. And the main principle of a compromise conflict resolution is not mutual manipulation of concessions, but an understanding of the properties of the human psyche, its value systems, which means finding the best solution for the parties to the conflict, taking into account their essential interests.

Emerging conflicts at work, examples and some features of which we have analyzed, have a lot of nuances, add-ons and branches. So, the conflict between a man and a woman at work has its own specifics. However, according to system-vector psychology, the principle of conflict management is the same: understanding the psyche of the participants in the conflict gives us the opportunity to predict the development of the conflict and speak with its participants in the same language - the language of their values.

With this knowledge, you can deal with any conflicts, both in the organization and in your personal life - for example, if a difficult situation arose in the family.

The article was written based on the materials of the training " System-Vector Psychology»

In the course of his professional activity, the teacher, in addition to his immediate duties related to the education and upbringing of the younger generation, has to communicate with colleagues, students, and their parents.

It is hardly possible to do without conflict situations in daily interaction. And is it necessary? After all, having correctly resolved a tense moment, it is easy to achieve good constructive results, bring people together, help them understand each other, and make progress in educational aspects.

Definition of conflict. Destructive and constructive ways to resolve conflict situations

What is conflict? The definitions of this concept can be divided into two groups. In the public mind, conflict is most often a synonym for hostile, negative confrontation between people due to the incompatibility of interests, norms of behavior, and goals.

But there is another understanding of the conflict as an absolutely natural phenomenon in the life of society, which does not necessarily lead to negative consequences. On the contrary, when choosing the right channel for its flow, it is an important component of the development of society.

Depending on the results of solving conflict situations, they can be designated as destructive or constructive. The result of a destructive collision is the dissatisfaction of one or both parties with the outcome of the collision, the destruction of relations, resentment, misunderstanding.

Constructive is a conflict, the solution of which became useful for the parties who took part in it, if they built, acquired something valuable for themselves in it, and were satisfied with its result.

Variety of school conflicts. Causes and solutions

Conflict in school is a multifaceted phenomenon. When communicating with participants in school life, the teacher also has to be a psychologist. The following "debriefing" of collisions with each group of participants can become a "cheat sheet" for the teacher in exams on the subject "School conflict".

The conflict "Student - student"

Disagreements between children are a common occurrence, including in school life. In this case, the teacher is not a conflicting party, but sometimes it is necessary to take part in a dispute between students.

Causes of conflicts between students

• struggle for authority
• rivalry
• deceit, gossip
• insults
• resentment
• hostility towards the teacher's favorite students
• personal dislike for a person
• affection without reciprocity
• fight for a girl (boy)

Ways to resolve conflicts between students.

How to constructively resolve such disagreements? Very often, children can resolve the conflict situation on their own, without the help of an adult. If intervention by the teacher is necessary, it is important to do so in a calm manner. It is better to do without pressure on the child, without public apologies, limiting himself to a hint. It is better if the student himself finds an algorithm for solving this problem. Constructive conflict will add social skills to the child's experience that will help him communicate with peers, teach him how to solve problems, which will be useful to him in adulthood.

After resolving the conflict situation, the dialogue between the teacher and the child is important. It is good to call a student by name, it is important that he feels an atmosphere of trust and goodwill. You can say something like: “Dima, conflict is not a reason to worry. There will be many more such disagreements in your life, and that's not a bad thing. It is important to solve it correctly, without mutual reproaches and insults, to draw conclusions, to correct some mistakes. Such a conflict would be beneficial."

The child often quarrels and shows aggression if he does not have friends and hobbies. In this case, the teacher can try to correct the situation by talking to the student's parents, recommending that the child be enrolled in a circle or sports sectionaccording to his interests. A new activity will not leave time for intrigue and gossip, it will give you an interesting and useful pastime, new acquaintances.

Conflict "Teacher - parent student"

Such conflict actions can be provoked by both the teacher and the parent. Dissatisfaction can be mutual.

Causes of conflict between teacher and parents

• different ideas of the parties about the means of education
• dissatisfaction of the parent with the teaching methods of the teacher
• personal animosity
• the parent's opinion about the unreasonable underestimation of the child's grades

Ways to resolve conflict with the student's parents.

How can one constructively resolve such grievances and break the stumbling blocks? When a conflict situation arises at school, it is important to understand it calmly, realistically, without distortion, look at things. Usually, everything happens in a different way: the conflicting person closes his eyes to his own mistakes, while simultaneously looking for them in the opponent's behavior.

When the situation is soberly assessed and the problem is outlined, it is easier for the teacher to find the true cause. conflict with a "difficult" parent, evaluate the correctness of the actions of both parties, outline the path to a constructive resolution of an unpleasant moment.

The next step on the path to agreement will be an open dialogue between the teacher and the parent, where the parties are equal. The analysis of the situation will help the teacher express his thoughts and ideas about the problem to the parent, show understanding, clarify the common goal, and together find a way out of the current situation.

After the conflict is resolved, the conclusions drawn about what was done wrong and how to act so that a tense moment does not come will help prevent similar situations in the future.

Example:

Anton is a self-confident high school student who does not have outstanding abilities. Relations with the guys in the class are cool, there are no school friends.

At home, the boy characterizes the guys from the negative side, pointing out their shortcomings, fictitious or exaggerated, shows dissatisfaction with teachers, notes that many teachers underestimate his grades.

Mom unconditionally believes her son, assents to him, which further spoils the boy's relationship with classmates, causes negativity towards teachers.

The conflict erupts when a parent comes to school in anger and complains about teachers and school administration. No persuasion or persuasion has a cooling effect on her. The conflict does not stop until the child finishes school. Obviously, this situation is destructive.

What could be a constructive approach to solving an urgent problem?

Using the above recommendations, we can assume that Anton's class teacher could analyze the current situation something like this: “Anton provoked the conflict between the mother and the school teachers. This speaks of the boy's inner dissatisfaction with his relationship with the guys in the class. The mother added fuel to the fire by not understanding the situation, increasing her son's hostility and distrust towards the people around him at school. What caused the return, which was expressed by the cool attitude of the guys towards Anton.

The common goal of the parent and teacher could be to strengthen Anton's relationship with the class.

A good result can be given by the teacher's dialogue with Anton and his mother, which would show the desire of the class teacher to help the boy. It is important that Anton wants to change himself. It is good to talk with the guys in the class so that they reconsider their attitude towards the boy, entrust them with joint responsible work, organize extra-curricular activities that contribute to the rallying of the guys.

Conflict "Teacher - student"

Such conflicts are perhaps the most frequent, because students and teachers spend almost less time together than parents with children.

Causes of conflict between teacher and students

• lack of unity in the demands of teachers
• excessive demands on the student
• inconsistency of the teacher's demands
• non-compliance by the teacher
• the student feels underestimated
• the teacher cannot accept the shortcomings of the student
• personal qualities of the teacher or student (irritability, helplessness, rudeness)

Conflict resolution between teacher and student

It is better to defuse a tense situation without bringing it to conflict. To do this, you can use some psychological techniques.

A natural reaction to irritability and raising the voice are similar actions. The consequence of a conversation in raised tones will be an aggravation of the conflict. Therefore, the correct action on the part of the teacher will be a calm, friendly, confident tone in response to the violent reaction of the student. Soon the child will be “infected” with the calmness of the teacher.

Dissatisfaction and irritability most often come from lagging behind students who dishonestly perform school duties. You can inspire a student to succeed in his studies and help him forget about his discontents by entrusting him with a responsible task and expressing confidence that he will do it well.

A friendly and fair attitude towards students will be the key to a healthy atmosphere in the classroom, and will make it easy to implement the proposed recommendations.

It is worth noting that in the dialogue between the teacher and the student, it is important to take into account certain things. It is worth preparing for it in advance in order to know what to say to the child. How to say - a component no less important. A calm tone and the absence of negative emotions are what you need to get a good result. And the commanding tone that teachers often use, reproaches and threats, is better to forget. You need to be able to listen and hear the child.

If punishment is necessary, it is worth considering it in such a way as to exclude the humiliation of the student, a change in attitude towards him.

Example

A sixth grade student, Oksana, does poorly in her studies, is irritable and rude in her communication with the teacher. At one of the lessons, the girl prevented other children from completing assignments, threw papers at the children, and did not react to the teacher even after several remarks addressed to her. Oksana didn't respond to the teacher's request to leave the class either, remaining seated. The teacher's irritation led him to the decision to stop teaching, and after the bell to leave the whole class after the lessons. This, of course, led to the discontent of the guys.

Such a solution to the conflict led to destructive changes in the mutual understanding of the student and the teacher.

A constructive solution to the problem could look like this. After Oksana ignored the teacher’s request to stop interfering with the guys, the teacher could get out of the situation by laughing it off, saying something with an ironic smile to the girl, for example: “Oksana ate little porridge today, her throw range and accuracy suffer, the last piece of paper never reached the addressee. After that, calmly continue to lead the lesson further.

After the lesson, you could try to talk to the girl, show her your benevolent attitude, understanding, desire to help. It's a good idea to talk to the girl's parents to find out the possible reason for this behavior. Paying more attention to the girl, trusting responsible assignments, assisting in completing tasks, encouraging her actions with praise - all this would be useful in the process of bringing the conflict to a constructive outcome.

A single algorithm for resolving any school conflict

Having studied the above recommendations for each of the conflicts at school, one can trace the similarity of their constructive resolution. Let's designate it again.

• The first thing that will be helpful when the problem is ripe is calmness.
• The second moment - the analysis of a situation without vicissitudes.
• The third important point is an open dialogue between the conflicting parties, the ability to listen to the interlocutor, to calmly state one's view on the problem of the conflict.
• The fourth thing that will help to come to the desired constructive result is the identification of a common goal, ways to solve the problem, allowing to come to this goal.
• The last, fifth point will be the conclusions that will help to avoid communication and interaction errors in the future.

So what is conflict? Good or evil? The answers to these questions lie in the way you deal with stressful situations. The absence of conflicts at school is practically impossible. And they still need to be addressed. A constructive decision brings along trusting relationships and peace in the classroom, a destructive one accumulates resentment and irritation. Stopping and thinking at the moment when irritation and anger surged is an important point in choosing your own way of resolving conflict situations.

Task of the lesson: to study and consolidate on concrete examples the styles of constructive behavior in conflict situations.

Exercise - warm-up "Gwalt"

Description of the exercise. Option 1. Participants are divided into pairs. The members of each pair are placed in space at the greatest possible distance from each other (best of all - in different corners of the room), after which everyone starts talking at the same time. The task is to conduct a conversation with your partner against the background of general noise, highlighting his voice from the rest.

Option 2. Participants line up in two lines facing each other at a distance of 1.5–2 m. In turn, each of the participants passes between these lines back and forth. From one line, only good things (positively emotionally colored) are shouted to him, from the other - only bad things. The task of the participant is to listen only to the bad on the way in one direction, and only the good in the other.

Demonstration of the effect of selectivity of perception in the process of communication, which always takes place in conflicts. Development of the ability to highlight the necessary information against the background of general noise.

Discussion.“Give examples from life showing that a person is inclined to hear only what he wants to hear.”

Next, the following psychodiagnostic test is carried out. The facilitator reads out the answer options, the participants mark their choice on the sheets, after which the facilitator explains the rules for processing the results and reads out the key, the participants independently calculate the test results. After that, the facilitator talks about the styles of behavior in conflict situations.

Conflict Strategies In table. 7 shows descriptions of possible options for behavior in conflict situations, grouped into 30 pairs. Choose from each pair the judgment that is more typical of your behavior (one judgment from each pair). Some formulations, as you will notice, are repeated several times, but they are always in different combinations with each other, so the choice must be made anew in each pair.

Table 7

Key

Scoring is done using the table below. The columns of the table, numbered from "1" to "5" - these are five strategies for behavior in conflict situations. Each of the answer options is estimated at 1 point in favor of the strategy to which it refers (i.e., points must be calculated for each of the columns separately).

The maximum possible value for each of the test indicators is 12 points, the average is 6. If for some parameter more than 8 points are scored, this is the preferred strategy of behavior in conflict situations, less than 4 is the avoided strategy. Interpretation of results

Here are the strategies of behavior in conflict situations, the tendency to which this technique allows you to determine:

♦ Rivalry - the desire to achieve satisfaction of one's interests to the detriment of another.

♦ Collaboration – choosing an alternative that best meets the interests of both parties.

♦ Compromise is a choice in which each party gains something but also loses something.

♦ Avoidance - avoidance of conflict situations, lack of both the desire for cooperation and attempts to achieve their own goals.

♦ Accommodating - sacrificing one's own interests for the sake of another.

These strategies can be graphically reflected in the coordinate system "own interests - interests of another participant in the conflict" in this way (Fig. 6):

Rice. 6

Let's think about the "pros" and "cons" of different conflict resolution strategies. As in the discussion of any personality characteristics, let's try to avoid the categories of "good" or "bad", because the same strategy of behavior can be both bad and good: depending on whom, depending on what, depending on what situation. Here are some recommendations on when and what behavioral strategy is best to resort to. Cooperation can take place when those who have entered into a conflict have the opportunity to find some common points of interest that can satisfy the needs of both one and the other. Something like in the parable of two people who quarreled because they could not share a lemon. But in fact, one of them needed the pulp to bake a pie, and the other needed the skin to cook compote. If they had immediately decided what anyone needed, there would have been no conflict. Cooperation is the best way to resolve conflicts, but, unfortunately, it is not always possible; there are quite a few situations in life when the achievement of goals by one means the defeat of the other (classic examples - two guys “share” a girl, or two sports teams play a knockout match).

Rivalry - this is a strategy that makes sense to resort to when two conditions coincide:

♦ The reason for the conflict is more important to you than friendship with the person you are in conflict with.

♦ You are confident in the superiority of your forces. After all, if you started a rivalry, you will most likely be answered in the same way.

Adaptation, on the contrary, is more justified when maintaining a good relationship is more important to you than a cause for conflict. Or when you are faced with the pressure of a brute force. With three vicious robbers armed with knives and pistols, it is better not to compete with a lone unarmed passerby.

Compromise appropriate in the case when what became the cause of the conflict can be divided in such a way as to at least partially satisfy the needs of all those involved in the conflict. Avoidance but it is most justified if one’s own calmness is more precious than the reason for the conflict, and even when the conflict is imposed in an attempt to satisfy some of one’s needs. It is foolish to conflict with a sales agent who is trying to “suck in” another rubbish; it’s much easier to just slam the door of the apartment in front of his nose (or even better, don’t open it at all!) Or silently move away from him on the street.

Now let's take an example: in a dark alley, you were attacked by a robber who demands to give him all the money. The following action scenarios are possible:

1. Rivalry - provide physical resistance.

2. Collaboration - try to "point" this robber to a richer acquaintance, setting the condition: to share the money earned in this way.

3. Compromise - agree with the robber that he takes only part of the available money in exchange for the victim's promise not to file a complaint with the police.

4. Avoidance - try to escape.

5. Adaptation - resignedly give all available cash.

When is the first method preferred? When there is a guarantee that the robber is weaker and more cowardly than the opponent. And if the robber is armed, and the rival trembles like an aspen leaf? The resolution of such a conflict can be tragic. The second method for the described situation is acceptable only if the victim turns out to be a robber (there is every reason to hope that both of them will someday end badly). The third way (diplomatic) in dealing with a robber, perhaps, is not entirely appropriate, although there are all sorts of eccentrics. Trying to run away in the situation described above is a very good strategy for those who can run fast and know where to run. But meekly giving away all the available cash is very disappointing, but sometimes this is absolutely justified. It seems that in this example, the most profitable strategy is still the fourth one - avoidance, but not in the sense of “making legs”, but in the sense of avoiding the possibility of getting into such a situation to the maximum. As, however, in other similar situations.

Role-playing game "Conflicts"

Description of the game. Participants are offered several conflict situations, the development of which they play in pairs. A few more situations can come up with teenagers themselves. The resulting scenes are discussed in a circle.

Examples of conflict situations: 1. You arranged to go to a disco with your friends (girlfriends) on the occasion of your birthday. And my mother says: “You won’t go anywhere at night looking at me, you’re still small!”

2. A friend took a book from you and promised to return it in a week. A month has passed since then, and he has not returned the book. And you desperately need it to prepare your homework. Yesterday you called him at home and reminded him about the book, he swore he would bring it. And today he says: “Sorry, I forgot where I put it, and now I can’t find it.”

3. You bought half a kilo of sausage in the store, brought it home and then found that it was stale. You return to the store, give the seller a sausage and a check and ask for a refund for a low-quality product. And he replies: “I don’t know anything, we have all fresh products. You purchased it elsewhere."

The psychological meaning of the game. Actualization of knowledge about different styles of behavior in situations of interpersonal conflict, their demonstration on life examples.

Discussion. When discussing this role-playing game, it should be noted that the appropriateness of using different styles of behavior, depending on the type of conflict situation, can vary greatly. In particular, the rigidity of the styles used depends on the degree of proximity of the parties to the conflict (in our example: mother, friend, stranger), the validity of their demands (the mother's concern for her son or daughter is quite understandable, the seller is just rude), the mutual dependence of the conflicting parties (with parents will have to live together for a long time, it is also hardly advisable to part with a friend because of a book, and you can no longer meet with a negligent seller).

Exercise "Foreigner"

Description of the exercise.“Imagine yourself in the role of a foreigner who does not know Russian very well, and therefore is not able to understand the allegorical meaning of statements. He understands all the words literally: for example, when he hears “Don’t hang your nose”, he imagines a person hanged by the nose and thinks that this is a medieval method of execution. Suggest as many options as possible that he can think of hearing such phrases:

♦ on your mind;

♦ the mosquito of a nose will not undermine;

♦ cast pearls in front of pigs;

♦ the devil himself is not a brother;

♦ went through fire, water and copper pipes;

♦ if you don't grease, you won't go;

♦ seven nannies have a child without an eye;

♦ eggs don't teach chicken;

♦ last year's winter you can't beg for snow;

♦ the house was a full bowl;

♦ on the thief and the cap is on fire.

The exercise is performed in subgroups of 3-4 people, each subgroup chooses 3 phrases for themselves and comes up with as many possible options for their literal interpretation.

The psychological meaning of the exercise. The exercise teaches you to consider in new, unusual perspectives what seems understandable, familiar and banal, taking the position of a naive listener who does not have a formed idea of ​​​​what he perceives. The ability to take such a position is one of the important prerequisites for the ability to constructively resolve conflicts.

Discussion.“You see how peculiarly you can perceive understandable and familiar phrases, just mentally taking the position of a person who does not know their meaning in advance! Please share examples of situations from your life when the rejection of a previously known understanding of a situation helped to see it in a new perspective, to resolve the conflicts associated with it.

Situation

Some private organization "Scarlet Sails" providing services for the sale of household appliances. The organization has a sales and sales department, where 6 people work with the head A. M. Yaroshenko.

participants in the conflict.

A. M. Yaroshenko - head of the marketing and sales department. At the age of 30. Has been with the organization for 10 years. The person is sociable, sociable, strict and demanding from subordinates full dedication and fulfillment of all assigned tasks.

D. S. Tarasov - Account Manager. At the age of 27. Has been with the organization for 4 years. The person is sociable, responsible, stress-resistant, works intensively, actively, with pleasure, without mistakes.

V. A. Lyubimov - public relations manager. At the age of 22. Has been with the organization for 3 years. He is a responsible, diligent person who plans accurately and optimally, which allows him to achieve high results.

A. V. Tumanena - sales consultant. At the age of 24. Has been with the organization for 2 years. The person is sociable, executive.

S. M. Smirnov - sales manager. At the age of 25. Has been with the organization for 6 years. The person is sociable, sociable, not aggressive.

Conflict:

The head of the marketing and sales department, A. M. Yaroshenko, held a meeting at which the fate of further promotion of products and an increase in sales was decided, and everyone came to the conclusion that this could be achieved by lowering the price, and only S. M. Smirnov went against this decision, so as he explained. That this will lead to a decrease in profits and create the impression that their products are of lower quality than competitors' products.

Analysis of the situation

Structural components:

A conflict situation is an organizational conflict between a group and an individual. Social and group conflict most often occurs due to the clash of interests and claims of an individual, on the one hand, and a whole group of people, on the other, and which most often arise due to the fact that the expectations (expectations) of the group conflict with the expectations and individual aspirations.

Reasons for the conflict.

The cause of the conflict was the determinants of social and group tension. Such determinants produce contradictions, confrontation of social values, interests, stereotypes and institutions inherent in the subjects of confrontation.

• 1) value factors.
• 2) social interests and their creation;
• 3) ideological differences;
• 4) strategic manifestations of the subject's life (the imposition of someone else's morality, manipulation, increasing differentiation by age).

S. M. Smirnov shows dissatisfaction against the interests of the group, thereby affecting the ideology of the entire organization and provoking the group into conflict. He imposes his point of view on the whole group and thus creates a conflict situation.

Subjects of the conflict:

The subjects of this conflict are a group consisting of (A. M. Yaroshenko, D. S. Tarasov, V. A. Lyubimov, A. P. Sidorova, A. V. Tumanena) and an individual (S. M. Smirnov).

Subject of conflict:

The subject of the conflict is the problem of disagreement of points of view on the situation.

Objects of conflict:

The object of the conflict was the clash of interests and the claim of an individual.

Conflict environment:

Everything happened in the organization, the conflict developed in a small social group. The conversation took place at a meeting in the conference room, in the afternoon in the presence of 6 people.

Conflict aggressor:

The aggressor of the conflict is S. M. Smirnov, since he was against the opinions of the others, that is, he thereby strove for justice according to his individual measure, and he was also sure that he was right and strove to achieve his goal.

Victim of conflict

The victim of the conflict is the group, since their attention was focused on a specific motive and there is little tension due to the fact that the aggressor did not accept their point of view and forced them to choose their point of view.

The dynamics of the development of the conflict situation.

Pre-conflict situation: there was a spontaneous generation of conflict due to a descent in views. social conflict functionalism

Conflict interaction: as a result, this led to the transition of the conflict from a latent state to an open confrontation, when the parties seek to resolve the contradiction that has arisen and find a compromise.

Resolution of the conflict: there was a new vision of existing problems, a new assessment of forces and capabilities.

Post-conflict situation: a new strategy was created, the organization came to the conclusion that it is necessary to consider all proposals and not react negatively to negative beliefs, because only through a clash of interests something better is born.

Levels of human reaction in conflict:

1. Energy-emotional-informational, since this level gives an assessment of the situation and is responsible for choosing the appropriate reaction.

Types of human reaction in conflict:

• 1. Direction: Proactive in the absence of blaming anyone.
• 2. By type of response: Necessary perseverance in an effort to find a constructive solution to a conflict situation.
• 3. According to the form of response: Dialogue.

Strategy and tactics of behavior in conflict.

Behavior strategy:

The strategy provides for the orientation of the individual in relation to the conflict. In this case, this is a compromise cooperation.

The constructive side of the strategy: Each side achieves something. In our situation, this is one side fighting for price reductions, while the other considers it inappropriate.

Destructive side of the strategy: One of the parties "inflates" its position in order to appear magnanimous later.

Behavior tactics:

In our case, this tactic will be rational persuasion.

Model and style of conflict behavior.

Behavior Model:

The most appropriate model of behavior in this conflict is the Constructive model. It is expressed in the desire to resolve the conflict, to find a solution acceptable to both parties. At the same time, a benevolent attitude towards the opponent, openness, sincerity, endurance and self-control are manifested.

Behavior style:

Styles of behavior in a conflict situation are associated with the main source of conflict - the difference in interests and value orientations of interacting subjects.

Compromise.

This style is similar to cooperation, but differs from it in that the interests of both parties are not fully satisfied here, but only partially, through mutual concessions. There is no need to find out the deep motives and hidden interests of both sides, but you just need to come to some kind of reasonable decision when the bottom side gives up part of its interests in favor of the other, but at the same time retains more significant positions for it.

This style is best used when you do not have the time or desire to delve into the essence of the conflict, and the situation allows you to work out a quick and mutually beneficial solution. And also, if you are quite satisfied with this solution, as some intermediate, temporary option. In the opposite situation, when protracted conversations did not lead to anything, a compromise should also be made. Again, use it if the preservation of your relationship is more important than the complete satisfaction of your desires, and in addition, there is a threat of not getting even part of what you want, losing everything.

Ways to resolve the conflict.

The most effective ways to resolve conflict are compromise and cooperation. Compromise consists of the desire to come to a consensus, that is, to make mutual concessions. It is characterized by a rejection of previously put forward methods and requirements, a willingness to forgive each other's claims and come to a consensus.

Cooperation is considered the most effective way to resolve conflict. It is aimed at a constructive settlement of the conflict between opponents, to consider other sides of the solution of the problem and mutually come to a common solution.

There are many ways to resolve conflict situations. In relation to this situation, the following can be distinguished:

• 1. The head of the marketing and sales department, A. M. Yaroshenko, needs to listen to the opinions of all those present. Discuss and come up with a new strategy together that will not lead to these problems.
• 2. The head of the marketing and sales department, A. M. Yaroshenko, needs to take advantage of his official offer and interrupt the growing conflict. Offer your point of view on this problem and decide for yourself what to do in this situation.
• 3. The head of the marketing and sales department, A. M. Yaroshenko, needs to arrange a competition for the best idea and vote for the best option.

In my case, I'm more inclined to version number 1, because with mutual cooperation, wonderful ideas are born that only lead to victory.

Psychological protection:

In conflict situations, when the intensity of the need increases, and there are no conditions for its satisfaction, behavior is regulated using psychological defense mechanisms. Such a mechanism in this situation will be the management of one's emotions, namely, an adequate response to the statements of others, sociability, to reveal one's point of view.

Consequences of the conflict.

The consequences of the conflict lead to the following structures:

Destructive:

negative stress for all participants in the conflict.

Constructive aspects of the strategy:

emotional unloading of opponents in the course of a dispute;

the birth of new ideas;

In any organization, there are various conflicts. And this is by no means always a negative indicator of any activity of this organization. From some conflicts you can draw something positive, with the help of them you can identify and correct the shortcomings of both the organization system as a whole and the disagreements between individual members of the team. Moreover, the changes that the resolution of the conflict entails may not always be aimed specifically at improving the situation, they can simply normalize it or lead to the initial state.

So, let's look at a few examples of conflict situations that actually took place in any company.

1. One of the leaders, when communicating with his subordinates, used a strictly ordered style that did not tolerate any objections. It should be noted that all employees of the department are highly qualified specialists who know their business, but, nevertheless, the head did not take this into account.

In this case, the layering of tasks, the inability or unwillingness to determine the priorities and sequence of tasks, the requirement to complete everything at once and, moreover, urgently - all this has a negative character: it unnerves employees, introduces a negative climate into the department, which, of course, discourages the desire to work and does not contribute to quality and productive work of employees.

Given the existence of certain difficulties in finding a job and because of their modesty, employees for a long time did not dare to complain to their boss. But such a situation could not continue in a hidden form indefinitely, and at some point the claims were partially voiced.

The abnormal, tense situation in the department, as one would expect, eventually attracted the attention of the top management of the organization. It should also be noted here that this leader himself is a good worker and does his job perfectly, and there was no point in simply dismissing him - it is not so easy to find a good specialist. In this situation, an attempt was made to organize a frank conversation between the manager and his employees, but, unfortunately, it did not have the proper result. Of course, certain improvements have appeared, but the conflict situation has not been completely eliminated. Therefore, in order to fully normalize the situation in the department, individual confidential conversations are now being held with the head of the department and with each of the employees.

This example clearly shows that resolving a conflict that arose due to some personal manifestations is sometimes more difficult than a production one, since its successful outcome depends not only on the knowledge of the leader and the ability to behave correctly in a critical situation (situation analysis, management her, forecasting the consequences, making the optimal decision, eliminating negative consequences), but also from the desire of the conflicting parties themselves.

2. A young marketing specialist came to the organization after graduation. He was assigned a salary equal to the salary of experienced old marketers. He was well received by the team. But almost immediately they began to notice some mistakes in his work, deviations from their usual methods and methods of activity. After 3 months, another young specialist was accepted into the marketing department. From the very first days, he diligently tried to fulfill his duties. But his knowledge of work tactics also did not receive the approval of experienced employees of the department. He, like the first young man, was assigned a salary equal to the salary of experienced old marketers. The latter, trusting only everything verified, out of good intentions, tried to force young specialists to act according to their own “rules”. As a result, a tense situation developed in the department. Old-timers feel hurt, perhaps threatened. The newcomers, on the other hand, have established a dislike, a reciprocal desire to fight back for any reason, and also from a part, a desire to induce the rest of the department's employees to active and progressive actions that can give better results in their activities. Thus, I believe, some of these decisions could be made in the team by the authorities. Perhaps after consultation with an external structure. So, it is still desirable to determine whether new techniques are just a new fashion or are they really more progressive and more effective?

In general, according to the description, there is an impression of confusion about who should train whom, as well as the absence of a working incentive mechanism. Who in the organization should deal with conflict resolution?

From the practice of Russian business, it can be said that no one is simply engaged in such an exquisite type of activity as resolving conflicts within an organization. It usually happens that the conflict is resolved by the participants in this conflict themselves, including with the help of their colleagues. If the conflict is more or less serious, then the leader intervenes. And usually - they tend to resort to the services of consultants "from outside", since their help does not happen, they are needed all the time. Internal employees (HR director, training manager, corporate culture specialist, advertising and PR specialist, personnel manager, etc.) can only deal with conflict prevention and organize activities at the enterprise accordingly.

So, we looked at several examples of conflict in the organization. Naturally, there are many different types of conflicts, but there are still two main ones: those that have arisen for objective reasons or those that have arisen for subjective reasons. So, for example, a production conflict can develop into an interpersonal one (if, due to an unfinished labor system, disagreements arise between people, then developing into personal hostility) or vice versa (if, due to personal contradictions, negative changes appear in the organization system, or constant failures occur in her work). Conflicts can also occur between groups of people, entire organizations, they can develop along the lines of a leader - a subordinate or a subordinate - a subordinate; There are also other conflicts. But whatever the conflict, it should not be avoided and it must be remembered that it is a kind of signal for actions that should change the situation and, as a result, should to some extent lead to an improvement in the work of the organization, to its improvement as a whole.

There are several effective ways to manage conflict. They can be divided into two categories: structural and interpersonal. Analysis of the actual causes of the conflict will reduce the severity of the consequences.

Explain job requirements. One of the best management techniques to prevent dysfunctional conflict is to clarify what results are expected from each employee and department. Parameters such as the level of results to be achieved, who provides and who receives various information, the system of authority and responsibility, as well as clearly defined policies, procedures and rules, should be mentioned here. Moreover, the leader clarifies all these issues not for himself, but so that his subordinates understand well what is expected of them in each given situation.

Coordination and integration mechanisms. Another method of managing a conflict situation is the use of a coordination mechanism. One of the most common mechanisms is the command chain. As Weber and representatives of the administrative school noted long ago, the establishment of a hierarchy of authority streamlines the interaction of people, decision-making and information flows within the organization. If two or more subordinates have disagreements on some issue, the conflict can be avoided by contacting their common boss, inviting him to make a decision. The principle of unity of command facilitates the use of hierarchy to manage a conflict situation, since the subordinate knows perfectly well whose decisions he should obey.

In conflict management, integration tools are very useful, such as management hierarchy, the use of services that communicate between functions, cross-functional teams, task forces and inter-departmental meetings. Research has shown that organizations that maintained the level of integration they needed were more effective than those that did not. For example, a company where there was a conflict between interdependent divisions - the sales department and the production department - managed to solve the problem by creating an intermediate service that coordinates the volume of orders and sales. This service was the link between sales and production and dealt with issues such as sales requirements, capacity utilization, pricing, and delivery schedules.

Organizational overarching goals. Establishing corporate-wide complex goals is another structural method for managing a structural situation. The effective implementation of these goals requires the joint efforts of two or more employees, groups or departments. The idea that is embedded in these higher goals will direct the efforts of all participants to achieve a common goal.

For example, if three shifts in a production department conflict with each other, you should formulate goals for your department, and not for each shift individually. similarly, setting clear goals for the organization as a whole will also encourage department heads to make decisions that benefit the entire organization, not just their own functional area. The presentation of the highest principles (values) of the organization reveals the content of complex goals. The company seeks to reduce the potential for conflict by setting out company-wide, overarching goals in order to achieve greater coherence and performance across all staff.

The structure of the reward system. Rewards can be used as a method of managing conflict by influencing people's behavior to avoid dysfunctional consequences. People who contribute to the achievement of organization-wide complex goals, help other groups in the organization and try to approach the solution of a problem in a complex way, should be rewarded with commendation, bonus, recognition or promotion. It is equally important that the reward system does not encourage non-constructive behavior of individuals or groups.

For example, if sales managers are rewarded solely on the basis of an increase in the volume of goods sold, this may conflict with the intended level of profit. The heads of these departments can increase sales by unnecessarily offering more discounts and thereby lowering the company's average profit. Or there may be a conflict between the sales department and the credit department of the firm. In trying to increase sales, the sales department may not be able to meet the limits set by the credit department. This leads to a reduction in the possibility of obtaining loans and, consequently, to a decrease in the credibility of the credit department. In such a situation, the credit department can exacerbate the conflict by not agreeing to an extraordinary transaction and depriving the sales department of the corresponding commission.

The systematic, coordinated use of a system of rewards and rewards for those who contribute to the achievement of corporate goals, helping people understand how they should act in a conflict situation so that it is in line with the desires of management.

The first step in conflict management is to understand its sources.

The manager should find out if this is a simple dispute about resources, a misunderstanding about some problem, different approaches to the value system of people, or is it a conflict that arose as a result of mutual intolerance (intolerance), psychological incompatibility. After determining the causes of the conflict, he must minimize the number of participants in the conflict. It has been established that the fewer people involved in the conflict, the less effort will be required to resolve it.

Of particular difficulty for a manager is finding ways to resolve interpersonal conflicts. In this sense, there are several possible behavioral strategies and corresponding options for the manager's actions aimed at eliminating the conflict.

The behavior of a manager in a conflict environment has essentially two independent dimensions:

• - assertiveness, perseverance characterize the behavior of the individual, aimed at realizing their own interests, achieving their own, often mercantile goals;
• - cooperative characterizes behavior aimed at taking into account the interests of other persons (persons) in order to meet the satisfaction of their (his) needs.

The combination of these parameters with varying degrees of their severity determines the five main ways to resolve interpersonal conflicts.

Avoidance, evasion (weak assertiveness is combined with low cooperativeness). With this strategy of behavior, the manager's actions are aimed at getting out of the situation without yielding, but not insisting on his own, refraining from entering into disputes and discussions, from expressing his position. In response to demands or accusations made against him, such a leader turns the conversation to another topic. He does not take responsibility for solving problems, does not want to see controversial issues, does not attach importance to disagreements, denies the existence of a conflict or even considers it useless, tries not to get into situations that provoke a conflict.

Coercion (confrontation) - in this case, high assertiveness is combined with low cooperativeness. The actions of the manager are aimed at insisting on their own through an open struggle for their interests, the use of power, coercion. Confrontation involves the perception of the situation as a victory or defeat, taking a tough position and the manifestation of irreconcilable antagonism in the event of a partner's resistance. Such a leader will make you accept your point of view at any cost.

Smoothing (compliance) - weak assertiveness is combined with high cooperativeness. The actions of the manager in a situation of conflict are aimed at maintaining or restoring good relations, at ensuring the satisfaction of the other person by smoothing out disagreements. For the sake of this, he is ready to give in, to neglect his own interests, to strive to support another, not to hurt his feelings, to take into account his arguments. His motto is: "Don't quarrel, because we are all one happy team, in the same boat, which should not be rocked."

Compromise, cooperation - high assertiveness is combined with high cooperativeness. In this case, the manager's actions are aimed at finding a solution that fully satisfies both his interests and the wishes of another person in the course of an open and frank exchange of views about the problem. He tries to resolve disagreements, giving in something in exchange for concessions from the other side, in the process of negotiations he is looking for intermediate “middle” solutions that suit both sides, in which no one especially loses anything, but does not gain either.

There are other ways to resolve interpersonal conflicts:

Coordination - the coordination of tactical sub-goals and behavior in the interests of the main goal or the solution of a common problem. Such coordination between organizational units can be carried out at different levels of the management pyramid (vertical coordination), at organizational levels of the same rank (horizontal coordination) and in the form of a mixed form of both options. If coordination succeeds, then conflicts are resolved with less cost and effort;

Integrative problem solving. Conflict resolution is based on the assumption that there can be a solution to the problem that eliminates all conflict elements and is acceptable to both parties. It is believed that this is one of the most successful strategies for the manager's behavior in conflict, since in this case he comes closest to resolving the conditions that initially gave rise to this conflict. However, the problem-solving approach to conflict is often very difficult to follow. This is due to the fact that it largely depends on the professionalism of the manager. In addition, in this case, it takes a long time to resolve the conflict. In such conditions, the manager must have good technology - a model for solving problems;

Confrontation as a way to resolve the conflict -- making the problem public. This makes it possible to freely discuss it with the involvement of the maximum number of participants in the conflict (in essence, this is no longer a conflict, but a labor dispute), to confront the problem, and not with each other, in order to identify and eliminate all shortcomings. The purpose of confrontational meetings is to bring people together in a non-hostile forum that promotes communication. Public and frank communication is one of the means of conflict management.