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0УДК 159.9:316.47 (043.3)
EFFECTIVENESS OF THE RESULTS OF THE INTERPERSONAL CONFLICT PREVENTION PROGRAM FOR EMPLOYEES OF «MADLEN» CONFECTIONERY
SHOP
TASHIMOVA ALMAGUL SEILKHANOVNA
Master's student Faculty of Humanities and Social Sciences, Toraighyrov University, Pavlodar,
Republic of Kazakhstan
Abstract. The focus here lies on the ongoing research addressing interpersonal dynamics and conflict prevention among employees at the pastry shop «Madlen». In pursuit of this goal, a conflict prevention program was formulated, and training sessions on conflict management skills were conducted. The experiment was carried out within the premises of «Madlen».
The author delineated the research sample and outlined the stages of work both before and after the program implementation. The results obtained from this experiment underscored the efficacy of ecological studies as a means of conflict prevention. Additionally, various challenges identified within the diagnostic system highlight the necessity for a comprehensive approach to conflict prevention methods.
These findings underscore the importance of employing a holistic approach to conflict prevention within organizational settings. They also signal potential avenues for further scientific inquiry and experimental exploration in this domain.
Keywords: interpersonal relations, conflict, conflict management program, conflict prevention methods, conflict prevention methods.
Introduction. An effective strategy for preventing conflicts within organizations often involves implementing an interpersonal conflict prevention program. This program is designed as an ongoing initiative aimed at enhancing cohesion within teams and refining professional interactions. Its overarching objective is to foster personal growth among participants and cultivate new connections within the group.
The program employs various methodological approaches tailored to address specific challenges. One such approach involves a psycho-technological analysis, which examines the prevalent techniques utilized by individuals within the organization and explores their interrelations, particularly within the realm of personality dynamics.
Another methodological aspect, termed the program-candidate approach, entails an initial assessment of participants to gauge the extent and nature of their professional qualities, as well as the group dynamics in which they operate.
Furthermore, the training methodology encompasses conceptual frameworks and discussion techniques integral to the prevention program. These elements are geared towards establishing a conducive epistemological environment conducive to fostering cognitive development and analytical prowess, with a focus on mastering theoretical knowledge and technical skills essential for effective conflict resolution [2].
Complex teaching methods encompass various instructional strategies aimed at enhancing learning outcomes. These methods are characterized by:
Multiple repetitions, assessments, and analyses of material across different contexts to ensure reliability and depth of understanding.
Incremental refinement of psycho-technologies, integrating them into the overall technological culture.
Active engagement of participants in social changes and interactions.
Utilization of gaming techniques to facilitate learning, providing mental scaffolding and employing collaborative creation of game scenarios to overcome preconceived notions.
Integration of brainstorming to foster knowledge acquisition over mere skill development.
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Incorporation of video feedback sessions to analyze communication errors during simulated business scenarios.
Utilization of methods to present exercise results and skills mastery to participants on a regular
basis.
Acmeological education, viewed as a complex educational game, involves three phases addressing different technical elements: interpersonal development, equipment mastery, and situational awareness.
Exercise-based learning aids in:
Presenting compelling arguments for the adoption of psychotechnologies based on relevant circumstances.
Creating conducive environments for skill acquisition.
Initiating the adoption of new psychometrics necessary for game tasks among individual participants [3].
The methodological complex of «technological culture» consists of planning and implementation phases. Exercises are designed to address real-life educational challenges, facilitating the transfer of skills learned in training to real-world situations.
These teaching methods account for various educational characteristics, encompassing multiple planning levels, circular teaching movements, and three-tiered programs (combined, group, and individual). Mastery of these methods is crucial, ensuring both complexity and high quality in educational delivery.
Materials and methods: During the pilot experiment conducted at the pastry shop «Madlen», a conflict prevention program was devised, and training sessions were conducted to enhance conflict resolution skills.
The training group consisted of 14 individuals, and the experiment unfolded through several stages:
- Development of educational methodologies.
- Selection of participants for the study group.
Initial assessment of individual attitudes and personal strengths within the group, utilizing methodologies such as the T. Leary, K. Thomas questionnaire, and A.I. Antsup's modular sociotest.
Implementation of a 14-hour training program.
Evaluation of intergroup relations post-training using the Modular Sociotest.
Comparative analysis of initial and final assessment data to validate observed trends and specifications.
Based on the experiment's findings, the educational objectives of the preventive program encompass:
Integration and analysis of experiences and knowledge related to conflict resolution skills and strategies.
Development and refinement of practical conflict resolution strategies.
Enhancement of communication skills in interpersonal interactions.
Overcoming barriers to effective communication.
Cultivation of a reflective culture.
To achieve these educational goals, the course aims to fulfill the following functions:
- Fostering community interest and cooperation.
- Establishing conducive conditions for the transmission and adoption of crucial information.
- Acquiring knowledge pertaining to the development of conflict resolution skills among students.
- Identification by participants in training of individual strategies for enhancing relevant skills.
- Enhancing students' critical thinking abilities.
The accomplishment of the outlined tasks within the course hinges significantly on the progress of the group. Hence, the teaching process adheres to several guiding principles:
Educational Principles:
- Motivation (fostering participants' interest in discussion).
- Engagement (active involvement in the course).
- Dialogic communication (encouraging friendly interaction).
- Relevance (ensuring discussed issues remain pertinent).
- Feedback.
- Adaptability (utilizing diverse approaches).
- Systematic learning (clear and gradual progression).
- Authenticity (alignment with participants' experiences and needs).
Fields of Study:
The educational framework encompasses three domains: pathology, psychology, and technology. These fields of knowledge enable students to grasp individual struggles, practical methodologies for conflict resolution, identification of personal problem areas, and the range of tasks to be addressed within each subject.
This framework entails establishing and aligning program goals for enhancing participants' ability to navigate conflicts within the psychological domain. It involves preparing them to tackle challenges encountered along the path to achieving set objectives, as well as identifying and implementing ideas and changes conducive to personality development. The technical aspect aims to augment students' existing expertise, facilitate acquisition of new knowledge, and ultimately fulfill the primary goal of skill development in conflict resolution.
Teaching Methods:
Group Discussions: Engaging in discussions to clarify and potentially modify the thoughts, feelings, and ideas of group participants during collaborative work.
Reflective Thinking Method: A technique aimed at enhancing participants' ability to identify, comprehend, and evaluate themselves and the group; fostering critical thinking skills, semantic interpretation, and evaluation of cognitive objects.
Gamification: Incorporating exercises to:
Present substantive arguments supported by clear and explained psychotechnologies.
Cultivate a conducive environment for effective utilization of presented technologies.
Structure classes to encourage exploration and adoption of new psychological tools necessary for problem-solving and participant development.
Game methods facilitate the overcoming of entrenched ideas and mental constructs, crucial for fostering students' readiness for innovation, self-esteem, and personal growth. Additionally, these methods should serve as avenues for self-expression, nurturing creativity among group participants, and honing self-regulation skills.
Real-life Situation Analysis: Involves presenting and analyzing problems for solution. Students first propose various problem-solving approaches from the perspective of an employee or collaborator. Subsequently, they analyze previously resolved data from similar contexts and make predictions for the future. This method provides insights into students' understanding of others' experiences and their development of communication skills.
Psychogymnastics: Physical exercises integrated with tasks encompassing self-defense, research, and the enhancement of specialized skills (verbal, non-verbal, auditory). These exercises also address mental barriers hindering skill improvement.
Video Lectures: Utilized to offer feedback to participants during public presentations and business events. Reflective analysis of the obtained data enables the evaluation of responses in challenging situations, the efficacy of conflict resolution methods, and the acquisition of requisite skills.
Results and discussion. During the diagnostics, the students of the group were evaluated based on the following indicators: 1 - the attitude of each member of the group, 2 - the attitude of each tested employee, 3 - the level of specialist knowledge of each student, 4 - the level of work on Work Activities, 5 - Degree of putting the interests of the organization before the interests individual. All the results for the five modules are shown in Table 1, which shows the number of correlations in the
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group and their average. The results of group diagnostics in the presence of studies allow us to show the relationship between groups. The research group is the most developing system, which includes all representatives who have a lot of work experience in the system (№3, 4, 6, 8, 9, 13 on the list) and professionals who do not have a job. more Years (№1, 2, 5, 11, 14 in the list). The first group of representatives is characterized by high professional skills, good relations with colleagues, strong position in the group (Table 1).
The group of new group members is characterized by a slight discrepancy in the results of the assessment of professional knowledge and responsible positions. Among them are all professionals who occupy a high position in the group due to the recognition of individual-professional qualities (numbers 1, 2 on the list), and there were also employees whose collective change was not successful due to human-emotional qualities. In infinite self-reliance, individual action in opposition (numbers 5, 12, 14 on the list). Of course, in the relationship component of the given group with 8 participants in the conflict before the conflict, 3 represents the group that is in conflict with the conflict when the conflict in the relationship is defined only by one group, and 5 - part of the quasi-contradiction where the incorrect comparison of the relationship is achieved just part of human interaction.
Table 1 - Data of diagnostics of interpersonal relations in the team before the training session
№ 1 module 2 module 3 module 4 module 5 module Results
represen tatives of the collectiv «My attitude» «Attitude towards me» «Professional knowledge» «Quality of job performance » «Organizatio nal interests-personal interests»
e on the list averag e grade rank averag e grade rank average grade rank averag e grade rank averag e grade rank averag e grade rank
1 8,85 5 7,31 6 7,08 10 7,39 6 6,85 2 7,49 6
2 8,31 7 7,31 6 7,85 5 6,69 10 6,85 2 -7,40 7
3 9,54 1 7,77 1 8,23 2 7,54 3 6,69 6 7,95 2
4 9,31 3 7,62 4 8,23 2 8,15 I 7,46 I 8,16 1
5 8,31 7 6,08 12 7,15 9 7,15 8 4,69 11 6,68 11
6 8,46 6 7,39 5 7,39 7 7,62 2 6,77 4 7,52 5
7 8,31 7 7,31 6 7,46 6 6,77 9 6,77 4 7,32 8
8 9,23 4 7,77 1 8,00 4 7,23 7 6,23 8 7,69 4
9 7,62 11 7,01 9 7,00 11 7,54 3 4,92 10 6,82 9
10 8,08 10 6,15 11 7,31 8 6,69 10 5,46 9 6,72 10
11 7,23 13 6,23 10 5,62 13 5,00 12 4,08 13 5,63 13
12 7,46 12 4,92 14 7,08 14 4,92 13 3,92 14 5,66 12
13 9,46 2 7,69 3 8,39 1 7,54 3 6,46 7 7,91 3
14 6,08 14 5,46 13 6,54 12 4,62 14 4,31 12 5,39 14
averag e grade 8,30 - 6,86 - 7,38 - 6,77 - 5,82 - 7,02 -
The group comprises representatives occupying key positions renowned for their exceptional skills, high performance, and effective communication abilities (№4, №3, №13 on the roster). Notably, the proactive manager ranks second among the three directors, reporting to the expert who prioritizes organizational interests over personal ones, a decision endorsed by their colleagues.
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Conversely, the psychologically marginalized group encompasses employees with limited tenure in the group, encountering challenges in assimilating personal and professional norms (№11, №14 on the duty roster, as well as №12 by 12 on the list). Characterized by inadequate self-assurance, underdeveloped social perceptiveness, and a lack of peer recognition, this group exhibits a disparity in quantitative assessment compared to the first two cohorts: -0.08 - 2.46 = - 2.54, with corresponding estimation limits ranging from -0.2 to +0.2 (A.I. Antsupov, 2001).
The study accentuates the reflection of sentiments among all employee groups, previously identified in prior research (D. L. Moiseev, 1997), particularly within the civil service sector.
Post-training diagnostics revealed a positive impact across all five modules, evidenced by numerous indicators signaling enhanced relational stability within the group (see Table 2).
A comparative analysis of assessment and module classification offers insights into shifts in partner dynamics. Through instruction, students gained deeper insights, enabling more effective peer and self-evaluation.
In the project's final evaluation, students noted significant and substantial changes in the personal and professional processes.
Table 2 - Indicators of increasing the level of stability of relationships in the group
№ 1 module 2 module 3 module 4 module 5 module Results
represen tatives of the collectiv e on the list «My attitude» «Attitude towards me» «Professional knowledge» «Quality of job performance » «Organizatio nal interests-personal interests»
averag e grade rank average grade rank averag e grade rank averag e grade rank averag e grade rank averag e grade rank
1 9,46 5 8,31 2 7,31 10 7,39 7 7,31 4 7,96 6
2 9,08 6 8,31 2 7,77 5 7,23 8 7,46 2 7,97 5
3 9,62 1 9,62 1 8,15 3 7,69 2 7,38 3 8,49 1
4 9,54 2 8,31 2 8,15 3 8,31 1 7,62 1 8,37 2
5 9,08 6 7,69 9 7,54 7 7,15 9 5,23 10 7,34 9
6 8,77 8 7,92 7 7,62 6 7,62 4 7,08 6 7,80 7
7 8,38 9 7,54 10 7,46 9 6,77 10 7,23 5 7,48 8
8 9,54 2 8,31 2 8,54 1 7,54 6 7,00 7 8,19 3
9 8,23 10 7,77 8 7,23 11 7,69 2 5,15 11 7,21 10
10 8,15 12 6,77 13 7,54 7 6,69 11 5,92 9 7,01 11
11 8,23 10 7,08 11 6,31 13 5,08 12 4,54 13 6,25 12
12 7,46 14 5,23 14 5,08 14 4,92 13 4,31 14 5,40 14
13 9,54 2 8,00 6 8,38 2 7,62 4 6,92 8 8,09 4
14 7,54 13 7,00 12 6,69 12 4,77 14 5,00 12 6,20 13
averag e grade 8,76 7,70 7,41 6,89 6,30 7,41
During the experimental phase, the following outcomes emerged:
- The manager's role within the team was anchored in both their formal position and their leadership in informal interactions, constituting a pivotal factor in enhancing performance and averting conflicts within the team.
- The identification of developmental objectives in conflict resolution skills development enabled the resolution of conflicts unearthed during internal assessments.
- Despite the positive outcomes observed during the trial run, it's crucial to pinpoint unresolved issues falling beyond the study's scope, necessitating intensive efforts and alternative methodologies.
Despite an increasing number of peer evaluations regarding their interrelationships, there persists a high degree of undervaluation of colleagues' opinions about themselves. This disparity can disrupt interpersonal dynamics and incite conflicts. Thus, it's imperative to institutionalize psychological support within the workflow, including training programs aimed at enhancing critical thinking skills and social interaction, ideally overseen by a dedicated psychologist.
Results and discussion. The final assessment revealed the absence of conflict within the group.
The group work methodology employed during the training facilitated the monitoring of various aspects of individual and mutual self-evaluation among employees, rendering this endeavor highly significant. This was evident in the observable changes among employees occupying lower positions in the group hierarchy (#12, #14 on the roster), as well as among other group members.
Acquisition of reactive social skills and prosocial attitudes empowered employees to mitigate the effectiveness of defense mechanisms impeding communication, alleviate anxiety, and enhance peer behavior evaluation—an essential factor in social interaction. This trend is illustrated by the comparison of quality differences between most indicators of the first and second social modules: from .43 before training to -1.14 in the final stage of the production test. The development of communication skills among participants of the preventive training program fostered enhanced communication within the group, a pivotal indicator of a healthy psychological environment within the team.
The cultivation of technical controversies within archaeological studies served to underscore the role of such controversies as integral components of professional expertise structures. Notably, key advancements were discernible in the comparative analysis of the group's professional knowledge before and after training. The implementation of techniques from the preventive program facilitated an increase in intra-group connections (see Figure 1), underscoring the efficacy of utilizing professional learning methods as a means to preempt conflict within organizational groups.
Conclusions. Hence, the outcomes derived from the experimental design affirmed the efficacy of employing ecological studies as a conflict prevention method. Numerous identified issues within the diagnostic system, independent of the subjects' designated tasks and objectives, underscore the necessity for a comprehensive approach to conflict prevention methodologies. These identified challenges are crucial for enhancing the effectiveness of conflict prevention systems within organizations and merit further exploration as potential subjects for future scientific research and experimentation.
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