Prevention of conflicts consists in such an organization of the life of the subjects of social interaction, which excludes or minimizes the likelihood of conflicts between them.
Prevention of conflicts- this is their warning in the broad sense of the word. The goal of conflict prevention is to create conditions for the activities and interaction of people that would minimize the likelihood of the emergence or destructive development of contradictions between them.

The most effective form of conflict prevention is to eliminate its causes. Conflict prevention activities are very diverse and, moreover, are multi-level activities.

On the psychological, individual level, the elimination of the causes of the conflict is closely related to the impact on the motivation of the participants and involves the advancement of counter-motives that would block the initial aggressive intentions of the conflicting parties. Of particular importance is the prevention of interpersonal criminal conflicts associated with violence.

A sure way to prevent conflict is to build and strengthen cooperation. Conflict experts have developed a number of methods for maintaining and developing cooperation:
- agreement that a potential adversary is involved in joint activities;
- practical empathy , assuming “entering” the partner's position, understanding his difficulties, expressing sympathy and willingness to help him;
- maintaining the partner's reputation , respectful attitude towards him, although the interests of both partners at this time differ;
- mutual complement of partners , which consists in using such features of the future rival that the first subject does not possess;
- exclusion of social discrimination , which prohibits emphasizing the differences between cooperation partners, any superiority of one over the other;
- non-sharing of merit - this achieves mutual respect and removes such negative emotions as envy, resentment;
- psychological attitude;
- psychological "stroking", which means maintaining a good mood, positive emotions.

Conflict prevention activities can be carried out by participants in social interaction themselves, heads of organizations, psychologists, social workers and social educators - that is, specialists with specific professional training in the field of conflicts. It can be conducted in four main directions:
1) creation of objective conditions that prevent the emergence and destructive development of pre-conflict situations;
2) optimization of organizational and managerial conditions for the creation and functioning of organizations (an important objective and subjective prerequisite for preventing conflicts);
3) elimination of socio-psychological causes of conflicts;
4) blocking the personal causes of conflicts.

There are several methods of regulatory regulation:
informal method(establishes the optimal variant of daily behavior);
formalization method(written or oral fixation of norms in order to eliminate the ambiguity of the requirements expressed by the parties, discrepancies in their perception);
localization method(“Tying” norms to local characteristics and conditions);
method of individualization(differentiation of norms, taking into account personal characteristics and resources of people);
information method(clarification of the need to comply with the rules);
advantageous contrast method(the norms are deliberately overestimated, and then gradually "descend" and are fixed at a psychologically acceptable level, which is higher than their starting level).

In cases where the conflict cannot be prevented, it must be overcome using the most effective technique or method for this. To resolve conflicts, administrative ones are most often recommended; pedagogical; psychological measures.

Administrative measures. Includes transfers, organizational findings, penalties and penalties.
Since, in essence, administrative measures are likened to a surgical instrument, they must be applied with extreme caution, on a moral basis, and methodically correctly. Otherwise, the conflict will not be resolved; it may even escalate. In the context of transparency and democratization, the leader should take the following as a basis:
any administrative measure must be carried out in full publicity;
the community of the unit should be involved in the discussion of the conflict situation;
in the investigation of a conflict situation, it is necessary to involve representatives of the collective who enjoy the confidence of the workers;
in the course of conversations with conflicting parties, observe tact, do not allow humiliation of their self-esteem.

Pedagogical measures. They turn out to be effective in cases where the depth of the conflict is still small. In the studied situation, “service conflict”, pedagogical measures can create a favorable background for the involvement of employees in the process of normalizing the situation with whom the conflicting parties interact.
The main means of pedagogical measures is the method of persuasion, the purpose of which is to lead a person to the understanding that the conflict has a harmful effect both on the personality of the conflicting persons and on the moral and psychological climate of the work collective. The success of a persuasion depends on the authority of the person who implements the persuasion and, of course, on his pedagogical skills. Under the conditions of openness and democratization, this activity becomes much more complicated. Those who are persuaded want to receive not only arguments and facts from the persuading person, but also to feel the sincerity of his intentions.
The process of persuasion should be built taking into account the peculiarities of the stages of the emergence and course of disagreements or contradictions between the conflicting ones. For example, at the stage of a conflict situation, the head needs to find out the circumstances and essence of the disagreements that have arisen, their cause, origins. You should interview team members who can help understand the situation, conduct a conversation with persons between whom disagreements have arisen, analyze the real relationship between them, and find out ways to get closer. When carrying out the work, the leader must take into account the peculiarities of the mental structure of the conflicting ones, create conditions for empathizing with the situation, and involve opponents in joint socially useful activities. It goes without saying that the leader must carefully prepare each time for all conversations and meetings with those in conflict.

Psychological measures. They are used in all cases of conflict resolution, however, they become leaders in those cases when the conflicting ones themselves are not able to get out of the confrontation, although they want it.
In conflict situations with an average degree of conflict depth, when the interests of individuals or groups collide with each other, there are always several possible tactics of behavior and corresponding options for actions leading to the elimination of confrontation.

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Introduction

1. The concept of organization and mechanisms of conflict

2. Prevention of conflicts in the organization

2.1 Key areas of conflict prevention

2.2 Challenges of Conflict Prevention

2.3 Objective and organizational and managerial conditions for conflict prevention

2.4 Maintaining cooperation as a universal way of preventing conflicts

Conclusion

Bibliography

Introduction

Conflicts cover all spheres of people's life, the entire set of social relations, social interaction. The conflict, in fact, is one of the types of social interaction, the subjects and participants of which are individual individuals, large and small social groups and organizations.

Organization is the main unit in the social structure of modern society. Social life of people takes place in the structure of various organizations: production, financial, commercial, scientific, educational, public, etc.

The causes of collisions can be a variety of problems: material resources, the most important life attitudes, powers of power, status-role differences in the social structure, personal (emotional-psychological) differences, etc. Thus, there are inequalities in the distribution of resources, as well as differences in the ability of top management to exercise power functions. All of these reasons can ultimately lead the organization and its units to a state of tension and social conflict.

A complex system of relations in an organization is fraught with the possibility of a wide variety of conflicts, which are specific both in content and dynamics, and in ways of resolving. It is known that many organizational conflicts are easier to prevent than to resolve, therefore conflict prevention should take a prominent place in the activities of any organization. Thus, the relevance of this topic is beyond doubt. The aim of this work is to study the specifics of conflicts in the organization and possible ways to prevent them.

The work consists of an introduction, two chapters, a conclusion and a list of used literature.

1. Conceptorganizationandmmechanismsemergenceconflicts

An organization as a social institution has a number of basic features: an association of at least two people; the presence for all members of the organization of a common goal for which it was created; joint work in the interests of a common goal; the presence of a clear structure with the allocation of governing bodies and the distribution of rights, responsibilities and roles among the members of the organization.

Based on this, the following definition of an organization can be given: Oorganization is a social group that unites people on the basis of a common goal, whose activities are deliberately coordinated and directed in the interests of achieving this goal.

Organization can be viewed as a unity of opposites, a continuous transition from one contradiction to another. Contradictions are inherent in any team, without them the team cannot exist. Even Heraclitus, the general law of all things, including organizations, considered the struggle of opposites.

Any organization consists of different groups. There are contradictions between groups, which often manifest themselves in the form of conflicts.

Even in the most prosperous organizations, conflicts can arise between such groups. In most collectives, contradictions are determined by its participants intuitively, which negatively affects management. At first, the contradiction exists as the identity or equality of objects, but at the same time in the team there are always tendencies that do not correspond to each other. Then the difference stands out, becomes apparent, and turns into opposites.

The following stages of the organization's existence can be distinguished:

Identity - coincidence of people's interests in the presence of opportunities for divergence of interests and views;

Difference of interests as the initial stage of development of contradictions;

Highest development of contradictions;

Conflict or the ultimate stage in the development of contradictions;

Resolution of contradictions.

In general, the scheme of the existence of contradictions in the organization may look like this: identity - difference - opposite - conflict - its resolution.

If no one controls relations in the organization, they develop spontaneously and, as a rule, their development harms the organization, destabilizes its activities. Conflict management is a conscious activity in relation to it, carried out at all stages of its emergence, development and completion by the parties to the conflict or a third party (Fig. 1).

Figure 1 - Features of conflict management

Thus, conflict management presupposes not only the regulation of the already arisen confrontation, but also the creation of conditions for its prevention, and the most important of the two mentioned management tasks is prevention. It is precisely the well-organized work to prevent conflicts that ensures the reduction of their number and the exclusion of the possibility of the emergence of destructive conflict situations.

We will consider measures to prevent organizational conflicts in the next chapter.

2. Preventionconflictsvorganization

2.1 The maindirectionsonpreventionconflicts

Prevention of conflicts in an organization is a type of management activity that consists in early recognition, elimination or weakening of conflict-generating factors and thus limiting the possibility of their occurrence or destructive development in the future.

The goal of conflict prevention is to create conditions for the activities and interaction of people that would minimize the likelihood of the emergence or destructive development of contradictions between them.

As practice shows, the prevention of conflicts is no less important than the ability to constructively resolve them. At the same time, it requires less effort, money and time and prevents even those minimal destructive consequences that any constructively resolved conflict has.

Conflict prevention activities can be carried out by the participants in social interaction, managers, psychologists. It can be conducted in four directions:

1) Creation of objective conditions that prevent the emergence and destructive development of pre-conflict situations. It is impossible to completely exclude the occurrence of pre-conflict situations in a team, organization, society. However, creating objective conditions for minimizing their number and resolving them in non-conflict ways is not only possible, but also necessary. These conditions include, but are not limited to:

Creation of favorable conditions for the life of employees in the organization;

Fair and transparent distribution of material wealth in a team, organization;

Availability of legal and other regulatory procedures for resolving typical pre-conflict situations;

A calming material environment that surrounds a person (convenient layout of premises, the presence of indoor plants, etc.).

2) Optimization of organizational and managerial conditions for the creation and functioning of companies is an important objective and subjective prerequisite for preventing conflicts. These include organizational and managerial factors, including optimization of the organizational structure of the company, optimization of functional relationships, monitoring the compliance of employees with the requirements for them, making optimal management decisions and a competent assessment of the performance of other employees.

3) Elimination of socio-psychological causes of conflicts.

4) Blocking personal causes of conflicts.

Prevention of most types of conflicts should be carried out simultaneously in all four areas .

2. 2 Difficultiespreventionconflicts

Conflict prevention activities are not easy. Therefore, in order to ensure its effectiveness, one should clearly see the difficulties that lie in wait for us on this path. There are a number of obstacles that reduce the possibility of preventing conflicts and directing their development in a constructive direction.

1. This obstacle is of a psychological nature and is associated with such a generic quality of human psychology, which is characterized as an irresistible human desire for freedom and independence. In this regard, people, as a rule, perceive negatively any attempts to interfere in their relationships, evaluating such actions as an expression of the desire to limit their independence and freedom.

2. The existence of some generally accepted moral norms governing human relationships. Based on them, people consider their behavior to be a purely personal matter, and the intervention of a third party is seen as a violation of generally accepted moral norms, one of which is the inviolability of personal life.

3. This obstacle is of a legal nature and is due to the fact that in countries with developed democratic traditions, some common human norms of morality have taken the form of legal norms that protect the fundamental rights and freedoms of the individual. Their violation in one form or another can be qualified not only as not entirely moral, but also as unlawful.

Therefore, successful conflict prevention activities can only be carried out within the boundaries established by: psychological; moral; legal requirements for the regulation of human relationships.

2. 3 Objectiveandorganizational and managerialconditionswarningsconflicts

Since each conflict is associated with infringement of certain needs and interests of people, both material and spiritual, its prevention should begin with its distant, deep prerequisites, with the identification of those reasons that potentially contain the possibility of conflict.

As noted above, all the diverse causes of conflicts can be presented as having two levels: objective, or social, and subjective, or psychological. Consider these groups of conflictogenic causes and ways of influencing them in order to prevent conflicts.

Objective,orsocialcauses- these are the economic, political and spiritual contradictions of social life. These are various kinds of distortions in the economy, sharp contrasts in the standard of living of social groups, ineffective management, spiritual intolerance, fanaticism, etc. Methods for preventing the causes of conflicts at this level are as follows.

Creation favorable conditions for life activity workers v organizations. This is the main objective condition for preventing conflicts. It is obvious that if a person does not have a place to live, the family lives in someone else's apartment without amenities, he is often sick, etc., then he has more problems, more contradictions, more conflicts. An indirect, but significant influence on the conflict rate of people is exerted by the conditions of their activity and life. These include, first of all, the material security of the family, the working conditions of the wife and the education of children, the possibility of a person's self-realization in official activities, working conditions, relationships with subordinates, colleagues, bosses, human health, family relations, and the availability of time for good rest.

Fair and vowel distribution material blessings v team, organizations. A typical objective reason for the emergence of a conflict is the lack of material wealth and their unfair distribution. If there were enough material goods for all workers, then conflicts over their distribution would still be, but less often. The reason for the persistence of conflicts would be an increase in needs and the very distribution system that exists in modern Russian society. However, conflicts with an abundance of material wealth would be less acute and frequent.

In addition to the abundance of material benefits, the objective conditions for preventing interpersonal conflicts include a fair and transparent distribution of material benefits. This condition is, to a certain extent, simultaneously subjective. If scarce material goods are distributed among employees, firstly, fairly, and secondly, publicly, in order to exclude rumors related to the fact that someone has been paid more, then the number and severity of conflicts for this reason will noticeably decrease.

Less often, the cause of conflicts is the unfair distribution of spiritual benefits. It is usually associated with rewards, awards.

Development of legal and others normative procedures permissions typical pre-conflict situations. There are typical problem situations of social interaction and typical pre-conflict situations, usually leading to conflict. A constructive solution to these situations can be achieved by developing regulatory procedures that allow employees to defend their interests without entering into conflict. Such situations include humiliation of a subordinate's personal dignity by the head, determination of the size of wages, appointment to a vacant position in the presence of several applicants, transfer of an employee to a new place of work, dismissal, etc.

Soothing material Wednesday, Environment person. The factors that reduce the likelihood of conflicts include: a convenient layout of living quarters and work premises, optimal characteristics of the air environment, illumination, electromagnetic and other fields, painting rooms in soothing colors, the presence of indoor plants, aquariums, equipment of psychological relief rooms, the absence of annoying noises. The state of the body and the human psyche is influenced by the entire material environment in which he lives. This means that it indirectly affects its conflict nature.

TO objective-subjectiveconditions conflict prevention include organizational and managerial factors.

Structural and organizational conditions conflict prevention is associated with the optimization of the structure of a shop, a plant, a firm, on the one hand, as an organization, on the other, as a social group. The maximum correspondence of the formal and informal structures of the team to the tasks facing it ensures the minimization of contradictions that arise between the structural elements of the organization, and reduces the likelihood of conflicts between employees.

Functional and organizational conditions associated with the optimization of functional relationships between the structural elements of the organization and employees. This helps to prevent conflicts between employees, since functional contradictions, as a rule, eventually give rise to interpersonal contradictions.

The compliance of the employee with the maximum requirements that the position held can impose on him is personality-functional conditions conflict prevention. Appointment of an employee to a position that he does not fully comply with creates the preconditions for conflicts between him and his superiors, subordinates, etc. Therefore, by appointing competent, decent employees to positions, we thereby prevent the occurrence of many interpersonal conflicts.

Situational and managerial conditions are associated, first of all, with the adoption of optimal management decisions and a competent assessment of the performance of other employees, especially subordinates. Incompetent decisions provoke conflicts between the leader and those who will implement them and see their ill-conceivedness. Unjustified negative assessment of the results of activities also contributes to the emergence of a pre-conflict situation between the assessor and the assessed.

The deductive method will help to understand the sources of conflicts, i.e. movement from the general to the particular, and starting from general ideas about the causes of conflicts, one can predict, predict the possibility of a wide variety of social collisions and prevent them in a timely manner. The purpose of forecasting is to improve the efficiency and effectiveness of decisions made, i.e.:

Avoid unwanted outcomes of the event;

Accelerate the likely development of a particular phenomenon in the desired direction.

2. 4 Maintainingcooperationhowuniversalwaypreventingconflicts

There are forms of human activity, including those of a conflicting nature, generated purely psychological reasons, in which it is difficult to see this or that social subtext. Such are the conflicts generated by feelings of deceived trust, mutual hostility, infringed pride, doubts about the correctness of the chosen path in life and other purely psychological reasons. The socio-psychological content of the conflict largely determines its occurrence and development and is of interest to the conflictologist. First, they are more easily amenable to managerial influences in comparison with objective and organizational and managerial prerequisites. Secondly, they have a noticeable effect on the conflict, and therefore their change causes significant changes in the development of social contradictions.

It is possible to prevent or weaken the conflict of a psychological level only by neutralizing the aggressive feelings and aspirations of people, which is a very, very difficult task. It is possible to achieve the transformation of the prevailing aggressive attitudes, thoughts and feelings on the basis of a deep analysis of the psychological situation, if possible, at the earliest stages of the emergence of appropriate motives in the opposing sides. Only on this basis is it possible to block the development of the conflict into a destructive phase with the use of violence and other destructive means.

A universal way to prevent such conflicts is to pursue a line to strengthen cooperation, which is consistently carried out both at the social and psychological levels. Maintaining and strengthening cooperation, relations of mutual assistance is the central problem of all conflict prevention tactics. Its solution is complex and includes, as noted earlier, methods of a socio-psychological, organizational and managerial and moral and ethical nature. The most important of the socio-psychological methods aimed at correcting the thoughts, feelings and moods of people are as follows:

1. Method consent involves the implementation of activities aimed at involving potential conflicting parties in a common cause, in the course of which potential adversaries have a more or less wide field of common interests, they get to know each other better, get used to cooperate, and jointly solve emerging problems.

2. Method benevolence, or empathy, the development of the ability to empathize and sympathy with other people, to understand their internal states involves the expression of the necessary sympathy for a workmate, partner, willingness to provide him with practical assistance. This method requires the exclusion of unmotivated hostility, aggressiveness, and impoliteness from the relationship. The use of this method is especially important in crisis situations, when the expression of compassion and sympathy, broad and prompt information about the events taking place become especially important.

3. Method preservation reputation partner, respect for his dignity. In the event of any disagreements fraught with conflict, the most important method of preventing negative developments is to recognize the dignity of the partner, to express due respect for his personality. By recognizing the dignity and authority of the opponent, we thereby stimulate the partner's appropriate attitude towards our dignity and authority. This method is used not only to prevent conflict, but also in any form of interpersonal communication.

4. Another effective tool for conflict prevention is method mutual additions... It presupposes reliance on such partner's abilities that we ourselves do not have. So, creative people are often not inclined to monotonous, routine, technical work. However, for the success of the case, both are needed. Complementarity is especially important in the formation of working groups, which in this case are often very strong. Families often turn out to be strong as well, in the creation of which the requirements of the complement method are taken into account in one way or another. Taking into account and skillfully using not only the abilities, but also the shortcomings of people who are closely related to each other, help to strengthen mutual trust and respect of people, their cooperation, and therefore help to avoid conflicts.

5. Method avoidance discrimination people requires the elimination of emphasizing the superiority of one partner over the other, and even better - and any differences between them. For this purpose, management practice, especially in Japanese firms, often uses elements of equalizing material incentives for all employees in the firm. Of course, one can criticize the equalizing method of distribution as unfair, inferior to the method of individual reward. But from the point of view of conflict prevention, the equalizing method of distribution has undoubted advantages, allowing you to avoid the emergence of such negative emotions as envy, resentment, which can provoke a conflict confrontation. Therefore, in the interests of building the anti-conflict potential of the organization, it is advisable to share the merits and awards among all, even if they largely belong to one person. This principle is widely used in everyday life.

6. And finally, the last of the psychological methods of preventing conflicts can be conditionally called method psychological stroking... He assumes that people's moods, their feelings lend themselves to regulation, need some support. For this, the practice has developed many ways, such as anniversaries, presentations, various forms of joint recreation by members of labor collectives. These and similar events relieve psychological stress, contribute to emotional relaxation, evoke positive feelings of mutual sympathy, and thus create a moral and psychological atmosphere in the organization that makes it difficult for conflicts to arise.

Conflict prevention requires from the leader not only knowledge of ways to influence collective, group psychology, but also knowledge of the characteristics of individual psychology, the ability to influence the behavior of individuals. Among them, there are also those who have a trail of various conflict stories throughout their lives, which creates a stable reputation for them as “experts in spoiling relations”. Such people play the role of a kind of enzymes that greatly accelerate the development of a conflict situation in a negative direction. Therefore, an important condition for preventing conflicts is the ability to recognize employees of this kind in a timely manner and take appropriate measures in relation to them to neutralize their negative role.

Thus, the conflict prevention strategy provides for the implementation of such principles as the timeliness of actions to prevent possible collisions, efficiency, transparency.

It should be emphasized that conflict prevention is facilitated by everything that ensures the maintenance of normal business relations, strengthens mutual respect and trust in the organization. However, in the work to prevent any kind of conflict, one cannot hope to use some kind of fast-acting, miraculous means. This work is not episodic, not one-time, but systematic, everyday, everyday.

The most reliable way to prevent conflicts of both psychological and social level is to create in the organization, in the team, such a moral and psychological atmosphere that excludes the very possibility of the emergence of aggressive aspirations leading to a serious conflict. Achievement of this goal is possible only as a result of the consistent implementation of a whole range of thoughtful measures to strengthen relations of cooperation and mutual assistance between people.

When developing rules, norms and other measures in order to increase the level of relationships, one should actively use both measures of a socio-psychological nature and organizational and managerial methods, relying on the significant achievements of scientists and practitioners around the world in the field of modern management.

Therefore, each leader, realizing not only the difficulties, but also the real possibilities of solving this most important management task, is called upon to counteract any manifestations of disorganization to the best of his ability, especially those that bring into life the danger of a destructive conflict.

Conclusion

organization conflict management prevention

Summarizing the above, we can say that conflicts are an integral part of the workflow in any organization.

It is important to be able not only to resolve conflict situations, but also to prevent. Conflict prevention is of paramount importance here. Since conflicts are inevitable in the life of an organization, you need to learn how to manage them. Elimination of conflict situations in the team is one of the main tasks of managers and leaders. An equally important role in their activities is played by the prevention and prevention of such situations.

Conflict prevention consists in organizing the life of people, which excludes or minimizes the likelihood of conflicts. This requires the creation of objective organizational, managerial and socio-psychological conditions for their emergence.

The objective organizational and managerial conditions include:

Creation of favorable conditions for the life of the employee in the organization;

Fair and transparent distribution of material wealth in the team;

Development of legal and other normative documents for the resolution of typical pre-conflict situations.

Prevention of socio-psychological conditions of a conflict is, in essence, an impact on those socio-psychological phenomena that can become elements of the structure of a future conflict, on its participants and on the resources they use. Since the central figures of conflicts in the organization are specific individuals, such prevention should be personality-oriented.

The psychological education of personnel and the popularization of conflictological knowledge contribute to the reduction of the number of conflicts and their more constructive resolution.

Listusedliterature

1. Antsupov A.Ya. Conflictology in diagrams and comments: Textbook / A.Ya. Antsupov, S.V. Baklanovsky. - SPb .: Peter, 2009 .-- 304 p.

2. Brylina I.V. Conflictology in social work. study guide / I.V. Brylina. - Tomsk: TPU, 2004.

3. Burtovaya E.V. Conflictology. Textbook / E.V. Burtovaya. - M .: Unity, 2002 .-- 578 p.

4. Emelyanov S.M. Workshop on conflict management / S.M. Emelyanov. - SPb .: Peter, 2004 .-- 400 p.

5. Liginchuk G.G. Conflictology: training course / G.G. Liginchuk. [Electronic resource]. Access mode - http://www.e-college.ru/xbooks/xbook058 /book/index/index.html?go=part-008*page.htm, free.

6. Popova T.E. Conflictology: Methodological guidelines for the study of the discipline. Lecture notes / T.E. Popova, I.P. Bobreshova, T.A. Chuvashova. - Orenburg: GOU OSU, 2004. - 51p.

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The concept and types of conflicts. The main causes and consequences of conflicts, ways to overcome them. Basic methods for relieving stress and ways to prevent it. Analysis of conflict resolution and prevention methods used at the Indesit Rus LLC enterprise.

The earlier a problematic situation of social interaction is discovered, the less efforts must be made in order to resolve it constructively. Early detection of social contradictions, the development of which can lead to conflicts, is provided by forecasting. Predicting conflicts is about making an educated guess about their possible future occurrence or development.

Conflict prevention consists in organizing the life of the subjects of social interaction, which excludes or minimizes the likelihood of conflicts between them.

Prevention of conflicts is their prevention in the broad sense of the word. The goal of conflict prevention is to create conditions for the activities and interaction of people that would minimize the likelihood of the occurrence or destructive development of contradictions between them.

Preventing conflicts is much easier than resolving them constructively. As practice shows, the prevention of conflicts is no less important than the ability to constructively resolve them. At the same time, it requires less effort, money and time and prevents even those minimal destructive consequences that any constructively resolved conflict has.

In a modern organization, conflict prevention activities can be carried out by the participants in social interaction. It can be conducted in four directions:

1. Creation of objective conditions that prevent the emergence and destructive development of pre-conflict situations. It is impossible to completely exclude the occurrence of pre-conflict situations in a team, organization, society. However, creating objective conditions for minimizing their number and resolving them in non-conflict ways is not only possible, but also necessary. These conditions include, in particular, the following: the creation of favorable conditions for the life of employees in the organization; fair and transparent distribution of material wealth in a team, organization; the existence of legal and other regulatory procedures for resolving typical pre-conflict situations; a calming material environment surrounding a person (convenient layout of premises, the presence of indoor plants, etc.).

2. Optimization of organizational and managerial conditions for the creation and functioning of companies is an important objective and subjective prerequisite for preventing conflicts. The objective-subjective conditions for preventing conflicts include organizational and managerial factors, including optimization of the organizational structure of the company, optimization of functional relationships, monitoring the compliance of employees with the requirements for them, making optimal management decisions and competent assessment of the performance of other employees.

3. Elimination of socio-psychological causes of conflicts.

4. Blocking personal causes of conflicts .

With the help of the study, it was found that the majority of the interviewed teachers resort to a confrontation strategy, considering it the most effective in a conflict situation.

There are various ways to resolve conflicts.

Humor is a good-natured, derisive attitude towards disagreements. There is no place for sarcasm, as it can offend one of the conflicting parties.

Psychological stroking - a manifestation of affection, is to highlight the positive traits of the "enemy".

Compromise is an agreement based on mutual concessions.

The arbitration court, as a way of resolving the conflict, is good because an uninterested person can help the conflicting parties to see what they did not notice in the “heat of the struggle”.

Ultimatum, i.e. presentation of a decisive demand with the threat of applying measures of influence (sanctions), in case of refusal.

Suppression (moral or physical); breaking ties - extreme ways of resolving the conflict, is used if the principles of persuasion are affected, which the subject cannot sacrifice.

Confirming the hypothesis mentioned at the beginning of the work, we can conclude that each person (especially the teacher) must find his own way of behavior in a conflict situation, his own technology for managing conflict relations. Only regular exercises and trainings, repeated use of trainings, participation in business and situational games can you get the skills to get out of the conflict. And the more a person repeats the exercises, the more perfect and stronger his skills, the more confident he will feel in the most unforeseen incidents.

Having felt the effectiveness of the chosen tactics, you can improve your technology, relying on inner feelings. If you manage to find your own technology and inner support, then this skill will never be lost.

Gradually, a stable public opinion is being formed about the need for the formation and development of conflict management of education as one of the scientific and practical areas of general conflict management.

There are various strategies for behavior in a conflict: confrontation, cooperation, compromise, evasion, concession.

When a conflict situation arises or at the beginning of the deployment of the conflict itself, its participants need to choose the form, style of their further behavior so that this is least reflected in their interests. We are talking about intergroup and interpersonal conflicts, in which at least two parties are involved and in which each of the parties chooses the form of their behavior to preserve their interests, taking into account further possible interaction with the opponent. When a conflict situation arises, a person (group) can choose one and several possible options for behavior:

active struggle for their interests, elimination or suppression of any resistance;

withdrawal from conflict interaction;

development of a mutually acceptable agreement, compromise;

using the results of the conflict in their own interests.

The following five basic styles of behavior in the conflict were identified: evasion, confrontation; compliance; cooperation; compromise.

Evasion (avoidance, withdrawal). This form of behavior is characterized by individual actions and is chosen when the individual does not want to defend his rights, cooperate to work out a solution, refrains from expressing his position, and avoids an argument. This style suggests a tendency to avoid responsibility for decisions. This behavior is possible if:

the outcome of the conflict for the individual is not particularly important;

the situation is too difficult and the resolution of the conflict will require a lot of efforts from its participants;

the individual does not have enough power to resolve the conflict in his favor;

the outcome of the conflict for the individual is not particularly important.

Confrontation (competition) characterized by an active struggle of the individual for his interests, lack of cooperation in the search for a solution, focus only on his own interests at the expense of the interests of the other side. The individual uses all the means available to him to achieve his goals: power, coercion, various means of pressure on opponents, the use of the dependence of other participants on him. The situation is perceived by the individual as extremely significant for him, as a matter of victory or defeat, which implies a tough stance towards opponents and irreconcilable antagonism towards other participants in the conflict in the event of their resistance.

Conditions for applying this style:

perception of the situation as extremely important for the individual;

the presence of a large amount of power or other opportunities to insist on one's own;

limited time for solving the situation and the impossibility of a long search for a mutually acceptable solution;

Compliance (adaptation). The actions of the individual are aimed at maintaining and restoring favorable relations with the opponent by smoothing out differences at the expense of their own interests.

This approach is possible if:

the individual's contribution is not too great: and the possibility of failure is too obvious;

the subject of the disagreement is more significant for the opponent than for the individual;

maintaining good relations with the opponent is more important than resolving the conflict in your favor;

the individual has little chance of winning, little power.

Cooperation means that the individual actively participates in the search for a solution that satisfies all participants in the interaction, but without forgetting his own interests. An open exchange of views is assumed, the interest of all parties to the conflict in working out a common solution. This form requires a lot of work and the participation of all parties. If the opponents have time, and the solution of the problem is essential for everyone, then with this approach, a comprehensive discussion of the issue, the disagreements that have arisen and the development of a common solution with respect for the interests of all participants is possible.

At compromise the actions of the participants are aimed at finding a solution through mutual concessions, at developing an intermediate solution that suits both parties, in which no one particularly gains, but does not lose either. This style of behavior is applicable provided that opponents have the same power, have mutually exclusive interests, they do not have a lot of time to find the best solution, they are satisfied with an intermediate solution for a certain period of time.

Conflict management involves not only the regulation of the already arisen confrontation, but also the creation of conditions for its prevention. Moreover, the most important of these two management tasks is prevention. It is precisely the well-organized work to prevent conflicts that ensures the reduction of their number and the exclusion of the possibility of the emergence of destructive conflict situations.

All conflict prevention activities are one of the concrete expressions of the human ability to generalize the available theoretical and empirical data and, on this basis, predict, predict the future, thus extending the field of knowledge to the unknown. This human ability is of particular importance in management activities. It is rightly said that to lead is to foresee.

Conflict prevention is a type of management activity that consists in early recognition, elimination or weakening of conflictogenic factors and thus limiting the possibility of their occurrence or destructive development in the future. The success of such an activity is determined by a number of prerequisites:

1) knowledge of the general principles of management of social organizations, formulated by modern management theory, and the ability to use them to analyze conflict situations;

2) the level of general theoretical knowledge about the essence of the conflict, its causes, types and stages of development, which are formulated by conflict management;

3) the depth of analysis on this general theoretical basis of a specific pre-conflict situation, which in each individual case turns out to be unique and requires a special set of methods and means to settle it;

4) the degree of conformity - the selected methods of correcting the current dangerous situation to its specific content; this adequacy of the means used in a real situation depends not only on the depth of theoretical knowledge of the possible participants in the conflict, but also on their ability to rely on their experience and intuition.

It follows from this that conflict prevention activities are very difficult. Therefore, the possibilities of preventive activities should not be overestimated, although they should not be neglected. In order to ensure its effectiveness, one should clearly see the difficulties that lie in wait for us on this path.

There are a number of obstacles that reduce the possibility of preventing conflicts and directing their development in a constructive direction.

This obstacle is of a psychological nature and is associated with such a generic quality of human psychology, which is characterized as an irresistible human desire for freedom and independence. In this regard, people, as a rule, perceive negatively any attempts to interfere in their relationships, evaluating such actions as an expression of the desire to limit their independence and freedom.

The existence of some generally accepted moral norms governing human relationships. Based on them, people consider their behavior to be a purely personal matter, and the intervention of a third party is seen as a violation of generally accepted moral norms, one of which is the inviolability of personal life.

This obstacle is of a legal nature and is due to the fact that in countries with developed democratic traditions, some universal norms of morality have acquired the form of legal norms that protect the fundamental rights and freedoms of the individual. Their violation in one form or another can be qualified not only as not entirely moral, but also as illegal, especially since a number of countries have already adopted special legal provisions prohibiting firms from interfering in the private life of their employees.

Therefore, successful conflict prevention activities can only be carried out within the boundaries established by the psychological, moral and legal requirements for the regulation of human relationships. Moreover, such activity becomes advisable only if there is a real danger of personal or group relationships developing into destructive, destructive forms, such as, for example, the rupture of personal relationships, the breakdown of the family, the collapse of the labor group, interclass, interethnic or interstate clashes.

Conflict prevention is, in its essence, an impact on those socio-psychological phenomena that can become elements of the structure of a future conflict, on its participants and on the resources they use. Since each conflict is associated with infringement of certain needs and interests of people, both material and spiritual, its prevention should begin with its distant, deep prerequisites, with the identification of those reasons that potentially contain the possibility of conflict.

The personality develops and improves in the process of its socialization, active assimilation and reproduction of social experience. A person has to adjust his actions in accordance with generally accepted norms and rules of behavior of others. For this, the manifestations of one's temperament and character have to be kept under constant control. When a person copes with this task, they have less friction with others. Problems arise when a person's behavior is determined only by temperament and character traits, and the person does not participate in this process, or is not able to "control himself." The first thing that needs to be done on this path in the event of a conflict situation is not to respond to insults with an insult, not to be drawn into the conflict. Give the provoking party an opportunity to speak out. If you are already drawn into the conflict, you need to find the strength in yourself and get out of it unilaterally. However, the problem should not be left unresolved, it is necessary to find the cause of the conflict and its other elements, to assess their capabilities to solve the problem. After the appearance of favorable conditions, you can look for ways to negotiate, which should be conducted on an equal footing, without prejudice to each other's interests. Only behavior aimed at compromise and cooperation can lead to a successful outcome in resolving an interpersonal conflict.

Full resolution of the conflict will be carried out when the opposing parties together, quite deliberately eliminate the causes that gave rise to it. If the conflict is resolved by the victory of one of the parties, then such a state will turn out to be temporary, and the conflict will necessarily manifest itself in some form under favorable circumstances.

Thus, negotiations are a universal means of resolving conflicts. They end not only interpersonal conflicts, but even international wars. Conditions must be ripe for negotiations. However, the source of the conflict may turn out to be such reasons that lead to the destruction of the existing system of interaction.

Any settlement of the conflict or its prevention is aimed at preserving the existing system of interpersonal interaction.

Prevention of conflicts is an activity aimed at preventing their occurrence and destructive influence on one side or another, one or another element of the social system, that is, the impact on the subjects or environmental factors that in the future may become a source of conflict. Such activity is an active intervention of the governing subject in the real process of social relations of people, in their interaction in various spheres of life. Conflict prevention presupposes the ability of the leader to foresee, predict the course of events in the organization.

Prevention methods that affect subjective and objective relationships in the organization (and the causes of conflicts):

- building a strong organizational culture based on social justice and solidarity;

- creation of a harmonious system of social partnership in the organization;

- strict adherence to the laws and regulations of the organization;

- the formation of a culture of behavior among personnel, respect for individual rights, mutual trust, mutual tolerance;

- taking into account the psychological characteristics of employees, their mutual sympathy when forming working groups and choosing a leadership style;

- creation of a personnel motivation system, taking into account the preferences of each employee.

Conflict prevention provides for timely actions to prevent possible collisions: elimination of the real subject of the conflict; involvement of an uninterested person as an arbitrator; willingness to obey his decision; the desire to make one of the conflicting people give up the subject of the conflict in favor of the other.

Conflict prevention is the daily activity of managers to form a cohesive workforce and timely resolve production issues. The personnel management service performs the functions of diagnosing the moral and psychological climate in the team, selecting employees taking into account their psychological properties and qualities, studying the social needs of employees and developing a personnel motivation system, maintaining organizational culture, etc.

If it was not possible to prevent the conflict, it is necessary to conduct a socio-psychological diagnosis of all parties and elements of the conflict and choose the most appropriate way and method of its resolution.

4. Ways to resolve conflicts.

There are several effective ways to manage a conflict situation. They can be divided into two categories:

structural

interpersonal.

A simple difference of characters should not be considered the cause of conflicts, although, of course, it can also become the only cause of a conflict situation, but in general it is just one of the factors. You need to start by analyzing the actual causes, and then apply the appropriate methodology.

Structural methods.

Clarification of job requirements.

It is one of the best management techniques to prevent dysfunctional conflict. It is necessary to clarify what results are expected from each employee and department. It should mention parameters such as the level of results to be achieved, who provides and who receives the various information, the system of authority and responsibility, and clearly defined policies, procedures and rules. Moreover, the manager does not understand these issues for himself, but communicates them to his subordinates so that they understand what is expected of them in a given situation.

Coordination and integration mechanisms.

This is another method of conflict management. One of the most common mechanisms is the chain of command. Establishing 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 any issue, the conflict can be avoided by contacting the general manager, asking him to make a decision. The principle of one-man command makes it easier to use hierarchy to manage a conflict situation, since the subordinate knows whose decisions he must comply with.

Integration tools such as cross-functional teams, task forces, and cross-departmental meetings are equally useful. For example, when in one of the companies a conflict between the interdependent divisions - the sales department and the production department - ripened, an intermediate service was organized to coordinate the volumes of orders and sales.

Organization-wide cross-cutting goals.

The effective implementation of these goals requires the combined efforts of two or more employees, departments or teams. The idea behind this technique is to direct the efforts of all participants towards a common goal. The Apple Computer Company always discloses the content of complex corporate goals in order to achieve greater coherence in the work of the entire staff. An equally striking example is McDonalds, which has a chain of inexpensive fast food restaurants around the world. From the very beginning of the construction of this estate, the management paid attention not only to prices, quality and market share. It believed (and, presumably, still believes) that it was indeed providing a service to people with limited means, and this "social mission" gave more weight to oratory goals. It is easier for cooks and waiters working under the McDonalds name to maintain strict standards in the context of helping the community.

The structure of the reward system.

Rewards can be used as a method of conflict management by influencing people to avoid dysfunctional consequences. People who contribute to the achievement of cross-organizational goals, help other groups in the organization and try to approach the problem in a holistic manner, should be rewarded with gratitude, bonus, recognition or promotion. It is equally important that the reward system does not encourage unconstructive behavior by individuals or groups.

The systematic, coordinated use of the reward system to reward those who contribute to the achievement of corporate goals helps people understand how they should act in a conflict situation in order to meet the wishes of management.

Interpersonal styles of conflict resolution.

Evasion.

This style implies that a person tries to get away from conflict. His position is not to get into situations that provoke the emergence of contradictions, not to enter into discussion of issues fraught with disagreements. Then you do not have to come to an excited state, even if you are engaged in solving the problem.

Smoothing.

With this style, the person is convinced that there is no need to get angry, because "we are all one happy team, and the boat should not be rocked." Such a "smoothing agent" tries not to let out the signs of conflict, catering to the need for solidarity. But in doing so, you can forget about the problem underlying the conflict. As a result, peace and quiet may come, but the problem will remain, which will eventually lead to an "explosion" sooner or later.

Compulsion.

Within the framework of this style, attempts to force people to accept their point of view at any cost prevail. Anyone who tries to do this is not interested in the opinion of others, usually behaves aggressively, to influence others, he uses power through coercion. This style can be effective where the leader has great power over subordinates, but he can suppress the initiative of subordinates, creates a greater likelihood that the wrong decision will be made, since only one point of view is presented. It can cause resentment, especially among a younger and more educated person.

Compromise.

This style is characterized by accepting the point of view of the other side, but only to a certain extent. The ability to compromise is highly valued in managerial situations, as it minimizes hostility, which often makes it possible to quickly resolve a conflict to the satisfaction of both parties. However, the use of a compromise at an early stage of a conflict that has arisen over an important issue can shorten the time it takes to find an alternative.

Conditions for the prevention of interpersonal conflicts. It is almost impossible to exclude the occurrence of pre-conflict situations in a group. You can minimize their number. This requires a system of preventive measures in all spheres of human life. Allocate objective, objective-subjective and socio-psychological conditions that contribute to the prevention of interpersonal conflicts.

They refer to the objective conditions for conflict prevention:

1. Creation of favorable conditions for the life of people.

These include: the material security of the family, the working conditions of parents and the education of children, relationships in a team, human health, family relationships, the availability of time for good rest, etc. Unsettled, failed, disrespected in the team and society, eternally driven, sick person is more conflicted, other things being equal, than a person who does not have these problems.

2. Development of legal and other regulatory procedures for resolving typical pre-conflict situations.

The practice of working with typical problem situations of social interaction leading to conflicts shows that their constructive resolution can be ensured by developing normative procedures that allow opponents to defend their interests without entering into conflict.

For example, conflicts associated with an “unfair” appointment to a position could be minimized if the team had a fair regulatory procedure for competitive appointment to a position known to all participants (appointment not for good academic performance, but for well-deserved authority among peers) ...

3. Fair and transparent distribution of goods.

Failure to comply with this condition is a typical objective cause of conflicts between people, exacerbating conflict situations. Less often, the cause of conflicts is the unfair distribution of spiritual benefits (incentives, awards, etc.). If we distribute the benefits fairly and publicly, then the number and severity of conflicts will noticeably decrease.

4. The soothing material environment that surrounds a person.

There are also a number of objective conditions that influence the emergence of conflicts between people. These include the following factors of the material environment: convenient layout of working rooms, optimal characteristics of the air environment, illumination, color of the premises, the presence of indoor plants, the absence of annoying noise, etc. Ultimately, the entire material environment with which he interacts affects the state of the body and the human psyche. Consequently, the factors of the material environment indirectly affect the conflict nature of a person.

Objective-subjective conditions for conflict prevention.

• 1. Structural and organizational conditions are associated with the optimization of the structure of the organization (office, school), and the structure of the group. An important factor in reducing the likelihood of conflicts between students, as well as between groups, is the correspondence of the formal and informal structures of the team to the tasks they face.
• 2. Functional and organizational conditions are associated with the optimization of functional relationships between the structural elements of the organization and students (clear division of duties, lack of duplication, etc.) This helps to prevent conflicts between children, since functional contradictions are a source of interpersonal contradictions.
• 3. Personal and functional conditions are connected by professionally skillful selection, assessment and placement of personnel. The maximum correspondence of the skills, abilities and personal qualities of the student to the requirements of the teacher minimizes the prerequisites for the emergence of many interpersonal conflicts.
• 4. Situational and managerial conditions are associated with the teacher's level of competence, which usually manifests itself in making optimal decisions, in choosing and implementing an effective management style, in a competent assessment of the results of students' activities, etc. Unreasonable negative assessment of the results of activities, incompetent decisions provoke conflict situations between children and the teacher.

Socio-psychological conditions for conflict prevention.

The conflict is of a socio-psychological nature. Therefore, the socio-psychological conditions for the prevention of interpersonal conflicts are of greatest interest. In addition, they are much easier than the objective prerequisites, amenable to managerial influences.

Social interaction is not a source of controversy when balanced. There are five main balances, the deliberate or unconscious violation of which can lead to conflicts.

Balancing roles or role interactions... It persists when the role expectations of partners correspond to the real distribution of roles. Therefore, in a situation of social interaction, it is very important to understand what role the partner plays and what role he expects from the other. If the role expectations of partners do not correspond to their role behavior, then each of the partners needs to adjust their expectations or their behavior. If such a correction does not take place due to various kinds of reasons, then a role conflict arises. Existing explanatory models of role interaction mainly distinguish three role positions. And in whatever terminology they are presented (parent-adult-child, senior-equal-junior, boss-colleague-subordinate, position "above" - ​​"next" - "under"), two role positions in any triad always reflect inequality (subordination or control) and only one - equality. To prevent role conflict, the most optimal is interaction with a partner on an equal footing.

Balancing interdependence in decisions and actions... Social interaction of people, among other factors, is determined by the system of interdependence, on the one hand, and on the other, generates it. Consistent interaction is ensured by a balance of interdependence, or by agreement of the parties on varying degrees of interdependence. If a person does not accept greater dependence on another, then such an imbalance can cause conflict behavior on his part. Too much dependence of a person on a partner limits his freedom, which can provoke a conflict. In the course of interaction, it is necessary to navigate the partner's state and feel what degree of partner's dependence is not uncomfortable for him. Based on this, it is necessary to maintain a comfortable balance of interdependence.

Balance of mutual services... The analysis of interpersonal conflicts showed that people, consciously or unconsciously, record the services (disinterested assistance, abnormal services) that they provided and those that they provided. If a student rendered a non-standard service to a classmate, and in return did not receive services of about the same value over time, then the balance of services is upset. This leads to the emergence of tension, a violation of harmony in relationships, and with a significant imbalance - to conflicts.

Damage balance... The destructive sense of revenge inherent in a person can manifest itself in maintaining a balance of damage. When a person is harmed, he tries to respond with the same one from whom he suffered. The degree of damage inflicted in response is determined by various factors - a person's upbringing, fear of punishment, traditions, worldview. Damage disturbs the balance of interpersonal and intergroup interaction and can become the basis of conflict. Therefore, one of the important social and psychological conditions for conflict prevention is the formation of the value of nonviolent interaction.

Balancing self-esteem and external evaluation... In the process of social interaction, people tend to evaluate each other (appearance, behavior, performance, etc.), as well as to produce self-esteem. A significant discrepancy between self-esteem and external assessment creates the basis for the emergence of interpersonal conflicts. The conflicts arising for this reason, in the “vertical” relationship (teacher - student), are especially acute. The main reason for the emergence of a discrepancy between external assessment and self-assessment is the choice of different methods of assessment by subjects in a situation of leadership-subordination. One and the same activity, depending on the way it is evaluated, can be assessed in different ways (as positive and as negative). It all depends on what is the basis of the assessment. When assessing his own performance, a student chooses what he has managed to do as the basis for the assessment. The teacher evaluates it based on what the student failed to do. In other words, in the first case, the result is compared with the initial state of affairs, and in the second, with the final goal. This approach is typical not only for teachers, but also for assessing people in any situations of human interaction. Maintaining a balance between self-esteem and external evaluation is an important condition for conflict prevention.

Balance of responsibility... Any situation in which one of the partners takes on too much or too little responsibility can lead to conflict. A student who has taken on responsibility may feel overwhelmed by the extra work, as well as loneliness. A classmate who has ceded responsibility to another may feel diminished in importance, dependence on another, and loss of individuality. Feelings of resentment and irritation can occur on both sides. Very often, it is these feelings that underlie the emergence of a conflict. Even while in a latent state, they manifest themselves in the behavior of classmates in the form of tension, irritability, and suspicion. Therefore, the distribution of responsibility is a very important condition for conflict prevention. Experience shows that school psychologists play an important role in conflict prevention. Psychological education of children and teachers helps to reduce the number of conflicts and to resolve them more constructively.

Output: There are effective conditions for the prevention of interpersonal conflicts: objective, objective-subjective and socio-psychological.

Signals of interpersonal conflicts in a team . In order to prevent interpersonal conflicts, it is necessary to understand the causes of a conflict situation and to notice in time the moment when disagreements and discomfort develop into a conflict situation. The conflict is preceded by more or less obvious signals - “conflict signals”:

A crisis. The crisis as a signal is quite obvious. When a person breaks his bond with a partner, it is clear that we are dealing with an unresolved interpersonal conflict. Violence also indicates the undoubted presence of a crisis, as well as violent arguments where people insult each other by losing control of their emotions. During a crisis, normal norms of behavior lose their force. A person becomes capable of extremes - in his imagination, and sometimes in reality.

Voltage. The state of tension distorts our perception of another person and many of his actions. Our relationships are burdened with the weight of negative attitudes and preconceived notions. Feelings towards the opponent change significantly for the worse. The very relationship with him becomes a source of continuous anxiety. In an atmosphere of tension, misunderstandings can quickly escalate into conflict.

Misunderstanding. A person often falls into misunderstandings, drawing false conclusions from a situation, most often from an insufficiently clear expression of thoughts or a lack of mutual understanding. Sometimes a misunderstanding is caused by the fact that this situation is associated with the emotional tension of one of its participants. In this case, his thoughts tend to continually return to the same problem. Her perception is distorted.

Incidents. The signal that you are a participant in an incident that carries a kernel of conflict is usually negligible. Something small can cause temporary excitement or irritation, but after a few days it is often forgotten. However, the incident itself, if misunderstood, can lead to an escalation of the conflict.

The discomfort. It is an intuitive feeling that something is wrong, although it is difficult to express it in words. However, learning to recognize and respond quickly to signals of discomfort and incidents can often prevent tensions, misunderstandings and crises from arising.

Output: Interpersonal conflict can be recognized by certain “signals of conflict”: crisis, tension, misunderstanding, incident, discomfort.

Interpersonal conflict resolution styles . There are five main interpersonal conflict resolution styles:

Evasion - a person tries to get away from the conflict. His position is not to get into situations that provoke the emergence of contradictions, not to enter into discussion of issues fraught with disagreements. Then you do not have to come to an excited state, even if you are engaged in solving the problem.

Smoothing - the person is convinced that there is no need to get angry, because "we are all one happy team, and the boat should not be rocked." Such a “smoothing agent” tries not to let out the signs of conflict, appealing to the need for solidarity. But in doing so, you can forget about the problem underlying the conflict. As a result, there may be peace and quiet, but the problem will remain, that ultimately there will be an "explosion".

Coercion - attempts to force people to accept their point of view at any cost. The one who tries to do this is not interested in the opinion of others, usually behaves aggressively, to influence others, he uses power through coercion. This style can be effective where the teacher has great power over the group, but it can suppress the initiative of the group members, creates the likelihood that the wrong decision will be made, since only one point of view is presented. It can cause resentment, especially among underage teens.

Compromise is accepting the other side's point of view, but only to some extent. The ability to compromise is highly valued as it minimizes ill-will, which often makes it possible to quickly resolve a conflict to the satisfaction of both parties. However, the use of a compromise at an early stage of a conflict that has arisen over an important issue can shorten the time it takes to find alternatives.

The solution to the problem is recognition of differences of opinion and a willingness to familiarize themselves with different points of view in order to understand the causes of the conflict and find a course of action that is acceptable to all parties. Someone who uses this style is not trying to achieve his goal at the expense of others, but rather is looking for the best solution. This style is most effective in solving organizational problems. Here are some suggestions for using this style of conflict resolution:

• 1. It is necessary to define the problem in terms of goals, not solutions.
• 2. Once the problem has been identified, identify solutions that are acceptable to all parties.
• 3. Focus on the problem and not on the personality of the other party.
• 4. Create an atmosphere of trust by increasing mutual influence and exchange of information.
• 5. As you communicate, create a positive relationship with each other by showing sympathy and listening to the other side's views.

Conflicts can be prevented by changing your attitude to a problem situation and behavior in it, as well as influencing the psyche and behavior of the opponent. The main ways and techniques of changing one's behavior in a pre-conflict situation include:

• - the ability to determine that communication has become pre-conflict;
• - the desire to deeply and comprehensively understand the position of the opponent;
• - reduction of their general anxiety and aggressiveness;
• - the ability to assess your current mental state;
• - constant readiness for conflict-free problem solving;
• - the ability to smile;
• - do not expect too much from others;
• - sincere interest in a communication partner;
• - conflict tolerance and a sense of humor.

To prevent interpersonal conflicts, it is necessary to evaluate, first of all, what has been done, and then what has failed:

• - the evaluator must know the activity himself well;
• - to give an assessment on the merits of the case;
• - the assessor must be responsible for the objectivity of the assessment;
• - identify and communicate the causes of deficiencies to the children being assessed;
• - clearly formulate new goals and objectives;
• - to inspire students for a new job.

Output: There are five styles of resolving and preventing interpersonal conflicts: evasion, smoothing, coercion, compromise, problem solving.

Methods and ways of preventing interpersonal conflicts. The existence of methods greatly simplifies the control over the team, and facilitate the implementation of tasks by the group members.

Clarification of Requirements - An explanation of what results are expected of each student. The following parameters should be mentioned here: the level of results to be achieved, who provides and who receives different information, the system of authority and responsibility, clearly defined policies, procedures and rules. The class teacher does not clarify all these questions for himself, but so that the students understand well what is expected of them and in what situation. At this stage, draw up instructions with a clear list of responsibilities.

Organizational Integrated Goals - Structural management of a situation requires teamwork. The idea will direct the efforts of all participants towards a common goal. A statement of team values ​​reveals the content of complex goals. The educational institution seeks to reduce the potential for conflict by setting out organizational overarching goals in order to achieve greater coherence and performance among all students.

The structure of the reward system. Rewards can be used as a method of conflict management by influencing people's behavior. Children who contribute to the achievement of corporate integrated goals, help other team members and should be rewarded with gratitude, diploma, recognition, commendation sheets, prizes, interesting excursions, letters of thanks to parents. It is important that the reward system does not reward non-constructive behavior by individuals or groups. The systematic, coordinated use of a system of rewards and incentives for those who contribute to the achievement of corporate goals, helping people understand how they should act in a conflict situation in order to meet the wishes of the school administration.

Prevention of interpersonal conflicts in schoolchildren.

Along with the methods of managing and resolving conflict situations, the teacher must also possess methods for the prevention of such situations. V.I.Andreev, A.S. Belkin, K.S. Lisetskiy, indicate that the prevention of interpersonal conflict is a system of measures (psychological, socio-psychological diagnostics, psychological and pedagogical correction) aimed at preventing a conflict situation, capable of leading to the emergence of interpersonal conflicts.

Socio-psychological training as a way to prevent interpersonal conflict. Training is a type of group work aimed at the development and formation of certain knowledge, skills, skills of effective social behavior, contributing to the optimization of the communication skills of the individual, necessary for productive interaction with other people in practical activities and interpersonal relationships. ...

In the process of training work, there is a kind of "training" of certain personality characteristics, for example, self-confidence, "constructive conflict" (the ability to conflict with the benefit of oneself and others), communicative competence (this is the ability to be adequate to the situation), etc.

Training systems provide an opportunity to develop the skills of introspection, which will allow you to know your strengths and weaknesses when interacting with other people; give the opportunity to master the techniques of relieving internal stress caused by the actions of stress and conflicts, the skills of emotional and behavioral self-regulation, constructive conflict resolution.

Training is the creation of specific conditions for the interaction of participants, which reproduce social contexts and change systems of personality relations, which is facilitated by the rules of group work, such sincerity ("I am sincere as much as I want to be sincere"), the principle of activity, the principle of feedback, etc. etc.

Conflict modeling is one such method. This technique, firstly, actualizes the intellectual potential of students, and secondly, it contributes to the training of constructive argument skills. Techniques for modeling a conflict situation:

• - denial by the leader (teacher or student) of the solution proposed by the group of students;
• - approval, defense, defense of the leading alternative solution;
• - imitation of the teacher's misunderstanding of the essence of the issue;
• - stratification of discussion participants into microgroups, followed by mutual criticism of alternative solutions.

In moments of the highest intensity of passions during confrontation of opinions, the teacher is advised to:

• - to interrupt the discussion and diplomatically summarize the results;
• - to offer a written-graphic solution to the problem for different microgroups;
• - give the floor to more phlegmatic students;
• - select experts to evaluate each of the proposed solutions.

Administrative ways to prevent conflict situations. The settlement and prevention of interpersonal conflicts can be carried out using purely administrative methods that the team leader has the right to apply.

Issuance of the assignment. Among the students there are people of different temperaments, different levels of knowledge and experience, who have different attitudes towards studies and the teacher. When issuing an assignment, take these points into account.

The system of punishment and reward. In the field of interactions, orders to deprive the offending student of any benefits, call parents to school, and a ban on participation in public events are effective. And as a reward - gratitude, ways of encouraging, holding events.

The teacher must ensure that the student receives an adequate assessment of his work: encouragement and praise for success and constructive criticism for mistakes and mistakes.

Formula for negative evaluation. In order for a negative assessment of the child's actions to be effective, the teacher must take into account the fact that his statement should contain four main parts.

First part: fixing the overall positive assessment of the child as a student and a person. You can say the following words: "I have always respected you for your thoroughness and reliability in your work."

Second part: formulating a critical appraisal. The sentence may look like this: "Today, after seeing your work, I see that you are mistaken ..."

The third part: admitting that the child is a good student, despite the fact that he made a mistake: “Everyone is wrong. Your high qualities are beyond any doubt for me. "

Fourth part: building a positive perspective for the future: "I am sure that tomorrow you will correct everything and will not make mistakes in the future."

Interpersonal conflicts and mobbing are twofold. All of their participants cannot fully devote themselves to their studies. It also leads to psychological problems. Children who are victims of mobbing are often forced to change schools.

Collectives in which intrigue and scandal (confrontational manifestations of conflicts) are widespread have a bad reputation. Parents seek to find another educational institution where there would be a good, respectful attitude towards children and the teaching staff.

Conflict resolution is a multi-stage process that includes the analysis and assessment of the situation, the choice of a method for resolving the conflict, the formation of an action plan, its implementation, and the assessment of the effectiveness of their actions.

The analytical stage involves the collection and assessment of information on the following issues:

• - the object of the conflict (material, social or ideal; divisible or indivisible; can it be removed or replaced; what is its accessibility to each of the parties);
• - participants (general information about them, their psychological characteristics; the relations of the participants; opportunities to strengthen their rank; their goals, interests, position; legal and moral foundations of their requirements; previous actions in the conflict, mistakes made; where interests coincide, and in than - no, etc.);
• - the specialist's own position (goals, values, interests, actions in the conflict; legal and moral foundations of their own requirements, their argumentation and evidence; mistakes made and the possibility of their recognition before the participant, etc.);
• - reasons and immediate cause leading to the conflict;
• - the social environment (the situation in the organization, the social group; what tasks the organization, the opponent solves, how the conflict affects them; who and how supports each of the subordinates, if the opponents have them; what they know about the conflict);
• - secondary reflection (the subject's idea of ​​how his opponent perceives the conflict situation, how he perceives the subject and his idea of ​​the conflict, etc.). Sources of information are personal observations, conversations with management, subordinates, informal leaders, their friends and friends of the participants in the conflict, witnesses to the conflict, etc.

After analyzing and assessing the conflict situation, the participants predict options for resolving the conflict and determine the ways of resolving it that are appropriate to their interests and situation. Forecasted: the most favorable development of events; the least favorable development of events; the most realistic development of events; how the contradiction will be resolved if we simply stop active actions in the conflict.

It is important to define the criteria for resolving the conflict, and they must be recognized by both parties. These include: legal norms; moral principles; opinion of authorities; precedents for solving similar problems in the past.

Actions to implement the planned plan are carried out in accordance with the chosen method of conflict resolution. If necessary, a revision of the previously outlined plan is carried out (return to discussion; nomination of alternatives; nomination of new arguments; appeal to third parties; discussion of additional concessions).

Controlling the effectiveness of your own actions involves critical answers to the questions: why am I doing this? what do I want to achieve? what makes it difficult to implement the planned plan? Are my actions fair? what actions should be taken to remove obstacles to conflict resolution? and etc.

At the end of the conflict, it is advisable: to analyze the mistakes in their own behavior; generalize the knowledge gained and experience in solving the problem; try to normalize your relationship with a recent member; relieve discomfort (if any) in relationships with others; minimize the negative consequences of the conflict in their own states, activities and behavior.

V.M. Afonkova argues that the success of pedagogical intervention in the conflicts of adolescents depends on position of the teacher. There can be at least four such positions:

• · The position of authoritarian intervention in the conflict - the teacher, not being convinced that the conflict is always bad and that it is necessary to fight with it, tries to suppress it;
• · Position of neutrality - the teacher tries not to notice the collisions that arise among the pupils, and not to interfere in them;
• · The position of avoiding conflict - the teacher is convinced that the conflict is an indicator of his failures in educational work with children and arises from ignorance of how to get out of the situation;
• · The position of expedient intervention in the conflict - the teacher, relying on good knowledge of the collective of pupils, the relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it, or to allow it to develop to a certain limit. The actions of the teacher in the fourth position allow you to control the conflict and manage it.

In the practice of a social teacher, the analysis of a conflict situation is most important. An incident, for example, can be drowned out by "pressing", while the conflict situation in this case persists, taking a protracted form and negatively affecting the life of the team.

For preventive purposes, a social educator needs to navigate behaviors that predispose to conflict, this is:

• - dominance in communication, conservatism in thinking, unreasonable criticality in relation to a partner;
• - violation of the partner's personal space;
• - a sharp and unexpected acceleration of the pace of the conversation, the deliberate creation of a lack of time when solving a problem;
• - belittling the partner's personality and his rights (interrupting, ignoring contacts, underestimating his contribution to the common cause, unwillingness to admit his correctness in judgments, etc.);
• - constant imposition of your point of view;
• - demonstration of their permanent employment;
• - emphasizing the difference with a partner in their favor;
• - insincerity, intemperance, inflexibility, injustice.

If tension arises in communication, experts recommend:

• - to show natural attention to the interlocutor, to be benevolent, tolerant, friendly;
• - keep calm, not lose self-control and self-control, speak succinctly, a little slower if the interlocutor is overly excited;
• - establish eye contact and try not to lose it;
• - let the interlocutor speak out, do not try to interrupt him;
• - reduce the social distance in space, get closer, bend over to the interlocutor, make it clear that you understand his state;
• - admit their guilt, if any. Show tactfully where you think the interlocutor is wrong; show that you are interested in solving the problem of the interlocutor, cooperating with him, you will support him, if this does not contradict the interests of the case;
• - to share with the interlocutor responsibility for solving the problem, to determine a plan for future cooperation.

The prevention of conflicts among schoolchildren, and especially schoolchildren of adolescence, includes a number of stages:

• Diagnostic (study of the microclimate in a team or among individual students, for example, students at risk using diagnostic techniques: tests, questionnaires, observation method);
• · Prognostic (includes the processing of the diagnostics performed, its analysis and the preparation of a kind of forecast regarding the occurrence or non-occurrence of a conflict situation);
• · The planning stage (a set of necessary measures to prevent a conflict or conflict situation);
• · Preventive (the actual implementation of measures and their analysis).

Do not forget that regardless of whether the process of actually resolving the conflict or just its prevention is taking place, control is also necessary after the complex of planned measures, since, for example, an already formed interpersonal conflict, but subsequently resolved, can flare up with renewed vigor. , and the complex of preventive measures does not give one hundred percent certainty that there will be more conflicts in this group, or with this child. Thus, monitoring is necessary throughout the entire interaction with children in a given situation.

Now it is worth dwelling in more detail on the prevention of interpersonal conflicts in the system. "Pupil-parent" and briefly review the mechanism for resolving them.

Usually, the child responds to the claims and conflict actions of the parents with reactions (strategies): opposition (demonstrative actions of a negative nature); refusal (disobedience to the requirements of the parents); isolation (the desire to avoid unwanted contact with parents, hiding information and actions). Based on this, the main areas of prevention of conflicts between parents and children may be as follows:

* increasing the pedagogical culture of parents, allowing to take into account the age-related psychological characteristics of children, their emotional states;

organization of a family on a collective basis. Common perspectives, certain job responsibilities, traditions of mutual assistance, joint hobbies serve as the basis for identifying and resolving emerging contradictions;

reinforcement of verbal demands by the circumstances of the educational process;

* interest in the inner world of children, their concerns and hobbies.

According to psychologists (D. Leshley, A. Royak, T. Yuferova, S. Yakobson), the following can contribute to the constructive behavior of parents in conflicts with children:

• - always remember about the individuality of the child;
• - take into account that each new situation requires a new solution;
• - try to understand the requirements of the child; remember that change takes time;
• - to perceive contradictions as factors of normal development;
• - show constancy in relation to the child; more often offer a choice of several alternatives;
• - to approve of various options for constructive behavior;
• - jointly look for a way out by changing the situation;
• - to decrease the number "it is impossible" and to increase the number "it is possible";
• - to apply punishments to a limited extent, while observing their fairness and necessity;
• - to give the child the opportunity to feel the inevitability of the negative consequences of his misdeeds;
• - logically explain the possibilities of negative consequences;
• - expand the range of moral, not material incentives;
• - use a positive example of other children and parents;
• - take into account the ease of switching attention in children.

Interpersonal conflicts in the system "Student - student" suggest a slightly different resolution strategy.

Depending on how successfully the socialization of the child's personality is carried out at school, primarily the assimilation of spiritual, moral values, the intensity of conflicts between schoolchildren changes. Spirituality largely determines the activities and behavior of people.

Discipline plays a significant role in conflict prevention - the ability to provide the child with the freedom necessary for his full development within the framework of reasonable obedience to order.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren. Its impact can be manifested in various aspects.

First, the teacher's interaction style with other students serves as an example for reproduction in relationships with peers. Research shows that the style of communication and pedagogical tactics of the first teacher have a significant impact on the formation of interpersonal relations between students and classmates and parents (O. Osadko). The personal style of communication and the pedagogical tactics of "cooperation" determine the most conflict-free relationships among children. However, a small number of primary school teachers (about 15%) are proficient in this style. Primary school teachers with a pronounced functional style of communication (85%) adhere to one of the tactics ("dictate" or "custody"), which increase the tension of interpersonal relations in the classroom. A large number of conflicts characterize relations in the classes of "authoritarian" teachers and in senior school age.

Secondly, the teacher is obliged to intervene in students' conflicts, to regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or just good advice. Involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect. ...

Thirdly, when resolving an interpersonal conflict between students, one can adhere to a certain algorithm proposed by T.A. Shishkovets. In his opinion, the resolution of the conflict is a multi-stage process, including:

• - analysis and assessment of the situation;
• - the choice of a method for resolving the conflict;
• - formation of an action plan;
• - its implementation;
• - assessment of the effectiveness of their actions.

The success of a social teacher's intervention in adolescent conflicts depends on his position. There can be at least four such positions:

• · The position of authoritarian intervention, that is, suppression of the conflict;
• · The position of neutrality, that is, the desire not to notice the clashes between adolescents and not to interfere in them;
• · The position of avoiding conflict: the teacher is convinced that the conflict is an indicator of his failures in educational work with children;
• · The position of expedient intervention in the conflict - the teacher, relying on good knowledge of the adolescent collective, the relevant knowledge and skills, analyzes the causes of the conflict, makes a decision - either to suppress or allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control the conflict and manage it.

When interacting with the parties to the conflict, the social educator can use the following mediation tactics:

• · Alternate listening at a joint meeting is used to clarify the situation in a period of acute conflict;
• · Transaction: the mediator seeks to negotiate with the participation of both parties, with the main emphasis on making a compromise solution;
• · Shuttle diplomacy: the mediator separates the conflicting parties and constantly runs between them, discussing aspects of the agreement. The result is usually a compromise;
• · Pressure on one of the parties to the conflict: most of the time “the arbitrator devotes to working with one of the parties to the conflict, proving the erroneousness of his position. In the end, the participant makes concessions;
• · Directive tactics: focusing on weak points in the positions of opponents, the erroneousness of their actions in relation to each other. The goal is to induce the parties to reconciliation.

Social educator in work on overcoming the conflict it is advisable to adhere to the following rules:

• · Try to put yourself in the place of the conflicting party;
• · Do not jump to conclusions. Give the participants a period of time to reflect on the situation they have created: conflict resolution is a “what to do” solution, not a “who is to blame” investigation;
• · Do not let the conflict grow; the problem should be solved mainly by those who created it;
• · To overcome the conflict helps a common cause and constant contact between partners;
• · Try to determine the moment for the beginning of negotiations between the parties to the conflict, "points" of trust and respect between the parties to the negotiations;
• · When discussing, analyze the opinions of opponents, listen to the opinion of each participant in the conflict, not so much in order to refute it, but in order to take it into account; find a compromise by defining a common position for assessments;
• · The conflict will be resolved with the firm readiness of both parties for a constructive discussion in the interests of the case;
• · To resolve any tension, to overcome interpersonal contradictions is possible in parts, step by step.

It is important for a social teacher not only to be guided by these rules himself, but also to inform rivals about them, to use exercises, trainings to form non-conflict behavior.

It should be noted that the proposed algorithm is applicable to other types of resolving interpersonal conflicts.

The situation is somewhat more complicated in case of conflict situations in the system. "Student - teacher" occurring between the professional and the emerging personality. Studies show that in the interpersonal conflict between a teacher and a student, there is a large share of negative consequences (83%) compared to positive effects (50% of the number of situations studied) (S. Khapaeva).

It is important that the teacher is able to correctly determine his position in the conflict, since if the class team acts on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the violator of discipline or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become permanent).

For a constructive way out of the conflict, the relationship between the teacher and the parents of the teenager is important.

Often, the teacher's communication with matured students continues to be based on the same principles as with primary school students, providing the teacher with the opportunity to demand obedience. This type of relationship does not correspond to the age characteristics of the adolescent, first of all, his new idea of ​​himself, the desire to take an equal position in relation to adults (I. Verenikina). A successful resolution of the conflict is impossible without the psychological readiness of the teacher to switch to a new type of relationship with growing up children. The initiator of such a relationship must be an adult.

ь controlling their emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;

not to ascribe to the student his understanding of his position, to switch to “I” statements (not “you are deceiving me”, but “I feel myself deceived”);

ь not to offend the student (there are words that, when uttered, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);

ь try not to expel the student from the class;

b, if possible, do not contact the administration;

ь not to respond to aggression with aggression (this will belittle your dignity as well), not to affect his personality, the characteristics of his family, to assess only his specific actions;

- give yourself and your child the right to make mistakes, not forgetting that “only the one who does nothing is not mistaken”; regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student); not to be afraid of conflicts with students, but to take the initiative to resolve them constructively.

Conflict prevention technology is built, first of all, on trust and interaction with students, built on cooperation and a mixed style of communication and the method of this same interaction. It is important to explain to the growing child the ways of reacting in a conflict situation and the mechanisms for their prevention.

Everyone knows the truth that any problem is easier to prevent than to solve. However, more emphasis should be placed on educating students in the field of mechanisms for effectively resolving interpersonal conflicts, taking into account the position of a humanistic approach and a tolerant attitude towards others. A knowledge-based prevention system, with its constant monitoring, is capable of moving the situation off the ground and starting a dialogue with the child at only one level understandable to him to achieve a reduction in the level of conflict.

Conflict prevention includes not only a complex of events on the subject of interpersonal interaction, but the constant work of all teaching staff and institutions of society as a whole.