head communicative culture conflict
Let us analyze in more detail the following conflict situation that arose between the site foreman and an electrician at RUSAL Novokuznetsk OJSC.
The conflict situation described below occurred on May 20, 2008, on the day of the inspection by the authorities of OAO RUSAL Novokuznetsk of the foil production site and the safety exam by the workers of this site.
The day before, Sobalev, the head of the foil production section, holds a meeting at which the masters of this section are present. The meeting discussed issues related to the arrival of new equipment, the introduction of technologies to improve products and much more.
At the end of his speech, Sobalev said that tomorrow (May 20) there would be a check by the authorities of our site and, accordingly, new equipment. Therefore, tomorrow it is necessary that each of you conduct a briefing on new equipment in your team and take an exam from them on safety. Sobalev also instructs foreman Andreev to warn all the workers so that they are all in the morning, regardless of who is in the afternoon. Further, the head wished everyone good luck and have a good day, and at this the meeting ended, and the masters went to their workplaces. And then the whole day Andreev was busy checking the condition of the equipment and completely forgot about the instructions of the head, and that the electrician Fedorov from his team would not be in the morning, but from lunch tomorrow, since Fedorov asked him to take time off and wrote a statement that Andreev must was to give Sobalev. Andreev forgot about the statement.
The next day (May 20), when the authorities had already visited, and made appropriate remarks to the head about the work of the site itself and the absence of workers, Fedorov came at lunch and proceeded, as usual with a positive and in a good mood, to do his immediate work.
Then Sobalev burst in and started shouting at him: “Where have you been? What kind of adventure is this, when I want then I come! Who do you think you are?! Mister what! To ignore my orders and instructions and not show up for work on time! Explanatory on the table and immediately march to take the exam. If this happens again, you will fly from work! Perplexed, Fedorov tried to explain to the angry leader that he was not to blame for anything and that he knew nothing, and that he asked the master for leave and wrote a statement, but Sobalev did not even want to listen to him. And in the end, he only said: “You won’t see the prize!”
After a conversation with Sobalev, Fedorov was like not himself for the rest of the day, and the next day he went on sick leave.
To analyze this conflict situation, it is first necessary to identify the parties to the confrontation: the first is the head of the foil production section, the second is the electrician of the foil production section, the initiator is the foreman of the same section.
The source of the contradiction in this case was not established and unsatisfactory communication, the lack of feedback.
To find solutions, we need to analyze this conflict situation step by step.
To begin with, it is necessary to identify the participants in the conflict and give them a description.
1. The head of the foil production department - Sobalev - is a very quick-tempered, sharp, authoritarian person with a changing mood, accustomed to giving orders and demanding their unquestioning execution. Does not tolerate objections. If this happens, he quickly "explodes" and is already difficult to stop. He loves to argue very much, he will stand his ground, even if he is wrong.
2. The electrician of the foil production department - Fedorov is a very responsible worker, he copes well with his duties and does quality work, he likes everything to be done as it should. He is very kind person and communicates well with people. In conflict situations, he is lost and does not know what is best to do and, as a result, often experiences stress. Basically, he makes concessions.
3. Foreman of the site - Andreev - an absent-minded person who cannot be relied upon. He grabs several things at the same time and rarely, which brings him to the end. Likes to find fault, conflict worker. In the event of a conflict with colleagues and management, he tries to impose his opinion and does what is beneficial to him.
The object of the conflict clash is the task of the leader that was not fulfilled by the master. The subject is a disagreement that arose between the manager and the electrician, due to the fact that the electrician was absent from the workplace in the morning when the authorities checked the work of the site. In other words, the manager perceived the situation as ignoring the execution of the order, the electrician - as the impossible execution of the order due to his lack of awareness of this order.
So we come to the climax conflict situation- an incident. This is an external stimulus caused by the actions or a set of actions of the participant (participants) of the conflict situation. They pose a threat to one of the parties, infringe on its interests, and become a pretext for the start of retaliatory actions. Such a clash was observed in the censure of an electrician, where baseless accusations were made that he was a careless, irresponsible and without conscience.
The post-conflict period in this situation was observed only in one of the opponents - an electrician. Fedorov is under stress, he worries about what happened, comprehends his behavior and cannot understand what he did wrong (wrote a statement, received permission from the foreman to come to work at lunch, carefully does the work), that the manager was so angry with him and such spoke words to him. His performance decreases and as a result he goes on sick leave. The negative attitude that an electrician has formed during an undeserved accusation, a rude attitude towards him, may persist for a certain time, and Fedorov will involuntarily experience antipathy towards his leader and involuntarily express a negative opinion about him.
Next, you need to consider the steps that the conflicting parties took to overcome the conflict. In this clash, the head of the foil production department immediately went into open confrontation, the electrician tried to soften the conflict, figure out what he was accused of, but Sobalev was not focused on the “cooperation” strategy, since he did not objectively look at the problem, he was disrespectful to Fedorov , addressed him on "You", shouted.
Since the purpose of my course project is to develop a mechanism for ensuring the behavior of the manager, the features of managerial activity using the example of the above conflict situation, then first you need to clearly define its immediate causes.
Let us pay special attention to the predisposing stage of awareness of the conflict and the stage of "mistakes". In this conflict clash, which was of a rough nature, which is characterized as incorrectly attributed, absolutely random from the point of view of an electrician, the stage of the incident comes to the fore, rather than the awareness of contradictions. The stage of awareness of the conflict is characterized by the fact that the conflicting parties begin to realize the clash of interests. And the conflict becomes more complex if the algorithm starts to change, it becomes much harder to manage it. A conflict-reaction arises due to the inspection by the authorities of the foil production section and the reprimand to the head of this section for the absence of workers at their workplace. In our case, a site electrician who came to work at lunchtime and received a proper reprimand from the head of the full program. This circumstance was a catalyst, that is, it revealed a number of reasons for the collision:
1) an unorganized feedback system - the possession of false information by the head of the foil production section, who was sure that the foreman of the foil production section, Andreev, gave the electrician Fedorov the information that the authorities would be checking in the morning and you need to listen to a briefing on new equipment and pass exam. The interests of the leader, his order were not satisfied, and any leader seeks to create discipline in the enterprise and, in this regard, requires a clear implementation of the tasks assigned to him. This implies an explosion of emotions, the expression of which was the very conflict situation that occurred at the workplace of an electrician.
2) The conflict was fueled by unsatisfactory communications, since the lack of unity of command and the exact scheme of interaction led to a decrease in the effectiveness of joint work.
3) The incompetence of Andreev, the foreman of the foil manufacturing section, and the underestimation of the importance of the information that he had to provide to the electrician Fedorov.
4) Low communicative culture of the leader, his personal component. The leader, one of the participants in the conflict, is characterized by irascibility, thoughtlessness of actions, activity, expressiveness and aggression.
Andreev had a great responsibility for the conflict situation, since he was its initiator. Andreev did not have the courage to admit his mistake, explain to the leader that he was to blame for what happened and apologize to Fedorov.
At the end of the conflict, the contradiction underlying it was not resolved. There was an attenuation of the conflict, that is, a temporary cessation of resistance while maintaining the main signs of the conflict: contradictions and tensions. The conflict moved from an "obvious" form to a hidden one. The attenuation of the conflict occurred as a result of: the loss of motivation for confrontation (the object of the conflict has lost its relevance) and the reorientation of the motive, switching to urgent feasible tasks.
The manager's mistake lies in the unwillingness to once again talk with subordinates and find out all the reasons for the misunderstanding that happened. To resolve this conflict, it was necessary to discuss it jointly with the head of the foil production department, the foreman of the foil production department and the electrician of the same department. When ignoring the problem, this conflict situation had very real chances to acquire elements of destructiveness and pointlessness. In other words, the accumulation of negative emotions, resentment, hostility, the emergence of a feeling of mutual irritability and intolerance in relations between the manager and the electrician could lead to an aggravation of the conflict. Failure to clarify the circumstances of the conflict situation by the site manager Sobalev can be regarded as a departure from official responsibility, which ultimately leads to the loss of actual leadership of public opinion in the team.
It follows that conflict management is one of the most complex types management activities. As part of this activity, many tense situations constantly arise related to the fate of colleagues and subordinates. Among them, there are many that are accompanied by severe stress and even panic moods. In our conflict situation, Fedorov is experiencing stress and even, to some extent, the predominance of a panic mood. Stress can temporarily paralyze the development and decision-making process, so along with using scientific approach to the point, great importance has not only professional qualifications leader, but also mental stability, the level of communicative culture. Thus, in managing conflicts, a significant role is played by the personality of the leader himself, who has taken up the solution of a particular problem.
So, we analyzed the conflict situation, identifying the structural elements and clearly describing the causes of the conflict clash. In the next chapter, a number of recommendations will be given on the development of a manager's communicative culture.
But first, before giving the appropriate recommendations, I would like to note that RUSAL Novokuznetsk OJSC is a very large enterprise and has many sections and divisions, and conflicts often arise between site managers and subordinates, as well as between clients. Therefore, it is advisable, using the observation method, to analyze the personal and behavioral characteristics of each site manager and identify their propensity to create conflict situations and, based on the data, give general recommendations that will minimize conflicts in RUSAL Novokuznetsk OJSC.
The observation method was used for the analysis [see. Appendix A], with which you can get opinions about each respondent, his personal and behavioral characteristics. In our case, we chose the method of participant observation, since the researcher is an employee of this organization and a colleague in the work of the subjects. 15 heads of sections and divisions were interviewed.
The results of this observation are presented below.
Table 1 - Observation results
|
Subjects |
Personality and behavioral features |
|
Good-natured, calm, open, sociable person |
|
|
Assertive, secretive, sociable, prone to conflict behavior |
|
|
Sociable, a little fussy, good-natured, cheerful, with a good sense of humor |
|
|
Unsociable, stubborn, secretive, knows his job well, prone to conflict behavior |
|
|
Inquisitive, open, always support the conversation on any issue, easy to communicate. |
|
|
"On my mind", sociable but secretive, avoids conflicts, always finds a compromise or excuse |
|
|
Insecure, shy, soft-bodied, trying to please everyone |
|
|
Soft, calm, sociable, friendly |
|
|
Abrupt, uncommunicative, prone to conflict |
|
|
Fussy, sociable, good-natured, conflict-free |
|
|
Cheerful, verbose, a little annoying, prone to creating conflict situations |
|
|
Impatient, quick-tempered, sociable, conflict |
|
|
In communication, alert, shy, speaks only to the point, conflict-free |
|
|
Cheeky, speaks sarcastically, jokes inappropriately, prone to conflict |
|
|
Quiet, calm, good-natured, conflict-free |
These observations indicate that 6 people in the group are prone to creating conflict situations: 2 of them are distinguished by sharpness, assertiveness in communication, at the same time they are sociable, although they can often create conflict situations; 2 people out of 6 who are prone to conflicts are also sociable people, but at the same time they are cheeky, verbose, make inappropriate jokes - they are unpleasant in communication, which causes them to create conflict situations; and two people in the conflict group are distinguished by lack of communication, secrecy, stubbornness.
Let's make a diagram that clearly reflects the types of leaders in the conflict group:
Rice. one
Next, we characterize a group of managers of the company's sections who do not bring problem situations before the conflict, this group includes 9 people, among them 4 people can be distinguished who are distinguished by a cheerful disposition, talkativeness, good nature, openness; 3 people are distinguished by calmness, poise, friendliness; 2 people are shy, insecure, trying to please everyone.
Let's make a diagram that clearly reflects the types of leaders who do not bring problem situations to conflict:
Rice. 2
Thus, the results of the observation indicate that in the group of interviewed site leaders, 40% of them are able to create conflict situations and 60% of the leaders do not bring problem situations to a conflict.
Let's make a general diagram for the group.
Rice. 3
So, on the basis of the data obtained in the course of monitoring and analyzing the conflict situation in RUSAL Novokuznetsk OJSC, it is now possible to give appropriate recommendations to managers on how they should behave in situations of conflict interaction.
A systematic approach to the study of conflict involves the creation of an appropriate conceptual scheme for its description.
The development of general and particular theories of conflict is expressed mainly in the expansion and deepening of the conceptual schemes for describing this phenomenon, in the transitions from one concept to another, fixing the deeper essence of the conflict, its previously unexplored sides.
In essence, the task is to form a system of basic categories of description. At the same time, the question of the grounds for singling out concepts as necessary and sufficient becomes fundamental.
It should be emphasized that in each of the branches of conflictology, their own conceptual schemes for describing the conflict have been developed and are developing. Their quality is determined by the time and intensity of the study of the conflict in a particular science. In addition, significant differences in concepts are caused by the specifics of the subject that representatives various sciences choose in common facility research, - conflict. At the same time, it should be emphasized that attempts are repeatedly made to develop a relatively universal conceptual scheme for describing the conflict as a psychological phenomenon.
First attempt at creating conceptual scheme for describing the conflict as a socio-psychological phenomenon was undertaken by the social psychologist L.A. Petrovskaya. It included four categorical groups characterizing the socio-psychological level of conflict analysis.
In addition to these basic concepts, she pointed to the practical importance of developing the concept of conflict management, which, along with the prevention, prevention, mitigation and resolution of the conflict, involves its symptoms, diagnosis, prediction and control.
Subsequently, a scheme of seven groups of concepts was proposed. Then it was developed by A.Ya. Antsupov and began to include eleven conceptual and categorical groups for describing the conflict.
The essence of conflict
The most difficult and crucial stage is the development of a research program. Experience shows that the greatest effect in the study of conflicts and the development of specific recommendations for their prevention and resolution is the involvement of specialists - social psychologists.
Chapter 5. How Conflicts Are Described
The chapter “How conflicts are described” considers what concepts and categories are included in the problem field of describing conflicts from the point of view of specialists and what components constitute the phenomenon of conflict from the point of view of “ordinary people”.
Structural characteristics of conflicts
· Dynamic characteristics of conflicts
As the analysis of the very concept of conflict has shown, different approaches to its description and methods of its study, there are many unresolved issues in the categorical apparatus used by conflict researchers. However, referring to the conflict description schemes reflected in the literature, one can find a certain similarity in the views of specialists.
So, A. Ya. Antsupov and A. I. Shipilov, the authors of the already mentioned interdisciplinary review on conflict issues, as a result of the analysis of the relevant psychological literature, come to the conclusion that the description of the conflict can be based on the following basic concepts:
1) the essence of the conflict;
2) its genesis;
3) the evolution of the conflict;
4) classification;
5) structure;
6) dynamics;
7) functions;
8) personality in conflict;
9) warning;
10) permission;
11) methods of studying the conflict (Antsupov, Shipilov, 1996).
L. A. Petrovskaya, who proposed the first conceptual scheme in the domestic literature for the socio-psychological analysis of conflicts, includes four main categorical groups: the structure of the conflict, its dynamics, functions (constructive and destructive consequences) and typology. In addition to these basic concepts, the author points to the practical importance of identifying and developing such a concept as conflict management, which, along with the prevention, prevention, mitigation and resolution of the conflict, also involves its symptoms, diagnosis, forecasting and control (Petrovskaya, 1977).
In the process of solving problems related to the choice of the main categories of description of the phenomenon, the question of the grounds for singling out certain concepts as necessary and sufficient becomes fundamental. The point is not to point out largest number description headings or achieve maximum differentiation.
Structure and dynamics are almost always singled out as essential characteristics of a conflict, which corresponds to the general methodological principles of describing phenomena.
Antsupov and Shipilov, when describing the structure of the conflict, dwell on such concepts as “conflict situation”, “participants in the conflict”, “object of the conflict”, “conditions for the course of the conflict”, “images of the conflict situation” and “conflict interaction”. Based on the analysis performed, the authors believe that the conflict structurally consists of a conflict situation and conflict interaction. In turn, the conflict situation includes participants, or parties to the conflict; support groups (authors describe interpersonal conflict); the object or subject of the conflict; the conditions of its course and the images of the conflict situation that its participants have. Conflict interaction as structural component is a set of methods of this interaction. The authors reduce the dynamic characteristics of the conflict to the stages of the process of the emergence and development of the conflict (including both conflict interaction and conflict resolution) (Antsupov, Shipilov, 1992, pp. 76–83).
Petrovskaya (1977), when describing the structure of the conflict, proposes to distinguish the following components: “parties (participants) of the conflict”, “conditions for the course of the conflict”, “images of the conflict situation”, “possible actions of the participants in the conflict”, “outcomes of conflict actions”. The dynamics of the conflict is a process, the description of which includes various stages of the development of the conflict - from the emergence of a conflict situation to its resolution.
We will confine ourselves to these examples, since reference to the works of other authors does not actually introduce anything fundamentally new into the understanding of the content of the structural and dynamic characteristics of the conflict: the representations available in this area are quite homogeneous.
The above components of the problem field of conflict phenomena have been identified by specialists on the basis of theoretical analysis, as well as studies carried out in this area. Another possible way to identify the elements of the conflict involves referring to the content of this concept from the point of view of a "naive person".
The construction of the concept allows different approaches. E. Smith and D. Medin (Smith, Medin, 1981) summarize the results of a long history of creation and use of concepts in psychology as follows. Thus, the classical approach assumes that all examples of the concept share general properties. The "instance" approach, according to the authors, on the contrary, does not consider a single representation of a whole class or concept possible, and allows only specific representations of class instances (the category of all psychiatric patients with suicidal tendencies is given as an example). Finally, the "prototype model" assumes that concept instances vary in the extent to which they share common properties, that is, they represent a common concept. Description properties are true for most, but not required, for all members of a given category. A prototype is often defined as "a typical representative of a given group of objects" (Andreeva, 1997, p. 108).
Well-known researchers in the field of social cognition N. Cantor, W. Mischel and J. Schwartz argue that it is the prototype approach that provides such a research strategy that can be easily adapted to the study of categorical knowledge of a naive observer (Cantor, Mishel, Schwartz, 1982, p. 37). L. Horowitz and his colleagues also consider the creation of a prototype to be a better tool than the selection of similar features or characteristics; in their work, they used a prototype approach to study the lonely person (Horowitz et al., 1989). Let us describe the procedure used by Cantor and her co-authors as typical and relevant for the study of prototypes.
First of all, a taxonomy of the most general categories used in the field, such as personality categories or situation categories, was identified. To build a taxonomy, the researchers first turned to professionals (personologists, psychiatrists, etc.) and received widely used categorical labels. They then verified the significance of these taxonomies to the naive observer. Students with no experience in this area performed the card sorting task. After receiving a set of cards, each of which contained one categorical label, each participant had to propose their own version of the hierarchical taxonomy. The results obtained were subjected to cluster analysis for the coincidence of everyday and professional points of view regarding certain hierarchies.
The next step was to get prototypes for each category in each taxonomy. In their study, the authors considered the categorical prototype as a list of properties that, in the opinion of most people, are common and characteristic of the members of this category. To create these prototypes, the participants in the experiment had to list the qualities that they considered characteristic of the samples of this category. At the same time, they had the right to use any characteristics in the description of this category, no restrictions were introduced by the experimenters and no influence was exerted.
By the end of this stage, the researchers had at their disposal several (10–13 in total) attributive lists of characteristics that were mentioned 3–4 (at least 2 times), constituting a relatively consistent prototype for each category. In addition, the experimenters sometimes asked other participants in the experiment - "judges" - to estimate the percentage of "representatives" of this category in relation to each attribute in the agreed prototype list. These percentages could then be used as a criterion for inclusion in the final agreed prototype. So, for example, it included only those characteristics that were attributed to 50 percent or more of the representatives of this category.
According to Kantor, Michel, and Schwartz, the procedure they used provides a free, generated prototype for each category in each taxonomy. These agreed upon prototypes were further explored to test hypotheses about the richness of stereotypes, the hierarchical structure of the taxonomy, and the content of characteristics (properties) commonly associated with categories of everyday situations and personality categories.
My work on creating a conflict prototype was preceded by the collection of descriptions of conflict situations. I asked people of different ages, genders and occupations (leaders, students, doctors, teachers, etc.) to write about a conflict situation in writing. No restrictions were imposed, including on the nature of the conflict (family, work). No explanation was given on the implementation of the description. The only instruction was for the respondents to describe situations in which they were directly involved, or at least had the opportunity to observe the development of events, i.e., as it seemed to them, they had enough detailed information. The second clarification concerned the completeness of the description, i.e., the inclusion in it of everything that seemed essential to the participant in the experiment in order to create an adequate idea of the situation. (It is noteworthy that we practically did not encounter questions like “what is a conflict situation” and “how to understand it.”) Thus, a basic set of conflict situations was created, which we later used to perform various research procedures.
In a conflict prototype study, experts were presented with 30 situations selected from total number in random order. The experts were three psychologists with higher education and experience practical work, three psychology students starting their professional education, and three specialists who are not related to psychology (head, engineer, doctor). Each of them, working with the entire set of 30 situations, was instructed to single out in their description the components that are essential from the point of view of necessity and sufficiency for understanding this situation. (The instruction sounded something like this: “This is a description of a conflict situation. The person who wrote just wanted to talk about what happened. Perhaps some points in this description are important, but some details, in your opinion, may Try to highlight the moments that determined the emergence and development of this situation, without which it either could not have happened at all, or something important would have changed in it. , removing minor details from it and leaving the most significant.”) We did not explain in detail the objectives of the study in order to avoid their possible impact on the work of experts. As a result, each of the participants in the expert group created 30 (according to the number of situations presented to them) lists of situation attributes. In total, at this stage, we respectively received 270 lists, from which, based on the frequency of occurrence of this feature in the general set, a prototype of the conflict was built.
The systematization of the characteristics identified by a group of experts who analyzed the descriptions of specific conflict situations gave the following result.
Almost all lists of characteristics of the conflict that have been compiled begin with an indication of its participants. In the vast majority of cases, their role characteristics are given (relative to each other - "husband - wife", "leader - subordinate", "mother - teacher", "patient - nurse", etc.). Socio-demographic data are often mentioned - gender, age, occupation (if it does not follow from the role characteristic, for example, “husband works in business”, “patient, participant in the war”, “mother herself works as a teacher at another school”). Also quite commonly used psychological characteristics, Related personality traits participants in the conflict. Sometimes, if this seems significant from the point of view of the development of the conflict, information about the marital status (“one brings up two children”) or other data is given.
The next component of the conflict is the conflict episode itself, the events taking place. The sequence of events at the beginning of the conflict, its "outset" is reduced mainly to one of the following schemes: 1) the actions of one person cause counter-actions / negative assessment of the other / others, or 2) the actions of one person cause response actions of another, which, in turn, cause counteraction/negative assessment of the first. Often this description of the sequence of mutual actions is supplemented by an indication of some previous event that occurs independently of the participants in the conflict, but this is not mandatory.
Further, this “outset” of the conflict can be continued by a series of actions of the participants in the conflict, which may include their (common or separate) efforts to resolve the situation, negotiations / explanations with each other, appeals to third parties, etc. The affective experiences of the participants are often noted conflict during its development.
The place of action is mentioned if it is an organization ("school", "clinic"), and, as a rule, is absent in the case of a family situation. The social context is represented either by persons who turn out to be indirect / involuntary participants in the situation (they are contacted, they turn out to be witnesses), or by the reaction of the environment to ongoing events (the attitude of the team, other relatives, etc.).
The time of action is usually not specially noted, but can be indirectly indicated if it is somehow connected with what is happening (“on the occasion of March 8 in kindergarten arranged concerts for parents).
The result of the conflict, its "outcome" (in the overwhelming majority of cases, given at the end of the list of characteristics) is described:
a) in the form of actions committed by its participants as a result of a conflict situation (“as a result, the teacher moved to work in another school”);
b) in the form of consequences for the relationship of the participants (“since then, their relationship has been purely official”);
c) in the form psychological consequences for one or both participants in the conflict (“the nurse experienced this situation for a long time”, “because of this conflict, the authority of the leader in the team has decreased”).
From the point of view of those who described the situation, the conflict must have some kind of “end”: if the conflict situation is not completed, this is usually noted on purpose (“this conflict did not end with anything”, “the conflict was not completed”).
According to the results of the study, its prototype consists of these main characteristics of the conflict. The list of characteristics of the conflict is given in Table. 5.1 with an indication of the specific weight of each characteristic, determined on the basis of the frequency of its occurrence in the general list.
Our result was confirmed by its similarity with the analysis of the structure of an ethnic conflict situation undertaken by T. van Dijk. His analysis of specific texts, stories about events showed that they contain such elements of social situations as invariant, such as Time, Place, Environment, Conditions, Participants (in various roles), Events or Actions with their possible assessment (van Dijk, 1989 ). Van Dijk illustrates the idea of a typical model of conflict using the example of an analysis of an ethnic situation in the form of the following structure (Fig. 5.1). A specific feature of the models of ethnic situations, according to the author, is the presence of such a structural parameter as the opposition "We - They" (or "us - someone else"), which, in turn, determines the assessment of the situation, the "point of view" of its participants. (Van Dijk cites as an example the beginning of one of his respondents' stories: "We had to get up early in the morning, and TEs were ready to party all night long.") The model presented in the figure reflects such "biased" information: We are "positive , polite, always helping, tolerant”; They are "foreigners" - "negative, dangerous, disturbing, etc."; We are “positive action”, They are “negative action”.
Thus, the main elements of the conflict both in the assessment of specialists and in the assessment of " common man» largely coincide - these are the participants in the conflict, its context (external situation), the beginning of the conflict (initial event), the process of conflict interaction and its outcome (result).
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Questions for studying the topic:
1 What are the main changes in activity caused by the emergence of conflict?
2 What new processes appear in conflict activities compared to pre-conflict activities, and what is their practical purpose?
In order to describe a conflict as a process, it is necessary to answer the question: what changes in people's activities when it acquires a conflict character, and how these changes proceed.
From the moment when an action encounters a hindrance and its implementation becomes impossible without overcoming this hindrance, the moment that is customarily called a collision, the action loses its autonomy, becomes dependent on another action that actually constitutes a hindrance. This circumstance sets new procedural characteristics of activity. It becomes more complex in structure, since simultaneously with the inertia of the directionality preceding the collision, a transformation associated with interference and the appearance of dependence begins to operate.
I teach a lesson new material. Now I am in a monologue and I try to present the text in detail and at the same time so that it contains<вызовы>7 class students who, in my opinion, are still listening to me quite carefully. I see that something happened between B and A, sitting at the third desk in the front row. I understand that now this small local incident will become the property of the whole class. I catch myself pronouncing the text somehow automatically, I have almost no control over what I say. We will have to leave an explanation and deal with the regulation of their relationship. I feel annoyed and annoyed at the guys and at the same time I am feverishly thinking how to manage to “include” what is happening in the content of my message.
So, there is a transition from the pre-conflict organization of action to the conflict, that is, due to the emerging
hindrance. Such a reorganization presupposes another process - the objectification of new conditions and, in fact, obstacles to overcome it.
It is important for me to understand what happened behind the third desk in the front row. This is important because otherwise it will hardly be possible to effectively restore that wonderful atmosphere of mutual attention, which is now broken.
This means that along with the suspension of pre-conflict activities, a new activity begins to unfold to design a new subject of transformation.
This circumstance is extremely important in the analysis of conflicts, since the separation of the pre-conflict direction of activity and the new one that has appeared implies the involvement of other resources, also new to the situation. And this, in turn, means that it is possible to fix one more procedural characteristic of the conflict - the attraction of new resources. This process can be an inventory of existing resources and a choice among them (this can also include stereotypical reactive behavior) or a transition to development, the creation of a truly new resource, one that was not previously in experience. In this case, we can, under certain conditions, speak of development.
If we follow in line with reflections on the development of B.D. Elkonin, then the construction of a new means that transforms the situation, and the discovery for oneself of precisely this ability - to “construct an action” is the condition under which a creative act is performed in conflict, in its resolution and means development.
Thus, conflict or this case, more precisely - conflict represents some procedural complex, formed from processes: reorganization of activities in connection with new circumstances; registration of new objects of activity for their transformation; mobilize resources to master the situation.
Note. In this case, we offer procedural description conflict, regardless of the qualitative characteristics of the activity, i.e. regardless of whether the conflict unfolds productively or functionally destructive. Such processes are attributable to any conflict. At the same time, it is important to note that mobilization can occur completely various types resources. The choice of the type of resource directly depends on what and how is designed as a new resource.
th subject of transformation. This may be the behavior of another person, your own behavior or attitude, some objective circumstances, etc.
Sources:
1. Elkonin B.D. Introduction to developmental psychology. - M.: Trivola, 1994.
CONFLICT SITUATION,
ITS ORIGIN AND DYNAMICS
People generally have a belated reaction - understanding usually comes only to the next generations.
STANISLAV EZHY LEC
Questions for studying the topic:
1 What is the meaning of the frequently used concept of "situation"?
2 What are the causes and consequences of the asymmetry of conflict situations?
3 What is included in the description of the dynamic characteristics of a conflict situation?
We want to start talking about a conflict situation by defining the situation itself and only then add a characteristic to it - conflict.
In ordinary consciousness and in the corresponding language, the situation is most often understood as any circumstances, but we propose to adhere to the concept of the situation introduced by Hegel.
<Сами по себе взятые, такие обстоятельства не представляют ин тереса и получают значение лишь в их связи с человеком, посред ством самосознания которого содержание этих духовных сих де ятельно переводится в явление. Лишь под этим углом зрения еле дует рассматривать внешние обстоятельства, так как их значение зависит лишь от того, что они представляют собой для духа, ка ким способом они осваиваются индивидами и служат для осуще ствления внутренних духовных потребностей, целей, умонастро ений и вообще определенного характера индивидуальных воп лощений. В этом своем качестве определенные обстоятельства и состояния образуют the situation which constitutes the more special prerequisite for the true self-manifestation and activity of all that is still undeveloped in the general state of the world.
In general, the situation is a state that, when acquired private nature and it became certain."
So, according to Hegel, the function of the situation is to give reality a subjectively significant certainty and a particular character. This means that there are no objective situations. Every time we are dealing with someone's situation or, more precisely, with a subjective description of reality.
Now we can ask: at what moments and why does it become necessary to describe reality, i.e. representation of this reality in its particular definition to oneself or to other people? Apparently, such a need arises when difficulties and obstacles arise. Hence the very concept of a situation contains an indication of a difficulty.
This is such a description of the circumstances that allows you to "see" the difficulty in its certainty and detailed form.
In order to describe the situation, it is necessary, first of all, to single out its core, i.e. the very difficulty that appeared in the activity and now requires registration for its resolution. Further, it is necessary to determine other circumstances related to this difficulty and set the boundary of the situation. In other words, to establish what is connected with the difficulty that has arisen and should be taken into account when resolving it, and what is not connected and should not distract attention. In fact, this is the function of the situation.
The conflict character gives the situation such a difficulty, which is interpreted by the subject of the situation as a clash of activities in the internal or external plan. The situation itself receives the status of a conflict if its core forms a difficulty associated with a collision. Moreover, for the formation of a conflict situation, some objective circumstances are not at all important, such a subjective interpretation is enough.
This means that in interpersonal relationships, perhaps, for one of the participants the situation is presented as a conflict, for the other - not. This kind of “asymmetry” is quite common. In a grotesque form, an example of this kind of situation is described by I. Krylov in the fable "Elephant and Pug": “Look, you are already wheezing, and he goes to himself
Forward And your barking does not notice at all.
This example clearly shows that such an interpretation is possible, in which for one of the parties there is a reality of interaction and in this reality there are difficulties associated with the actions of the other party; for the other side
However, such a reality (interaction) either does not exist at all, or it does not contain any difficulties. This means that one of the parties, having assigned his situation, the status of a conflict, will begin to act upon its resolution. Such actions may well become the cause of a new situation, interpreted by the other side as a conflict.
It is clear that in this case the parties will have situations that are very different in content, which are of a conflict nature and outwardly look like an allegedly common conflict situation.
Therefore, to describe the conflict situation and its subsequent analysis and re-formulation into a task, it is necessary to present other elements as well. These should include:
1. Ideas about the material of the conflict, i.e. what requires transformation: status, conditions of activity, methods of action, self-esteem, etc.
2. Ideas about the grounds for the collision, i.e. what caused (causes) the collision.
3. External conditions, collision context.
4. Methods and direction of conflict actions.
5. The nature and dynamics of conflict actions.
6. Characteristics of the participants and parties to the conflict, their interests, goals and values.
Important in describing the situation for subsequent analysis are temporal characteristics.
The conflict situation can be interpreted:
As an already existing reality, as an event unfolding simultaneously with its perception and description;
as a past event;
Like an upcoming event.
In the first case, the difficulty of the description lies in the fact that in the "live" action there is a very high degree of uncertainty and not all parameters of the situation can be described in sufficient detail and qualitatively.
In the second, the completeness of the situation makes it possible to include in the description not only objectified parameters, such a kind of factology, but also the results and consequences that have already been
the current event. In this case, it is important to take into account that completeness may be apparent, and each time to raise the question of the possibility of a latent (implicit) continuation of the event.
In the third, the conflict situation is described as possible, based on the so-called conflictogenic situations, i.e. a situation containing the prerequisites for a future conflict. Most of all, such prerequisites are stereotypical attitudes. Role stereotypes play a special role here. For example, the expectation of a teacher's aggressive sanctioning reaction in response to inattention in class or homework not done induces defensive preemptive behavior, which, in turn, is regarded by the teacher as aggressive. The presence of a conflict situation does not imply its unequivocal development into a conflict situation. If the sequence of development of events is just such, then it should be borne in mind when analyzing a conflict situation that the functional characteristics and intensity of the conflict situation are also not unambiguously predetermined by the characteristics of the conflict situation. The actual purpose of analytical work in this case is to manage the dynamics of the development of the conflict, taking into account the prerequisites and stereotypes, as well as focusing on the productive characteristics of the conflict.
The appearance in the 8th "B" of a new physics teacher, a rather young and emphatically cheerful (as the students later said: "specially cheerful") person, aroused lively curiosity and a number of verification actions. They tried to replace the lesson with an extended acquaintance procedure. Most of the questions concerned the evaluation criteria. Tried to understand: "strict - not strict?". They found out whether they would “knock” to parents and superiors. During the break, it turned out that the new teacher did not believe in the success of the girls in physics. So, - the girlish part of the class decided - you won’t get fair assessments.
After the control quarter, the Senate of the gymnasium received an appeal for unfair assessment. At a preliminary discussion with the applicants of the grounds for their claims, it was found that many factors in the behavior of the teacher are interpreted as “a dismissive, mocking, captious attitude towards girls.” The teacher did not notice the tension in the relationship at all. Comment. Both asymmetry (one-sided interpretation) and conflictogenicity are presented here, which together created certain conditions for a conflict situation, “open” for construction according to a constructive or destructive scenario.
In most modern textbooks on conflictology, it is customary to consider as a conflict situation such a set of circumstances that contains the preconditions for conflict, i.e. it is proposed to distinguish between a conflict situation and conflict as independent stages of the overall process (see, for example,).
Of course, conflict as a process with discrete characteristics implies a beginning and an end. At the same time, the beginning of a conflict, by definition, should be considered the moment of reorganization of actions and their acquisition of a conflict character. This is what F.M. Borodkin and T.M. Koryak called the "incident". From that moment on, the colliding actions form a kind of unity, a community of interdependence. Therefore, any situation that fixes the conflict reality in any time slice from its beginning is a conflict situation (a specific conflict situation). In contrast to it, in a conflict situation, not the reality of the unity that has taken place is presented, but only its basis as an opportunity. The further development of events in this case depends on the analysis and assessment of the parameters of the situation and the decision whether there will be a conflict or not, and if so, what kind.
It should be noted that its dynamics often strongly depend on the starting characteristics of the conflict. Will the conflict action (activity) unfold in the direction of a thorough clarification and formalization of the contradiction presented in the conflict, or will it be aimed at suppressing the resources of the other side; what will be the intensity of the interaction, and whether there will be an escalation of tension - all these perspectives are closely related to the so-called "Prima acta" - the first conflict action. (For a definition of the characteristics of Prima acta, see the 3rd part of this manual.)
From the moment the interaction receives the status of a conflict, a certain stadial character can be distinguished in its dynamics:
1. The choice of a strategy that structures the course of interaction in a conflict situation.
2. Choice of ways of action within the overall strategy.
The duration of the conflict is determined primarily by the availability of resources of its participants to formalize and resolve the contradiction presented in the conflict. In addition, from the point of view of L. Koser, there are a number of interconnected variables
nyh, also significantly determining the duration of the conflict. These are indicators such as the clarity of goals, the degree of agreement about the meaning of victory or defeat, the ability to understand what victory is worth. Other variables are also associated with these factors, in particular, the emotions caused by the conflict, the degree of realism of the conflict, the degree of polarization, the degree of possession of power [L.Kozer, 2000].
The moment of the end of the conflict can be considered the appearance of an autonomous organization of the actions that were in the collision. Such a kind of "disconnection". At the same time, it is important to take into account that the external cessation of conflict interaction does not necessarily mean the end of the conflict and the end of the conflict situation. The conflict can move into the internal plane of the participant or participants, change the specific form of organization, change material, etc., and then unfold and continue in another place and at another time. Moreover, according to its main characteristics, we recognize the same conflict.
Examples of this kind terminations, but no permissions There are numerous trade-offs that can be a productive tactic in regulating learning relationships.
The tension arose at the moment when the question arose about the readiness of creative work for pre-defense. Elena Grigoryevna was indignant and embarrassed at the same time.
Volodya, how much could I remind you? But this is your own initiative: to take a topic for creative work. After all, it was you who included it in your curriculum. Now, if the work is not submitted on time, you will not be certified for the 9th grade. I'm sorry, but I have to turn to my parents for help.
What's with the parents? They won't write for me.
Well, if you yourself are not able to organize your activities, maybe your father or mother will help you.
Parents will not help, it will only get worse. Can I reschedule my work?
You and I have already discussed this topic, and once the deadline has already been postponed. Where is the result?
And why are you so worried, it’s me who won’t do the job, is it that I’m threatened with non-certification?
No, it's not just your problem, I'll have to answer for unfulfilled obligations too. This is your creative work under my scientific guidance. And besides, I have responsibilities as a class mentor.
So, are you worried about yourself?
62_________________________________B.I.KHASAN, P.A.SERGOMANOV
And for myself in a way.
Well, what kind of creative work is this, if you put pressure on me all the time. Creativity - you yourself said - is a free activity.
Wow! That's really where your creativity expressed! All. Stop bickering. Tomorrow I'm waiting for my parents.
What if I get the job done by Tuesday?
This is more than doubtful.
OK then. But this is definitely the last time.
Such cases mean (and this is the most reliable sign) that in this conflict the contradiction turned out to be insufficiently represented for its resolution, or the parties do not have sufficient and appropriate resources.
So, we will distinguish: the termination of conflict interaction and the resolution of the conflict as the resolution of the contradiction presented in it.
Sources:
1. Hegel G. Aesthetics. - M.: Art, 1968. T. 1.
2. Dmitriev A.V. Conflictology. - M., 2000.
3. Borodkin F.M., Koryak N.M. Attention: conflict! - Novosibirsk: Science, 1989.
PARTICIPANTS OF THE CONFLICT
Cool relationships between people arise as a result of mutual friction. What do you say to that, physics?
STANISLAV EZHY LEC
Questions for studying the topic:
1. Is the question "who" really not paramount in the analysis of the conflict? Why?
2. What is the significance of the distinction between the “statuses” of the participants?
3. What is the nature of the illusions of the participants and how do they affect the experience of the conflict?
4. Are not the concepts of "conflict" and "crisis" synonymous?
5. What is the significance of the type of conflict experience for resolution?
The question of who are the parties to the conflict may at first glance seem quite obvious, however, as practice shows, it needs special clarification.
Unfortunately, the usual practice of discussing a conflict follows the path of clarifying, first of all, the question: "Who is the opposing, obstructing side?" This beginning of the analysis, just like the aggressive beginning of the conflict, is hardly conducive to obtaining qualitative results, since it contains a hidden question of "who is to blame" or "who started it first." But, not being a starting point in the analysis of conflicts, the characteristics of the participants are the most important link in the description of the conflict, because It is on the participants, their resources, their will that the actual resolution of the conflict depends. They are the main factor in the qualitative characteristics of interaction.
First of all, it is necessary to distinguish between the use of such concepts as sides and members conflict. It is clear that not everyone who is involved in the conflict in one way or another is its immediate and direct participants. In the complex structure of conflict interaction, one can distinguish its true subjects - positioners in the conflict and their agents and figures, one way or another representing the resources of the parties. During a literature lesson in the 10th grade, the teacher, commenting on an unsuccessful, from her point of view, student's answer, with sarcasm
noticed that she apparently spends significantly more time on makeup than on training sessions. Quite unexpectedly for the teacher, the student burst into tears and ran out of the classroom.
After the break, in the second lesson, the class answered all the questions of the teacher in silence. It became clear that this was a concerted collective response to an ethical error.
An attempt to find out the relationship, admitting this mistake, did not lead to anything. The energy of the protest was too great and required special actions to normalize relations. Turning to the help of mediators and their work with the parties to the conflict made it possible to find out that the “lunge” of the teacher coincided in time with another offensive and experienced situation and served as an occasion for emotional release. On the other hand, the majority of those who joined the protest reacted either ironically to the incident itself, or even turned out to be in solidarity with the teacher's remark, but could not behave differently than required by the corporate norm. Only a few people - the initiators of the action were greatly alarmed by such a sharp reaction of the girl to the remark. And only one girl from the initiative group considered what happened practically as a personal insult on the part of the teacher.
Direct participants in the conflict- those whose interests and goals turned out to be unattainable unchanged as a result of the current conflict situation, whose position directly determines the dynamics and nature of conflict interaction. Only direct participants, in fact, are the subjects that resolve the conflict. All others in one way or another can only contribute to or hinder the resolution.
In the above example, the direct participants can hypothetically be called a teacher and several people who initiated the protest action, hypothetically because only a thorough analysis of the interests and goals, as well as the characteristics of the pre-conflict activities defined by them, will make it possible to understand whose positions in this conflict are leading, whose contradictions embodied (drawn into) this conflict form. At the same time, situations are possible when direct participants do not act directly in a certain conflict situation.
Direct participants in the conflict- those who by their direct actions are involved in conflict interaction. Literally, these are performers, peculiar actors or agents acting according to a certain scenario, often not fully realizing their role, the actual nature of what is happening and the consequences. Of course, the "actor" can
can show some independence in tactical moments, but only when both direct and direct participants coincide in one person, we see on the stage of the conflict a true character - the subject.
Such agent-actors turned out to be Yu-class students involved in the conflict, who, by their concerted actions, supported the initiative group, simply following the corporate norm. But it was the behavior of the class as a whole that caused such a phenomenon as side of the conflict.
It is interesting to note that the acceptance of one side or another in a conflict is often not at all connected with the attitude towards the contradiction resolved in it or other substantive and even formal characteristics of interaction. Such a position may be due to previous relationships and is realized a priori. So, friends stand up for each other, teenagers stand in solidarity against adults, etc.
At the same time, the appearance on the side of one of the main actors of additional figures, even when they do not directly participate in conflict actions, can be considered as an additional resource of the participant, which is taken into account when making decisions. There was an interesting episode in the history of the 10th grade.
Of course, this event was the subject of discussion in the teaching staff, and some teachers, who are very authoritative in the children's environment, unequivocally took the side of the teacher. They simply expressed their opinion out loud in the presence of a fairly large group of teachers. After that, some of the protesters refused to support the initiative group in the analysis of the conflict in the Senate.
Thus, the circle of people involved in the conflict, either as active participants or by complicity, can be quite large. Determining the places of all these figures, it is advisable to investigate the degree of their influence on the origins of the conflict situation, the nature of its development and outcome-resolution. Therefore, when analyzing a conflict, it is important to take into account their interests and goals regarding the current situation and its prospects.
In modern literature on conflictology, sometimes they resort to a more detailed description of the characteristics of the so-called episodic participants. These include: organizers, instigators, accomplices. (See, for example,).
We fundamentally oppose the use of terminology traditional for criminal law in our context, believing that conflict-phobic attitudes are implicitly provoked in this way.
For a realistic description of the conflict and the participants in it, it is extremely important to clarify the true interests and goals of all persons associated with this conflict. Conformity of interests, goals, strategies and tactics of the conflict activities of the parties involved is a key condition for the resolution of the conflict. At the same time, along with direct and indirect participants who, for certain reasons, are parties to conflict interaction, one should also note such figures who are involved in resolving the conflict due to professional duties or for other reasons not directly related to the content of the contradiction being resolved. Consultants, arbitrators, mediators can act as such figures.
We will discuss in more detail the characteristics of the activities of such participants later, but their common positional feature is that the conflict acts for them as a whole as an object of transformation, i.e. their interests lie, as it were, outside the boundaries of the conflict to which they are involved.
Speaking about the interests of the participants, one should distinguish between the interests that were "violated" as a result of some kind of interference, which actually formed a conflict situation, and the interests that arose already within the framework of the unfolding conflict.
The former constitute the actual material of the conflict and act as a goal-forming factor in formulating options for the desired outcome or resolution. Literally, this may look like the restoration of violated interests. However, such a simple option is extremely rare, since it is not often that the interests of the parties and participants are formalized enough to represent them. It is this circumstance that becomes the leading one in the formation of a conflict situation, namely, the design and representation of interests.
Depending on the clarity of interests, goals in conflict interaction are also formulated.
The greatest difficulty is the formation of interests in an intrapersonal conflict, where the parties are peculiar sub-institutions of the personality, occupying internally contradictory positions.
An interesting discussion unfolded in a group of boys from the 7th grade, who were solving a quick wit problem. Under the terms of the experiment, in which the seventh graders agreed to take part, they could solve the problem in the process of joint group work for a certain time, and then use the hint, but the number of points due for an independent group solution was significantly reduced. After a certain amount of time, the experimenter asked the participants if they would use the prompt. Some members of the experimental group, not very confidently, said that they were not against it. But the rest categorically rejected the idea of accepting a hint and insisted on the possibility of an independent decision.
After the experiment was over, these guys were asked if they were tempted to use the prompt? And most answered that the temptation was there and it was hard for them to turn down the help, but the fact that the other members of the group asked for help "helped" them resist the temptation. Answering the question why it turned out to be important for them, the guys said that it was not so much the number of points for an independent solution, but rather the feeling of self-satisfaction from the fact that they managed to solve the problem on their own.
Analysis of the conflict situation in the organization
Introduction 3
1. Description of the conflict situation 4
2. Analysis of the conflict situation 5
2.1. Typology of conflict 5
2.2. Conflict structure 6
Conclusion 12
Introduction
Conflicts are inherent in any sphere of human activity. Relevance This topic is due to the fact that conflicts do not always play a negative role in the development of the organization, they often indicate shortcomings in its activities. A constructively resolved conflict (when the causes of the conflict, the motives of the parties, ways of resolving are correctly identified) can significantly increase the efficiency of both an individual employee and a structural unit or organization as a whole.A conflict is a disagreement between two or more parties (individuals or groups) where each party tries to make sure that its views or goals are accepted and prevent the other from doing the same.
^ Purpose This work is to identify the features of a particular conflict situation in the organization.
Tasks:
1. classify the conflict according to several criteria;
2. consider the structure of the conflict;
3. trace the dynamics of the conflict;
The executor of one of the departments of the General Directorate of the organization brought a document to be signed by the Deputy General Director. The secretary refused to hand over the document for signature, as the document was drawn up with deviations from the requirements of the Office Work Instructions. The executor decided to take a direct approach and submit the document directly to the Deputy General Director. The document was signed and handed over to the Department of Documentation Management for shipment, where it fell into the hands of the senior inspector. The senior inspector refused to send the document, called the executor and suggested making the appropriate changes to the document. The executor refused, citing the fact that "since the document was signed by the Deputy General Director, it is quite possible to send it like that." The head of the preschool department intervened in the dispute and supported the senior inspector. After contacting the secretary and finding out how the document got signed by the head, the head of the preschool educational institution asked the contractor to make changes to the document, which was done.
After that, the executor again tried to transfer the documents to the Deputy General Director, bypassing the secretary, explaining that he "nitpicks about trifles and delays the progress of important documents." The executor handed them over to the head personally at meetings, in the corridor, etc. The leader took these documents, but since they often ended up on his desk with many documents on a different topic, this led to loss. Soon, from branches and organizations cooperating with the department where the performer worked, complaints began to come that answers to their requests, proposals, letters, etc. were not being sent. The secretary could not give any information about this, as he did not know anything about the lost documents. The head of the department of the preschool educational institution was forced to turn to the general director.
After the situation was clarified, the contractor was severely reprimanded, and the general director was forced to transfer him to one of the branches. The deputy was also severely reprimanded.
^
2. Analysis of the conflict situation
2.1. Typology of conflict
According to the circle of people involved in the situation , the conflict can be defined as interpersonal(executor - secretary), which develops into a conflict of the type personality - group(executor - secretary, senior inspector, head of the department of the preschool educational institution). After that, a new interorganizational conflict of the type arises. group - group(organization - its branches, partner companies).
By direction of interaction the conflict is mixed, since one of the parties includes participants from different levels of the organization's hierarchy: secretary, senior inspector, head of the preschool educational institution.
By degree of rootedness the conflict can be classified as structural, since the contradiction of the elements is inherent in the system itself. Such a contradiction is the existing instruction on office work, which is monitored by the secretary, the senior inspector and the head of the department of the preschool educational institution, while for the performer it becomes impossible to follow its laborious requirements, which takes a lot of time.
By the nature of the reasons the conflict can be defined as status-role and structural, since each side seeks to fulfill its duties most efficiently: the executor - to execute documents on time, which does not always allow taking into account all the rules for registration, and the secretary, senior inspector, head of the preschool educational institution department - to monitor compliance with the requirements instructions. Thus, the contradiction arises because of the illiterate instructions for office work.
The interorganizational conflict, by the nature of the reasons, is informational, since it arises due to lost information.
By clarity the conflict, most likely, is transformed from latent (obvious only for participants) to open, when the general director is involved in the resolution, carrying out the necessary manipulations to resolve the conflict situation.
^
2.2. Structure of the conflict
Initially, the conflict was interpersonal in nature. Subjects of this conflict were the secretary of the deputy general director and the executive, both of them are subjects of zero rank.
The duties of the secretary include checking the correctness of the preparation and execution of documents, and he cannot accept documents that are executed incorrectly. And due to the fact that the performer refuses to comply with the norms, a conflict situation arises.
Then the interpersonal conflict develops into a conflict between the individual and the group. The position of the secretary is supported by the senior inspector and the head of the department of documentary support of the department. At the same time, the head of the preschool educational institution is in the first, that is, in a higher rank than the performer, since he oversees the activities of all secretaries of the general director.
Finally, the conflict becomes inter-organizational, as organizations and branches that collaborated with the department where the performer works are drawn into it.
Secondary participants in the conflict are the deputy general director and the general director. The Deputy General Director becomes an accomplice, contributing to the development of a conflict situation by his actions. The general director becomes the arbitrator, who makes the final decision on the transfer of the performer to one of the branches of the company, as well as the announcement of severe reprimands to the performer and deputy.
It is possible to identify several reasons of this conflict. The main reason was the different attitude of the subjects to the execution of the document. The duties of the secretary, the senior inspector and the head of the department of the preschool educational institution include monitoring the correct execution of documents in accordance with the requirements of the Office Instruction. The Contractor, on the other hand, needs to complete the documents on time, which is probably why he does not consider it necessary to comply with all the requirements of the Instruction, since this can take quite a lot of time. Thus, the imperfection of the existing instruction, as well as the rules for its application by employees of the organization, is revealed.
Another reason for the conflict was the violation by the executor of the rules of document circulation in the organization, which handed over incorrectly executed documents for signature to the head, bypassing the secretary. This is what led to the loss of important information.
The cause of the interorganizational conflict that arose was the fact of loss, as well as untimely transfer of information to branches and partner organizations in response to their requests.
object conflict situation is compliance with the rules of paperwork. This object is physically indivisible, since an organization cannot have several instructions containing the rules for processing documents. Compliance with these rules is important for both parties, since a document that is not drawn up according to the rules prescribed by the instructions will not have legal force. This, in turn, will interfere with the normal functioning of the department, as well as the organization as a whole. The object is available to both parties: one party is obliged to comply with these rules, the other monitors compliance.
Lost information became the object of interorganizational conflict.
This conflict can be defined as misunderstood. It is obvious that an objective conflict situation exists, and the parties perceive the situation as a conflict, but the performer replaces the real object with the secretary's excessive demands on paperwork, which, in his opinion, only delays important documents. On the part of the secretary, senior inspector and head of the preschool educational institution, the object is understood adequately.
^
2.3. Dynamics of the conflict
Pre-conflict situation. At this stage, the conflict is not recognized by the parties, but all the main elements that form the structure of the conflict, its causes and main participants already appear. First, there are two sides between which contradictions may arise. In this case, one party is represented by the contractor, whose duties include paperwork; the other side is the secretary of the deputy general director, the senior inspector and the head of the department of the preschool educational institution, who oversees compliance with the rules of the instruction. Secondly, the cause of the conflict also existed before the conflict began. It was the creation of Instructions for office work, the requirements of which could turn out to be unnecessarily laborious, it could take too much time for the performer to comply with them.
Incident. An incident in a conflict situation was the secretary's refusal to accept an incorrectly executed document from the executor. it reversible incident, since the conflict could be resolved if the performer made the necessary changes. However, this did not happen.
^ constructive stage. At this stage, a new participant, the senior inspector, is involved in the conflict. However, the conflict remains easily resolved. The senior inspector tries to find a compromise with the executor and invites him to make appropriate changes to the document. But the performer refuses to fulfill his recommendation, citing the fact that the document has already been signed by the Deputy General Director, that is, a senior person. Thus, the destructive stage of the conflict situation begins.
^ destructive stage. The first phase is “waste of resources”. The head of the department of the preschool educational institution, an opponent of a higher rank than the performer, is drawn into the conflict. It obliges the contractor to make changes to the document. Thus, both sides use the tactics of rivalry. However, the conflict did not end there. The second phase is "trench warfare". The Contractor continues to transfer documents to the Deputy General Director, bypassing the Secretary. This leads to the beginning of a new conflict between the structural unit where the performer works, and branches and organizations cooperating with him.
^ Conflict resolution . The conflict is settled by a third party - the general director, by applying administrative sanctions to the contractor, as well as to the accomplice, the deputy general director. The contractor, having received a severe reprimand, is transferred to a branch of the organization. The deputy is also severely reprimanded.
Thus, in resolving the conflict, the technology of mediation (mediation) was used, in which the mediator was invited and introduced to the course of the conflict situation of one of the parties to influence the other.
This resolution of the conflict can be considered partial, since only the external conflict behavior of the parties ceases, while the true cause of the conflict (imperfection of the Instructions for record keeping) has not been eliminated. Thus, the conflict can be repeated with other actors.
Since the conflict was partially resolved by applying severe sanctions to one of the parties, the objective cause of the conflict should be eliminated. In this case, the conflict could have been prevented by such measures as: firstly, the inclusion in the appendices to the Instructions for Paperwork of samples of the execution of the main types of documents, which would reduce the time for preparing documents by the contractor. Secondly, the issuance by the management of the organization of a decree on the mandatory fulfillment of the requirements of the Instruction by all employees of the organization, which will not allow ignoring the rules of registration. Thirdly, it was necessary to include in the Instruction a clause on the obligatory observance by employees of the hierarchy of document flow in the organization.
It should be noted that it is impossible and unnecessary to exclude the occurrence of conflicts, since they are often useful for the organization. Conflicts help to reveal hidden shortcomings in the organization's activities. Competent resolution of the conflict, the adoption of appropriate measures can not only avoid subsequent clashes, but also increase the efficiency of the employee, department and even the organization.
This conflict is constructive, since it made it possible to determine the presence of weaknesses in the organization of office work in the company. In this situation, the development of a new Office Work Instruction will not only avoid conflicts with performers who do not want to redo documents, but also speed up the process of compiling documents, which will naturally lead to more efficient work in the organization.
Conclusion
In the course of this work, the following tasks were solved:
First, the conflict was classified according to several criteria, which made it possible to identify some of its characteristic features. Thus, the conflict can be defined as interpersonal, developing into a personality-group conflict with a parallel group-group conflict. The conflict is also mixed, status-role and structural, informational, in terms of the direction of interaction, the conflict is mixed, and in terms of visibility, the conflict is most likely transformed from latent (obvious only for participants) to open.
Secondly, the structure of the conflict was considered. The subjects (secretary, executor, senior inspector, head of the department of the preschool educational institution), secondary participants (the general director and his deputy), the causes of the conflict (different attitude of the subjects to the execution of the document, violation by the executor of the rules of document circulation in the organization, loss of important information), object (compliance with document rules).
Thirdly, the dynamics of the conflict was considered, the pre-conflict situation, the incident, the constructive, destructive stages, as well as the fact of its settlement were identified. It was determined that the technology of mediation (mediation) was used to resolve the conflict. The laws of conflict escalation and involvement were also revealed, which determine the dynamics of the conflict.
Finally, recommendations were made to prevent and prevent such conflicts. These include: 1. issuance by the management of the organization of a decree on the mandatory implementation of the requirements of the Instruction by all employees of the organization; 2. inclusion in the appendices to the Instruction on office work of samples of registration of the main types of documents; 3. inclusion in the Instruction of a clause on the obligatory observance by employees of the hierarchy of workflow in the organization. This conflict was defined as constructive, since it allowed to determine the presence of weaknesses in the way of organizing office work in the company.
Thus, all the tasks set were solved, and therefore the purpose of this work to identify the features of this organizational conflict was achieved.
