Make an intelligence map on the topic of a conflict situation. Conflicts in the organization: ways of overcoming. How can conflict mapping help?

There are three main forms of thinking: concept, judgment And inference.

Concept.concept- it is a form of thinking that reflects the general and, moreover, essential properties of objects of phenomena.

Each object, each phenomenon has many different properties, signs. These properties can be divided into two categories - significant And insignificant. For example, each individual triangle has three angles, certain dimensions - the length of the sides and area, a certain amount of angles, a shape. But only the first sign makes the figure a triangle, allows you to distinguish it from other shapes: a rectangle, a circle, a trapezoid. Other signs distinguish one triangle from another; when they change, the triangle will not cease to be a triangle. Equally, each individual tree also has such features that make it possible to distinguish it from a shrub, grass (i.e., essential features), for example, the presence of a trunk, and those that distinguish one tree from another, such as age, number of branches, preservation of the bark, the presence of a hollow, etc.

The concept contains only properties that are common and essential for a number of homogeneous objects: for the concept of "schoolchild" a common and essential property is schooling (but not age, nationality, eye color or hair color); for the concept of "thermometer" - that it is a device for measuring ambient temperature (and not its shape, dimensions, etc.).

The concept exists in the form of the meaning of the word, denoted by the word. Each word generalizes (except, of course, words denoting proper names). In concepts, our knowledge about objects and phenomena of reality crystallizes in a generalized and abstract form. In this regard, the concept differs significantly from the perception and representation of memory: perception and representation are concrete, figurative, visual; the concept has a generalized, abstract, not visual character.

Representation is an image of a particular object. concept- it is an abstract thought about a class of objects.

Perception and representation are always a reflection of the concrete, the individual. None of us have ever seen or can see books at all, tree at all, dogs at all, even a person at all, since it is impossible to imagine an object absolutely devoid of any individual features. And you can think about it.

The concept is a more developed and comprehensive form of cognition; it reflects reality much broader and more fully than representation. A vivid illustration of this position is given by V. I. Lenin, when he says that it is impossible to visualize movement at a speed of 300 thousand kilometers per second (the speed of light), but such movement can be conceived.

In the process of socio-historical development of knowledge, the content of the concept expands, deepens and changes. Thus, the concept of "atom" used to have one content, with the development of science and technology, the content of this concept has changed, expanded, deepened.

Judgment. Judgments reflect the connections and relationships between objects and phenomena of the surrounding world and their properties and features. Judgment- it is a form of thinking that contains the assertion or denial of any position regarding objects, phenomena or their properties.

Examples of an affirmative judgment would be such judgments as "The student knows the lesson" or "The psyche is a function of the brain." Negative judgments include such judgments in which the absence of certain features of the object is noted. For example: "This word is not a verb" or "This river is not navigable."

Judgments are general, private And single. In general judgments, something is affirmed or denied regarding all objects and phenomena united by the concept, for example: "All metals conduct electricity." In a private judgment, we are talking only about a part of objects and phenomena united by a concept, for example: "Some schoolchildren can play chess." A singular judgment is a judgment in which the speech is about some individual concept, for example: “Moscow is the capital of the USSR”, “Pushkin is a great Russian poet”.

Judgment reveals the content of concepts. Therefore, in order to express this or that judgment, a person must know the content of the concepts that make up the judgment. If a person expresses the judgment that "the psyche is a function of the brain", he must have the corresponding concepts about the psyche and about the brain. To know “any object or phenomenon means to be able to express a correct and meaningful judgment about it, that is, to be able to judge it. The truth of judgments is verified by human social practice.

Inference. inference- a form of thinking in which a person, comparing and analyzing various judgments, derives a new judgment from them. A typical example of inference is the proof of geometric theorems.

A person uses mainly two types of inferences - inductive And deductive.

Induction- it is a way of reasoning from particular judgments to a general judgment, the establishment of general laws and rules based on the study of individual facts and phenomena.

Deduction- it is a way of reasoning from a general judgment to a particular judgment, knowledge of individual facts and phenomena on the basis of the building of general laws well rules.

Induction begins with the accumulation of knowledge about the largest possible number of homogeneous objects and phenomena in something, which makes it possible to find similar and different things in objects and phenomena and omit the insignificant and secondary. Summarizing similar features of these objects and phenomena, they make a general conclusion or conclusion, establish a general rule or law. For example, when mastering the concept of “pets”, students establish that a cow is useful, a horse is useful, a sheep, a pig are also useful. Then, on the basis of this, the students build a generalizing conclusion: "All pets are useful." Deductive reasoning gives a person knowledge about the specific properties and qualities of an individual object based on knowledge of general laws and rules. For example, knowing that all bodies expand when heated, a person can foresee that railway rails will also expand on a hot summer day, and therefore, when laying a railway track, builders leave a certain gap between the rails.

In addition to psychology, human thinking is studied by another science - logic. It studies the rules for constructing correct inferences, correct (i.e., leading to correct conclusions) reasoning. Therefore, logical thinking is called justified, evidence-based thinking, which, being based on correct initial judgments, necessarily leads to correct, objective conclusions.

Solving mental problems. The thinking of a person, and in particular a schoolchild, is most clearly manifested in solving problems.

Any mental activity begins with a question that a person poses to himself, without having a ready answer to it. Sometimes this question is posed by other people (for example, a teacher), but always the act of thinking begins with the formulation of a question that needs to be answered, a problem that needs to be solved, with the realization of something unknown that needs to be understood, clarified. Does the doctor set himself the task of determining what disease the patient has; whether the mechanic asks himself to find out the cause of the malfunction of the mechanism; Whether the teacher gives the student a problem to solve - always thinking is determined by the need to find something, as yet unknown.

The teacher must keep in mind that the student sometimes does not realize the problem, the question, even when the corresponding task is set before him by the teacher. There are cases when a student said in bewilderment: “The teacher drew two identical triangles on the blackboard and the whole lesson proved that they are equal. I do not understand why". The question, the problem must be clearly understood, otherwise the student will have nothing to think about.

The solution of a mental problem begins with a thorough analysis of the data, an understanding of what is given, what a person has. These data are compared with each other and with the question, correlate with the previous knowledge and experience of the person. A person tries to draw on principles that have been successfully applied earlier in solving a problem similar to a new one. On this basis, there hypothesis(assumption), a course of action is outlined; solution path. Practical verification of the hypothesis, verification of the solution path can show the fallacy of the intended actions. Then they look for a new hypothesis, a different mode of action, and here it is important to carefully understand the reasons for the previous failure, to draw appropriate conclusions from it.

When looking for a solution, it is important to rethink (reformulate) the initial data of the problem, to try to visualize the situation of the problem, to rely on visual images. The latter is very important not only for the younger ones. schoolchildren, whose thinking generally needs to be based on visual representations, but also for teenage schoolchildren. Try to give a student of grades IV-V a task: “A train passes a telegraph pole in 15 seconds, and a bridge 540 m long in 45 seconds. What is the length of the train and its speed? Students will not solve this problem if they do not visualize the situation. The train passes the telegraph pole in 15 seconds, which means that in 15 seconds it travels a distance equal to its length. For 45 with the train passes the bridge. It begins to pass it when the locomotive enters the bridge, and ends when the last car leaves the bridge, i.e. in 45 seconds the train travels 540 m plus a distance equal to its length, or 540 m in 30 seconds. The further solution is simple (train length 270 m, speed 64.8 km/h).

The solution of the problem is completed by checking, comparing the obtained result with the initial data.

All these points can be easily traced to the solution of any practical problem (for example, to determine why a table lamp is not lit), any educational problem, for example, to solve a complex mathematical problem).

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MOSCOW STATE REGIONAL

UNIVERSITY

INSTITUTE OF ECONOMY MANAGEMENT AND LAW

FACULTY OF ECONOMICS

Department: "Social Sciences and Public Administration"

TEST

discipline: "Conflictology"

on the topic: "Map of a conflict situation in an organization on the example of Mirage LLC"

4th year student of 41 study groups

Alekseev Vasily Vyacheslavovich

The situation in LLC« Mirage»

The active sales department of the organization consists of 6 people. The head of the department is Yekaterina Alexandrovna Semenova, a young woman, aged 30, who has been working in this organization for a long time, not entirely successful, but coping with her duties.

Not so long ago (about six months) a new employee joined the department - Lukina Ludmila Ivanovna. - a young, pretty woman, her arrival was met quite friendly by all the employees of the department. Active, easily joined the team, always takes the initiative, ambitious.

The head of the department took care of the new employee in a friendly way for some time, but then a turning point occurred in their relationship, and for reasons unknown to Lukina, relations deteriorated sharply. Semenov. she began to constantly find fault with the newcomer, trying to humiliate her as a person, did not allow her to work in peace. For Samokhina, the question arose: what to do and whether to go to work in an arc department?

Colleagues at work outwardly did not react in any way to the situation. By nature, Semenova is a fairly domineering person, has long been in a leadership position.

Let's make a map of this conflict (Fig. 1).

Fig.1. An example of a conflict map

The participants in this conflict are: Semenova, Lukina and employees of the department. The main problem lies in the relationship between the boss and the subordinate. The needs and concerns of each of the parties are presented in fig. one

We draw a conclusion about the basis of the contradictions or the subject of the conflict.

Subject: Semenova’s serious concerns that his position may be replaced by a subordinate employee, in the person of Lukina (since she, even though she is a fairly new employee, does an excellent job with her job duties, and the initiative shown, brings its positive results, in the work of not only the organization, but also the team.), as well as the loss of reputation in the face of subordinates, due to very close friendly relations with Lukina, and therefore the fear of losing power. Also, Lukina did not reconsider her views on work, even after quite eloquent hints from the head of the department.

Many professionals involved in conflict resolution professionally know that the process of conflict management depends on many other factors, many of which are difficult to control. For example, the views of the individual, the motives and needs of individuals, groups, environmental factors. The existing stereotypes, ideas, prejudices, prejudices, if they are not taken into account in management, can sometimes nullify the efforts of those who develop decisions. Depending on the type of conflict, different services can be engaged in the search for solutions: the management of the organization, members of the team, the personnel management service, the department of the psychologist and sociologist, the trade union committee, the strike committee, the police, and the courts.

Other factors can be divided into 3 groups:

1. Factors contributing to the development of negative emotions in the relations of the parties. These include conflictogenic personality traits of behavior (for example, selfishness, aggressiveness, pedantry, unpleasant manners, incompatibility of manners, views, cultures, experience, etc.). In our example, this is Semenova's authoritarianism, rigidity and critical attitude, while Lukina's adherence to principles and refusal to obey a direct superior, the desire to independently complete tasks.

2. Factors that reduce the ability to logically comprehend the content of the conflict, i.e. why they did not exchange their views on the situation and did not work it logically, determining ways out of the situation. We have this lack of Semenova’s desire to engage in discussions with her subordinate, thereby admitting that she is a loser, while Lukina’s is the fulfillment of her duties, bypassing her direct supervisor, and sometimes openly showing everyone that it is her way of solving the problem that is correct, thereby trampling boss in the eyes of the entire department.

3. Typical difficult situations in which a collision occurs (behavioral factors). In our situation, these are situations of irritation to Semenova, when Lukina takes the initiative to perform tasks that are common in form for all employees.

Further resolution of the conflict is the elimination, in whole or in part, of the causes that gave rise to the conflict, or a change in the goals of the participants in the conflict, then it is work to eliminate the subject of the conflict, taking into account actions that block the impact of other factors.

Resolution becomes possible only when 3 conditions are met that create the possibility of conflict management:

1. Having an objective analysis of the conflict

2. The ability to actively influence the conflict creatively

3. Availability of management resources

The first condition requires time to fulfill it. This means that management without analysis becomes less effective, or only creates the appearance of conflict management, but in fact puts the conflict into a latent state, preserving its basis. To improve the quality of governance, this process cannot be started without doing research. During this period, only regulation becomes possible to limit the dynamics of the conflict.

situation conflict attitude boss employee

Conflict managementduring the research period

In our example, we see that Lukina, with her work experience, could become a useful employee, but the emerging trend in Semenova's behavior may lead to her dismissal. We are starting to manage. Semenov is distinguished by authoritarianism, rigidity and a critical attitude, Lukin is arrogant, high ambitions, and the desire to independently complete tasks. In order for them to become more attentive together and take into account the peculiarities of each other's behavior, their interaction must be preceded by an interview about their psychological characteristics. Using the techniques of constructive criticism based on the positive, we focus their attention on the need to find an approach to each other, taking into account their psychological characteristics. The intermediary must set them up for the following actions. Lukina should be prepared to show her ability to work in tandem with the manager, respect for the experience and status of the boss, and then discuss with her the content of the mistakes, in a perverse conversation, and Semenova, respectively, to encourage Lukina’s desire for active work, and establish work in pairs, adopting the experience of a subordinate.

In our situation, a dialogue should take place between Semyonova and Lukina, reinforcing the new guidelines that were reached with the mediator. Given their incompatibility, it is desirable to conduct the final conversation in the presence of an intermediary, taking into account the demonstration of their desire to compromise in exchange for mutual consideration of their own requirements. And this for Semenova is an attentive attitude to the rules for the performance of work for all employees, declared by the authorities, and for Lukina - the attention of the boss or mentor to her misunderstanding and the opportunity to receive timely advice in the correct non-rude form. In this conversation, both of them must verbally fix the rules of communication in such situations.

In our example, organizational and managerial measures to prevent such conflicts in the organization look like this:

Semenova did not work to establish relations with her subordinate, and did not make attempts to establish joint work. She could either fulfill the duties of a mentor-consultant herself, or delegate this authority to one of the employees. I could find a point of contact with Lukina, discuss her further career growth in the organization. Preventive work on adaptation should consist of measures containing socio-emotional and professional adaptation.

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Definition of conflict components

The components of conflicts are aggravated contradictions, mismatch of points of view, goals, approaches, vision of ways to solve production problems that somehow affect personal interests.

“Interests” refers to people's feelings about what is desirable for them. Interests usually determine the way people think and act; they underlie their attitudes, goals, and aspirations.

Before the interests of one side collide with the interests of the other, these interests must turn into claims, expressed in the forms of behavior of each side, the desire to achieve or surpass something.

People evaluate conflict by the degree of rigidity of claims. When the claims seem incompatible, the conflict is judged to be deeper, if the claims of both parties are rigid, this is because the rigid claims resist reduction, therefore, the conflict appears to be difficult to resolve.

Trust, when the first party believes that the second really cares about the interests of the first.

Distrust means that one side believes that the other is opposed to its interests or shows indifference to them.

The main structural elements of the conflict

The parties to the conflict are the subjects of social interaction that are in a state of conflict or that explicitly or implicitly support those in conflict.

The object of the conflict is what causes the conflict.

The image of a conflict situation is a reflection of the subject of the conflict in the minds of the subjects of conflict interaction.

Conflict motives are internal motivating forces that push the subjects of social interaction to conflict (motives appear in the form of needs, interests, goals, ideals, beliefs).

The positions of the conflicting parties are what they declare to each other during the conflict or in the negotiation process.

Conflict = participants + object + conflict situation + incident, where participants are subjects directly involved in all phases of the conflict, irreconcilably assessing the essence and course of the same events related to the activities of the other side;

an object- this is an object, phenomenon, event, problem, goal, action that brings to life a conflict situation and conflicts;

conflict situation- this is a situation of hidden or open confrontation between two or more participants (sides), each of which has its own goals and motives, means and methods for solving a personally significant problem;

incident- these are the practical actions of the participants in the conflict situation, which are characterized by uncompromising actions and are aimed at the obligatory mastery of the object of heightened mutual interest.

Dynamics of the conflict

The following stages are distinguished in the dynamics of the conflict:

1. The emergence of an objective conflict situation and its awareness as a conflict;

2. Incident or actual conflict;

3. Conflict resolution;

4. Post-conflict situation.

1) It starts with a conflict situation, which reveals opponents and the causation of the conflict. But this is not yet a conflict, but only an equilibrium state, a circumstance that may precede confrontation.

2) Incident. For a situation to turn into a conflict, a pretext is required, some actions are needed that set the parties in motion. Only together, a conflict situation and an incident form a conflict. A conflict situation (more often in a latent form) can persist without leading to an incident and without turning into a conflict. The first phase - comes after the incident. There is an inevitable exchange of blows, the purpose of which is to attack the positions of opponents, to neutralize the threat from their side. Very often accompanied by an increase in aggressiveness. This phase encourages a “reassessment of values” taking into account the changes that have taken place. The second phase is the choice of ways for further interaction of opponents. There are two ways: either seek reconciliation; or escalation, continuation of the conflict.

3) Weakening of confrontation. The tension of the situation subsides, the causes that caused the confrontation and intensified struggle are smoothed out or eliminated.

4) Post-conflict situation. The consequences of the conflict depend on the factors of objective and subjective orders, the behavior of the parties, the methods of overcoming differences, the skill of those who directed the settlement of the conflict. The consequences of the conflict, in any outcome, have an impact on the organization and its staff.

Conflict map

There are several ways or methods to determine the causes of conflict behavior. As an example, consider one of them - the conflict mapping method. The essence of this method is to graphically display the components of the conflict, to consistently analyze the behavior of the participants in conflict interaction, to formulate the main problem, the needs and fears of the participants, and ways to eliminate the causes that led to the conflict.

The work consists of several stages.

At the first stage, the problem is described in general terms. If, for example, we are talking about inconsistency in work, that someone is not “pulling the strap” along with everyone, then the problem can be displayed as “load distribution”. If the conflict arose due to a lack of trust between the individual and the group, then the problem can be expressed as “communication”. At this stage, it is important to determine the very nature of the conflict, and yet it does not matter that this does not fully reflect the essence of the problem. More on this later. The problem should not be defined in the form of a double choice of opposites “yes or no”, it is advisable to leave the possibility of finding new and original solutions.

At the second stage, the main participants in the conflict are identified. You can enter individuals or entire teams, departments, groups, organizations into the list. To the extent that the people involved in the conflict have common needs in relation to this conflict, they can be grouped together. The death of group and personal categories is also allowed.

For example, if a conflict map is drawn up between two employees in an organization, then these employees can be included in the map, and the remaining specialists can be combined into one group, or the head of this unit can also be singled out separately.

The third stage involves listing the main needs and fears associated with this need, all the main participants in the conflict interaction. It is necessary to find out the motives of behavior behind the positions of the participants in this matter. The actions of people and their attitudes are determined by their desires, needs, motives, which must be established.

4. Constructive and destructive functions of the conflict.(positive and negative)

Structural include:

1. Detente between the conflicting parties;

2. Obtaining new information about the opponent;

3. Rallying the team of the organization in the confrontation with an external enemy;

4. Stimulation for change and development;

5. Removal of the syndrome of submissiveness in subordinates;

6. Diagnostics of the opponent's further possibilities, forecasting of future conflicts;

The destructive ones are:

1. Large material and emotional costs of participating in the conflict;

2. Dismissal of employees, reduction of discipline, deterioration of the socio-psychological climate in the team;

3. Representation of defeated groups as enemies;

4. Excessive enthusiasm for the process of conflict interaction to the detriment of work;

5. After the end of the conflict, the degree of cooperation between members of the team decreases;

6. Difficult recovery of business relations after the conflict;