Conflict Management Practices of University Teachers

This study was conducted to explore the conflict management practices of the University of Sargodha. All the teachers of the University of Sargodha teaching undergraduate programs were the population of the study. Twelve departments were randomly selected, and 120 teachers teaching undergraduates were selected for the sample. A self-developed conflict management practices scale discussed with five Ph.D. experts and pilot tested on 50 teachers showing reliability coefficient Cronbach's alpha value 0.763 was used. Mean, standard deviations, frequencies, percentage, person correlation, regression, t-test, and ANOVA were applied to analyze the data. The major findings were; Majority of the teachers use all types of high and moderate levels of conflict management practices, and female teachers use better conflict management practices as compared to males. It is recommended that university teachers may be given conflict management training for better management of student-teacher conflicts.

Transforming training into practice with the conflict management framework: a mixed methods study

ObjectiveTo implement and evaluate the use of the conflict management framework (CMF) in four tertiary UK paediatric services.DesignMixed methods multisite evaluation including prospective pre and post intervention collection of conflict data alongside semistructured interviews.SettingEight inpatient or day care wards across four tertiary UK paediatric services.InterventionsThe two-stage CMF was used in daily huddles to prompt the recognition and management of conflict.ResultsConflicts were recorded for a total of 67 weeks before and 141 weeks after implementation of the CMF across the four sites. 1000 episodes of conflict involving 324 patients/families across the four sites were recorded. After implementation of the CMF, time spent managing episodes of conflict around the care of a patient was decreased by 24% (p<0.001) (from 73 min to 55 min) and the estimated cost of this staff time decreased by 20% (p<0.02) (from £26 to £21 sterling per episode of conflict). This reduction occurred despite conflict episodes after implementation of the CMF having similar severity to those before implementation. Semistructured interviews highlighted the importance of broad multidisciplinary leadership and training to embed a culture of proactive and collaborative conflict management.ConclusionsThe CMF offers an effective adjunct to conflict management training, reducing time spent managing conflict and the associated staff costs.

An evaluation of a de-escalation conflict management training in a behavioral health hospital setting

Purpose The purpose of this study is to evaluate a conflict management training that used a communication competence perspective. This addresses whether the training had an impact on role conflict, conflict resolution skills, horizontal violence, burnout, turnover intention and perceptions of consumers. It also assessed staff perceptions of the training. Design/methodology/approach A mixed-method analysis was used using survey data from multiple time points along with focus group interviews. Findings The program decreased role conflict, horizontal violence and burnout among direct-care workers, whereas feelings of safety and perceptions of workers’ ability to protect themselves and others in aggressive situations increased. Furthermore, staff felt the training was useful and increased feelings of safety and empowerment at the study. Practical implications These findings suggest that conflict management training may need additional refresher sessions. Administrative planning is also needed to ensure training of all staff is trained in an adequate timeframe. Originality/value These results, although positive, are somewhat time bound. Therefore, the content of training and knowledge dissemination of conflict management training need additional research to ensure best practices.

Instructor, trainer, sifu, coach or professor: Reflections on the use of terminology in police learning settings dealing with physical conflict management

Police training and learning settings focusing on physical conflict management skills regularly comprise at least two parties: on the one side the individuals learning and developing their conflict management skills and on the other side the individuals in charge of planning and delivering the training sessions. While the first category refers to learners, the latter category is referred to, among others, as instructor, trainer, coach, sifu or professor, depending on contextual constraints. While it seems arbitrary to use different terms for describing the learner's counterpart in a learning setting, we argue for a sensible consideration of manifest and latent implications of how these individuals are referred to - and how they perceive their role. Drawing from autoethnographic data in various conflict management training settings, we identify functional, dysfunctional and irritating aspects of different terms used. By reflecting through the lenses of functionality from a systemic perspective, we aim at providing insights towards a more nuanced understanding of contextual constraints and reflexive use of these terms.

Pemberdayaan masyarakat desa dalam mengelola konflik sosial di Kabupaten Bone

In general, in Bone District there have been conflicts with the background of various factors such as land issues, politics and even those related to religious values and beliefs. Therefore, the goal to be achieved in this service is to increase the knowledge and understanding of the village community on potential conflicts and conflict resolution efforts undertaken. The method used in this training is the provision of knowledge and understanding through lectures and questions and answers, the practice of mapping potential conflicts so that through conflict management training will produce a conflict management document. This activity was carried out from April to September 2019, starting from the formulation of proposals to the preparation of the final activity report. With the tools prepared and formulating conflict management steps that have the potential to occur in the community, the village community will already know and understand conflict management as well as possible.

Regression, Progression and Renewal: The Continuous Redevelopment of Expertise in Police Use of Force Coaching

Professionalism in law enforcement requires the identification and development of expertise of police use of force (PUOF) coaches. Effective PUOF training includes the transfer from the training into the real-world environment of policing. This difference between working in the field and working as a PUOF coach has not been thoroughly investigated. However, research in other professional domains has shown that practical competence in the subject matter itself does not make a coach effective or successful. With this article, we conceptualize expert practice in PUOF instruction on the basis of a conflict management training setting in the security domain. First, by discussing a model of “territories of expertise”, we point out the dynamic and contextual character of expertise within the PUOF domain. Second, by conceptualizing expertise as a process and effect of communication, we provide a framework that describes and examines the interdependency between performance-based and reputation-based expertise. These considerations present two practical challenges, which we recommend professional law enforcement institutions to engage. We close by providing practical orientations and pointers for addressing these issues.

Conflict management training for future educators

Introduction. The relevance of the declared topic was dictated by the increased conflict between the members of education and the increasing demands placed on the professional activities of the modern teachers to resolve conflicts in the conditions of general education school. In the course of professional training of future teachers in universities, the formation of conflict competence is not paid due attention, so there is a need to determine the role, content and learning technologies for conflict management training of future teachers.The aim of the present publication is to evaluate the effectiveness of conflict management training technology for future teachers.Methodology and research methods. The authors carried out a pedagogical experiment using pre- and post-testing method of the level of formation of the components of conflict readiness of students of a pedagogical university – participants of experimental and control groups. The sample of the experiment was based on 120 of 2nd-4thyear students of the Faculty of History of the South Ural State Humanitarian Pedagogical University of Chelyabinsk. The following methods were used to collect the empirical data: the Thomas test; an achievement test to assess conflict knowledge; practical tasks (cases); methodology “My Conflict Position” (by V. V. Schernyazova). Mathematical processing of the research results was performed through the Pearson’s chi-squared test.Results. The differences in the formation of cognitive, technological and personal components in students of the control and experimental group have been established. The dependence of the formation of components of conflict readiness of students for the introduction of a specially developed programme has been determined. After pedagogical impact, the number of students with high cognitive component levels rose from 0 to 39,3%. Most students (97,6%) learned algorithms to solve typical interpersonal conflicts and began to choose more constructive strategies to solve them. In the experimental group after the experiment, the personal component of conflict readiness was higher than in the control group.Scientific novelty. The system is proposed to provide effective conflict management training for future teachers, which consists of three components: immersion in the information field of conflict; intensification of conflict resolution activities; mastering of constructive practices of conflict management.Practical significance. The research results are of particular interest for the development of educational programmes in the system of professional education.