Conflict Management Skills Research Articles

Towards more goal-oriented care through care coordination and care planning.

The increasing aging of our society is putting increasing pressure on the current organization of care and support. This moved the Flemish government to a thorough reform of primary care in Flanders. This was started in 2017. The reform involves changes in terms of content, structural support and instrumental support. All these changes should lead to care and support that can be organized using the principles of integrated care and goal-oriented care. The major challenges are: 
 - bring about a change in mentality among care providers toward these principles of integrated care and goal-oriented care;
 - make a connection between health care and welfare care, as well as between primary care and more specialized care, and align the processes of care and support. 
 In addition, it is necessary to translate the principles of goal-oriented care into practical tools and accelerate methodology development. We are working together with several partners in Flanders for this purpose. 
 In goal-oriented care, an important role is reserved for the care coordinator. The care coordinator is the focal point of the care team who, as a member of the care team, takes on the task of: 
 - maintain an overview of the care process; 
 - ensure that all care and support, determined on the basis of the person's care or support needs and translated into life goals and care and support goals, is coordinated, monitored and evaluated. 
 Care coordination in a care process maintains a focus on goals, both the person's own life goals and the care and support goals of the care team. 
 For implementing qualitative care coordination, the care and support plan is an indispensable tool within the Flemish reform. This care and support plan must: 
 - allow an overview of the sometimes multitude of care and support goals; 
 - be a means of communication between the members of the care team (including the person himself and his informal care); 
 - reflect the extent to which care agreements are met; 
 - allow the care process to be monitored, evaluated and adjusted if necessary. 
 
 
 In the near future we want to design this care and support plan in a digital way. 
 The care coordinator must have a wide range of competencies in order to coordinate the care process in a quality manner, including: 
 - mastering to perfection the methodology of goal-oriented care, interview techniques, conflict management, process guidance, process analysis, coordination and organization skills; 
 - being the point of contact for the person with a care and support need; 
 - be able to play the bridge between the person, informal care and professional care providers. 
 In this presentation, we focus on the role of the care coordinator throughout the care process and the planning aspect. We propose how the Flemish government want to develop this role in the future. We also reflect on the preconditions that are necessary to achieve a solid implementation of this role, and indicate what opportunities we see to promote and accelerate the change in mentality in this regard.

Say Something, Do Something: Evaluating a Forum Theater Production to Activate Youth Violence Prevention Strategies in Schools.

Youth violence that takes place within school settings exposes youth to serious social, mental and physical consequences that affect education performance, and life opportunities. Previous work shows positive youth development frameworks can promote social-emotional learning by enhancing empathy and building problem-solving and conflict management skills. Theater-based interventions have been shown to enhance social emotional development by privileging youth voices, and building youth capacities and strengths. The current manuscript presents the evaluation of an arts-based and public health framework conducted to assess the development, implementation and impact of a forum theater production, Say Something, Do Something (SSDS) in St. Louis, Missouri. An iterative mixed methods approach was used, starting with observations of productions. Using convenience sampling, we then conducted post interviews of the theater team (n = 8) and school personnel (n = 10). Respondents highlighted that as a result of engagement of school personnel in program development, the language and scenarios presented were relevant to students. Data indicated that SSDS increased student knowledge and changed attitudes, developed student conflict management and problem-solving skills, and improved interpersonal behavior. SSDS also raised awareness of the importance of, and created the foundation for, additional system and policy changes in the schools. Forum theater is an approach that can enhance socio-emotional learning and conflict management among youth. Collaborative initiatives between public health and the arts are poised to uniquely engage community partners, animate interventions, and impact critical public health issues including youth violence prevention.

Надпрофессиональные навыки управления конфликтами как фактор успешности молодого специалиста на современном рынке труда

A modern young specialist needs to possess the softskills, which are associated with communication and leadership skills, conflict management skills to be in demand in the labor market and successful in professional activities. Softskills are part of a broader group of supra-professional skills. Modern domestic and foreign researchers in the field of education and labor pay attention to the need to reorient the education system to a deeper mastery of supra-professional skills by students. The article examines conflict management skills as part of supra-professional skills and self-management. Conflict management skills are considered from the point of view of the competence approach. A model of conflictological competence is presented. The main tasks in conflict management are considered, they are correlated with L. Gainer's organizational change management model.

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Managing conflicts and developing their resolution strategies are among the leading topics in modern management. The studies aimed at improving and understanding the connection between management styles and conflicts, strategies for coordinating cooperation, and increasing team productivity are becoming relevant. This research aims to determine the effectiveness of training professionals in conflict management and resolution strategies within a team, enhancing productivity through cooperation and project effectiveness. Also, the authors present a study of how team effectiveness depends on the ability to manage conflict by mediating the level of team coordination. The study employs various methods. The experiment method is the main one in this paper. The study results were evaluated using a survey and observation conducted by stages. The research hypothesis asserts that studying conflict resolution principles and employing various conflict avoidance strategies are positive components of contemporary management practices. The research results indicate that conducting a conflict management training course based on cooperation positively impacts project team productivity and managerial preparedness. There are prospects for continuing experimental research on considering and analyzing conflict management styles as they develop and determine the connection between team performance and conflict management skills.

TERBITNYA MODERNISME ISLAM

This article aims to explore the biographies of three early modernist figures in Indonesia, namely Cokroaminoto, Agus Salim, and Mohammad Natsir to find the typical roots of modern Islamic organizational movements in Indonesia. This research is a qualitative type with a biographical narrative approach. We explore references related to the biographies of these three figures to find the root of character for modern Islamic organizations in Indonesia. The research findings show that in Cokroaminoto's biographical narrative, it is found that the organizational control model requires administrative management skills, external relationship, and conflict management skills. Agus Salim's biographical narrative shows that he has pioneered the andragogy education system in the cadre of organizational members. Natsir's biographical narrative has shown the patron of the establishment of a modern Islamic school: by reducing the rote method, accommodating general education, and appreciating art education. Natsir can also be a reminder that intense involvement with the religious learning system can make an activist leave a formal education career opportunity as Natsir missed a scholarship opportunity to the Netherlands, because he was too impressed with the puritanical teachings of religion.

Pengaruh Organisasi Mahasiswa terhadap Kemampuan Manajemen Konflik Mahasiswa PGSD FKIP UNRI

This research aims to determine the conflict management abilities of PGSD FKIP UNRI students who join the organization. When joining an organization, students will face many people with various characters to achieve the same goal. Therefore, various kinds of conflicts will arise that need to be faced and resolved by students who join the organization. Students' conflict management skills while in an organization can be a training ground for students to prepare for the world of work later. This research is qualitative research, which was conducted on 15 respondents using a questionnaire instrument. In its implementation, the questionnaire was distributed to students who were participating or had previously participated in the PGSD FKIP UNRI Study Program. All respondents answered questions online. The research results show that all respondents can be said to be good or indicated to be good in managing conflict according to the indicators used.

Conflict management in Physical Education: The critical role of team-based activities in physical education to improve cooperation and wellbeing

Physical Education (PE) teachers’ responsibility is critical in supporting the development of students’ motivation, positive attitude and behaviour. . This study explored students’ conflict management styles, the most common sources of conflicts during PE, and the relationship between conflict management styles, self-perceived health and social-emotional wellbeing among high school students in Hungary. A self-administered, anonymous, cross-sectional survey was completed by students in high school (n=385, 54.8 % female Mage =16.98 yrs, SD. 1.28). Only 2.9% of the students reported applying a collaborating management style. These students also rated their health higher. However, students with competitive conflict management were more satisfied with their lives. Most students never had conflicts with the teacher, and if any, they used accommodating conflict management strategies. Behavioural expectations, extreme performance requirements, and disliking the subject were the most common sources of conflicts in PE. The conflict management strategies did not significantly correlate with the psychosomatic symptoms scale; however, students with collaborating conflict management reported fewer sleep problems. These findings underpin the significant role of conflict management skills in health and social-emotional wellbeing. Keywords: adolescent, team sports, physical education, wellbeing, conflicts

"Like a broom tied together": A qualitative exploration of social cohesion and its role in community capacity strengthening to support integrated health in Nigeria.

Social cohesion, broadly understood as the degree of connectedness, solidarity, and trust across various community groups and between individuals, is critical for community capacity. This paper examines social cohesion and its role in community capacity strengthening for sustaining integrated health gains in Nigeria. This study took place in the context of a mid-course qualitative evaluation of a Community Capacity Strengthening approach that focuses on engaging Ward Development Committees (WDC) to increase community agency, coordinate and support the ward-level health ecosystem and ensure sustained community-level activities supporting behaviour change for improved health outcomes. This qualitative study was conducted in four selected wards per state in Bauchi and Sokoto states, targeting WDC members, Village Development Committee members, Community Volunteers, local government officials, traditional leaders, and Community Capacity Strengthening project staff. Thematic content analysis findings show that recognition and legitimacy were operationalized through the election of members into committees which in turn gave them a sense of identity and credibility. At the community level, WDCs leveraged the influence of social networks in the community to achieve their goal. Trust was also identified as a prerequisite to the acceptance and accomplishment of social and behaviour change programming. At the institutional level, our findings revealed strong conflict management skills and high collective efficacy of committee members for programme implementation. This study found high cohesion among committee members, promoting a sense of belonging and agency, and facilitating social and behavior change activities for improved health outcomes. However, we found clear limits to the extent to which high social cohesion can contribute to community capacity to sustain health implementation and improvements. While cohesive community organizations present a good opportunity for health programmes, there is a need for more investment of resources to address funding, logistics, and service delivery limitations.

Learning to Collaborate in a Project-based Graduate Course: A Multilevel Study of Student Outcomes

The context of this study is an interdisciplinary project-based course at a large public university in Scandinavia. The course is taught annually to 3,300 graduate students from all fields of study, and learning to collaborate is a specified learning objective. Similar courses are widespread in higher education institutions worldwide, and empirical evidence of their impacts on students’ skill development is needed. This study examined students’ collaboration skill outcomes; whether outcomes vary by gender, academic achievement, field of study, course format (accelerated and semester based); and variations in outcomes across student groups and course classes. We used a pretest-posttest design in which 89% of students answered a self-report questionnaire about collaboration skills. The results indicate that the participating students’ interdisciplinary, interpersonal, and conflict management skills improved significantly from the beginning to the end of the course (p < .001, d > 0.4). We also found that the accelerated course format positively influenced the students’ conflict management skill outcomes and that the variability in the students’ overall collaboration outcomes was related to their student group (not their course classes). Another important takeaway from our study is that the students’ gender, academic achievement, and field of study showed little impact on their collaboration skills. The non-significance of the measured individual characteristics and the significance of the student group for students’ collaboration outcomes are important reminders for teachers in higher education to guide and support both their students’ learning and group processes in project-based courses.

CONFLICT MANAGEMENT STRATEGIES IN INCREASING THE PRODUCTIVITY OF ELEMENTARY SCHOOL/MADRASAH IBTIDAIYAH

Conflict often occurs in human life. Conflict can make a person improve quality or vice versa, namely unproductive. Preventive efforts that can be taken so that conflict becomes productive are by improving conflict management skills in elementary / madrasah ibtidaiyah children. This paper will examine strategies in improving conflict management skills. Conflict management belongs to a process-oriented approach that directs the form of communication (including behavior) of actors and outsiders and how they influence interests and interpretations. Conflict management is a strategy to control conflict in order to produce the desired resolution and social peace. Strategies that elementary school teachers can use in increasing children's productivity in conflict management are providing students with an understanding of conflict management styles including the turtle (withdrawing), the shark (forcing), the teddy bear (smoothing), the fox (compromising), the owl (accommodating) and simulating the owl so that children have experience of productive conflict management. Project-based learning is one of the learning models that can be utilized in teaching conflict management to elementary school students in a fun and effective way.

Guidance and Counseling Teacher Conflict Management Skills

Schools as organizations must avoid conflict. Conflict is a condition where ideas, thoughts, values and perceptions are not similar. This study describes the skills management conflict between guidance and counselling teachers at a high school. The study is located in madrasah aliyah. The Respondents are 40 guidance and counselling teachers of madrasah aliyah. The research approach is quantitative research with the method of quantitative descriptive analysis. Data was collected using a conflict management skills scale consisting of 80 items. Data was analyzed using descriptive statistics. The research results show that the conflict management skills of guidance and counselling teachers at madrasah aliyah are below the average score. This can be seen from the three indicators of planning, implementation, and evaluation of conflict management, below the average score obtained. Based on this, it is necessary to carry out ongoing training and training to improve conflict management skills and capacity.

Emotional intelligence, workplace conflict and job burn-out among critical care physicians: a mediation analysis with a cross-sectional study design in Egypt

ObjectivesThis study aimed to examine the association between the effect of emotional intelligence on job burn-out and the mediating effect of workplace conflict management among critical care physicians.Design and settingA...

Using a Group Contract to Support Conflict Management Skills Among Nursing Students.

Using a Group Contract to Support Conflict Management Skills Among Nursing Students.

A Conflict Management Game in Project-based Learning

In project-based learning environments, students often face team frustration and conflicts, necessitating the development of conflict management skills. This study examines how integrating a game-based learning approach impacts students' perspectives on managing conflicts in game development project courses. Drawing on theoretical frameworks related to project-based learning, conflict management, and serious games in conflict resolution education, a case design is employed in higher education that incorporates the game "Cards of Conflict". Document analysis of student reflection notes is utilised to assess the outcomes. The results demonstrate heightened engagement among participants during the game session, leading to awareness and understanding of conflict managing principles. This encompasses the what, the why´s, and the how’s of conflict management, as well as the diverse perspectives of peer students.

Prophetic-based Conflict Management Model in Senior High School

The lack of competence of principals in resolving conflicts in schools is of particular concern because it is related to the progress of an educational institution. This study aims to develop models and research products that are useful for education and literacy used by school principals in managing conflict in schools. The research method used is the research and development of the ADDIE model. The research subjects were linguists, materials experts, and learning design experts to validate research products, while to test user responses, the subjects selected were the principal of SMA PGRI Metro City, SMA Ma’arif 1 Metro City, and SMA Muhammadiyah 02 Metro City. Data collection was done using questionnaires, and the results were analyzed qualitatively and descriptively. This research went through several stages, namely: 1) the model development stage, which was carried out at the analysis stage, namely analyzing the characteristics of the school; 2) the feasibility of a prophetic-based conflict management model product; and 3) the use of the prophetic conflict management module through user response testing. As a result, prophetic conflict management is in the very good category to use. The format and layout aspects of the conflict management module fall into the very appropriate category. In the aspect of writing, the Prophetic conflict management module is in the very appropriate category. In the aspect of formulating the outline of the material, the principal must improve conflict management skills by participating in training or developing conflict management capacity in schools. The implementation of the principal’s role in creating a harmonious and comfortable school organizational climate can be realized if he can demonstrate fair and responsible leadership behavior.&#x0D; Keywords: Principal, Prophetic-Based Conflict Management

Borich 요구도와 Locus for Focus 모형을 활용한 통합사례관리 슈퍼바이저 교육요구 분석

The purpose of this study is to identify the prioritized competencies required for the structure of educational programs for case management supervisors in the public sector. To achieve this aim, we collected data on the importance and implementation of each competency from team leaders in local government and case managers, and then analyzed this data using the Borich requirements chart and the Locus for Focus model. Regardless of the type of case management supervisor, eight competencies emerged as having high educational needs: ‘knowledge of the client’, ‘understanding of supervision’, ‘counseling skills’, ‘communication skills’, ‘mediation and conflict management skills’, ‘support and encouragement skills’, ‘respect for clients’, and ‘self-reflection and self-development’. Training priorities varied between team leaders and case managers for some competencies. Based on the results of this study, we propose the development and implementation of competency-based educational programs for case management supervisors.

The Development of Leadership Qualities in a Management Team: Some Key Principles of Team Leadership

This research focuses on the principles of team leadership in the context of modern business. The methodology employed includes analyzing literature, conducting empirical analysis, interviewing experienced leaders, and observing team processes. The findings highlight key principles of team leadership, such as establishing a shared purpose, distributing responsibility, promoting communication and collaboration, developing emotional intelligence and conflict management skills, and stimulating team development and learning. The results have practical implications for leaders, enabling them to understand and apply team leadership principles to achieve more effective results with their teams. Effective team leadership significantly impacts team success, with shared purpose and task resolution playing a crucial role. Distributing responsibility and delegating tasks contribute to personal growth and team interaction. Results provide leaders with valuable tools and knowledge to improve their team's effectiveness, increase competitiveness, and strengthen their leadership position in the modern business environment.

Educational Needs of Iranian Rural Librarians: An Exploratory Study

In the present article, the educational needs of Iranian rural librarians are investigated. The rural libraries are the only cultural centers of rural communities, and the librarians of these libraries have limited contact with other librarians as well as professional communities. On the other hand, the rural library is one of the few institutions that try to reduce the gap in taking advantage of job opportunities and education in first-class universities and therefore has a moral duty. The trained rural librarian can play an important role in benefiting villagers with the opportunity of both university education and employment. For this reason, educating rural librarians is of great importance in rural development and benefits villagers through social opportunities. For this purpose, first, an attempt was made to extract and categorize the educational needs of rural librarians through interviews with them. Then, another attempt was made to extract and categorize the educational themes of rural librarians by reviewing international literature in the field of rural libraries. A total of 33 educational themes were obtained from interviews, and 36 themes were extracted from reviewing the literature. Finally, using a questionnaire, librarians were asked to prioritize these 69 educational themes and rank them between 1 and 20, where a score of 1 indicated the highest priority and a score of 20 showed the lowest priority. The findings showed that 10 educational themes are of priority for Iranian rural librarians: (1) child psychology, (2) puppet games and handicraft skills, (3) knowledge of children's and adolescent literature, (4) mentoring and educational guidance, (5) digital literacy, (6) information search and retrieval, (7) content production soft skills, (8) family counseling skills, (9) conflict management skills, and (10) life skills.

Promoting self-awareness and conflict management skills in a multicultural setting

Background. Currently, there is a limited perception of how undergraduate students deal with day-to-day conflict. Previous research focusedon conflict resolution strategies, but there is a significant need to understand the nature of conflict as it relates to personality styles. The studyformed part of the teaching of transferable and communication skills combined with a conflict resolution intervention in third-year radiographystudents.Objectives. To promote self-awareness among students and help them to develop conflict management skills to prepare them for their future team-basedprofessional roles.Methods. The study adopted a mixed-method design, focusing on the qualitative results during the reflection period. The third-year radiographystudents were invited to participate in the study. Those who volunteered were provided with an information leaflet and informed consent document.Results. The results indicated two main personality types among the 14 participants, where 30.8% reported as ESFJ (extroverted, sensing, feelingand judging) and 30.8% as ISFJ (introverted, sensing, feeling and judging). The qualitative results indicated that students experienced an increasedawareness of their own and their co-students’ personality types and consequently approached conflict management differently. Reference to socioculturaldifferences also surfaced.Conclusion. The assessment process provided valuable insights into differences and cultural norms associated with personality traits. Results alsohighlighted the need for faculty awareness and focus relating to variations in personality, emotional needs and intrapersonal reflection.

Student self-efficacy scores improve on twelve career skills with weekly professional skills development assignments in a senior physiology laboratory course

At Michigan State University (MSU), the undergraduate capstone laboratory course for the physiology major places an emphasis on broad development opportunities for students. The course expands on prior knowledge from the undergraduate curriculum with firsthand human physiology activities, but also includes activities on career skills. Since Fall 2019, for six semesters, each weekly homework assignment for the course includes a professional development activity, including self-assessments and reflections on teamwork, leadership style, grit, conflict management, and other key career skills. Deidentified pre- and post-course professional skills surveys were used to assess student perceptions of their proficiency with these skills (n=313). This self-efficacy survey began as a tool for the teaching staff to tailor activities and experiences but became an indicator for self-reported improvements in student professional profiles during the course. The survey consists of twelve questions using five-point Likert scale responses to rank self-efficacy on essential career skills such as contributing to a team, thinking critically, and communicating effectively. Anecdotally, students frequently inform the teaching staff how they directly apply their results from these activities and experiences, sharing their direct use-cases for job, graduate, or professional school applications and interviews. Student feedback reflects how these intentional methods have significant meaning to them by the end of the semester. They often state they were unaware of and would not have worked on professional skills preparation on their own time, either because they were unaware of the tools available, or they did not see the relevance in the current stage of their career. Students reported an improvement in their own professional skills. The greatest improvement over the semester occurs with work-life balance. Although both pre- and post-response averages for this question are lower overall at 3.23 and 3.97 respectively, the delta change is greatest at a 0.73 increase (p&lt;0.001). The highest overall initial average and smallest delta value is on performance integrity. The pre- and post-response averages of 4.31 and 4.61 (delta change of 0.30) implies students already perceive their academic performance as conforming with this professional value. All 12 skills assessed on the survey had significant improvement (p&lt;0.001) when comparing pre- and post-semester responses. The survey concludes with two open-ended questions and deeper assessment of the free response answers is underway. Overall, students perceive improvement in their professional skills by completing in-class assignments. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.