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Psychologist
Reference:

Approbation of a Workers Conflict Management Program

Benkova Oksana Anatolyevna

PhD in Psychology

Associate Professor, Department of Developmental Psychology and Counseling, Siberian Federal University

79 Svobodny Ave., Krasnoyarsk, 660028, Russia

artyukhova2024@bk.ru
Other publications by this author
 

 
Gudovskii Igor' Vital'evich

PhD in Pedagogy

Associate Professor, Department of Psychology and Pedagogy, Siberian State University of Science and Technology. M.F. Reshetnev

660049,, Russia, Krasnoyarsk, Mira str., 82

igudovskiy@inbox.ru
Dulinets Tat'yana Grigor'evna

PhD in Pedagogy

Associate Professor, Department of Developmental Psychology and Counseling, Siberian Federal University

79 Svobodny str., Krasnoyarsk, 660074, Russia

tadulinez@mail.ru
Gusarenko Viktoriya Vladimirovna

Senior Lecturer, Department of Philosophy and Social Sciences and Humanities, Krasnoyarsk State Medical University named after prof. Voyno-Yasenetsky

660022, Russia, Krasnoyarsk, Partizan Zheleznyak str., 1

vikyse2007@ya.ru
Polomoshnikova Anna Valentinovna

Bachelor, Department of Information Technologies of Education and Lifelong Education, Siberian Federal University

660074, Russia, Krasnoyarsk, Borisova str., 1

ani.net881@yandex.ru

DOI:

10.25136/2409-8701.2023.2.40090

EDN:

UGYTME

Received:

01-04-2023


Published:

04-05-2023


Abstract: It is extremely important to form and develop conflict competence in labor collectives, because frequent workforce conflict situations and situations of tension between employees can affect the efficiency and productivity of people's work. The problem of conflicts in labor collectives is quite common and requires the development of certain methods of conflict resolution, however, a person can prevent a conflict himself if he has the appropriate competencies, shows his own creative powers, humor, becomes more observant, resourceful. The purpose of this work is to test the developed psychological program for conflict management in the workforce. The object of the study is conflicts in the labor collective. The subject of the study is conflict management in the workforce. After testing the conflict management program in the experimental group, the number of respondents choosing the "confrontation" style of behavior in conflict decreased, the number of respondents using "compromise" increased slightly. The remaining scales: "evasion", "adaptation", "cooperation" remained unchanged. According to the "self-control" scale, as a result of comparing the data before and after the study, there are no significant differences in the indicators of the experimental group. In the control group, according to the results of two methods, there are no significant changes in any of the diagnosed parameters. Thus, the psychological program developed and tested by us on conflict management in the workforce partially influenced the change in the style of behavior of employees who chose a confrontational style of behavior in conflict to a compromise, and also allowed to increase the level of self-regulation in some employees.


Keywords:

conflict, conflict competence, staff, organization, behavioral strategies, self-regulation, self-control, confrontation, cooperation, compromise

This article is automatically translated.

Introduction. Conflict is an integral element of people's social life, but this does not mean that conflict in various life situations can be justified by this circumstance, because conflict has both constructive and destructive significance, destroying and creating at the same time. However, for the transition of the conflict into a constructive form, it is necessary to have the appropriate skills. 

Conflicts are manageable, regulated, and resolvable. If a person is able to resolve conflicts without special physical or psychological "losses" or is able not to enter (prevent) a conflict, then they say that a person has conflict competence.

It is extremely important to form and develop conflict competence in labor collectives, because frequent conflict situations and situations of tension between employees can affect the efficiency and productivity of people's work. The problem of conflicts in labor collectives is quite common and requires the development of certain methods and methods of conflict resolution, however, a person can prevent a conflict himself if he has the appropriate competencies, shows his own creative powers, humor, becomes more observant, resourceful [2, 5, 7].

Yu.O. Sulyagina [13] concluded that conflicts in labor collectives can be caused by a number of circumstances, but one of the main ones is rapid, constant changes in the labor market and in society, a change in value orientations and behaviors of heads of organizations, which causes the emergence of new types of conflicts, and this, in turn the queue requires new approaches in their solution.

There is a change of values and goals in organizations, a change in the mechanisms of employee behavior and patterns of behavior of managers, as a result, the forms of conflict in organizations and the mechanisms for their resolution are also changing. However, a number of factors leading to conflicts in labor collectives remain relatively constant. This is a shortage of resources, lack or inaccuracy of information, violations of labor discipline, etc.

Many labor collectives today are subject to contradictions and conflicts so much that it affects the socio-psychological climate, staff turnover, and the effectiveness of the entire organization as a whole. There is an urgent need for people who know the art of creating a positive socio-psychological climate in the team. In order to form and develop the conflict competence of employees, it is necessary to organize and conduct additional activities, develop psychological means of influence and test them in organization.In this regard, the purpose of this work is to test the developed psychological program for conflict management in the workforce.

The object of the study is conflicts in the labor collective.

The subject of the study is a psychological program for conflict management in the workforce.

Research methods. 3 methods were used to conduct an empirical study:

  1. Questionnaire "causes of conflicts in the team";
  2. Thomas - Kilmann methodology for identifying leading behavior in a conflict situation;
  3. The study of "volitional self-regulation" by A.V. Zverkov and E.V. Eidman;

The questionnaire has its own authorship and is aimed at identifying the causes of conflicts in the team. Knowing the cause of the conflict, you can predict the conflict and prevent its development.

The data obtained were processed using the statistical nonparametric Mann-Whitney U-test, which is used to evaluate the differences between two independent samples.The second method is the Thomas-Kilmann method for identifying leading behavior in a conflict situation.

  The authors of this technique are K. Thomas, R. Kilmann (adapted by N.V. Grishina). The methodology is designed to study personal predisposition to conflict behavior, identify certain styles of conflict resolution. It shows how a person behaves in a conflict situation, choosing one or another type of behavior. There are five of them: confrontation, cooperation, compromise, evasion, adaptation. This questionnaire shows a typical human reaction to a conflict, its effectiveness and expediency, and also provides information about other possible ways to resolve a conflict situation [9].

The third method, "The study of volitional self-regulation" by A.V. Zverkov and E.V. Eidman, allows us to determine the level of development of volitional self-regulation. In the most general form, the level of volitional self-regulation is understood as a measure of mastering one's own behavior in various situations, the ability to consciously control one's actions, states and motives. The level of development of volitional self-regulation can be characterized as a whole and separately by such character traits as perseverance and self-control. How much a person owns his own behavior can help prevent and resolve a conflict.

Many Russian and foreign scientists are engaged in research of conflicts in labor collectives.

The first group of studies is related to the study of the analysis of conflict situations and the main causes of their occurrence. These are the studies of Kamardin I.N., Gagarinsky A.V., Kuznetsova I.G., Morgunov L.A. and others [2, 3, 7]. Modern conflicts, according to the authors, are largely due to social reasons, working conditions, and the struggle for a fair distribution of resources. The conflict itself in the above studies is defined as a situation of acute contradiction, a clash of different sides, each of which pursues its own interests and goals.

The next cohort of studies is devoted to the development of various programs, systems, concepts for conflict management in the workforce. Basically, all proposals for the prevention and resolution of conflict situations in the modern aspect are associated with increasing the conflict competence of the conflict participants. These are the studies of Buntovskaya L.L., Panteleeva O.I., Belyaeva N.M., Kalmykova O.Yu. and others [1, 4, 8]

Finally, a large group of studies is related to the study, prevention and resolution of conflicts in the teaching staff. The interest in conflicts in education is largely due to the fact that the teacher creates the necessary conditions for the education of students, which lead to the humanization of interpersonal relationships, the ability of the child to build harmonious interaction with people in the future.

Studies of conflicts in the teaching staff are carried out by Kerimov T.T., Semenova E.N., Rozhkov N.T. and others [6, 12, 10].

In the foreign literature, studies of the features, causes and methods of regulating labor conflicts are presented by the works of Pruitt D., Pondy L, Rex J., Schermerhorn J.R. and others. [15, 16, 17, 18, 19]

We adhere to the idea of M.V. Rostovtseva that conflicts arise in a situation of violation of formal (legal) and informal rules and norms by one or all participants of interaction, and their prevention and resolution are due to the peculiarities and specifics of the internal and external environment of the organization, and also depends on some personal characteristics, including the choice of behavior style in a conflict situation, the level of self-regulation of the individual in the process of communication. [11]

Research. The respondents were 40 employees - managers of the non-profit organization "Orion" in Krasnoyarsk for the sale of household appliances. The age of the subjects is from 36 to 32 years. 90% of the sample were men. The main activity of respondents is the sale of household appliances.

The results of the primary diagnosis by three methods are shown below.

The results of the questionnaire "causes of conflicts" are shown in the following table 1:

Table 1

Causes of conflicts (respondents' opinion).Question number

Question

Number of "+"

1

violation of labor discipline

11

2

teachers ignoring the administration's comments

1

3

dissatisfaction with the interaction between the parties

6

4

violation of the ethics of communication

11

5

the inability of one of the parties to make an adequate decision

8

6

the administration's demands on the team are too high

0

7

mistakes of the administration in the selection and placement of personnel

0

8

mistakes of the administration in the organization of control, miscalculations in planning

2

9

personal dislike

5

10

poor working conditions

3

11

uninformed staff, disorganized administration

11

12

outdated equipment, machinery

3

13

failure to perform work by one teacher, which resulted in the inability to perform work by another teacher

6

14

the discrepancy of teachers' views on the same problem

13

15

different wages

3

16

Own version ()

 

 

The results of the survey are presented more clearly in Figure 1.

Fig.1 Causes of conflicts in the labor collective.So, according to employees, conflicts most often occur due to violations of labor discipline, lack of awareness of staff and disorganization of administrative issues, as well as due to a violation of the ethics of communication by one of the subjects of interaction.

Table 2 shows the frequency of occurrence of different types of conflicts in the workforce.

Table 2The frequency of occurrence of different types of conflicts in the workforce.

every day

 

 

once a week

once a month

once a year

every few years

there was no

With the administration

 

0

17%

55 %

15%

13%

With colleagues

0

2%

13%

65%

3%

17%

 

As can be seen from the data presented, the majority of employees - 55%, conflict at least once a year with their superiors, 65% - with colleagues with the same frequency. 17% conflict with their superiors once a month, with the same frequency 13% of employees conflict with colleagues.

It is noteworthy that 13% conflict with their superiors every few years. An even larger percentage – 17% rarely conflict with colleagues.

In general, judging by the primary data obtained from the survey results, the situation in the working group of employees is quite stable. Acute confrontational periods practically do not happen. Conflicts between employees are quite rare.

Further, the staff was divided into control and experimental groups of 20 people each.

The results of the initial diagnosis of the team using the Thomas -Kilmann method to identify the leading behavior in a conflict situation" are shown in the form of a diagram (Figure 2).

Fig.2 Results according to the method in the experimental groupThe type of "confrontation" in conflict is inherent in 22.5% of employees, the type of behavior in conflict "cooperation" is characteristic of 17%, "compromise" - 25%, adaptation" - 15% of respondents.

Thus, we see that the majority of respondents in the experimental group choose both confrontation and compromise as polar behaviors in conflict.

Diagnostics using this technique was also carried out in the control group of respondents. The results are shown in Figure 3.

Fig.3 Results according to the method in the control group.The type of "confrontation" in conflict is inherent in 30% of employees, the type of behavior in conflict "cooperation" is characteristic of 20%, "compromise" - 25%, adaptation" - 25% of respondents.

Thus, we see that the majority of respondents in the experimental group choose both confrontation and compromise and adaptation as polar behaviors in conflict.

The results of the study on the test of volitional self-regulation by A.V. Zverkov and E.V. Eidman in the experimental group showed that a low level of self-control is diagnosed in 27.5% of employees, a high level in 72.5%. Similar results were obtained in the control group

The scale of self-control seems to be the most significant for the results of the study, because it is self-control that determines the dynamics and intensity of a conflict situation, as well as whether its onset is possible.

Further, a psychological conflict management program was tested in the experimental group.

Table 3 provides a summary of the conflict management program in the team, shows a set of exercises and the purpose of their implementation.


Table 3 Team Conflict Management Program

Content

 

Goal

Execution time

The first day

Representation of conflicts

 

Lecture on the causes of conflicts

Conflict prevention.

A lecture to analyze the causes of conflicts that a teacher or his colleagues may have

30 min

 

Exercise. Image of the conflict

Securing information

15 min

 

Interaction exercise "Rope"

 

Conflict prevention. The ability to negotiate, compromise, reflection on their behavior

 

10 min

 

Exercise "Sharks"

Conflict prevention. The ability to negotiate, the ability to work harmoniously

5-10 min

 

Exercise "Friendly palm"

The final exercise, the ability to find positive and good sides in another person

10 min

The second day. Conflict resolution.

 

Lecture on conflict management strategies passive and active

Conflict prevention.

The lecture will deepen the knowledge of behavior in conflict, make you look deeper at your own and others' behavior in conflict

30 min

 

Exercise 1. "A worthy answer"

Practicing the skill of constructive way out of conflict situations

15 min

 

Exercise 2. "The Swift-footed deer and the ringing string"

 

A procedure for analyzing one's own styles of behavior in conflict

15-20 min

 

Summing up the results

reflection

5-10 min

Day three. Skills to get out of conflict situations.

 

Lecture on conflict resolution.

Conflict resolution skills

20 min

 

Exercise graphics

The ability to consider their own interests and the interests of the opponent in the conflict

15 min

 

Group discussion

What is the most acceptable strategy for getting out of the conflict?

15 min

 

Role-playing situation: Wide pants at school

Development of skills to get out of conflict situations

15 min

 

Summing up the results

Reflection

5-10 min

Day Four

Mediation techniques

 

Lecture on mediation in conflict resolution

Mediation skills of conflict resolution

20 min

 

Practicing mediation techniques in practice

Working out the settlement and resolution of the conflict in the role of mediator

30 min

Day five

Self-regulation

 

A short lecture on emotional regulation and self-regulation and the restoration of relationships after conflict

 

Practicing self-regulation skills

15 min

 

The exercise "Unites us with you".

Restoration of relations after a conflict, etc.

10 min

 

Problem situation “Remember something unpleasant”

 

Self-regulation skills

(5-7 min)Exercise “

 

Remember the unpleasant situation and relax”

 

Practicing self-regulation skills

(5-7 min)Learning how to control breathing

 

 

Practicing self-regulation skills

10 min

 

Muscle tone control, movement

Practicing self-regulation skills

10 min

 

Reflection

Analysis of your own behavior, actions, assessment of your conflict resolution skills.

5 min

After approbation of the program, repeated testing was carried out in the control and experimental groups. The results in the experimental group after repeated testing using the Thomas-Kilmann Method are shown in Figure 4.

Fig.4. Results of the Thomas-Kilmann Method in the experimental group of respondents.As can be seen from the presented data, in the control group, after testing the conflict management program, the percentage of respondents who choose confrontation as the leading type of behavior in a conflict situation decreased.

According to the methodology of A.V. Zverkov and E.V. Eidman, the following data were obtained: a low level of self–control was diagnosed in 19% of employees (was – 27.5%), a high level – in 81% (was - 72.5%), which is due, in our opinion, to the fact that most of the exercises of the psychological program on conflict management were it is connected with the training of self-regulation in difficult life situations.

Then, on each scale, we compared the results for each of the groups using the Mann-Whitney U-test.

According to the "confrontation" scale: the obtained empirical value of U emf (119.5) is in the zone of significance. According to the "cooperation" scale, the empirical value of U emf (187) is in the zone of insignificance.According to the "compromise" scale, the obtained empirical value of U emf (129) is in the zone of uncertainty. According to the "Evasion" scale, the obtained empirical value of U emf (191.5) is in the zone of insignificance. According to the "Adaptation" scale, the obtained empirical value of U emf (191.5) is in the zone of insignificance.We compared the results of this method in the experimental group with the results of the control group, where the program was not carried out.

The results of comparing the data of the control group on the "confrontation" scale - the obtained empirical value of U emf (173.5) is in the zone of insignificance.

According to the "cooperation" school, the obtained empirical value of U emf(175) is in the zone of insignificance. According to the "compromise" scale, the empirical value of U emf (177.5) is in the zone of insignificance. According to the "Evasion" scale, the obtained empirical value of U emf(174) it is located in the zone of insignificance. On the scale of "Adaptation".the obtained empirical value of U emf(158) is in the zone of insignificance.

Thus, all scales in the control group before and after testing are in the zone of insignificance.

Comparison of the results of primary and final testing in the control group by the method of A.V. Zverkov and E.V. Eidman showed U Emf = 179. The value is located in the zone of insignificance.

The results of the initial and final testing of the experimental group on the Methodology of the study of "volitional self-regulation" by A.V. Zverkov and E.V. Eidman are shown in Table 2.8.

Comparison of the results of the first and second testing in the experimental group using the Mann-Whitney U-test (self-regulation research methodology, self-control scale) showed the result: U Emf = 171. The empirical value of U emf (171) obtained it is located in the zone of insignificance.

 After comparing the test results before the implementation of the program and after the experimental group, the following results were given:Result: according to the "confrontation" scale, the empirical value of U emf (119.5) is in the zone of significance;

  1. The "compromise" scale  the obtained empirical value of U emf(129) is in the zone of uncertainty;
  2. 3. "Cooperation" scale The empirical value of U emf (187) obtained is in the zone of insignificance;
  3. The "Evasion" scale the obtained empirical value of U emf(191.5) is in the zone of insignificance;
  4. 5. "Adaptation" scale the empirical value of U emf (191.5) obtained is in the zone of insignificance;
  5. Self-regulation research methodology, "self-control" scale obtained empirical value of U emf(179) it is located in the zone of insignificance.

Conclusion and conclusions.

As a result of the conducted empirical research, it was revealed that in the team of employees of the most NC "Orion" the most frequent causes of conflicts are violations of labor discipline, lack of awareness of staff and disorganization of administrative issues, as well as due to violations of ethics of communication by one of the subjects of interaction.According to the results of the initial diagnosis using the Thomas-Kilmann method, it was determined that the type of IP "confrontation" in conflict is inherent in 22.5% of employees, the type of behavior in conflict "cooperation" is characteristic of 17%, "compromise" - 25%.

 The results of the study on the test of volitional self-regulation by A.V. Zverkov and E.V. Eidman in the experimental group showed that a low level of self-control is diagnosed in 27.5%. To reduce the frequency of conflicts in the team, as well as to increase the level of self-regulation of employees and reduce the number of those who choose a confrontational style of behavior in conflict, a psychological conflict management program was developed and tested in an experimental group of respondents.The program was conducted for 5 days and included meaningful blocks with exercises: to understand what a conflict is, to form ideas about ways to resolve it and skills to get out of conflict situations, mediation practices, exercises to increase the level of self-regulation.

 After testing the program in the experimental group, the number of respondents choosing the style of behavior in conflict "confrontation" decreased, the number of respondents using "compromise" increased slightly.

The remaining scales: "evasion", "adaptation", "cooperation" remained unchanged.

According to the "self-control" scale, as a result of comparing the data before and after the study, there are no significant differences in the indicators of the experimental group.

In the control group, according to the results of two methods, there are no significant changes in any of the diagnosed parameters.

Thus, the psychological program developed and tested by us for managing conflicts in the workforce partially influenced the change in the behavior style of employees who chose a confrontational style of behavior in a conflict to a compromise one, and also allowed to increase the level of self-regulation in some employees.

 

References
1. Buntovskaya, L.L., Buntovsky, S.Yu., & Khuazeva, Z.B. (2018). The concept of formation of an integrated system for managing labor conflicts: the experience of the Donetsk People's Republic. Bulletin of the Academy of Knowledge, 27(4), 58-63.
2. Gagarinskaya, G.P., Gagarinsky, A.V., Dykina, S.Z., Kuznetsova, I.G., & Shmidt, A.V. (2020). Organizational and economic measures to prevent a conflict situation in an organization. Proceedings of the Kyrgyz State Technical University. I. Razzakova, 1(53), 112-117.
3. Gagarinsky, A.V., Kuznetsova, I.G., & Getsovich, M. (2016). Analysis of the state of labor conflicts at industrial enterprises. Ashirov readings, 1(4(8)), 325-335.
4. Kalmykova, O.Yu., Fadeeva, S.Z., Gagarinskaya, G.P., & Gorbunova, Yu.N. (2016). Management of social and labor conflicts at the enterprise. Economics and Entrepreneurship, 9(74), 363-367.
5. Kamardin, I.N. (2019). Social causes of conflicts in production (based on materials from the Middle Volga region). In the collection: Actual problems of science. Collection of scientific articles of the XV International Scientific and Practical Conference, 34-44
6. Kerimov, T.T. (2020). Conflicts in the teaching staff, the causes of their occurrence and ways to resolve them. International Journal of Experimental Education, 2, 35-39. Retrieved from https://expeducation.ru/ru/article/view?id=11953
7. Morgunova, L.A. (2015). Features of the course of conflicts in the organization and technologies for their settlement. In the collection: Problems and prospects for the socio-economic development of the regions of the South of Russia. Collection of scientific papers based on materials of the II All-Russian Scientific and Practical Conference. Under the scientific editorship of A.A. Tamova, 368-374.
8. Panteleeva, O.I., & Belyaeva, N.M. (2011). Management of conflicts at agricultural enterprises. Bulletin of the Saratov State Agrarian University. N.I. Vavilov, 7, 82-85.
9. Popova, E.I., & Kovalenko, A.V. (2021). Some aspects of conflict situations in the production of forensic psychiatric and forensic psychological examinations. StudNet, 4(5).
10. Rozhkov, N.T. (2013). Pedagogical diagnostics of conflict behavior of students of a secondary vocational school [Text]. N. T. Rozhkov. M.: Publishing House of Moscow State Pedagogical University.
11. Rostovtseva, M.V., Lutoshkina, V.N., Koreneva, V.V., Chistokhina, A.V., Klimuk, Yu.V., Grishina, G.V. (2022). Relationship between the level of reflection and self-regulation among teachers of a general educational institution. Psychology and psychotechnics, 4, 101-118.
12. Semenova, E. M. (2012). Tense situations of pedagogical activity. Pedagogical journal, 6, 29-32.
13. Sulyagina, Yu.O. (2021). Causes of social and labor conflicts. Innovations. The science. Education, 28, 1482-1488.
14. Khayarova, L.R., & Panferov, D.A. (2013). Management of organizational conflicts at the enterprises of the petrochemical complex. Bulletin of the Kazan Technological University, 16(21), 298-302.
15. Pondy, L. (1967). Organizational conflict: Concepts and models. Administration Science Quarterly. Vol.17. rr. 296-320.
16. Pruitt, D. (2019). Negotiation Behavior. Vol. 7, 304-345. New York: Academic Press.
17. Rahim, M.A. (1993). Managing Conflict in Organizations. second edition. Westport, CT: Praeger.
18. Rex, J. (2018). Social Conflict: A Conceptual and theoretical analysis. London, Longman.
19. Schermerhorn, J.R., Hunt, J.G. & Osborn R. N. (2019). Managing Organizational Behavior. Fourth edition. New York: John Wiley & Sons.

First Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The article submitted for review is made on a topic whose relevance is traditional in practical terms. This is due to the fact that conflicts are related to the effectiveness of joint activities and even to the economy of the enterprise as a whole. The theoretical aspects of conflictology have been studied quite deeply and systematically, but the practical aspects require constant attention. The fact is that with the change in the conditions of joint activity (staff movement, new managers, insufficient conflictological competence, etc.), the manifestation of conflict phenomena and the risks of conflict become obvious. The author notes all this in the introduction, but it is the introduction in its style that more closely resembles an abstract presentation of the material. It is advisable in the introduction to provide a justification for the need to introduce a psychological conflict management program in the workforce, which is what the article is devoted to. Although it can be noted that, in general, the information provided by the author of a literary nature does not cause objections. For example, it is noted that a number of factors leading to conflicts in labor collectives remain relatively constant. This is a shortage of resources, lack or inaccuracy of information, violations of labor discipline, etc. All this is true. The purpose of this work is to test the developed psychological program for conflict management in the workforce. Thus, the formulation of the goal is given and we can agree with it. The object of the study is correctly formulated – conflicts in the workforce. But the formulation of the subject of the study – "conflict management in the workforce" raises questions. Rather, the subject is the program itself, based on the title of the article. But the text shows that the author pays attention to the structure of the conflict too. It is necessary to bring the title of the article and the subject of the study into line. The disadvantages include the lack of information about the research methodology. The section "Methodology and research methods" contains only methods, nothing is said about the methodology. Judging by the text, the author mistakenly believes that methodology is a set of methods. Clarifications and clarifications are needed. The style of presentation is exploratory. But there are many sentences and fragments in the text, the meaning of which is not entirely clear due to their incorrect semantic spelling. That is, there are some distortions. For example, "A situation where one person influences another is a situation of interaction, and then the effect of the impact, as a rule, is associated with the nature of the relationship of the characteristics available to both one and the second personality." The text needs to be edited well. The structure of the work as a whole is maintained in accordance with the requirements. The content indicates that the author did not organize his research very correctly. For example, he introduces some new groups all the time, twice indicating "Then the staff was divided into control and experimental groups of 20 people each." Then, after the presentation of the text, it is noted again: "Next, we divided all employees into two groups: control and experimental. A psychological conflict management program was tested in the experimental group." Why is that? The fact is that when groups are introduced, this should be justified and noted in the research methodology. When a program is tested, the organization assumes examinations before and after its introduction, and not a comparison with a control group. The author's methodological error is obvious, which was followed by the wrong direction of further research. But it is noted that "We compared the results of this technique in the experimental group with the results of the control group, where the program was not conducted." And then the data of statistical processing of the obtained data are presented, although the methods of statistical analysis are not specified in the methodology and, accordingly, are not justified. An informed reader will immediately notice this misunderstanding. The text needs to be corrected. The names of the illustrative material should be clear and understandable. Now they are unclear. Further in the text, the author writes that "After comparing the test results before the implementation of the program and after the experimental group, the following results were given: 1. Result: according to the "confrontation" scale, the empirical value of Uemp (119.5) is in the zone of significance," etc. That is, it still seeks to logically show the effect of the implementation of the program by providing data from a comparative analysis of indicators in the experimental group before and after. That's right. Moreover, this allowed the author to assert: "after testing the program in the experimental group, the number of respondents choosing the style of behavior in conflict "confrontation" decreased, the number of respondents using "compromise" increased slightly. The other scales: "evasion", "adaptation", "cooperation" remained unchanged. According to the "self-control" scale, as a result of comparing the data before and after the study, there are no significant differences in the indicators of the experimental group." That is, there are conclusions in the text, but the author has not formulated conclusions, they are absent. It is necessary to register independent conclusions in a specific and affirmative form. Moreover, it is important to pay special attention to the program itself, since it is about it. There is no conclusion either. The author's intentions and his plans for the future are not a conclusion and should not be written about them at all, since they have nothing to do with this study. In conclusion, the essence of the completed research should be briefly noted. The bibliographic list includes sources on the research topic. After finalizing the text, this article can be recommended for publication in a scientific journal as being of interest to the reading audience.

Second Peer Review

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The work "Approbation of a psychological conflict management program in the workforce" is presented for review. The subject of the study. The subject is a psychological program on conflict management in the workforce. The author has solved the following goal: to test the developed psychological program for conflict management in the workforce. In general, the author proved the following. The program developed and tested by the author partially influenced the change in the behavior style of employees who chose a confrontational style of behavior in conflict to a compromise one, and also allowed to increase the level of self-regulation among some employees. Research methodology. The methodology of the research of the stated topic takes into account the complexity and complexity of the problem raised. The author used a set of techniques that allow us to consider a complexly designated object. The relevance of the study is undeniable. On the one hand, the author has reviewed a significant number of studies addressing this problem. On the other hand, there is an insufficient number of practical studies that present development tools. The scientific novelty of the study is as follows: - the author identified the most common causes of conflicts, which the author attributed to: violations of labor discipline, lack of information among staff and disorganization of administrative issues, as well as due to violations of ethics of communication by one of the subjects of interaction; - a program was developed that includes meaningful blocks (focus on understanding the conflict, formation of ideas about ways to resolve it and skills to get out of conflict situations, familiarity with mediation practices and self-regulation exercises); -the work carried out has shown the effectiveness of the assumptions put forward by the author. Style, structure, content. The style of presentation corresponds to publications of this level. The language of the work is scientific. The structure of the work is clearly visible. The introduction provides a description of the relevance and theoretical analysis, within which the main approaches to this issue are highlighted. The author highlights the purpose, object, and subject of the study. Special attention is paid to the description of research methods and techniques, as well as ways to interpret the results. The author performed an analysis of groups of domestic and foreign studies that considered certain aspects of this problem. The next section is devoted to the description and analysis of the conducted research. The work is completed with reasoned conclusions. Bibliography. The bibliography of the article includes 19 domestic and foreign sources, most of which have been published in the last three years. The list contains mainly research articles, but there are also monographs. The design of the sources is ambiguous. Some sources of information are not designed in accordance with the requirements, correction is necessary. Appeal to opponents. The work is very interesting. However, in order to obtain lasting results, it is important to conduct longer-term studies. Conclusions. The problems of the article are of undoubted relevance, theoretical and practical value, and will be of interest to researchers. The work may be recommended for publication.