Conflict Management Training Session Project Report for HRM 1

This project presents a comprehensive conflict management training session designed to equip participants with essential skills for resolving conflicts. The training focuses on practical skills rather than theoretical knowledge, incorporating a task analysis to outline the necessary steps. The project details six instructional objectives, each accompanied by a detailed lesson plan that specifies time allocation, training methods, assessment strategies, and required resources. The training session involves real-life scenarios, such as the conflict between government and NGOs in poverty eradication, to provide practical application. The project also includes a comprehensive test, in the form of a conceptual chart, to assess the participants' understanding and application of conflict management techniques. The project incorporates various conflict management styles and provides a structured approach to conflict resolution, with references to relevant research to support the training methodology.

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HUMAN RESOURCE MANAGEMENT
HUMAN RESOURCE MANAGEMENT
Name of the Student
Name of the University
Author Note

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HUMAN RESOURCE MANAGEMENT
TRAINING SESSION ON CONFLICT MANAGEMENT
1. A Rationalized conflict management training constitutes of chalking out specific skills,
management principles that are necessary in the students for handling conflicts. Training
sessions will help the learners in adapting various conflicting situations, and exemplify
the processes by which they can handle conflicts in a rational, non-aggressive way. The
training session will include the learners in a real life situation where they have to solve
conflict between, Government and NGO in the process of eradicating poverty (Dignath &
Eder, 2015).). Objectives will be chalked out, according training sessions, resources and
equipment’s will be provided which will help them in conflict management.
2. Differences lead to conflicts, and gap in experiences, upbringing and expectation can
often lead to disputes. Therefore, certain people with the mentality to handle conflicts can
be taught so that they can become better conflict handler in the forthcoming days. The
skills that are required are as follows:
 Interactive- a person must be able to express himself or herself as well be a good
listener to create an effective communication, avoiding conflicts
 Patience- patient is an important attribute in handling conflicts, these skills is
generally genetic, and people with patience are much better conflict handlers
 Non-biased- this quality is not genetic, it can only be developed by experience
and handling, any conflicting situations
The various Conflict Management Styles
Collaboration: teamwork indulging in rational approach to handle conflicts
Adjusting: decreasing the differences and finding the common beliefs
Avoiding: passive withdrawal from the conflict, or suppressing the issue
Compromising: this represents a bargaining approach, accepting both side’s ideas and
beliefs, including a third person, who helps in handling the conflict situation
A picture given below will demonstrate clearly the approaches of Conflict management,

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3. Objectives that are chalked out for solving the situation are as follows:
 Clarifying the role of NGO in front of Government
 Taking actions in understanding with both the parties beliefs, values, cultural aspects,
and then developing the partnership among Governmental organization and NGO, to
solve problems relating poverty eradication
 Identifying the actual constraints of conflict between two parties
 Planning collaboration activities that will resolve the conflicts
 Create interest among both the parties and the stakeholders, about clarifying their
conflicts so that they can solve a bigger social issue like poverty
 Implementing the appropriate conflict management approach to instigate
collaboration and resolution of conflicts
4. Lessons plans based on the six objectives
Objectives Time Training and
Assessment Method
Resources used
Clarifying the role 1 day  Training for
this objective
was done by
giving
lectures, and
group
discussion
 Role playing
to understand
both the
 Pen paper for
group
discussion
 Transportation
charges for
reaching the
actual site
 A training
room
 Chair and

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parties
perspective
 Finally
reaching the
actual sites
 Assessment
was done by
self-analysis
techniques
tables
 Laptops
Understanding the
values, beliefs
I-2 days of
observation
 Reaching the
site,
interacting the
people
 Simulation
game if there
is less
possibility to
reach the
actual site
 Laptops for
virtual
learning
through
simulation
games
Identification of
constraints that
created conflict
2-5 days  Reading
various case
studies that
represent
conflict
management
between
stakeholders
 Brainstorming
 Role playing
among group
members or
 Books,
journals
 Internet
 Laptops

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enacting a
particular
situation of
conflict
Planning
collaborative
activities among
stakeholders
1 week Going in the actual
sites
Role playing through
simulation games
Laptops for virtual
learning through
simulation games
Creating interest
among stakeholders
for solving the
conflict
One week  Group
discussion
 Listening to
the problems
 Finding a
common
ground among
the
stakeholders
to solve the
disputes
among them
 Pen paper for
group
discussion
 Transportation
charges for
reaching the
actual site
 A training
room
 Chair and
tables
 Laptops
Implementing
conflict management
approach to the
problem
1-2 days Brainstorming
Analyzing the
situation and
implementing
effective approach,
be it emotional,
rational approach or
avoid the situation
 Role playing
 Reaching the
site and
interacting
with the
people
Table 1: CHART FOR LESSON PLANS
(Source: Created by the author)

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5. A comprehensive test done in the form of conceptual chart, representing the
performances of the students.
Figure 1: A comprehensive test
(Source: Created by the author)
Through the conceptual map, it can be observed that every participants or student in the
Conflict management program, showed cooperative nature, while avoiding situations to
the minimum. There were rigorous brainstorming sessions, which helped them in solving
the conflict.
References
Dignath, D., Kiesel, A., & Eder, A. B. (2015). Flexible conflict management: conflict avoidance
and conflict adjustment in reactive cognitive control. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 41(4), 975.
Prause, D., & Mujtaba, B. G. (2015). Conflict management practices for diverse
workplaces. Journal of Business Studies Quarterly, 6(3), 13.
Zhang, S. J., Chen, Y. Q., & Sun, H. (2015). Emotional intelligence, conflict management styles,
and innovation performance. International Journal of Conflict Management.