I. Purpose of the game. To familiarize students with conflict situations that arise at industrial enterprises during their reconstruction, to teach them to recognize the causes and types of conflicts, as well as to find possible solutions to them.

II. Installation. A joint-stock company producing chemical products (for example, detergents) found itself on the verge of bankruptcy. Due to low quality and high cost, the company's products cannot withstand competition in the sales market. For the profitable operation of the enterprise, it is necessary to take the following measures:

a) replace outdated equipment with new ones;

b) reduce the number of employees by approximately (one half);

c) improve the qualifications of the remaining employees;

d) find (attract) additional funding;

d) radically restructure the entire structure of the enterprise.

The company employs 100-150 people. All employees are divided into the following categories:

a) administrative and managerial apparatus;

b) workers of pre-retirement age;

c) women with young children;

d) all other employees.

All employees are shareholders of their enterprise.

From 7 to 30 people can take part in the game.

III. Participants of the game. 1.

General director of the enterprise. 2.

Technical Director. 3.

Finance Manager. 4.

Personnel Manager. 5.

Chairman of the trade union committee. 6.

Group of experts.

IV. Conditions of the game. A general meeting of the enterprise's employees is held, at which a discussion takes place about the ways and methods of reconstructing the enterprise. 1.

The General Director opens the meeting and reports in general terms on the current situation. 2.

The technical director talks about the need to introduce progressive technology and offers his own options for reconstructing the enterprise. 3.

The finance manager offers possible options for attracting additional financing necessary to reconstruct the enterprise and resolve personnel issues. 4.

The personnel manager expresses his opinion on ways to solve personnel problems. 5.

The chairman of the trade union committee defends the rights of the company's employees and offers his own solutions to the problem. 6.

The General Director sums up the results of the discussion.

V. Analysis of the game. Statements from experts on the problems of enterprise reform and on the course of the past discussion. General discussion of the past game.

Source: Kozyrev G.I.. Introduction to conflictology: Textbook. aid for students higher Textbook establishments. - M.: Humanite. ed. VLADOS center. - 176s.. 2001(original)

More on the topic Business game “Conflict in an industrial enterprise” on the topic “Conflicts in an organization”:

1. Game “Labor Conflict” for the topic: “Interpersonal Conflicts”
2. Training game “Interethnic conflict in Yugoslavia” on the topic “Interethnic conflicts”
3. Game “Marital Conflict” for the topic: “Marital Conflicts”
4. Game “Conflict situation in a complex construction team” to the topic: “Group conflicts”

Homeschooling is a general name for all forms of receiving school education outside of school: family education, self-education, additional education in school curriculum subjects.

The Russian Law “On Education...” places full responsibility for the organization and results of home education according to school programs on parents and obliges them to return the child to school if he does not pass the certification on time.

The Algorithm Home Education Center invites you to share this responsibility with us: organize and ensure successful home education and certification of your child in the school programs you have chosen with the help of our qualified teachers, modern educational resources and technologies, many years of experience and professional knowledge.

We will help solve all the problems of school education outside of school: from choosing the optimal form of education and external school from among our partner schools – to preparing for the Unified State Exam.

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Polina’s main success is this: Polina herself decided to learn English, chose the courses herself, passed the test herself and signed up for classes, leaving her phone number. They called me from the English school and said: “Are you Polina’s mother? She was tested with us and left your phone number." I didn't know anything about it. I liked the act, free and fearless (I know other opinions on this matter, but in her place I would have done the same).

What is family education

Family education is the education of a child according to general school programs, organized by parents. Upon completion of basic school or upon reaching 18 years of age, you can master the 10-11 grade program independently - in the form of self-education. In Moscow schools, since 2013, it is also possible to study part-time and part-time, reducing the number of full-time classes at school. Regardless of the form of education, all students have the right to free intermediate certification at school (externship), the right to use the school library and other general rights of schoolchildren.

Home learning at the Algorithm center

Depending on the choice of form of education and relationship with the school and the Algorithm programs you have chosen, you can study with us completely, online (in an online school), face-to-face - in one of our training centers located in the center of Moscow, or a combination of face-to-face classes at these training centers with online classes on our training portal. All classes are held individually or in groups of up to 12 people.

Our programs are online and offline.

We offer:

• training according to school programs from 1st to 11th grade
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• parallel training in Russian and international British and American school programs (for example, preparation for the OGE and GSCE)

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About certification

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How to switch to family education

According to the Law “On Education...” you only need to “notify the local government body of a municipal district or urban district.” However, of course, serious preparation for this important step - organizing a “parent school” - requires careful planning and consultations in a family education center - for example, in our “Algorithm”.

Justification of the theme of the situation

Conflict represents the ultimate aggravation of contradictions. At the same time, contradiction and conflict are not identical. A conflict is likely only when the aggravation of contradictions between team members interferes with their normal interaction in the labor process or makes such interaction impossible. Conflicts, as a rule, have a negative impact on the neuropsychological state of people, so it is necessary to learn the correct behavior when resolving them.

Goal of the work

Practical mastery of the principles of conflict resolution, as well as the rules of behavior in conflict situations.

Training students in how to correctly assess a production situation and the ability to choose the best option when resolving conflicts.

Identification of professional competence, organizational abilities and business qualities of students, their socio-psychological outlook, as well as readiness to make decisions.

The group of students is divided into teams (5-6 people), each of which chooses its leader (leader) from students who have organizational skills. All team members consider the “production situation”, prepare a response, the leader sets the order of speeches of team members.

The situation is controlled by the teacher (leader).

For the final assessment of the correctness of the answer, a labor dispute commission (3-5 people) is elected, headed by a chairman selected from among its members.

Initial data

For half a day, loaders of one of the workshops stood idle due to lack of cargo. In 10 min. Before the end of the working day, cars with sheet foil getinax finally arrived. It needed to be unloaded urgently, since the cars were custom-made, and the company would have to pay a significant fine for downtime.

Master Lomov (addressing the workers):

Unload.

Again after work. Whoever needs it, let him unload it.

There is no need to speculate! Talk a lot! The cars must be released!

Brigadier (hesitantly):

We need to unload, guys.

Pay for overtime 20 conventional units. units

Tired of staying after work every other day. We sat idle for half a day. You can’t organize work, and we take the rap, and even for free. Pay, or if you don’t want to pay, bring it on time, and we’ll unload it.

Master (addressing the foreman in front of everyone):

What kind of brigade do you have?! Who is your foreman?! Why can't you organize unloading?!

Only two people out of seven loaders support the foreman, but they are in no hurry to unload. The rest are going home.

Then the foreman hurries to the head of the workshop and explains the situation to him.

Head of the workshop (without going into details):

What kind of talk is this?! The cars need to be unloaded, but you have people going home! Why can't you do anything?!

You have to arrange transportation yourself on time. For half a day people without work hung out.

Foreman:

None of your business! Call the brigade!

The brigade arrives. Kryukov speaks on her behalf, demanding to pay overtime at 20 conventional units. units

Foreman:

I won't pay! We sat there for half a day and didn’t get tired!

Let's go home, guys.

The team goes home, the situation becomes more complicated. To unload the cars, we urgently need to look for someone.

The foreman goes to another workshop, where the second shift is already working, and negotiates with its foreman, who agreed to release the workers of his team for unloading.

Workers who are not specialists in loading and unloading operations do not have the necessary equipment and therefore hesitate. Then Master Lomov promises to pay them 15 conventional units. units The crew agrees and quickly unloads both cars (they also need to have time to do their work).

The foreman, having shown where to put the material, left without waiting for the end of unloading.

The next day, when he came to work, he learned that Kryukov and three other loaders had submitted their resignations. The foreman issued a “fake” work order for overtime work to a crew from another workshop. But since the foreman’s fund was already exhausted, and the workshop did not provide prices for such types of work (loading and unloading work was carried out by a team with a time-based rather than piece-rate wage), he turned to the workshop manager for help.

The shop manager turned to the head of the labor and wages department, telling him everything that happened.

Foreman:

You see, this is the story. Help with outfits. Somehow you have to get out.

Head of OtiZ:

Yes, I sympathize, but I can’t help. Go see the deputy director.

The deputy director, after listening to the head of the workshop:

How long did you work? One hour. 15 conventional units units per person? What money? The culprits must pay. Calls the head of the supply department.

Deputy Director:

Why weren't they delivered on time? How long will this last? Will you pay?

Head of OMTS:

And we are not to blame. Apparently there were no custom cars. You need to check with the dispatcher.

The deputy director calls the dispatcher:

Yesterday two cars with getinax were late. When are you scheduled to work?

Dispatcher:

The cars were sent on time, but they stood in the warehouse for three hours because the lift was not working.

The deputy director calls the warehouse manager:

Can't you keep your equipment in order?! The cars were late again! You had to load it yourself, manually!

Warehouse Manager:

The equipment in the warehouse is in order, but the safety inspector forbade work because the rigging worker did not receive instructions on time and was unexpectedly removed from work.

By the end of the working day, the deputy director received a report from the quality control department, which reported a large defect in products made from getinax imported the day before, which was a consequence of damage to the foil layer during unloading. The team unloaded the foil getinax in a hurry, without special equipment. There was no appropriate instruction in advance.

The Deputy Director issues the order:

Unforeseen expenses for unloading the getinax will be paid by the warehouse manager (150 conventional units), since it is he who is responsible for the timely completion of safety training for all employees subordinate to him.

Foreman Lomov will be partially charged the cost of the rejected products (30 conventional units).

Warn the shop manager about the need for strict implementation of financial discipline and streamlining of loading and unloading operations.

The shop manager reprimands Kryukov. Master Lomov submits his resignation.

As a result, five people left the workshop after two weeks.

Work progress

Given the complexity of the problem situation, it is necessary to familiarize yourself with some initial theoretical provisions.

Conflict is a clash of opposing interests, views, goals, positions, opinions of two or more people. The basis of any conflict is a conflict situation, as well as opposing means of achieving a goal. For a conflict to escalate, an incident (reason) is necessary when one side begins to act, infringing (even unintentionally) on the interests of the other:

CONFLICT = CONFLICT SITUATION + INCIDENT

Strengthening and escalation of the conflict occurs according to the following scheme:

INTERPERSONAL → INTERGROUP → COLLECTIVE-WIDE

CONFLICT CONFLICT CONFLICT

At the same time, emotions grow like a snowball. Consequently, the manager, having received information about the conflict, must immediately take action without waiting for it to escalate.

You can reduce the likelihood of errors and the negative consequences of conflict by adhering to the following algorithm:

Studying a conflict situation, determining the dynamics and zone of conflict spread, preliminary identification of opponents, the object of the conflict, the incident.

Localization of the situation - limiting the number of witnesses to the conflict in order to avoid information leakage at first and thereby avoid further escalation of the conflict.

Analysis of a conflict situation:

separate survey of conflicting parties and witnesses to the conflict, familiarization with characteristics and materials, etc.;

a comprehensive study of the participants and witnesses of the conflict, taking into account their individual psychological characteristics, additional collection of materials, identifying the psychological climate in the team, etc.;

mental modeling of a conflict situation based on the information received and identification of the conflict model with the original.

Development and analysis of conflict resolution options.

Choosing a method (pedagogical or administrative) and form of conflict resolution.

Checking the adequacy of the chosen method and form of conflict resolution to production goals.

Implementation of the selected and tested conflict resolution option.

Announcement of the results of conflict resolution.

Relieving emerging psychological tension among opponents.

Taking into account the given algorithm for resolving conflict situations, the following questions should be considered:

Who is to blame for this production situation?

What damage was caused to the workshop?

How could the industrial conflict be resolved?

Using a 10-point system, determine the degree of guilt in the production conflict of each participant, indicating the sequence (priority).

Brief conclusions and preparation of a laboratory report.

Guidelines for work

The chairman of the labor dispute commission announces the speaker schedule: for the leader 5-7 minutes, for team members 3-5 minutes. He also announces the criteria for evaluating teams:

Correctness and persuasiveness of the answer.

Knowledge of laws and the ability to apply them in practice (in the work of a team, site, workshop).

Ability to argue with specific examples from production activities.

Compliance with regulations.

Social activity of team members.

The assessment is made using a three-point system. Based on its results, results are summed up, winners are announced, positive aspects and failures in resolving the situation are noted.

Based on the results, the student must write brief conclusions and recommendations.

psychological exercises for training

Business game “Complaint”

Purpose of the game. Developing the participants’ ability to analyze a conflict based on their understanding of basic conflictological concepts; developing skills in using the simplest methods for studying and assessing conflict situations.

Game situation. The company's management received a complaint from one of its employees.

The general director of the company appoints a working group to study the complaint and develop proposals for making a decision. Composition of the working group: HR manager – leader; public relations specialist; firm lawyer.

Game order:

Preparatory stage. In one or two weeks, participants receive instructions for conducting a business game. They are told the topic and purpose of the lesson, as well as the topic of the business game, its purpose and the game situation.

Participants receive instructions on independently studying the literature and understanding the basic concepts: “conflict”, “structure of the conflict”, “subjects of the conflict”, “subject of the conflict”, “image of the conflict situation”, “motives of the conflict”, “position in the conflict”. In addition, they are reminded that during the business game they must demonstrate the ability to use various methods of studying and analyzing conflicts: observation, analysis of performance results, conversation, expert survey, etc.

During the game:

1. The study group is divided into three teams.

The first team is the company’s management: general director, deputy general director for public relations, financial director.

The second team is a working group to study the complaint.

The third team is experts (3-5 people).

Time for distribution of roles – 5 minutes.

Note. The composition of the teams can be determined at the request of the students.

2. All teams are given a written complaint and a game assignment. The first team is preparing to hear proposals for a decision developed by the working group (the second team). The second team prepares proposals for making a decision on the complaint. The third team is preparing to evaluate the content of the work of the first and second teams.

Preparation time: 15 minutes.

3. Hearing proposals to develop a solution to the complaint, making a decision and assessing the content of the work.

Game script. The “General Director” opens the service meeting, announcing its topic, and gives the floor to the “senior working group” to report on the study of the complaint and develop proposals for making a decision (the time limit for the report may be limited to 10 minutes). After the report, the management team asks questions to members of the working group (the time for questions and answers can be set within 15-20 minutes). After answering the questions, the opinions of the “Deputy General Director for Public Relations” and the “Financial Director” are heard (5 minutes may be allocated for listening to opinions).

The decision based on discussion is made by the “CEO”.

4. The coach sums up the game.

Height

Height

Height

Larisa

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Purpose of the game. To familiarize students with socio-psychological studies of conflicts that arise in work collectives and small formal and informal groups, to identify the causes of conflicts, to determine their types and to try to find ways to constructively resolve conflict situations. Participants of the game: 1.

Foreman of the complex construction team Butov. 2.

Informal leader of the Lomov brigade. 3.

“New” proactive worker of the Novikov brigade. 4.

Team members: worker 1, worker 2, etc. (you can give each one a first and last name). 5.

Group of experts.

Game situation

The following negative traditions have developed in the complex construction team: 1.

Part of the working time, individual members of the team performed “left-handed” work, often using materials from the construction site. 2.

The “left” money earned (part of the money), as a rule, was used to organize a joint feast. 3.

The initiator and leader of the “leftist” earnings and feasts was the informal leader Lomov. He also selected the most loyal members of the brigade for the “left” work. 4.

The team was often late and absent without a good reason. the remaining members of the brigade were forced to work for the entire brigade, both during absenteeism and while part of the brigade was performing “left-handed work”. 5.

The foreman, an elderly man working towards retirement, actually did not interfere with the traditions that had developed in the brigade. 6.

Game procedure

1. Appoint (elect) a foreman, informal leader, “new guy” and experts. 2.

The remaining students will be divided into approximately two equal parts, one of which will represent “active” supporters of the informal leader Lomov, the other - “passive” workers forced to endure the traditions existing in the brigade. 3.

During the game, the role players change places several times. 4.

Statements by experts and summing up.

Possible options for the actions of the “new guy” (for game leaders): 1)

contact the foreman; 2)

talk to an informal leader; 3)

at the brigade meeting, try to win over the “passive” members of the brigade and, through joint efforts, put “pressure” on: a) the foreman; b) informal leader; c) supporters of negative traditions; d) for everyone; e) draw up a collective appeal to senior management.

Other options are possible.

More on the topic Lesson 10.2. Business game “Conflict situation in a complex construction team”1151:

1. Lesson 2.4. Topic: “Conflict situations.” Didactic game “Frustrating situations in business relationships”
2. Lesson 12.3. Business game “Conflict at an industrial enterprise”1171