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Mills, Joan, Daniel Robey, and Larry Smith. "Conflict-Handling and Personality Dimensions of Project-Management Personnel." Psychological Reports 57, no. 3_suppl (December 1985): 1135–43. http://dx.doi.org/10.2466/pr0.1985.57.3f.1135.
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A sample of 199 project management personnel took the Myers-Briggs Type Indicator and the Thomas-Kilmann Conflict Mode instrument. Results supported the earlier research of Thomas and Kilmann (1975) with two extensions. Extraversion in our sample was not associated with cooperation, and it correlated with both the distributive and integrative dimensions of conflict handling.
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Ogunyemi, Dotun, Susie Fong, Geoff Elmore, Devra Korwin, and Ricardo Azziz. "The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument." Journal of Graduate Medical Education 2, no. 1 (March 1, 2010): 118–25. http://dx.doi.org/10.4300/jgme-d-09-00048.1.
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Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n = 6) if they had administrative duties or as concerning (n = 6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of < .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P = .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P = .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P = .01), with higher avoiding (90% versus 57%; P = .006) and accommodating (86% versus 65%; P = .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.
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Kardashina, Svetlana Viktorovna, and Natalia Vital'evna Shangina. "PSYCHOMETRIC CHARACTERISTICS OF THE RUSSIAN VERSION ON THE THOMAS-KILMANN QUESTIONAIRE ("THOMAS-KILMANN CONFLICT MODE INSTRUMENT - TKI-R")." Pedagogical Education in Russia, no. 11 (2016): 216–28. http://dx.doi.org/10.26170/po16-11-36.
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Brown, Jennifer Gerarda. "Empowering Students to Create and Claim Value through the Thomas-Kilmann Conflict Mode Instrument." Negotiation Journal 28, no. 1 (January 2012): 79–91. http://dx.doi.org/10.1111/j.1571-9979.2011.00327.x.
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Shell, G. Richard. "Teaching Ideas: Bargaining Styles and Negotiation: The Thomas-Kilmann Conflict Mode Instrument in Negotiation Training." Negotiation Journal 17, no. 2 (April 2001): 155–74. http://dx.doi.org/10.1111/j.1571-9979.2001.tb00233.x.
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Riasi, Arash, and Nasrin Asadzadeh. "The relationship between principals’ reward power and their conflict management styles based on Thomas–Kilmann conflict mode instrument." Management Science Letters 5, no. 6 (2015): 611–18. http://dx.doi.org/10.5267/j.msl.2015.4.004.
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Sari, Listia Wulan, Nanda Rossalia, and Zahrasari Lukita Dewi. "PROFIL GAYA MANAJEMEN KONFLIK PADA ISTRI YANG BEKERJA DI PERKANTORAN JABODETABEK." MANASA 8, no. 1 (December 18, 2020): 1–19. http://dx.doi.org/10.25170/manasa.v8i1.1949.
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Wife who works has more than one role, namely the role of wife for the husband, mother forchildren, as a housekeeper, and as a worker. The many roles and responsibilities make workingwives vulnerable to various kinds of conflicts. If the conflict experienced is not handled properly,it will have the potential to damage the existing relationship. So it becomes important for a workingwife to be able to manage her conflict well. There are five conflict management styles developedby Thomas & Kilmann (2008) based on the dimensions of assertiveness and cooperativeness,namely; Competing, Collaborating, Compromising, Avoiding, and Accomodating. This study useda quantitative method, with 128 participants with the characteristics of a wife, full-time officeworker, age range within 20-40 years old (M= 30.8; SD= 4.88), have children and live in Jakartacity, Bogor city, Depok city, Tangerang city, and Bekasi city (Jabodetabek). Conflict managementstyle is measured using the Thomas-Killman Conflict Mode Instrument (TKI) which is adapted inIndonesian. The results showed that the dominant conflict management style used by the workingwive in Jabodetabek is compromising. As well as the conflict management style that theparticipants have in each demographic category, namely participant age, length of marriage,living with nuclear family vs extended family, monthly range of income and length of work, iscompromising style.
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Camps Bansell, Jaume, Rejina M. Selvam, and Shamil Sheymardanov. "Resolución de conflictos en la adolescencia: aplicación de un cuestionario en centros escolares coeducativos y diferenciados por sexos en España." Páginas de Educación 12, no. 2 (July 3, 2019): 01–22. http://dx.doi.org/10.22235/pe.v12i2.1833.
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El propósito de esta investigación es analizar los diferentes estilos de resolución de conflictos presentes en escolares adolescentes de España y ver si existen diferencias significativas entre varones y mujeres, teniendo en cuenta además el tipo de centro al que asisten (mixto o diferenciado por sexo). Para ello se definió una muestra de 816 alumnos, de 12 escuelas españolas, a la que se aplicó un cuestionario basado en el Thomas-Kilmann Conflict Mode Instrument (TKI), adaptado y validado para adolescentes. Los resultados confirman diferencias entre sexos, ya identificadas en otras investigaciones, y para ambos sexos, en la escuela diferenciada aparecen puntajes más altos en el estilo colaborador respecto de los estudiantes varones y mujeres que asisten a una escuela mixta. Para los demás estilos de resolución de conflictos no se encontraron diferencias significativas.
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Bogolyubskaya, L. A., and O. V. Khukhlaeva. "Research on the Relationship between Formation of Psychological Boundaries and Assertiveness in Primary School Children." Психологическая наука и образование 24, no. 1 (2019): 42–49. http://dx.doi.org/10.17759/pse.2019240103.
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The article presents results of a study on the relationship between the level of formation of psychological boundaries and the development of assertiveness in primary school children. The authors review the main Russian and foreign theoretical concepts of assertive behavior and identify the key aspects of the phenomenon of psychological boundaries in modern psychology. The study involved 165 schoolchildren of 3rd and 4th classes. The following research techniques were applied: N.Brown’s Personal Boundaries technique, V.Sheinov’s Test of Assertiveness, and the Thomas-Kilmann Conflict Mode Instrument. The study revealed the correlation between psychological boundaries and patterns of behavior in a conflict situation as well as with assertiveness skills in schoolchildren. The results of the study suggest that the development of assertiveness will have a positive impact on the development of autonomy and the formation of healthy psychological boundaries in primary school children, increase their self-confidence and contribute to the development of the ability to cope with difficult life situations, including conflicts.
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Gul Arif, Ayesha, and Gergely Czukor. "Authority, Personality and its Effects on Conflict Resolution Behaviour among Students of Istanbul Bilgi University." UMT Education Review 3, no. 2 (December 23, 2020): 1–28. http://dx.doi.org/10.32350/uer.32.01.
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The aim of this experimental study was to examine how undergraduate students as participants resolve a conflict in response to authority status manipulation of the opponent person (low: a fellow student; high: a university professor), considering the moderating role of participants’ personality traits. 320 Psychology undergraduate students from Istanbul Bilgi University, aged 19-23 participated in an online survey. The participants first completed the Turkish version of the NEO-FFIand then they completed the modified Turkish version of the Thomas-Kilmann Mode Instrument (TKI). It was hypothesised that highly agreeable participants who were faced with a professor in a conflict would show a accommodating resolution style. Whereas extroverted participants who faced a fellow student inwere predicted to displaycompetitiveness in the conflict. A moderated regression analysis was applied. The results showed the opposite effects, students who were in conflict with the professor were more competitive and students who were in conflict with fellow students showed more accommodation. Limitations and future research possibilities are also discussed.
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Gbadamosi, Oluwakemi, Abbas Ghanbari Baghestan, and Khalil Al-Mabrouk. "Gender, age and nationality: assessing their impact on conflict resolution styles." Journal of Management Development 33, no. 3 (April 8, 2014): 245–57. http://dx.doi.org/10.1108/jmd-02-2011-0024.
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Purpose – The purpose of this paper is to investigate the conflict resolution styles used by university students in handling conflicts, and to determine the effects (if any) of age, nationality and gender on how students respond to conflicts. Design/methodology/approach – The Thomas-Kilmann conflict mode instrument was adopted to assess the conflict resolution styles (accommodating, avoiding, collaborative, competitive and compromising) of post graduate students in a University in Malaysia. Both ANOVA and t-test analyses were utilized to investigate the relationship between, nationality, gender, age and conflict resolution styles used by students. Findings – Results of this study indicates that female students used competitive style more than male students, while male students are more likely to avoid conflicts. The older students were discovered to use more avoiding, while younger students are more likely to be competitive in nature. The findings did not reveal any significant differences in nationality. Originality/value – This paper expands its focus from gender (which is the most commonly tested category) to other categories such as age and nationality, thereby giving room for these new categories to be tested extensively in future researches. The results reveal that students not only use different conflict resolution styles to address conflicts, but also there exists differences in the styles used by students of different age groups and gender.
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White, Bobbie Ann Adair, Heath D. White, Christie Bledsoe, Randy Hendricks, and Alejandro C. Arroliga. "Conflict Management Education in the Intensive Care Unit." American Journal of Critical Care 29, no. 6 (November 1, 2020): e135-e138. http://dx.doi.org/10.4037/ajcc2020886.
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Background Conflicts in medical settings affect both team function and patient care, yet a standardized curriculum for conflict management in clinical teams does not exist. Objectives To evaluate the effects of an educational intervention for conflict management on knowledge and perceptions and to identify trends in preferred conflict management style among intensive care unit workers. Methods A conflict management education intervention was created for an intensive care team. The intervention was 1 hour long and incorporated the Thomas-Kilmann Conflict Mode Instrument as well as conflict management concepts, self-reflection, and active learning through discussion and reviewing clinical cases. Descriptive statistics were prepared on the participants’ preferred conflict management modes. A pretest/posttest was analyzed to evaluate knowledge and perceptions of conflict before and after the intervention, and 3 open-ended questions on the posttest were reviewed for categories. Results Forty-nine intensive care providers participated in the intervention. The largest portion of participants had an avoiding conflict management mode (32%), followed by compromising (30%), accommodating (25%), collaborating (9%), and competing (5%). Pretest/posttest data were collected for 31 participants and showed that knowledge (P < .001) and perception (P = .004) scores increased significantly after the conflict management intervention. Conclusions The conflict management educational intervention improved the participants’ knowledge and affected perceptions. Categorization of open-ended questions suggested that intensive care providers are interested in concrete information that will help with conflict resolution, and some participants understood that mindfulness and awareness would improve professional interactions or reduce conflict.
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Thomas, Kenneth W., Gail Fann Thomas, and Nancy Schaubhut. "Conflict styles of men and women at six organization levels." International Journal of Conflict Management 19, no. 2 (April 25, 2008): 148–66. http://dx.doi.org/10.1108/10444060810856085.
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PurposeThis study aims to provide a more detailed examination of the way conflict styles vary by organization level and gender.Design/methodology/approachThe authors drew a stratified, random sample from a national database on the Thomas‐Kilmann Conflict Mode Instrument, selecting 200 fully‐employed men and 200 fully‐employed women at each of six organizational levels – from entry‐level positions to top executives. This design allowed them to test for linear and curvilinear relationships between style and organization level, as well as to compare gender differences in styles across organization levels.FindingsResults showed moderate effect sizes for both organization level and gender, with negligible interaction effects. Assertiveness (competing and collaborating) increases monotonically at progressively higher organization levels, while unassertive styles (avoiding and accommodating) decrease. Compromising shows a curvilinear relationship to organization level, decreasing at both the highest and lowest levels. The strongest gender finding was that men score significantly higher on competing at all six organization levels. Thus, there was no evidence that conflict styles of men and women converge at higher organization levels.Originality/valueThe study provides a more detailed picture of conflict style differences by organization level and gender. Among other things, these differences suggest the usefulness of multiple sets of norms for conflict style instruments and the need for conflict training and team building to take into account the typical style patterns at a given organization level.
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Bing-You, Robert, Whitney Wiltshire, and Jenny Skolfield. "Leadership Development for Program Directors." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 502–4. http://dx.doi.org/10.4300/jgme-d-10-00115.1.
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Abstract Background Residency program directors have increasingly challenging roles, but they may not be receiving adequate leadership development. Objective To assess and facilitate program directors' leadership self-awareness and development at a workshop retreat. Methods At our annual program director retreat, program directors and associate program directors from a variety of specialties completed the Thomas-Kilmann Conflict Mode Instrument (TKI), which evaluates an individual's behavior in conflict situations, and the Hersey-Blanchard Situational Leadership (HBSL) model, which measures individuals' preferred leadership style in working with followers. Participants received their results during the retreat and discussed their leadership style results in the context of conflict situations experienced in the past. An online survey was distributed 3 weeks after the retreat to assess participant satisfaction and to determine whether participants would make changes to their leadership styles. Results Seventeen program directors attended the retreat and completed the tools. On the TKI, 47% preferred the Compromising mode for handling conflict, while 18% preferred either the Avoiding or Accommodating modes. On the HBSL, 71% of program directors preferred a Coaching leadership style. Ninety-one percent of postretreat-survey respondents found the leadership tools helpful and also thought they had a better awareness of their conflict mode and leadership style preferences. Eighty-two percent committed to a change in their leadership behaviors in the 6 months following the retreat. Conclusions Leadership tools may be beneficial for promoting the professional development of program directors. The TKI and HBSL can be used within a local retreat or workshop as we describe to facilitate positive leadership-behavior changes.
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Kohlhoffer-Mizser, Csilla. "Leader is the person who deals with conflict. Global answers in conflict management." SHS Web of Conferences 74 (2020): 06011. http://dx.doi.org/10.1051/shsconf/20207406011.
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Worldwide, leader is the person in an organization who directs, manages and controls at least one person. The purpose of this study is to internationally examine the relationship between leadership decision-making and resolution of conflict. Author is aiming to provide a comprehensive global literature review of leadership decision-making and conflict management. Alternative dispute resolution methods are to support persons and expressly leaders with several levels of conflict solving. Author interviewed leaders through a questionnaire survey how they decide in case of conflict: do they prefer court procedure or the possibilities of alternative dispute resolution? From 124 answers the paper‘s main finding is that leaders prefer alternative dispute resolution if they can choose. Methodology is different regarding the types of leaders from different dimensions, as transformational, transactional, and laissez-faire leader dimensions. This approach treated conflict styles as individual disposition, stable over time and across situations. It is argued and supported by literature that leadership styles or behaviors remain stable over time and are expected to be significantly related to conflict management styles [1]. The Thomas-Kilmann Conflict Mode Instrument (TKI) assesses an individual’s behavior in conflict situations, in which we can describe a person’s behavior along two basic dimensions: (1) assertiveness, the extent to which the individual attempts to satisfy his or her own concerns, and (2) cooperativeness, the extent to which the individual attempts to satisfy the other person’s concerns.
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Berry, Matthew, and Steven Brown. "A classification scheme for literary characters." Psychological Thought 10, no. 2 (October 20, 2017): 288–302. http://dx.doi.org/10.5964/psyct.v10i2.237.
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There is no established classification scheme for literary characters in narrative theory short of generic categories like protagonist vs. antagonist or round vs. flat. This is so despite the ubiquity of stock characters that recur across media, cultures, and historical time periods. We present here a proposal of a systematic psychological scheme for classifying characters from the literary and dramatic fields based on a modification of the Thomas-Kilmann (TK) Conflict Mode Instrument used in applied studies of personality. The TK scheme classifies personality along the two orthogonal dimensions of assertiveness and cooperativeness. To examine the validity of a modified version of this scheme, we had 142 participants provide personality ratings for 40 characters using two of the Big Five personality traits as well as assertiveness and cooperativeness from the TK scheme. The results showed that assertiveness and cooperativeness were orthogonal dimensions, thereby supporting the validity of using a modified version of TK’s two-dimensional scheme for classifying characters.
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Brahnam, Sheryl D., Thomas M. Margavio, Michael A. Hignite, Tonya B. Barrier, and Jerry M. Chin. "A gender‐based categorization for conflict resolution." Journal of Management Development 24, no. 3 (March 1, 2005): 197–208. http://dx.doi.org/10.1108/02621710510584026.
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PurposeAs the workforce becomes increasingly diversified, it becomes increasingly important for managers to understand the conflict resolution attitudes brought to information systems (IS) by both men and women. This research was designed to investigate assumptions that may exist regarding the relationship between gender and conflict resolution. Specifically, the intent of this study was to compare the conflict resolution strategies of males and females majoring in IS in order to determine if gender‐based differences exist.Design/methodology/approachThe Thomas‐Kilmann Conflict Mode Instrument was utilized to assess the conflict resolution styles of 163 traditional‐age (18‐22) students enrolled in undergraduate IS courses at a large Midwestern university. Both ANOVA and t‐test analyses were utilized to investigate the relationship between gender and conflict resolution style.FindingsResults of this study indicate that, when compared with their male counterparts, women are more likely to utilize a collaborative conflict resolution style and men are more likely to avoid conflict. As collaboration is generally considered more productive and avoidance more disruptive in the conflict resolution process, the study suggests that women may possess more effective conflict resolution attributes than their male counterparts.Originality/valueThe results of this paper lend support to the theory that an individual's gender may be related to the development of conflict resolution styles. These findings also support the premise that female students in IS are highly adapted with regard to their ability to work collaboratively (and thereby successfully) in situations where conflict is likely to occur.
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Lewicka -Zelent, Agnieszka, and Agnieszka Pytka. "CONFLICT RESOLUTION STYLES PREFERRED BY SCHOOLCHILDREN WITH VARYING DEGREES OF SOCIAL ADAPTATION." Probacja 2 (December 3, 2020): 13–29. http://dx.doi.org/10.5604/01.3001.0014.4885.
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Conflicts are an integral part of people’s lives, regardless of their age. This aspect of life evokes many negative connotations. Nevertheless, the advantages of confl icts are now often exposed, providing that they are solved in a constructive way. The adolescent period is a stage of life that undoubtedly favours the frequency and intensity of diffi cult interpersonal situations. Therefore, the researchers decided to analyse which confl ict resolution styles are favoured by youth. The research was conducted in a group of one hundred and twentytwo secondary school students, half of whom were minors. A diagnostic opinion poll was applied. To be precise, it was the Confl ict Mode Instrument of Thomas and Kilmann. From the data obtained it stems that the minors, in comparison to the youth who are not under the supervision of a probation offi cer, are less likely to give up their own needs and interests on behalf of their partner in confl ict. However, equally often, people from the comparison groups solve confl icts by competing, looking for a compromise, using escaping mechanisms as well as cooperating with the confl ict partner. This means that it is worth applying negotiation and mediation as a preventative measure to prevent the escalation of the symptoms of social maladjustment.
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Ogunyemi, Dotun, Edward Tangchitnob, Yonathan Mahler, Connie Chung, Carolyn Alexander, and Devra Korwin. "Conflict Styles in a Cohort of Graduate Medical Education Administrators, Residents, and Board-Certified Physicians." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 176–81. http://dx.doi.org/10.4300/jgme-d-10-00184.1.
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Abstract Objective To assess conflict styles and construct validity of the Thomas-Kilmann Mode of Conflict Instrument (TKI) among medical education personnel. Methods From 2006 to 2009, 23 board-certified physicians (faculty), 46 residents, and 31 graduate medical education (GME) administrators participated in 3 behavior surveys. We used self-reported data (as completed by participants on the questionnaire). The TKI defines 5 conflict styles: competing, collaborating, compromising, accommodating, and avoiding. The My Best Communication Style Survey assesses 4 styles of communication: bold, expressive, sympathetic, and technical. The Interpersonal Influence Inventory categorizes 4 behavior styles: openly aggressive, assertive, concealed aggressive, and passive behaviors. A P value of < .05 was significant. Results Avoiding was the conflict style most chosen, closely followed by compromising and accommodating, whereas collaborating was the least likely to be selected. Collaborating percentiles were highest in GME administrators and lowest in faculty. Competing percentiles decreased from faculty to GME administrators (r = −0.237, P = .017). Openly aggressive scores were highest in faculty and lowest in GME administrators (P = .028). Technical communication scores were highest in residents and lowest in GME administrators (P = .008). Technical communication scores were highest in African Americans (P = .000). Asian Americans were more likely to be high in accommodating style (P = .019). Midwest respondents selected the collaborating style more than others did (41.3% versus 25%) (P = .009). Competing conflict style correlated positively with openly aggressive behavior and bold communication but negatively with expressive and sympathetic communications. Conclusion There are differences in behavior patterns among faculty, residents, and GME administrators with suggestions of ethnic and geographic influences. Correlation among instruments supported theoretical relationships of construct validity.
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Stankūnas, Mindaugas, Skirmantė Sauliūnė, Tony Smith, Mark Avery, Linas Šumskas, and Katarzyna Czabanowska. "Evaluation of Leadership Competencies of Executives in Lithuanian Public Health Institutions." Medicina 48, no. 11 (November 5, 2012): 85. http://dx.doi.org/10.3390/medicina48110085.
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Background and Objective. Lithuanian and international public health experts emphasize the importance of leadership in public health. The aim of this study was to explore the self-assessed level of leadership competencies of executives in Lithuanian public health institutions. Material and Methods. Data were collected in a cross-sectional survey of executives of Lithuanian public health institutions in 2010. The total number of returned questionnaires was 55 (response rate, 58.5%). Respondents were asked about their competencies in leadership, teamwork, communication, and conflict management. The evaluation was carried out by analyzing the answers provided in the survey, which used a 5-point rating scale. In addition, the Belbin Team-Role Self-Perception Inventory and the Thomas-Kilmann Conflict Mode Instrument were used. Results. The results showed that respondents were reserved or limited in their individual capacities through this evaluation of their leadership competencies. The mean score was 3.47 (SD, 0.71). Skills in competency areas of communication, teamwork, and conflict management were scored higher (3.73 [SD, 0.67], 3.73 [SD, 0.62], and 3.53 [SD, 0.63], respectively). Most of executives preferred to choose action-oriented roles (76.2%). The most common role was “implementer” (69.1%). “Avoiding” (52.7%) was the most common conflict solving strategy. The results showed that 89.1% of executives wanted to improve teamwork; 83.6%, leadership competencies; 81.8%, communication; and 80.0%, conflict management. Conclusions. The study results suggest that the executives of Lithuanian public health institutions evaluate their leadership competencies moderately. These results indicate the value of leadership training for public health executives.
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Ogunyemi, Dotun, Michelle Eno, Steve Rad, Alex Fong, Carolyn Alexander, and Ricardo Azziz. "Evaluating Professionalism, Practice-Based Learning and Improvement, and Systems-Based Practice: Utilization of a Compliance Form and Correlation with Conflict Styles." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 423–29. http://dx.doi.org/10.4300/jgme-d-10-00048.1.
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Abstract Objective The purpose of this article was to develop and determine the utility of a compliance form in evaluating and teaching the Accreditation Council for Graduate Medical Education competencies of professionalism, practice-based learning and improvement, and systems-based practice. Methods In 2006, we introduced a 17-item compliance form in an obstetrics and gynecology residency program. The form prospectively monitored residents on attendance at required activities (5 items), accountability of required obligations (9 items), and completion of assigned projects (3 items). Scores were compared to faculty evaluations of residents, resident status as a contributor or a concerning resident, and to the residents' conflict styles, using the Thomas-Kilmann Conflict MODE Instrument. Results Our analysis of 18 residents for academic year 2007–2008 showed a mean (standard error of mean) of 577 (65.3) for postgraduate year (PGY)-1, 692 (42.4) for PGY-2, 535 (23.3) for PGY-3, and 651.6 (37.4) for PGY-4. Non-Hispanic white residents had significantly higher scores on compliance, faculty evaluations on interpersonal and communication skills, and competence in systems-based practice. Contributing residents had significantly higher scores on compliance compared with concerning residents. Senior residents had significantly higher accountability scores compared with junior residents, and junior residents had increased project completion scores. Attendance scores increased and accountability scores decreased significantly between the first and second 6 months of the academic year. There were positive correlations between compliance scores with competing and collaborating conflict styles, and significant negative correlations between compliance with avoiding and accommodating conflict styles. Conclusions Maintaining a compliance form allows residents and residency programs to focus on issues that affect performance and facilitate assessment of the ACGME competencies. Postgraduate year, behavior, and conflict styles appear to be associated with compliance. A lack of association with faculty evaluations suggests measurement of different perceptions of residents' behavior.
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Kogut, Oleksandra. "EMPIRICAL STUDIES OF MILITARY STUDENTS’ TOLERANCE TO STRESS IN OVERCOMING CRISIS, CONFLICTS, FRUSTRATIONS AND STRESSES." PSYCHOLOGICAL JOURNAL 7, no. 2 (February 28, 2021): 35–45. http://dx.doi.org/10.31108/1.2021.7.2.3.
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The article reveals military students’ psychological characteristics manifested at overcoming stresses, conflicts, frustrations and crises during vocational training. Young years is the most interesting and difficult period in a person’s life. An individual’s identification in society is formed at this age. An appearing mature personality determines life goals, values, gender orientation. Incomplete identification is characteristic for people with internal conflicts, which worsen interpersonal communications, contribute to frustration, aggravates an experienced crisis and make searches for meanings more intensive. Interconnections between a crisis, a conflict, a meaning and a stress have not yet been investigated in psychology to the full degree. The article studies the qualities that should be developed in youth in order to have high tolerance to stress in overcoming obstacles, crises, stresses and noogenic neuroses (lack of meaning). The article purpose: to study second-year military students’ tolerance to stress when they overcome stresses, frustrations, crises or conflicts. The article objective: to study empirically correlations among young men’ gender identity, their tolerance to stress and the peculiarities of their defence mechanisms, used strategies for conflict overcoming, readiness to overcome frustration and life-meaning crises. The applied methods and techniques: theoretical analysis; systems approach; Psychological Stress Measure (PSM-25) (Lemyre-Tiesser-Fillion); Life Style Index (R. Plutchik, H. Kellerman and H. Conte); L.B.Shneider's method of gender identity studying; K. V. Karpinsky’s questionnaire on life-meaning crises; Thomas-Kilmann Conflict Mode Instrument; Stevan Hobfoll’s questionnaire on coping with stressful situations; Boyko-Vasserman questionnaire on social frustration; correlation analysis. Research results. Military students’ tolerance to stress contributes to their “adaptation” (0.35) to educational and professional conditions. The reasons for “meaningful crisis” (-0.55), “frustration” (-0.5), “conflict avoidance” (-0.37) are unsuccessful strategies used by military students for stress overcoming. “Life-meaning crisis” (0.39) and “frustration” (0.39) encourage military students to “avoid conflicts”, thus “assertiveness” (self-confidence) and (-0.43) “support” (-0 , 29) decrease, students “leave” conflicts (0.60), resort to “manipulations” (0.39). “Rivalry” in a conflict encourages military students to “antisocial actions” (0.34). The “caution” strategy is used by military students who are inclined to “cooperation” (0.33). The “contact” strategy is opposed to the “compromise” strategy (-0.28) in a conflict. Conclusions. The signs of formed identity for military students are self-acceptance, existing life goals, values, and the absence of internal conflicts, and also the developed ability to overcome stresses, conflicts, frustrations, crises. All critical situations are interconnected. A crisis and a frustration are the most similar. To overcome them, military students need to be taught such technique as “support” and to develop “assertiveness” (self-confidence).
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Istomina, Svetlana V. "Formation of constructive strategies of behaviour of primary school pupils in conflict with their peers." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 16–23. http://dx.doi.org/10.34216/2073-1426-2021-27-2-16-23.
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The article deals with the problem of primary schoolchildren’s conflict behaviour. The necessity of forming constructive strategies of children's behaviour in conflict through the implementation of the developed programme is shown. The results of ascertaining experiment conducted on a sample of 60 fourth-formers using the following diagnostic tools are presented – the method of Kenneth W. Thomas & Ralph H. Kilmann’s Conflict Mode Instrument (in the adaptation of Natal’ya Grishina), expert assessment of the behaviour of schoolchildren in a conflict situation by pedagogues and parents, a questionnaire for teachers ‟Signs of conflict” by Yelena Lyutova & Galina Monina). The analysis of the data showed that the majority of primary schoolchildren choose non-constructive behavioural strategies (adaptation, competition, avoidance), and also have an increased level of conflict, which indicated the feasibility of developing and implementing a programme for the formation of constructive behavioural strategies of pupils. 15 group sessions were conducted in the form of training using role-playing games, psychohymnastic exercises, mini-lectures, discussions, and situation analysis. The control experiment, as well as the use of mathematical statistics methods, showed the effectiveness of the work done – the presence of changes in the strategies of behaviour in conflict, in particular, pupils more often choose constructive strategies (cooperation and compromise) and less often destructive ones (rivalry and withdrawal), there was a decrease in the level of conflict.
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Womack, Deanna F. "Assessing the Thomas-Kilmann Conflict Mode Survey." Management Communication Quarterly 1, no. 3 (February 1988): 321–49. http://dx.doi.org/10.1177/0893318988001003004.
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Arinicheva, O. V., and A. V. Malishevsky. "Improving the reliability of professional psychological selection of aviation specialists." Dependability 19, no. 1 (March 13, 2019): 40–47. http://dx.doi.org/10.21683/1729-2646-2019-19-1-40-47.
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The research used the Thomas-Kilman Conflict Mode Instrument (TKI) (more specifically, TKI-R, the Russian adaptation by N.V. Grishina) psychodiagnostic procedure to assess the behaviour strategy in conflict situations, as well as the Buss-Durkee Inventory to determine the tendency of subjects to various forms of aggressive behaviour. Statistical processing of the findings was done using the Bravais-Pearson correlation coefficient and Pearson’s criterion. Results. At the first stage of the multipurpose experiment 48 student dispatchers were surveyed, at the second stage the total of 603 subjects were surveyed (students of the Saint Petersburg State University of Civil Aviation and the Institute of Philology, Foreign Languages and Media Communications of the Irkutsk State University), i.e. while emphasizing operator professions in order to improve the validity of the experiment the sample was significantly extended to include, among others, students of the humanities. It was found that the results of the Buss-Durkee Inventory have an inverse correlation with the tendency to an adaptation strategy and direct correlation with the tendency to rivalry and collaboration strategies. According to Pearson’s fitting criterion, there are significant differences in the manifestation of such behaviour styles as rivalry and avoidance between pilot and humanities students, while for the samples of males and females the differences are in the manifestation of such behaviour stiles as rivalry, avoidance and compromise. Females are significantly less inclined to rivalry and somewhat more inclined to avoidance and compromise as compared to males. There are also no observable crucial differences between the intercorrelations of the TKI-R results of the first and second stages of the experiment. The authors’ findings were compared with the published results of the survey of the students of the Tuvan State University and Yaroslavl State Medical University, as well as with the results of surveys of athletes and business owners. Conclusions. By generalizing own findings and those set forth in other authors’ publications, we can conclude that uncooperative behaviour of all tested students is dominated by average manifestation of strategies of competing, collaborating, compromising, avoiding and accommodating, which indicates the ability of the subjects of this age for flexible behaviour in conflict situations subject to the specific conditions of interaction. That means that students, unlike the success-seeking business owners, while prioritizing collaboration and compromise in conflict situations, flexibly use other behaviour strategies. This must be taken into consideration when planning measures aimed at improving the reliability of professional psychological selection in commercial aviation. It appears that in view of the above reasons, the application of the TKI-R procedure in the professional psychological selection of aviation specialists is unviable.
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Fotohabadi, Mark, and Louise Kelly. "Making conflict work." Journal of General Management 43, no. 2 (January 2018): 70–78. http://dx.doi.org/10.1177/0306307017737363.
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The relation between authentic leadership (AL) and conflict management is a topic that has not been extensively researched and merits further empirical examination. In this study, two hypotheses were tested: first, whether AL is positively correlated with active constructive conflict (ACC) behaviors, and second, whether the conflict management styles (CMSs) of the organization moderate the relationship between AL and ACC behaviors. Partial least square structural equation analysis was used to examine the responses of 65 leadership participants in a survey of management styles. The results supported the hypotheses. A statistically significant relationship was found between AL, as measured by the Authentic Leadership Questionnaire, and ACC behaviors, as measured by Thomas–Kilmann Instrument; CMSs, as measured by the Rahim Organizational Conflict Inventory, moderated this relationship. The implications of these findings are discussed in detail.
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Konovsky, Mary A., Frank Jaster, and Mark A. McDonald. "Using Parametric Statistics to Explore the Construct Validity of the Thomas-Kilmann Conflict Mode Survey." Management Communication Quarterly 3, no. 2 (November 1989): 268–90. http://dx.doi.org/10.1177/0893318989003002007.
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Slabbert, A. D. "Managerial modes of conflict resolution in the banking industry." South African Journal of Economic and Management Sciences 5, no. 1 (March 31, 2002): 258–70. http://dx.doi.org/10.4102/sajems.v5i1.2674.
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The Thomas Killman Conflict Mode Instrument is widely used to assess conflict management styles. The instrument uses two parameters, i.e. assertiveness and cooperation, resulting in five distinct styles: avoiding, competing, collaborating, accommodating and compromising. Twenty five senior- and twenty five junior managers in the banking industry (2 particular companies) completed the questionnaire, answering in the context of their relationships with each other. Results indicate significant differences between the two groups. Senior management prefers the assertive styles (competing and collaborating) with scant attention to cooperation, while middle management primarily uses the avoiding style, which is both uncooperative and unassertive. The implications of these findings are discussed, leading to particular recommendations.
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Rubtsova, O. V., A. S. Panfilova, and V. K. Smirnova. "Research on Relationship between Personality Traits and Online Behaviour in Adolescents (With VKontakte Social Media as an Example)." Психологическая наука и образование 23, no. 3 (2018): 54–66. http://dx.doi.org/10.17759/pse.2018230305.
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The paper presents and discusses outcomes of the first stage of a research project on the role of social media in the life of modern adolescents that was carried out on basis of the MSUPE Centre for Interdisciplinary Research on Modern Childhood in 2015—2018. The issue of adolescents’ self-presentation in social media is one of the key trends in modern research, and in Russian psychological and pedagogical science there is clearly a lack of works on various aspects of adolescent online behaviour and interaction, in particular, in social media websites. The sample of our empirical study consisted of 88 individuals aged 15—18 years, and the following techniques were used: a modified version of A.Ye. Lichko’s character accentuations questionnaire; Stephenson’s Q-Sort technique; the Spielberger State-Trait Anxiety Inventory; the Tomas-Kilmann Conflict Mode Instrument; Eyesenck’s Self-Evaluation of Mental States technique; content analysis of VKontakte webpages. As it was revealed, personality traits of the adolescents were closely interrelated with the structure of their profiles in the VK website. For instance, numerous correlations were found between various parameters of personal webpages and such personality traits as character accentuations, interpersonal conflicts, preferred type of conflict behaviour, as well as with levels of anxiety, rigidity, aggression and frustration.
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Alipieva, Denitsa. "THE IMPACT OF EGO STATES OF PARENT, ADULT AND CHILD ON THE PROFESSIONAL CHOICE OF TEACHERS." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 177–92. http://dx.doi.org/10.15503/jecs20172.177.192.
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The article uses an empirical approach examining the role of ego-states in the choice of pedagogical professionals 174 students were involved in the study that aims to show the discrepancies of the states of Parent, Child and Adolescence for choice of speciality and future work. The study subjects were provided with a Transactional Analysis Questionnaire (TAQ, 2014) and Thomas – Killman Conflict Mode Instrument (TKI, 1974).
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Rychkova, L., O. Koneva, S. Morozova, N. Vinogradova, and A. Aminova. "INNOVATIVE APPROACHES TO REDUCING CONFLICT AND AGGRESSION IN WOMEN'S BASKETBALL TEAM PLAY." Human Sport Medicine 19, no. 4 (January 28, 2020): 92–102. http://dx.doi.org/10.14529/hsm190411.
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Aim. The purpose of the article is to introduce innovative approaches to training female basketball players for responding and resolving conflict situations, reducing aggressiveness, building effective interpersonal relationships during training to achieve high results. Materials and methods. The study involved two groups of female basketball players. The experimental group (EG) consisted of 32 subjects aged 18–25 years old, members of the women's basketball teams of universities in Chelyabinsk. The control group (CG) consisted of 28 subjects of a similar age, who were part of the amateur university women's basketball teams. The study used the “Aggression Test” by L.G. Pochebut, the K. Thomas Conflict Mode Instrument (adaptation by N.V. Grishina), and the T. Leary Interpersonal Behavior Circle Personal Inventory. Statistical analysis of the results was carried out using the SPSS Statistics 17.0 program. Results. High level of aggressiveness, conflict and inadequacy of interpersonal relations in basketball players was revealed. The author’s innovative modular psychological and pedagogical program for the correction of destructive types of aggression, as well as conflict and ineffective interpersonal relationships was developed and implemented. Monitoring showed a decrease in the level of physical, emotional aggression, self-aggression. The choice of adequate strategies for behavior in the conflict was formed, which indicates the effectiveness of the program when working with athletes of basketball teams during training. Conclusion. An analysis of the data obtained indicates that after the modular psychological and pedagogical program the athletes learned to neutralize conflict and at the same time switch their aggression to neutral objects, express aggression verbally with less emotional coloring, resolve conflict situations and construct harmoniously interpersonal relationships.
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Georgieva, Sladuna, Diana Mitova, Sashko Plachkov, and Lyubima Zoneva. "PARAMETERS OF THE CONFLICTING COMPETENCY OF THE STUDENTS – FUTURE TEACHERS IN TECHNOLOGIES AND ENTREPRENEURSHIP." CBU International Conference Proceedings 7 (September 30, 2019). http://dx.doi.org/10.12955/cbup.v7.1395.
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The development of social competencies is of huge importance for young people of the 21st century. The contemporary, dynamic world requires skills for effective communication and dialogic behavior, quick adaptation, decision – making and high conflict avoidance culture.
The object of the research are the possibilities of forming social competencies, in particular, the ability of conflict avoidance in the development of educational technological processes. The goal is to study the parameters of conflict culture in future teachers in technological education. In the context of the current research, the social competence is studied as a means of problem solving, conflict avoidance, empathy display, assertiveness, the willingness of being constructive, and socially responsible dialogic behavior. The results of the implemented empiric study of the social competency “conflict avoidance“ are displayed as well.
In the conducted empirical study with pedagogics students, the development dynamics of the social competency “conflict avoidance” is followed, using the TKI: Thomas Kilmann Conflict Mode Instrument. The conclusions made refer to the pedagogical effectiveness of the project based method for the formation of conflict-avoidance culture.
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Rogochaya, Galina P., and Elena V. Ulko. "Comparison of the Attitudes of Dagestani and the Krasnodar Region Students to Mediated Conflict Resolution." Journal of Siberian Federal University. Humanities & Social Sciences, March 2021, 363–74. http://dx.doi.org/10.17516/10.17516/1997-1370-0727.
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The article presents the results of a socio-psychological study of students’ mindsets about mediated conflict resolution. By such mindsets, we understand a systematic development of personal readiness to conflict situations that involve the idea of a possible conflict resolution method, attitude and evaluation of such methods, as well as the readiness of implementing them in certain conflict situations with the help of different categories of intermediaries (including mediators). Empirical study sample: 159 university students (77 from Dagestan and 82 from the Krasnodar Region). Methods of empirical research: «The Thomas-Kilmann Conflict Mode Instrument (TKI)» (adaptation by N. V. Grishina); interview; questioning; list of personality traits of a mediator. Statistical methods: descriptive statistics, comparison method (Student’s t-test). The substantive differences in the cognitive, emotional and behavioural components of attitudes towards conflict resolution of the respondents of the compared groups were revealed. The Krasnodar Region students demonstrated the ability of independent conflict resolution, low importance of the social context, lack of understanding of the cultural mediation traditions, and a willingness to turn to professional mediators. Dagestani students are characterized by knowledge of traditional mediation practices and low readiness to turn to professional mediators. The role of the social environment and the social status of a mediator for them is high. The culturally determined preferences of different types of mediators in different conflict situations, the specificity of the students’ expectations of the mediator’s personality, his psychological and professional characteristics were revealed. The achieved results can be used to consider the ethnocultural properties of the conflict parties in the professional activities of mediators, their training and education. The research results can be also used for the organization and operation of mediation and psychological services at universities