Development of conflict resolution skills in undergraduate training of andragogues

Introduction

Facilitation of communication in the process of resolving conflicts in social relations between controlled and controlling subjects of the educational process forms an integral part of adult education on an erudite basis. It is possible to follow the intention of rehabilitating a positive social climate, increasing the social cohesion of the group and streamlining the educational process, in accordance with the fulfillment of the goals of andragogic activity and the functions of the education of this target group. Better results of the educational process can also be achieved by improving the quality of relational structures in the educational group.

Interpersonal conflicts are a natural part of social life. However, the way we think about conflicts, our attitudes towards conflicts and our behavior in a conflict situation can be varied. These determinants enable or prevent us to experience and resolve conflicts more positively (Hupková, 2010, p. 288). We perceive it as necessary to lead educators to active listening, empathic understanding and tolerance of the diversity of social groups. In this paper, we do not deal with the question of whether conflict resolution skills should be developed in the undergraduate training of andragogues, but in what form this training process takes place and where its intentions reach.

Description of subject content

At the time of writing this thesis, the study program of andragogy is implemented at four university workplaces in Slovakia in various available forms and degrees of study. From the offer of subjects, it can be observed that the effort to prepare students for the acquisition of skills in the field of interpersonal conflict resolution is present across all study programs in andragogy. However, it is represented very diversely, especially in terms of the frequency of occurrence of related subjects and their content. By analyzing the offer of subjects and describing their content, we aim to illustrate the form and degree of development of these skills through the lens of the curricular side of the study programs implemented at the university workplaces in question.

In the process of university training of andragogues at the Matej Bel University in Banská Bystrica (hereinafter referred to as "UMB"), the emphasis is primarily on the development of the ability to identify types of interpersonal conflicts, knowledge of their basic principles and the use of active listening in the subsequent resolution. In the context of the subject matter, the content of the subjects is mainly focused on the knowledge of barriers to interpersonal communication and their effective removal (not only) in the educational environment. Last but not least, the content of the information sheets describes the development of self-knowledge, acceptance of others and the release of the atmosphere through social interaction using experiential techniques in the teaching process (Subject Information Sheets, 2021).

The University of Prešov in Prešov (hereinafter referred to as "UNIPO") strives to prepare students of andragogy to solve interpersonal conflicts by applying the knowledge of psychological and sociological sciences. The content of the information sheets is aimed at solving problems that occur in the process of adult education and discusses the social environment as a factor in the formation of personality. The subject content points to the processes of socialization with an emphasis on the socio-economic aspects of education. The content focus of the relevant subjects further leads to the development of the ability to analyze behavioral changes, their causes and manifestations. Specific focus represents the ability to recognize problem situations in communities and society. There is no training form of teaching (Study programs, 2021).

Comenius University in Bratislava (hereinafter referred to as "UNIBA") also has a similarly designed content of subjects that are significant in relation to the subject of this issue. In the process of undergraduate training of andragogy students, the emphasis is mainly on the development of social communication, specifically communication in adult education and knowledge of communication barriers. The content of the information sheets aims to develop interviewing skills and support the development of students' self-knowledge, self-evaluation, empathy and interpersonal responsibility. Students acquire the skills of providing and receiving constructive feedback, self-regulation of their behavior and functional expression of their feelings (Subject Register, 2021a).

If the acquisition of skills in the field of conflict resolution is a key determinant for increasing the level of andragogue's ability to work with group dynamics and conflict management, then the University of Constantine the Philosopher in Nitra (hereinafter referred to as "UKF") has the most comprehensive course offer, oriented towards practical training. The content of the subjects focuses on the social attitudes of a person and the perception of his individual characteristics, thereby leading to the knowledge and application of the mechanisms of social behavior in solving model situations. A graduate of Social andragogic training I. applies knowledge about individual social aspects of human functioning in an andragogic context. Activities that encourage group cohesion, a positive social atmosphere or getting to know others dominate. The content of the information sheets emphasizes above all the perception of similarities and differences between people and the understanding of the laws of social behavior. From the point of view of the composition of the subjects, we see it as an innovative elevation of the standard training of andragogues to the level of rehabilitation of social relations through therapeutic intervention. The subject Fundamentals of Sociotherapy familiarizes students with the possibility of using therapeutic competence in work with young adults after completion of institutional care and protective education, in penitentiary and post-penitentiary areas and in social service facilities for adults and seniors (Register of subjects, 2021b).

Characteristics of the relevant subjects

The subject description is based on the declared content of subjects significant in relation to this issue. We differentiated them categorically into two sets based on common features with the respective subcategories. A key aspect of the categorization was the fact whether the development of skills necessary for solving interpersonal conflicts within the subject is stimulated directly, or intentionally or indirectly based on certain common penetrations:

I. Direct connection: Emphasis is mainly placed on the ways of managing interpersonal conflicts when solving controversial situations. The bulk of this category is social communication in terms of the efficiency of information exchange between participants in the communication process, barriers to communication and types of communication strategies. The final form of preparing students for handling interpersonal conflicts is completed by social-psychological and social-andragogical training aimed at working with group dynamics and human behavior in stressful life situations. We advise here:

a.) Training form of preparation:

• Social andragogical training I. (UKF);
• Social andragogical training II. (UKF);
• Training of social and personal skills I. (UKF);
• Training of social and personal skills II. (UKF);
• Social-psychological training for andragogists (UNIBA);
• Social-psychological training (UMB).

b.) Subjects focused on communication:

• Social and andragogic communication (UKF);
• Communication in adult education (UNIBA, UMB);
• Multicultural education and intercultural communication (UNIBA).

c.) Management of conflicts and relationship problems:

• Conflict resolution (UKF);
• Mediation and resolution of interpersonal conflicts (UMB);
• Basics of sociotherapy (UKF).

*** II. Mediated content:*** The subjects focus on the acquisition of knowledge in other areas of communication (e.g. professional), which are applicable when solving the tasks of andragogic practice. They analyze problem situations in communities and in society, or they describe the specifics of human capital management and the working environment. They point to the influence of the social environment on the formation and development of an adult's personality and deal with the solution of other problematic situations, but not explicitly at the level of interpersonal relationships:

a.) Social andragogical subjects:

• Social andragogy (UKF, UMB, UNIBA);
• Selected problems from social andragogy (UKF).

b.) Sociology in the subject of interest:

• Basics of sociology for andragogists (UKF);
• Basics of sociology (UNIBA);
• Sociology of education and adult education (UKF, UNIBA, UNIPO);
• Sociology of education (UMB),
• General sociology (UNIPO),
• Sociology of lifestyle (UNIPO);
• Social pathology (UKF, UNIPO).

c.) Advice:

• Educational and psychological counseling (UKF);
• Family pedagogy and family counseling (UKF);
• Counseling in education and training (UNIBA);
• Community education and counseling (UNIPO).

d.) Management:

• Basics of legislation and management for andragogists (UKF);
• Management of educational, social and cultural facilities (UKF);
• Introduction to management theory (UNIBA);
• Basics of management for andragogs (UMB);
• Human resource management (HRM);
• Management and marketing in adult education (UMB);
• Management for andragogs (UNIPO).

On the basis of the presented set of subjects, we allow ourselves to state that all university workplaces, relevant in relation to this contribution, reflect the requirements for increasing the level of the ability to manage conflicts in interpersonal relationships. We perceive slight differences in the center of gravity of the content focus of key subjects in connection with the target group of the intervention. A number of heterogeneous areas are represented here. Some formulations of the characteristics of the curriculum and the content of subjects discuss the skill of solving interpersonal conflicts in general in relation to the social environment. Others show signs of specialization aspects in the area of:

• educational environment,
• work/human resources,
• families,
• communities,
• specific target groups (e.g. socially disadvantaged, medically disadvantaged, etc.).

The importance of developing interpersonal skills in the undergraduate training of andragogues

The content focus of the subjects and the guidance of the students is aimed at the acquisition of a wide range of dispositions necessary for conflict resolution. It goes, for example about the ability of unconditional acceptance, empathic understanding or increasing the qualitative level of social perception, which are essential in relation to this issue. They can be divided into the following competence areas:

• intrapersonal competences (managing stressful situations, emotions, striving for authenticity, etc.),
• interpersonal competences (interpretation of behavior, working with group dynamics, cooperation, etc.),
• communication skills (specifically focused on social communication, non-directive discussion management, anti-oppressive facilitation, etc.).

Határ (2012, p. 141) classifies the competences in question in the parallel concept in the category of key professional competences of a social andragogue. Specifically, it mainly concerns the competence of socio-educational prevention, intervention, therapy and rehabilitation, or social, communication and (re)socialization competence. The harmonization of interpersonal relationships can be considered from the point of view of increasing the effectiveness of social andragogic work as a relevant and integral part of the goal, where the professional activity of the andragogue should be directed.

However, it is equally important to work with the intrapersonal variability of andragogy students for the development of conflict resolution skills. The key is finding such a way of social interaction and cooperation, when neither the controlled nor the controlling subject of the educational process is harmed. In the context of active social learning, it is therefore desirable to bring up topics related to self-identification. It is necessary to strive for knowledge and understanding of one's own personal, spiritual, social and moral identity. Otherwise, such situations, transits, events and problems may occur in educational practice with adults that the andragogue cannot understand. Subsequently, he could only with difficulty be able to optimally accompany the managed entities in the process of their rehabilitation (Machalová, 2015).

The requirement for undergraduate training of students in the field of this issue is not only based on the need to acquire professional skills of future andragogues of professionals, but also to improve their personality dispositions for social-educational work with adults and seniors. Rogers (2019, p. 43) defines empathy, acceptance and authenticity as well-known determinants of a helping relationship in the context of facilitation of personal growth and remediation of problems by management subjects. These elements can be considered valid in relation to social-educational work with adults and seniors.

Empathy makes it possible to guide and manage educators without instilling fear. At the same time, managed entities can freely participate in the entire education process. We see the development of the ability of empathic understanding as relevant especially at the level of using experiential techniques and methods in social andragogical training and social psychological training.

Acceptance of the educator as an independent person saturates the need for security and safety. The controlled subject of the educational process feels accepted and appreciated. We consider it important to emphasize the unconditional value of educators in the teaching process, regardless of their status, behavior or sympathies. In connection with the effort to achieve the progressivity in question, it is important, for example, the field of multicultural education and intercultural communication, community education and counseling or sociology of education and training.

Authenticity completes the triad of requirements for an adult educator. However, we perceive the potential benefit of achieving the highest possible degree of congruence between internal experience and external behavior in social-educational work as questionable. Authenticity, characterized by a certain openness, can strengthen the relationship between the subjects of the educational process. However, it is obvious that the absolute visibility of feelings is to a certain extent in conflict with the observance of some androdidactic principles and principles of social-educational work (e.g. an open expression of antipathy in relation to the educator can cause his demotivation and markedly reduce the effectiveness, course and results of the educational process). In this context, rather than authenticity itself, we are talking about the effort to preserve the highest possible degree of authenticity in social-educational work with the target group of andragogy. It is possible to find ways and possibilities of interaction close to the andragogue's own nature in accordance with the preservation of professional aspects of andragogic work through social and personal skills training, the basics of sociotherapy and other socio-psychologically oriented subjects.

Conclusion

It is obvious that the development of knowledge, abilities, skills and attitudes discussed in this article is not important exclusively in relation to the remediation of the problems that have arisen at the level of relationships in the educational group. The broad subject of interest of andragogy and the potential of its application extends beyond education, training and counseling. The possibility of organizing social and communication skills training is also important. The trainer, as a key factor in the training program, influences its very course and effects. Here, too, we find significant space for acquiring a certain level of communication, intra- and interpersonal competences (Müller de Morais, Rapsová, 2017, p. 97).

The subject of interest of this contribution finds its justification in the scope worthy of attention. The final image of the undergraduate training of andragogues takes shape differently in relation to the individual preferences of individual university workplaces. However, they all take into account the need and potential of developing skills for the effective management of conflicts, stressful life situations and other appropriate activities in social andragogical work. The requirements for the personality of the andragogue, his competence profile and qualification prerequisites point to the importance of accompanying students in the field of this issue. As can be seen, the study program of andragogy in our territory is implemented in accordance with the nature of these requirements, while attention is mainly focused on the use of experiential techniques in the teaching process and self-experience training form of teaching. It can be expected that the implementation of policies for improving the quality of higher education will continue to reflect these trends and manifest the importance of developing the necessary interpersonal skills in the undergraduate training of andragogues.

Author: Bc. Justin Turzík Department of Pedagogy, Faculty of Education, University of Constantine the Philosopher in Nitra

List of bibliographic references

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HUPKOVÁ, M. 2010. Developing social skills in helping professions. Nitra: Faculty of Education, University of Constantine the Philosopher in Nitra. 334 p. ISBN 978-80-8094-704-0.

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