# Teamwork Conflict Management Training and Conflict Resolution Practice via Large Language Models
## 4 Conflict Management Training and Practice
### Operationalizing Transformative Learning Pedagogy
#### 4.2.2 Step 2: Practice
To address the first research question on how participating in the practice with the LLM influenced students' confidence in managing conflicts, we evaluated responses to reflection question 6: \"How has this learning activity had an impact on your level of confidence in handling conflicts in real life?\" An open coding approach was employed to qualitatively assess the reported confidence levels of students. For the second research question, which explored the conflict resolution styles that the students adopted, we analyzed their conversations with ChatGPT. The analysis sought to identify specific behaviors and phrases indicative of various conflict resolution styles, as provided in Table 8. This qualitative evaluation helped determine the conflict resolution styles that the students utilized to manage simulated conflicts via the LLM. Two data sources were triangulated to investigate the third research question regarding the conflict resolution strategies students employed during the LLM simulation (referenced in Table 3). First, we used a deductive thematic analysis approach to identify the strategies students enacted through the LLM, and we triangulated those with the strategies students reported using in response to reflection question 3: \"From the strategies presented in the video and summarized above, which ones did you apply during the simulation?\" Some discrepancies were observed between the students' enacted strategies and the ones they listed. It was then determined to only include strategies that were consistently used and reported (overlapping strategies) in the final findings. ### Validity, Ethical, and Trustworthiness Considerations

To ensure the effectiveness and clarity of the ChatGPT prompts used in this study, trials were conducted with a total of nine participants prior to the main data collection. These trials were carried out in three rounds, with each round involving three different participants. The responses from the trial participants in each round were carefully evaluated to identify any ambiguities, inconsistencies, or potential misinterpretations in the prompts. Based on the feedback received in each round, revisions were made to the prompts before proceeding to the next round of trials. This iterative process enabled progressive refinement of the prompts and helped establish the face validity and content validity of the prompts, ensuring that they effectively elicited the desired types of responses from participants. Several measures were taken to ensure the trustworthiness and validity of the data collected in this study. Firstly, participant anonymity was maintained throughout the data collection and analysis process, in accordance with IRB guidelines, to encourage honest and uninhibited responses while ensuring students' privacy and confidentiality. Secondly, participants were instructed not to input any sensitive, private, or confidential details into the LLM to further protect their privacy and security. Thirdly, two independent raters were involved in the data analysis to enhance the reliability of the findings. These raters achieved an inter-rater reliability of 93%, indicating a high level of consistency in their interpretations of the data. Additionally, the use of multiple data sources, including participant responses to reflection questions and their actual conversations with the ChatGPT, allowed for the triangulation of the findings, further enhancing the credibility and confirmability of the results. ## 6 Results

After cleaning and preparation, only 46 observations were deemed useful for further analysis. Four students did not submit their class participation, and an additional six observations were discarded due to improper submission of their LLM conversations. To illustrate the range of student interactions with the LLM, two full conversations are included in the appendix. A showcases a conversation exemplifying a collaborative conflict management style, while Appendix B presents a conversation demonstrating an avoiding style.