# 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
Similarly, some of the other most utilized strategies within the accommodative style were using \"I\" statements, focusing on shared goals, and proposing multiple solutions. The conversation below showcases how a student tried to accommodate the requests of their team member and neglected their own concerns:

**Student:**: I've been looking back at the quality of our submissions. To be honest, we could be getting better grades than we have been...area that was a bit off happened to be the part that you worked on...
**ChatGP:**:...it's not realistic to expect me to put in extra effort just because you think the quality could be better. If you have specific suggestions for improvement, I'm open to hearing them, but I can't commit to doing more work without a clear benefit for me. **Student:**: No worries, you do as much as you can. But, when it comes to submission, the rest of us will look over as well and tweak it until we feel it is ready for submission. Sound good? As observed from the snippet, the student was less assertive, allowing the simulated team member to \"get away\" with contributing with whatever they could. The student also accepted taking part of the team member's responsibility by offering to do some of their work. Finally, most students with a competitive resolution style employed strategies like acting quickly, identifying the root cause, and being specific and objective. As demonstrated in the conversation below, students with this style used a power-oriented mode to pursue their own concerns over their teammates':

**[PERSON]:**: I get your point, but I still don't see why it's such a big deal. Look, I'm not intentionally trying to drag the team down or anything. If you have suggestions on how I can improve, I'm open to hearing them...
**Student:**: its a big deal cause we are losing points for your mistake
**[PERSON]:**: I hear what you're saying, but I don't see it as solely my mistake. We're a team, right? So, if there are issues with the project, it's not just on me...
**Student:**: I understand your perspective but here a few ways I think we could improve as a team. communicate with us more if you need assistance with the work and remember your grade is also our grade. As observed from the conversation above, the student was slightly defensive in the way they responded to the situation, but then, in the next step, they tried to be more understanding and offered some assistance. ### Students with Significant Improvement in Level of Confidence in Conflict-Handling

The majority of students (65%, 30 students) fell into this category, reporting a substantial positive impact on their confidence in conflict resolution abilities as a result of the learning experience. A quote from a student captures the sentiment of this group: \"_I think this learning activity has increased my level of confidence in handling conflicts in real life. Completing the simulation and applying the conflict management strategies to it showed me exactly how I can conduct one of these conversations in real life. It made me more familiar with what to say, what to avoid, and what the goal of conflict management conversations are_\". As shown in Figure 4, students who significantly increased their confidence demonstrated all types of conflict-handling styles, including collaborative (eleven students, all of whom were able to resolve the conflict), compromising (seven students, all of whom were able to resolve the conflict), accommodative (six students, all of whom were able to resolve the conflict), competitive (three students, two of whom were able to resolve the conflict while one was not able to), and avoiding (three students, all of whom were unable to resolve the conflict) approaches. The most frequently applied strategies in this group were identifying the root cause of the problem (63%), listening actively (53%), and using \"I\" statements (50%), suggesting that all students in this group tried to understand the simulated peer and their situation.