# 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
\begin{table}
\begin{tabular}{l l} \hline \hline
**Reflection Questions** \\
1. & Please provide the link to your conversation with [PERSON] with your simulation experience. Alternatively, copy and paste the full conversation (a link is preferred). \\
2. & Which of the three simulation scenarios—Missed Deadlines, Lack of Communication, or Poor-Quality Work—did you choose and why? \\
3. & From the strategies presented in the video and summarized above, which ones did you apply during the simulation? \\
4. & How well did those strategies work? What was the outcome of the simulated conflict? \\
5. & What aspects of this activity were useful for your learning? \\
6. & How has this learning activity had an impact on your level of confidence in handling conflicts in real life? \\
7. & From the strategies described in the video, which ones do you think you could apply (and practice) this semester to improve your teamwork interaction? \\
8. & Why? \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Reflective prompts and input for feedback. which refers to a short, time-boxed period when a team works to complete a set amount of work. In this case, each sprint consisted of the implementation of two functional requirements. In the process, students implement project management techniques such as project planning, estimation, work allocation, and progress tracking using Gantt charts. ### Participants

The participants for this study consisted of undergraduate students enrolled in the systems' analysis and design course pursuing majors in networking engineering, data applications, and systems analysis and design. In spring 2024, the class had an enrolment of 56 students. Historical institutional data indicate that the class typically has a population of 20% female students and 80% male students, with approximately 21% identifying as international and 79% as domestic students. ### Data Collection Methods

Data were collected from artifacts generated by students as part of the practice and reflection portions of the training and practice intervention. Students submitted their full conversations with ChatGPT 3.5 as part of the class assignment, along with their responses to the reflection and feedback questions presented in Table 7. The training and practice were strategically introduced in week eight of the semester, positioned at the midpoint to equip students with conflict management tools just as teams might start facing conflicts. ### Data Analysis Methods

This study employed qualitative analysis methods to explore students' experiences, perceptions, and behaviors related to conflict management training and practice using an LLM. Qualitative research is particularly suitable for investigating complex social phenomena, such as conflict resolution, as it allows for an in-depth understanding of participants' perspectives, experiences, and the context in which they occur [62]. Qualitative methods enable researchers to capture the nuances and subtleties of human interactions, which are often not fully captured by quantitative metrics [63; 64]. These methods facilitate the identification of patterns and themes in textual data, providing rich insights into participants' thoughts, feelings, and behaviors [65]. In this study, qualitative analysis was chosen to address the research questions, as it facilitates a comprehensive examination of students' confidence levels, conflict resolution styles, and strategies employed during the LLM-based practice. Qualitative methods allow for a more thorough exploration of the factors influencing students' experiences and outcomes, providing a holistic understanding of the phenomenon under investigation [63; 66].