Conflict De-Escalation Strategies

Conflict De-Escalation Strategies

Luma Learning Strategies in the Transportation Industry

Conflict can occur any time, any place in normal circumstances. These days, many people are under a lot of stress with too much work, too little work, working while having kids home all day, being unemployed, and the unknown. Being under so much stress and pressure will ultimately lead to conflicts. The purpose of this Luma Learning Strategy is to focus on conflict de-escalation strategies.
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Our free Luma Learning Lessons include objectives, estimated time, materials and instructional procedures for classroom and online/blended teaching. We will provide strategies on how to use our new LumaLive technology to collaborate virtually in real-time. We include these pillars from our learning research to illustrate where they are infused in our lessons.

Interaction Types


For decades there has been discussions of interaction types in education. (Anderson, 2003) Most interaction types observed in driver training traditionally are learner to instructor or learner to content. Moreover, most interaction time with driver training and orientation is synchronous or at the same time. This Learning Strategy is going to help you think about ways you can hold training without a physical classroom.

Interaction Time

The following Lesson is broken down into two different interaction times.

Lesson #36: Conflict De-Escalation Strategies

Objectives

  • Share strategies to de-escalate heated situations.
  • Compare past experiences with recommended strategies to de-escalate heated situations.

Estimated Time

60 minutes

Materials

Instructional Procedures for Synchronous Training
(or at the same time without a classroom)
  1. Meet in a webinar technology, like LumaLive.
  2. AuthenticityEngagementAsk learners to turn on their videos so you can connect with them.
  3. EfficiencyRecord the session.
       
  4. EfficiencyAuthenticityAsk students to post in the chat box or in shared notes how they currently deal with conflict. Collect these and copy them to a Google or Word doc that you can share after class.
  5. AuthenticityEngagementAsk for students to share strategies that really worked for them. Have them tell stories and share examples.
  6. EfficiencyWhen they are done, share the De-escalation Strategies Slides. Compare what they generated with what is on the list.
  7. Have them write their top five strategies that plan to use to de-escalate heated situations. Optional: After a few weeks, meet back up to see how the strategies are going. See who tried any of these strategies and ask how it went.

Instructional Procedures for Asynchronous Training
(or not at the same time)
  1. EfficiencySend out eNugget® on Conflict De-escalation eNugget®.
       
  2. AuthenticityEngagementPost in a moderated discussion board: Share stories of when conflict happened in your life and tell us how you handled it. Were you proud? What would you do differently next time?
    • Post one comment or question to one other student

Reference:

Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. Handbook of distance education, 129-144.