Development of Leadership Abilities of Future Conflictologists in University Conditions (Socio-Psychological Aspect)

The purpose of the study. The relevance of this study is related to the importance of using the potential of leadership in the process of mastering professional competencies by students-conflictologists.
The purpose of our work is a theoretical and experimental study of leadership abilities and the possibilities of their development in future conflictologists in the conditions of mastering practical professional activity on the basis of the Educational and Practical Center for Conflict Resolution of Southwestern State University (UPCC Southwestern State University).
Methods. Methodology «The need to achieve a goal» (Yu. Orlov), «Methodology for diagnosing motivation for success» (T. Ehlers), «Questionnaire of terminal values (Father)» (I. Senin), methodology «Communicative and organizational abilities (KOS-2)» (V. Sinyavsky, B. Fedorishin), methodology «Style of self-regulation of behavior» (V. Morosanova), emotional intelligence test «EmIn» (D. Lyusin), Student's t-criterion for the case of dependent samples.
Results. In the process of empirical research, it was revealed that as a result of mastering practical professional activity UPCC Southwestern State University, students demonstrate a focus on new achievements and goals, a high level of self-realization needs, the importance of professional activity, which confirms the development of the motivational and value component of leadership abilities. The growth of students' communicative and organizational abilities, which allow them to actively carry out managerial activities in the aspect of team building, conflict management, time and effective communication, indicates the development of an integrative and active component of leadership abilities. The increase in indicators related to the ability of students to define goals, develop strategies, and make decisions confirms the positive dynamics in the development of the directional-active component of leadership abilities. The increase in indicators related to the ability of students to define goals, develop strategies, and make decisions confirms the positive dynamics in the development of the directional-active component of leadership abilities. Positive changes in the ability to differentiate and manage one's own emotions, to recognize the emotions of other people and the ability to influence them indicate the development of the emotional-reflexive component of leadership abilities.
Conclusion. Theoretical analysis of the studied sources made it possible to identify motivational-value, integrative-activity, directional-active, emotional-reflexive components in the structure of the leadership abilities of the future conflict specialist. Their actualization in the structure of leadership abilities becomes possible through specially created external social conditions and factors implemented in the activities UPCC Southwestern State University. These include: programs for training the skills of public speaking, argumentation and persuasion, active listening, reflective communication; techniques of influence and persuasion in communication; technologies for managing conflicts, neutralizing their destructive consequences, eds.

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