Conflict resolution skills aren’t typically taught in schools or universities unless students have chosen specific courses in those areas. Nevertheless, they are important skills to develop in terms of self-awareness, contributing to the team, and preparing for future careers.

Where young employees get support in these areas there will likely be fewer organisational problems, and they will contribute positively to the organisational culture.

On a strategic level, HR teams should focus on developing specific strategies and conducting gap analyses to identify current standings and future goals. Employee and stakeholder feedback is crucial to ensure relevant needs are met.

Feedback from employees and other stakeholders can be helpful to ensure relevant needs will be met.

Designing inclusive training programs

When designing training programs for young employees, both the content and delivery should be inclusive and mindful of EDI (Equality, Diversity, and Inclusion). Position the training as a positive process to prevent formal issues and get the tone right. Advertise the training by focusing on its benefits rather than just problem-solving.

It should be positioned as a positive process and getting the tone right will be important. This includes advertising the training programme, focusing on positives rather than just how to deal with problems.

Where possible, young employees could be involved in the design of the programme, perhaps in offering examples that can be used as case studies and to see if the content feels right to them. 

Young employees, often in their first paid employment, may lack exposure to challenging scenarios. Therefore, by providing a safe environment in which they can practice their skills, should aid their comfort. Whilst the prospect of ‘role-plays’ are often faced with groans, if developed in an appropriate way, ‘real plays’ may resonate more with them.

For basic conflict resolution training; for example, commissioning an external trainer can prevent perceptions of bias. Structured key steps with opportunities for group interactions can build the requisite skills and knowledge. Moreoever, tstablishing rules of operation at the start, such as confidentiality and anonymity, is essential.

There are differences in managing conflict online versus the physical workplace. Lack of exposure to groupwork may require the organisation to support employees in developing these skills. Working and communicating as a group may also be different in terms of who chooses the group members – traditionally in universities they tend to work in friendship groups, so they may also need some support around relationship building.

Evaluating training programs

Whilst there will undoubtedly be some content that should be delivered to all, providing the opportunity to identify individual needs through a learning needs analysis can add value.

It can also be motivating for employees when they feel they are getting a customised programme. Research suggests that young employees may prefer training that is delivered online at a time which is convenient to them – the Netflix generation. A compromise here might be that initial information and resources are provided online but then followed by face-to-face sessions to develop the skills. Obviously this contingent on the organisation having the necessary resources to do this.

Thinking specifically about content specific to basic conflict resolution, it may be appropriate to commission an external trainer so that there are no perceptions of bias.

Whilst the key steps will be structured, there will be time and space for group interactions to build the requisite skills and knowledge. As it is potentially a challenging concept, rules of operation should be agreed by all parties at the start of the programme. Areas such as confidentiality and anonymity should be fair and transparent. As with all training programmes, it is important to evaluate the process and reflect on changes that can be made for the next delivery.

Developing mediation skills will be advantageous to all parties. Young employees may need some more time and structure to understand what the skills are.

Again, it is unlikely that they have covered this area in school so it needs to be pitched at the correct level and with appropriate examples. Young employees will begin to appreciate that mediation revolves around communication and that they have some of the base skills already, e.g. listening and careful use of language. Not everyone is suitable to be a mediator, and that is fine as they will have strengths in other areas.