Resolving Conflict

The first time learners use Bodyswaps, this onboarding sequence familiarises them with the features of the app, takes them through an avatar selection and embodiment activity, and prepares them for the experience to come. 

During the induction, learners will: 

• Find out how this training is different from the rest
• Select their avatar
• Discover their virtual journal
• Learn how to navigate and use the tools and settings

The learner assumes the role of a boss overseeing Jeremy - the line manager of a small team working on a collaborative project. Jeremy's team comprises three men and one woman, Florence, who feels unheard and unappreciated. One team member, Abeeku, has difficulty working with women and is particularly averse to Florence's conduct.


In this activity the learner is a fly on the wall. Jeremy’s team is due for a meeting, but at this stage only Jeremy and Abeeku are present. Jeremy starts a conversation with Abeeku before the others arrive, thus already setting up a non-inclusive environment. The learner has a chance to see how this leads to a scenario where Jeremy ends up having to listen to Abeeku's grievances about Florence.

Now that all of the team members are present, Jeremy intends to start the meeting properly, but fails to do so due to the lack of clear agenda and assertiveness. This gives room for conflict between Abeeku and Florence to escalate.

The learner’s task is to witness the meeting and click their mouse / controller each time they notice inappropriate conduct displayed by any member of the team, for example foul language or discriminatory remarks between Florence and Abeeku. The screen behind Jeremy lists those conducts as soon as they take place, so the learner has a chance to see them, whether or not they manage to identify them. This also allows the learner to see how Jeremy’s lack of conflict resolution skills impacts the meeting dynamic. 

At the end of the activity, the learner is provided with feedback and has a chance to rewind and rewatch the unprofessional behaviours they fail to identify.

By observing this chaotic meeting, learners can experience the real-life consequences of ineffective team management.

The learner now finds themselves sitting across from Jeremy and has a chance to speak to him privately about what they witnessed. Through a guided discussion, learners now practise addressing the root causes of mismanagement leading to discord in a workplace.

This scaffolded conversation will involve a total of five quick exchanges. With each one, the learner has a choice to say one of three options to Jeremy, but only the correct one lets them continue to the next exchange. 

The most appropriate options are open ended questions and/or an encouragement for Jeremy to reflect on his management of the meeting. For example:

1. What could you do to encourage the team to support each other better? (most appropriate)
2. Do you think improving your work-life balance would help improve things for you and the team in general?
3. What can you do to ensure your team members behave more professionally towards each other?

If the learner selects one of the other two options, Jeremy will respond defensively or with confusion, allowing them to try again until they find the best response. At the end of the conversation, they can rewind to review Jeremy’s reactions to any unsuccessful choices. A feedback popup will then explain why those choices were unhelpful and how a different approach could have led to a better outcome.

The learner’s focus is to  encourage Jeremy to think about his role as an inclusive manager and avoid directly criticising him. 

Following the previous activity, Jeremy is beginning to reflect on his leadership of the team. This is a good time to encourage him to improve his skills.

Now, the learner is invited to provide feedback on Jeremy’s mismanagement in their own words. The learner is offered the following list of clues to help them in structuring their answer:

• The need to organise meetings effectively  
• Remaining impartial
• Steering the meeting
• Addressing non-inclusive language and behaviour
• Leading by example

AI analytics pick up keywords which demonstrate that the learner is offering Jeremy  practical examples of strategies that aid conflict resolution and contribute to effective leadership.

To achieve the best results, they need to use Jeremy’s name and provide him with precise examples of non-inclusive behaviour that he should have challenged, for example the language Florence and Abeeku used towards each other. In addition, they should list some aspects that could help Jeremy prepare for his next meeting by referencing “agenda” or “steering”.

At the end of the activity, the learner receives feedback about the keywords they used and a chance to reformulate their answer and talk to Jeremy again, if they wish.

In this activity, the learner reflects on their performance using a Likert scale, focusing on several key areas. Firstly, they assess how well they observed non-inclusive behaviour. Next, they evaluate their effectiveness in asking Jeremy questions and encouraging him to reflect on his management style.

Additionally, they consider how well they explained the importance of steering work meetings and communicating the significance of inclusivity. Finally, they assess how effectively they encouraged Jeremy to lead by example.

Before the learner leaves the module, they are asked to complete a short survey about their experience. 

This survey is not compulsory, but the data helps us to assess the effectiveness of our product and identify any areas that need improvement. Clients also find it beneficial when assessing ROI. 

They are asked to mark whether they agree or disagree with the following statements, on a 10 point scale: 

• I would recommend this experience to others 
• The experience helped me identify elements of my communication skills that I could improve upon
• I now have a better understanding of communication skills in the workplace