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WELCOME TO
CA 680 CONFLICT MANAGEMENT
CA 680 is an analysis of conflict management theories and strategies in the context of
personal and professional relationships.
Note, your professor is free to make changes to any course content, so
assignment information should be obtained directly from your professor.
NOTICE
THE ASSIGNMENTS LINK with dropboxes at the lower left of the screen.
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TENTATIVE
SCHEDULE:
MINOR ASSIGNMENT CHECKLIST
Click Unit
or Week:
1 -
2 -
3 -
4 -
5 -
6 -
7 -
8
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Due Unit or Week 1
Learning
Outcomes:
1. Define and explain
the nature of conflict.
2. Identify personal and other perspectives on conflict
___ Read: Chapter 1 The Nature of Conflict and
Chapter 2 Perspectives on Conflict
___ Weekly Assignments need to be written in Discuss/Post online due
each week. Unless your professor tells you otherwise, expect each week's Discuss/Post access will close after Sunday,
so the assignment must be completed on time.
a.
Pre-reading
assignment due by Wednesday
so you start thinking about the content you will study this week: Simply give
your perception out of your head before you start reading. Research
suggests that people learn better if they make an effort to think about what
they already know about a topic before they learn more.
b.
Knowledge question due Friday. You will be assigned a question number, which you will use each week. After you read the chapter, answer your assigned question. The variety
helps people
c. Scholarly journal article
discussion due Friday. Give your
insights after you review a suggested peer-reviewed journal article or relevant one you found
while doing research for your Core Assessment Project. The article needs
to be peer-reviewed, communication, journal article.
Due Unit or Week
2
Learning
Outcomes:
1. Recognize the
significant interests and
goals relevant to conflict.
2. Identify sources and influences of power and explain ways of increasing
and balancing power.
___ Read: Chapter 3 Interests and
Goals and Chapter 4 Power
___ Weekly Assignments Due:
1. pre-reading
due Wednesday,
2. knowledge question due Friday,
3. scholarly journal article
discussion due Friday. 4. application assignment
due Sunday.
___ Read scholarly journal articles from the list and from your own
research, which you will use in your Analysis Paper and Project.
___ Quiz.
Due Unit or Week
3
Learning Outcomes:
1. Give
examples, advantages and disadvantages of conflict styles and tactics.
2. Identify your personal styles and tactics and develop and apply new
skills for managing conflict.
___ Read: Chapter 5 The Structure of Conflict and Styles and Tactics
___ Weekly Assignments Due:
1. pre-reading
due Wednesday,
2. knowledge question due Friday,
3. scholarly journal article
discussion due Friday. 4. application assignment
due Sunday.
___ Quiz.
Due Unit or Week
4
Learning Outcome:
1. Assess conflicts by using research-based theory and measures to
analytically examine conflicts and possible approaches to conflict.
___ Read: Chapter 6 Assessing Conflicts
___ Weekly Assignments Due:
1. pre-reading
due Wednesday,
2. knowledge question due Friday,
3. scholarly journal article
discussion due Friday. 4. application assignment
due Sunday.
___ Quiz.
Due Unit or Week
5
Learning
Outcome:
1. Demonstrate skills
for moderating and negotiating conflicts for mutual gains
___ Read: Chapter 7 Moderating Your
Conflicts and Chapter 8 Negotiating for Mutual Gains
___ Weekly Assignments Due:
1. pre-reading
due Wednesday,
2. knowledge question due Friday,
3. scholarly journal article
discussion due Friday. 4. application assignment
due Sunday.
___ Quiz.
Due Unit or Week
6
Learning
Outcome:
1. Explain third-party intervention strategies, procedures of
effectively mending conflicts, and applying principles of forgiveness,
reconciliation, and prevention of destructive conflict
___ Read:
Chapter 9 Third-Party Intervention and Chapter 10 Mending and Chapter 11 Broken
Branch: Forgiveness and Reconciliation and Preventing Destructive Conflict
___ Weekly Assignments Due:
1. pre-reading
due Wednesday,
2. knowledge question due Friday,
3. scholarly journal article
discussion due Friday. 4. application assignment
due Sunday.
Due Unit or Week
7
Learning
Outcome:
1. Illustrate
through examples strategies used by successful CEO's and how those
strategies might affect conflict management.
___ Read:
7 CEOs
___ If you missed an earlier weekly assignment:
1. pre-reading
due Wednesday,
2. knowledge question due Friday,
3. scholarly journal article
discussion due Friday. 4. application assignment
due Sunday.
___ Quiz.
___ Study
for final exam.
Due Unit or Week
8
Learning Outcome:
1.
Synthesize research-based principles of effective assessment and
management of conflict through identification and application.
Complete 7 CEOs (no
additional reading).
No weekly assignments, although you may post in the open discussion for
extra credit.
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Final exam due Friday.
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Syllabus |
Park University will be a renowned
international leader in providing innovative educational opportunities for
learners within the global society.
Park University Mission
The mission of Park University, an
entrepreneurial institution of learning, is to provide access to academic
excellence which will prepare learners to think critically, communicate
effectively and engage in lifelong learning while serving a global community.
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Weblinks |
If you have access to a local PBS station, you may want to be on the
lookout for CEO Exchange. This program with Jeff Greenfield
interviews CEOs about how they lead their organizations. To see a
brief video, go to
http://www.wttw.com/main.taf?p=1,12,1,1 or access through
http://www.wttw.com/main.taf?p=1,12
Conflict
Assessment:
http://spot.colorado.edu/~wehr/40GD1.HTM
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Course Materials
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APA
(2001). Publication manual of the American Psychological Association
(5th ed.). Washington, DC: American Psychological Association.
Krames, J. A. (2003). What the best CEOs know: 7
exceptional leaders and their lessons for transforming any business.
New York: McGraw-Hill.
Wilmot, W. W., & Hocker, J. L. (2007).
Interpersonal conflict (7th ed.). New York: McGraw-Hill.
Also, read peer-reviewed
journal articles (minimum 6 total or one per week), which you can access and
read through the online database
Communication & Mass Media Complete. While working
on your core assessment project, you may want to include these articles with your other
scholarly research or you may want to discuss in class relevant articles
you find through your own research. You
will want to conduct your own research to find scholarly journal
articles to supplement your readings in this course. You may use
this research in your weekly discussion and for your course project. Please use peer-reviewed journals in the field of communication studies. Conduct your research in EBSCO's Communication and Mass Media Complete
http://www.park.edu/library/
You need the PDF reader software on your computer, so install Adobe PDF
reader.
http://www.adobe.com/products/acrobat/readstep2.html This is a free
and safe download.
The way Adobe works is you download the desired PDF file to your
computer, then open Adobe PDF reader, then use the open option from
Adobe to open the file from your computer. Do NOT open the file on
the Internet.Below are some
example articles you may want to use during
the course.
Bantz, C. (1993). Cultural diversity
and group cross-cultural team research. Journal of Applied
Communication Research, 21(1), 1.
Bordone, R., & Moffitt, M. (2006,
June). Create value out of conflict. Negotiation. Harvard Business
School, 3-5.
Brenton, A. (1993). Demystifying the
magic of language: Critical linguistic case analysis of legitimation of
authority. Journal of Applied Communication Research, 21(3), 227.
Burgoon, J., Berger, C., & Waldron, V.
(2000). Mindfulness and interpersonal communication. Journal of
Social Issues, 56(1), 105.
Christen, C. (2004). Predicting
willingness to negotiate: The effects of perceived power and
trustworthiness in a model of strategic public relations. Journal of
Public Relations Research, 16(3), 243-267.
Christen, C. (2005). The utility of
coorientational variables as predictors of willingness to negotiate.
Journalism & Mass Communication Quarterly, 82(1), 7-24.
Grau, J., & Grau, C. (2003). New
communication demands of the 21st century workplace. Listening
Professional, 2(1), 3-19.
Gross, M., Guerrero, L., & Alberts, J.
(2004). Perceptions of conflict strategies and communication competence
in task-oriented Dyads. Journal of Applied Communication Research, 32(3),
249-270.
Jameson, J. (2004). Negotiating
autonomy and connection through politeness: A dialectical approach to
organizational conflict management. Western Journal of Communication,
68(3), 257-277.
Kling, J. (2000). Tension in teams.
(Cover story). Harvard Management Communication Letter, 3(7), 1.
McCorkle, S., & Reese, M. (2005).
Computer-based collaborative negotiation: The Appleby House case.
Communication Teacher, 19(1), 19-22.
Myers, L., & Larson, R. (2005).
Preparing students for early work conflicts. Business Communication
Quarterly, 68(3), 306-317.
Phillips, D. (2002). Negotiating the
digital closet. Information, Communication & Society, 5(3), 406.
Tremblay, D., Paquet, R., & Najem, E.
(2006). Telework: A way to balance work and family or an increase in
work--family conflict? Canadian Journal of Communication, 31(3),
715-731.
Walker, K. (2004). Activity systems and
conflict resolution in an online professional communication course.
Business Communication Quarterly, 67(2), 182-197.
Wilmot, W. W., & Hocker, J. L. (2007).
Interpersonal conflict (7th ed.). New York: McGraw-Hill.
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Grading policy |
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STUDENT RESPONSIBILITIES
These expectations vary with different professors. Your professor
is free to change any element of this course. |
Onground
students need to submit their
assignments on time as a hardcopy in class or upload in the
appropriate eCollege dropbox. Please use an easily readable format.
You will want to use PDF, Word, or Rich Text Format with these
extensions: .pdf or .doc or .rtf.
Online
students need to submit their
assignments on time in the appropriate eCollege dropbox or posting
area.
Please do NOT
email assignments to your professor.
Online
assignments need to use arial font (12 or 14). Hard copy
assignments should use Times (12 or 14).
ASSUME
NO CONFIDENTIALITY IN
DISCUSSION BOARD OR EMAIL OR ONGROUND CLASS DISCUSSION
Be very careful about what you say about businesses. One cannot
assume that class members will keep information confidential. Please
do not share confidential information. Do not talk about family or
employers, for example, except in ways that you are willing to share
with them. You may want to change names on assignments.
CONFIDENTIALITY OF GRADES
Because we cannot assume security in email, most professors don't discuss grades
by email. I'd be glad to discuss your grade in person or via
phone. Faculty cannot discuss grades with family members.
RESEARCH
Formal research
proposals using human subjects need to go to the Park University
Institutional Research Board for approval. Informal
research using interviews or focus groups need to be handled
ethically and with confidentiality.
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APA
IS REQUIRED ACADEMIC STYLE |
The field of Communication
Studies emphasizes clear and precise written communication. Part of your learning needs to demonstrate the
communication course content, and part of your learning needs to
demonstrate that you can communicate effectively through the
written context. The field use
the American Psychological Association (APA) Publication Manual. Graduate students and Communication
Theory/Organizational Communication majors will want to own a
copy for reference. Please avoid a book that summarizes or
teaches APA, and instead use the actual manual so the
information is correct. In APA style, use
active voice (subject then verb). Doublespace everything.
Use a formal and correct writing style OR the most appropriate
style for the particular task. You will want to communicate
clearly.
FONT:
In your assignments, please use arial or Times font (size 12 or
14).
APA is the required style for assignments in the field of
communication, and therefore in this course. Use parenthetical
citations and a reference list.
Most online sources I’ve read
contain inaccuracies about APA style. If you use an online
source instead of the actual manual, use the Purdue University
OWL:
http://owl.english.purdue.edu/owl/resource/560/06/
Parenthetical Citations
in Assignment,
click here.
Reference List,
click here.
APA (2001).
Publication manual of the American Psychological Association
(5th ed.). Washington, DC: American Psychological
Association.
Individual assignments in public relations or newspaper writing,
should use the appropriate style for the audience and medium.
Be sure to cite the sources of ALL INFORMATION, whether quoted or paraphrased.
Cite and reference in all forms of communication (oral speech presentations
and written assignments).
Some additional sites of interest regarding academic honesty:
http://www.plagiarism.org/ -
http://www.nbc4.com/education/6791215/detail.html -
http://www.coastal.edu/library/presentations/papermil.html
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http://www.turnitin.com
Park University's academic honesty policy and related procedures can be found in
full in the Park University Undergraduate and Graduate Catalogs.
Students are expected
to consistently attend, actively participate, and facilitate in
class learning. Students need presence to accomplish these
expectations. ePark University's policies can be found in
the Park University Undergraduate and Graduate Catalogs.
Turn in assignments well
in advance to avoid problems with storms, cable failure, or other potential
problems. If eCollege doesn't work correctly, you need to contact eCollege. For technical assistance with
the Online classroom, email
eCollegeHelpDesk@parkonline.org
or call the helpdesk at 866-301-PARK (7275).
Effective communicators write well, which is an expectation in this course.
See my page about writing:
http://onlineacademics.org/APA.html
Probably the best
book ever written about writing English is Elements of Style
by Strunk and White. This brief book is available totally
online,
click here:
Please take time to read this book before preparing your written
assignments.
You may be required to submit your assignment in electronic form in the eCollege
course Dropbox. MAKE SURE YOUR LAST NAME BEGINS THE FILE NAME. Name the file name with your last name, first name, course,
assignment, semester, version. For example, you could name a file as follows:
AitkenJoanCA680ProjectFall209Version3.doc
If you are allowed
to submit revisions, CHANGE THE VERSION
NUMBER WITH EACH REVISION SUBMISSION.
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RESPECT TOWARD MEMBERS OF
THE CLASS |
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Your professor may
use a
variety of teaching strategies as a way of adapting to all kinds of
student learners, recognizing that each person joins the class with
different knowledge and skill levels. Patience is needed to move
the entire class to the course learning outcomes. If some methods
are not the way you learn best, there will be other opportunities for
you.
Respect is a reciprocal
relationship. Research suggests that people seek positive
behaviors from each other: Honesty, competence, fair-mindedness,
broad-mindedness, showing support, acting straightforward,
dependability, cooperation, caring, and maturity (Kouzes & Posner, 2002,
24-25).
Competent
communicators are careful about the messages of their appearance
as nonverbal communication.
You must be heard to
be understood. Speak loudly and clearly so that you
can be heard by everyone, including an audience member who has a
hearing loss. Convey a passion or enthusiasm for
your topic and message via your voice.
In addition, research says that
more formal clothing and
appearance increases a speaker's credibility. At the minimum, no
hats, no pajamas, no flip-flops, no shorts, no bare midriff, and no jackets. If your appearance distracts the audience, you will lose
effectiveness. For a professional look, look like a
professional.
Turn off your cell phones
during your presentations and during presentations by other students. Such an interruption is distracting
and can jeopardize the presenter's train of thought and grade.
At other times,
please take calls outside the classroom.
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IF LATE, STAY OUT DURING
STUDENT PRESENTATIONS |
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If you are late and a student
has begun a speech presentation, stay out in the hall until you hear
applause. Do NOT interrupt another student because it is
disrespectful and can break the student's train of thought.
The student is giving the presentation for a grade and has a right to be
free of other students jeopardizing the grade. A student who
interrupts a speaker inappropriately should expect to receive zero
listener or participation points that day.
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Please do not expect grading information or
eCollege content to be updated until the day class starts!
The eCollege is copied weeks in advance, but your professor may not
have access until day one of the course. Dr. Aitken is the course
developer, but your professor can make any changes in this course he
or she wants to make.
You have access to a gradebook
inside eCollege, which should provide information about assignment
value.
There are 100 points
possible in the course, plus extra credit points.
A typical way of approaching grading is to use percentages.
90-100 = A
80-89.99 = B
70-79.99 = C
60-69.99 = D
Below 60 = F
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EXAMPLE POINT EQUIVALENCE |
100% = 100 points, so while your points accumulate you will know
where you stand in the course final grade according to the scale
above. Your professor is free to use a different system.
eCOLLEGE GRADEBOOK. You should be able to determine your professor's
grading weights in the gradebook.
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EXAMPLE
ASSIGNMENT WEIGHT
(Remember to check with your instructor,
course syllabus, or webpage for changes and updates)
Each professor can modify
any assignments and weightings as he or she desires. |
Syllabus:
http://www.park.edu/syllabus/list.aspx
30% (30 points) Discussion
(Discuss/Post online or Class Participation face-to-face) Due each week.
Discuss/Posts closes on Monday after the weekly due date on Sunday
each week.
24% (24 points) Tests.
Proctored exams are
typically NOT used in the Communication and Leadership Master’s degree.
If you should receive a communication, either through e-mail or via the
eCollege course shell, requesting that you complete your proctored exam
request, please check with your instructor to see if a proctored exam is
required.
10% (10 points) Analysis
Paper Student Choice Assignment is
due Week/Unit 3 and
must be revised and submitted to raise your grade by Week/Unit 4.
36% (36 Points)
Core Assessment - Project.
Due Week/Unit
6. Must have additional parts submitted by Friday of Week/Unit 8.
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Discussion Questions |
DISCUSSION QUESTIONS------------------------------------------------------------------
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Due for Unit or Week
1 Nature and Perspectives of Conflict
NOTICE THE DROPDOWN
MENU BELOW--"Select a Topic" & Go--FOR MULTIPLE THREADS EACH WEEK. |
Turn on the light:
1. Define and explain
the nature of conflict.
2. Identify personal and other perspectives on conflict
Due days are
guidelines to encourage course participants to interact multiple
days per week. Be sure to return and engage in discussion with
other people in the course. Discussion:
1. Pre-reading
due Wednesday.
2. Knowledge question due Friday.
3. Scholarly journal article
discussion due Friday.
4. Application assignment
due Sunday.
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Discussion Question 1 (DQ 1):
PRE-READING ASSIGNMENT
Answer questions and discuss the ideas with participants in the
course.
1. What are the
benefits and drawbacks of engaging in conflict.
2. Make a list of
what you perceive to be your strengths when managing conflict with others.
What skills do you have? Next, make a list of what you perceive to be
you weaknesses when managing conflict. What do you need to improve? What
skills would you like to acquire? Ask three important people in your
life (friend, co-worker, parent, sibling, romantic partner) to assess your
strengths and weaknesses. Do not give them the list you already wrote for
yourself. Note the similarities and differences in your lists and the
lists of others. Write a “Plan for Improvement,” incorporating the feedback
from others. Set 3-5 goals for yourself to improve during this course.
3. Describe a time when you experienced a conflict that
was in some way beneficial.
Discussion
Question 2 (DQ 2):
KNOWLEDGE QUESTION
Instructions: Your professor may
assign a number for your to use throughout the course. If there
are fewer questions than your number, just count through the list of
questions more than once. For example, if you are "25," you would
answer question 5 on the list of twenty questions. This approach
enables each student to discuss a different concept.1. Give reasons why we need to study conflict.
2. In what contexts do conflicts arise?
3. Define conflict.
4. What is the role of perception in conflict?
5. How do power and self-esteem function in conflict?
6. What is the relationship between perceived incompatible goals,
scarce resources, and interference?
7. How can you create a supportive climate?
8. What is a "good complaint"?
9. What is a spiral?
10. Give an optimistic answer to "conflict always happens;
therefore. . ."
11. What are some positive views of conflict?
12. What do conflict metaphors tell us?
13. What are some examples of win-lose metaphors?
14. What are some neutral or objective metaphors?
15. Come up with a new transformative metaphor.
16. Chart the elements of the lens model of conflict.
17. What are some persistent gender effects?
18. What does it mean to say there are gender and cultural
filters?
19. How does your culture affect how you view and do conflict?
20. Give an example you experienced that illustrates a particular
perspective on conflict.
Discussion Question 3 (DQ 3): Peer-Reviewed
Journal Article
Read at least one journal article, which you can
access and read through the online database
Communication & Mass
Media Complete. What is a key finding of the article and why is the finding
important? While working on your project, you may want to include
these articles with your other scholarly research. Obtain through Park U
Library databases
https://pegleg.park.edu/login?url=http://search.epnet.com/login.asp
Bantz, C. (1993). Cultural Diversity and Group Cross-Cultural Team
Research. Journal of Applied Communication Research, 21(1), 1.
Brenton, A. (1993).
Demystifying the Magic of Language: Critical Linguistic Case Analysis of
Legitimation of Authority. Journal of Applied Communication Research,
21(3), 227.
Discussion Question 4 (DQ 4):
APPLICATION ASSIGNMENT
Apply research-based theories.
1. Discuss the advantages of using
metaphors for diagnosing conflicts, specifying (1) how they give you a view
of conflict dynamics and (2) how they can be used to generate unique moves
you might make in a conflict. Give one transformative metaphor for a
conflict you are in or have observed, such as the following:
Conflict
is a bargaining table
Conflict
is a tide
Conflict
is a dance
Conflict
is a garden
2. Using the metaphor, generate practical solutions. What are the options inside the metaphor?
3.
How might the Lens
Model help you manage your conflicts. a. What did you learn? b. What might you like to do differently? c. What do you do when you are engaged in a conflict
with someone who has entirely different “lenses” than you do?
Discussion Question 5 (DQ5): THE BIG PICTURE OF
PROGRAM GOALS The Big Picture of Program Goals
Based on your study in this course so far,
explain how communication is central in all aspects of personal life.
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Due for Unit or Week 2
Interests, Goals, and Power
NOTICE THE DROPDOWN
MENU BELOW--"Select a Topic" & Go--FOR MULTIPLE THREADS EACH WEEK. |
Turn on the light:
1. Recognize the
significant interests and
goals relevant to conflict.
2. Identify sources and influences of power and explain ways of increasing
and balancing power.
Due days are
guidelines to encourage course participants to interact multiple
days per week. Be sure to return and engage in discussion with
other people in the course. Discussion:
1. Pre-reading
due Wednesday.
2. Knowledge question due Friday.
3. Scholarly journal article
discussion due Friday.
4. Application assignment
due Sunday.
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Discussion Question 1 (DQ 1):
PRE-READING ASSIGNMENT
Answer questions of interest and discuss the ideas with participants in the course.
Study the following conversation and answer the questions
below.
Participants: John, Jim (the Director), Laura, Karl, Keith and Celeste
Setting: Mental health center
Situation: An opening for a full-time therapist has been created by one of
the staff therapists quitting
Jim: We need to fill this position since Lee is leaving. I suggest we hire
Nikki full time. She’s done a great job as an intern, and the kids seem to
really like her. What do you think?
Keith: I agree. We should hire her.
Jim: Anyone else?
(Long silence)
John: Yeah, that’s okay with me.
Jim: Is there any discussion on this matter?
Laura: Yes. I don’t think we should hire Nikki without doing a search. She
does a good job, but we might be able to get someone even better.
Karl: I sort of feel that way, too.
Keith: I don’t think we could find anyone better. Besides, it could take
months to do it and we need the help right away, especially on the weekends.
Karl: Yeah, but that doesn’t mean we should hire just anyone.
Jim: Nikki’s not just anyone. Plus, we could lose the funding if we don’t
hire right away. I’ve talked to Nikki about it—I’m sure she’d take the
position.
Keith: And if we don’t offer it to her, I think she’ll quit completely.
Laura: Sounds like you guys have already figured it out. Why are you even
asking us if you’ve made up your mind already?
Jim: There’s no “we” here, and I didn’t already make up my mind.
Celeste: I don’t think we should act so quickly. I’m not sure Nikki is all
that committed to her work. You say the kids like her, but personally, I
think she just likes having them do what she wants. She seems like a control
freak to me. She likes having the kids like her.
Jim: What is it with you, Celeste? You always disagree with what this group
wants to do. Everyone wants this but you. I’m tired of your constant
opposition. You should listen to what we’re saying.
Celeste: What is it with me? Why do you act like we’re making a group
decision, when you already made a decision and obviously got Keith and John
to agree before talking to the rest of us?
Jim: If you can’t be a team player, then maybe it’s you who needs to start
looking for a new job.
Questions
What are the Topics (T) of this conflict?
What are the Relational (R) issues of this conflict?
What Identity (I) issues can you identify?
What are some possible Process (P) issues involved in this conflict?
How do you predict this conversation will end?
What do you think the goals are for each of the parties? How do you think
those goals might change?
What suggestions do you have for the parties in this conflict?
Discussion Question 2 (DQ 2):
KNOWLEDGE QUESTION
Answer one question, although all may serve as a useful study guide for
the readings.
1. Define
the four types of goals (TRIP).
2. How do goals shift over time.
3. How do goals overlap and influence one another?
4. When do conflict parties shift their goals?
5. Give an example of a transactive goal.
6. What are common identity themes?
7. What are the advantages of goal clarity?
8. What determines if goals are collaborative?
9. Define power.
10. Describe your own orientation to power.
11. How does power operate in a distressed system?
12. Clarify the difference between either/or power and both/and power.
13. Explain the relational theory of power.
14. What are power-dependence relations?
15. Define and give examples of power currencies.
16. What makes power difficult to assess?
17. What behaviors does feeling high power lead to?
18. List some approaches to balancing power.
19. What is metacommunication?
20. If you are low power, what can you do?
Discussion Question 3 (DQ 3): Peer-Reviewed Journal Article
Read at least one journal article, which you can
access and read through the online database
Communication & Mass
Media Complete. What is a research finding from the article that you can
translate into improving your conflict management? While working on
your project, you may want to include these articles with your other
scholarly research. Obtain through Park U Library databases
https://pegleg.park.edu/login?url=http://search.epnet.com/login.asp
Christen, C. (2004).
Predicting Willingness to Negotiate: The Effects of Perceived Power and
Trustworthiness in a Model of Strategic Public Relations. Journal of
Public Relations Research, 16(3), 243-267.
Christen, C. (2005). The
utility of coorientational variables as predictors of willingness to
negotiate. Journalism & Mass Communication Quarterly, 82(1),
7-24.
Discussion Question 4 (DQ 4):
APPLICATION ASSIGNMENT
Apply research-based theories.
Part 1:
For the next several days, at least three times a day: Show
appreciation for someone in a personal relationship with you (friend,
spouse, roommate, parent, child).
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“John, I really appreciate how you always pick me up on time. Thanks.”
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“Sam you are just such a good friend. You know last year when I had that
problem with my ex… you were always there for me.”
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“Mom, you know, I’m struggling with tests right now, but I want to just
say how much I appreciate your emotional and financial support for me to go
to college. It will make a real difference in my life. Thanks.”
Part 2:
Give thanks or show appreciation to a person you do not know, who is in a
service position.
-
Server in a restaurant, bar or whatever
-
Person working in a retail store—cashier at Wal-Mart, fee collector in
the registrar’s office, etc.
-
Custodian where you work
Part 3: Employ
several productive low power tactics with people in a work or professional
context.
· Validate the other's worth
· Direct involvement of the other person
· Use "I" statements
· Acknowledge the other's expertise and contributions
· Involve and share ownership with the other person
· Recognize the other person feels powerless too
· Expose why and how I feel powerless and what effect that has on me
· Ask what the other perceives my power is over him or her
· Try to shift the balance of power
· Build up the person
· Use the same currency the other is using
· Change the power or style I'm lacking
· Identify what I need to acquire to gain power
· Ask a high powered person what they want from me that he or she isn’t
getting
· Hold a discussion with him or her on how to make the problem better
· Persuade him or her to value your currency
· Take a look at my power--see how I understand it
· Let them know my weaknesses
· Ally with power, a trusted person
· Gain more information
· Graduate, announce escalation
· Documentation: keep track of what is being done
· Be optimistic and learn that there may be options, etc.
Part 4: Reflect on these experiences.
a. How did you empower the other person? To yourself?
b. How did you act (verbally and nonverbally) while doing this exercise?
c. What were the other persons’ responses?
d. What did you notice when you confirm others’ identities?
e. Were you able to balance power through any of these strategies?
Discussion Question 5 (DQ5): THE BIG PICTURE OF PROGRAM GOALS
Based on your study in this course so far,
explain how communication is central in all aspects of organizational life.
|
Due for Unit or Week 3
Styles and Tactics |
Turn on the light:
1.
Give
examples, advantages and disadvantages of conflict styles and tactics.
2. Identify your personal styles and tactics and develop and apply new
skills for managing conflict.
Due days are
guidelines to encourage course participants to interact multiple
days per week. Be sure to return and engage in discussion with
other people in the course. Discussion:
1. Pre-reading
due Wednesday.
2. Knowledge question due Friday.
3. Scholarly journal article
discussion due Friday.
4. Application assignment
due Sunday.
|
 |
Discussion Question
1 (DQ 1):
PRE-READING ASSIGNMENT
Answer questions and discuss the ideas with participants in the course.
Complete the "How I Act In Conflicts" Measure, reflect on your
results, and discuss the measure.
The proverbs listed below reflect traditional wisdom for resolving
conflicts. These can be thought of as descriptions of some of the different
strategies for resolving conflicts. Read each of the proverbs carefully.
Using the scale given below, indicate how typical each proverb is of your
actions in a conflict.
5 = Very typical of the way I act in a conflict
4 = Frequently typical of the way I act in a conflict
3 = Sometimes typical of the way I act in a conflict
2 = Seldom typical of the way I act in a conflict
1 = Never typical of the way I act in a conflict
_____ 1. It is easier to refrain than retreat from a quarrel.
_____ 2. If you cannot make a person think as you do, make him or her do as
you think.
_____ 3. Soft words win hearts.
_____ 4. You scratch my back, I’ll scratch yours.
_____ 5. Come now and let us reason together.
_____ 6. When two quarrel, the person who keeps silent is the most
praiseworthy.
_____ 7. Might overcomes right.
_____ 8. Smooth words make smooth ways.
_____ 9. Better half a loaf than no bread at all.
_____ 10. Truth lies in knowledge, not in majority opinion.
_____ 11. He who fights and runs away lives to fight another day.
_____ 12. He hath conquered well that hath made his enemies flee.
_____ 13. Kill your enemies with kindness.
_____ 14. A fair exchange brings no quarrel.
_____ 15. No person has the final answer but every person has a piece to
contribute.
_____ 16. Stay away from people who disagree with you.
_____ 17. Fields are won by those who believe in winning.
_____ 18. Kind words are worth much and cost little.
_____ 19. Tit for tat is fair play.
_____ 20. Only the person who is willing to give up his or her monopoly on
truth can
ever profit from the truths that others hold.
_____ 21. Avoid quarrelsome people as they will only make your life
miserable.
_____ 22. A person who will not flee will make others flee.
_____ 23. Soft words ensure harmony.
_____ 24. One gift for another makes good friends.
_____ 25. Bring your conflicts into the open and face them directly; only
then will the
best solution ever be discovered.
_____ 26. The best way of handling conflicts is to avoid them.
_____ 27. Put your foot down where you mean to stand.
_____ 28. Gentleness will triumph over anger.
_____ 29. Getting part of what you want is better than not getting anything
at all.
_____ 30. Frankness, honesty, and trust will move mountains.
_____ 31. There is nothing so important that you have to fight for it.
_____ 32. There are two kinds of people in the world, the winners and the
losers.
_____ 33. When one hits you with a stone, hit him or her with a piece of
cotton.
_____ 34. When both people give in halfway, a fair settlement is achieved.
_____ 35. By digging and digging, the truth is discovered.
Scoring
Add up your scores on the following questions.
Withdrawing Forcing Smoothing Compromising Confronting
(the Turtle)
(the Shark) (the Teddy Bear (the
Fox) (the Owl)
Avoiding Competing Accommodating Compromising Collaborating
_____ 1. _____ 2. _____ 3. _____ 4. _____ 5.
_____ 6. _____ 7. _____ 8. _____ 9. _____ 10.
_____ 11. _____ 12. _____ 13. _____ 14. _____ 15.
_____ 16. _____ 17. _____ 18. _____ 19. _____ 20.
_____ 21. _____ 22. _____ 23. _____ 24. _____ 25.
_____ 26. _____ 27. _____ 28. _____ 29. _____ 30.
_____ 31. _____ 32. _____ 33. _____ 34. _____ 35.
_____ Total
_____ Total _____ Total _____ Total _____
Total
The higher the total
score for each conflict strategy, the more frequently you tend to use that
strategy. The lower the total score is for each conflict strategy, the less
frequently you tend to use that strategy. Source: Johnson, David W. Reaching Out, Interpersonal Effectiveness and Self Actualization. 2nd
ed. New York: Prentice Hall, 1981.
Discussion Questions
1. In what ways are the advantages you experience disadvantages for others?
2. When might it be problematic for you to maintain your primary conflict
style?
3. What happens when your perceptions of conflict style are challenged?
4. What does it mean to you to say that “I am a(n) ___(fill in style
here)____?
5. How are conflict styles like tools in a toolbox? What tool do you
overuse? Under-use? What happens when you use a hammer when a crow bar would
be better?
Discussion Question 2 (DQ 2):
KNOWLEDGE QUESTION
Answer one question, although all may serve as a useful study guide for
the readings.
1. Define
styles.
2. Distinguish styles from tactics.
3. Define avoidance.
4. Give an example of the twin cycles of avoidance.
5. How does avoidance function differently in diverse cultures?
6. Give examples of avoidance tactics.
7. What are the advantages and disadvantages of competitive tactics?
8. Distinguish between threats, warnings, promises, and recommendations.
9. What is verbal aggressiveness?
10. Define compromise, listing its advantages and disadvantages.
11. How does accommodation differ from avoidance?
12. What are the advantages and disadvantages of accommodation?
13. What are some cautions we should keep in mind when discussing styles?
14. Specify how styles are linked in interaction sequences.
15. What do you gain by having a flexible set of styles?
16. How can you tell if you are stuck in a style?
17. Describe rhetorically sensitive people.
18. Give an illustration of nonabusive talk.
19. Give an illustration of collaboration.
20. Give an illustration of rhetorical sensitivity.
Discussion Question 3 (DQ 3): Peer-Reviewed
Journal Article
Read at least one journal article, which you can
access and read through the online database
Communication & Mass
Media Complete. Relate a real or hypothetical example relevant to the
article's research. While working on your project, you may want to
include these articles with your other scholarly research. Obtain through
Park U Library databases
https://pegleg.park.edu/login?url=http://search.epnet.com/login.asp
Gross, M., Guerrero, L., & Alberts, J. (2004). Perceptions of conflict
strategies and communication competence in task-oriented Dyads. Journal
of Applied Communication Research, 32(3), 249-270.
Discussion Question 4 (DQ 4):
APPLICATION ASSIGNMENT
Apply research-based theories.
Complete separately, then report your results and discuss the ideas
with people in the course.
Kilmann and Thomas Conflict Styles
Use the grid to review this perspective on styles and fill in blanks as the
missing information.
LO HI
1. Begin by labeling the axes before identifying the styles. The
way they place the labels will determine which styles correspond with which
number.
2. Which of the types would be considered WIN/WIN styles and
which would be WIN/LOSE. Would any be considered LOSE/LOSE? Explain
why you believe one
style might produce the perception that one participant is destined to win
and the other to lose. Consider contexts in which one
style may invoke more than one sense of the conflict process.
Discussion Question 5 (DQ5): THE BIG PICTURE OF PROGRAM GOALS
Debate
Everyone with a last name from
A-M, argue in favor of this position:
In a business context, people
need to confront conflict situations openly.
Everyone with a last name from
N-Z, argue in favor of this position:
In a business context, people
need to use an array of approaches to conflict.
|
Due for Unit or Week 4
Assessing Conflict |
Turn on the light:
1. Assess
conflicts by using research-based theory and measures to analytically
examine conflicts and possible approaches to conflict.
Due days are
guidelines to encourage course participants to interact multiple
days per week. Be sure to return and engage in discussion with
other people in the course. Discussion:
1. Pre-reading
due Wednesday.
2. Knowledge question due Friday.
3. Scholarly journal article
discussion due Friday.
4. Application assignment
due Sunday.
|
 |
Discussion Question
1 (DQ 1):
PRE-READING ASSIGNMENT
Answer questions and discuss the ideas with participants in the course.
Complete the "How I Act In Conflicts" Measure, reflect on your results,
and discuss the measure. Complete Brief Systems Analysis (Application 6.1,
or similar in the
text)
Discussion Question 2 (DQ 2):
KNOWLEDGE QUESTION
Answer one question, although all may serve as a useful study guide for
the readings.
1. Give
an illustration of systems theory regarding conflict.
2. Write a few sentences about a conflict which actually use descriptive
language.
3. Give an illustration of a microevent.
4. Why would you want to assess a conflict?
5. Describe system theory
6. What are the principles of system theory?
7. What are the advantages of identifying conflict patterns?
8. What are five types of system patterns that occur in marriages?
9. What are the four stages of conflict?
10. How can conflict metaphors be used to give insight into creative
approaches to a conflict?
11. Define coalitions, giving an example from your personal or work
experience.
12. What are the main principles of coalitions?
13. How can you use a coalition diagram to predict future conflicts?
14. Describe the roles of the heavy communicator and the isolate.
15. Give an example that illustrates the characteristics of a healthy
system?
16. Explain how diagramming triangles in a larger system can clarify
communication patterns.
17. Define and give an example of system rules.
18. Define and give an example of microevents.
19. How can observations and interviews be used to understand conflict?
20. Define and give an example of patterning.
Discussion Question 3 (DQ 3): Peer-Reviewed Journal Article
Read at least one journal article, which you can
access and read through the online database
Communication & Mass
Media Complete. While working on your project, you may want to include
these articles with your other scholarly research. Obtain through Park U
Library databases
https://pegleg.park.edu/login?url=http://search.epnet.com/login.asp
Jameson, J. (2004). Negotiating autonomy and connection through
politeness: A dialectical approach to organizational conflict management.
Western Journal of Communication, 68(3), 257-277.
Discussion Question 4 (DQ 4):
APPLICATION ASSIGNMENT
Apply research-based theories.
Please complete both applications:
1. Application 6.3
or similar in the text
2. Using the Wilmot/Hocker Assessment Guide,
analyze the following conversation:
Dan: That was a blast!
Sarah: (stony silence)
Dan: (raising his voice) I SAID that was a great party!
Sarah: I BET you had a good time. I’m sure the 17 women you danced with had
a great time, too.
Dan: Oh, I get it. You’re pouting. Is that it—you’re pouting, aren’t you?
Well, at least you’re consistent, since that’s what you were doing all night
anyway.
Sarah: I had to do SOMETHING with while you’re making a complete jerk of
yourself!
Dan: Look who’s talking. You’re such a loser at parties, no wonder no one
wants to dance with you.
Sarah: I’m not a loser. I’ve told you a thousand times that parties like
that aren’t for people like me, but you never listen. I don’t like parties
because you drink too much, and I can’t stand your friends either. When
you’re with them, you make me totally miserable.
Dan: At least I have some friends. You’d have some, too, if you didn’t hang
around Christine all the time. You’re always on my case about how I screw
everything up around the house. You think I’m an idiot.
Sarah: How could you screw things up at the house—you’re never home! You’ve
been saying for six months that you’re going to clean out the garage, but
you never do. It’s either fantasy baseball all summer or hunting every
weekend in the fall.
Dan: You know why I hunt all the time? Because the animals are more fun than
you are. And they don’t go looking for fights for no good reason.
Sarah: This isn’t a fight. It’s a discussion. And I hardly went looking for
it.
Dan: Yeah, good one. And I bet you didn’t pick out that $500 worth of
clothes you’ve been hiding in the closet for the last week either?
Sarah: Whatever. Let’s just drop it. You’re drunk. I should know better than
to deal with you when you’re like this.
Dan: Now you want to drop it. You’ve been at me since we got in the car. You
brought it up—let’s talk about it. How, exactly, do you think we’re going to
pay for your little shopping spree? We haven’t paid for the last one yet.
Obviously, I’m not going to get any help from you, since you’re the
“struggling student” with no job.
Sarah: How did you know about those clothes anyway? Besides, I was going to
take them back on Monday.
Dan: Christine told me.
Sarah: WHAT!?!?!? You are such a jerk. And she’s a real piece of work, that
one, too. She’s the one who said I should buy them in the first place.
Dan: Maybe she just finds me a little more interesting than you. She
probably felt sorry for you.
Sarah: That’s it. I’m done. I’m so over this. I’m getting my own apartment.
Discussion Question 5 (DQ5): THE BIG PICTURE OF PROGRAM GOALS
Debate
Everyone with a last name from
A-M, argue in favor of this position:
In a business context, people
need to confront conflict situations openly.
Everyone with a last name from
N-Z, argue in favor of this position:
In a business context, people
need to use an array of approaches to conflict.
|
Due for Unit or Week 5
Moderating and Negotiating |
Turn on the light:
1. Demonstrate skills for moderating and negotiating conflicts for mutual
gains
Due days are
guidelines to encourage course participants to interact multiple
days per week. Be sure to return and engage in discussion with
other people in the course. Discussion:
1. Pre-reading
due Wednesday.
2. Knowledge question due Friday.
3. Scholarly journal article
discussion due Friday.
4. Application assignment
due Sunday.
|
 |
Discussion Question 1 (DQ 1):
PRE-READING ASSIGNMENT
Answer questions and discuss the ideas with participants in the course.
Read the below list of guidelines for managing anger. Use
a real or hypothetical example from a work context to implement each of
Wilmot's suggestions.
1. Notice your anger and say to yourself or out loud, “I am angry.”
2. What might be your fear or demand?
3. Take several deep breaths. Take that short time
to think about what you will do next.
4. Think about anger in this situation–would others get angry? Do you have a
choice in your anger? What are those choices?
5. Look for the feeling underneath your anger. Begin with fear. Ask yourself
three times, “What am I afraid of here?"
6. Figure out ways to deal with that fear or other underlying feelings. Ask
yourself, “What do I really want?”
7. If you want something from the other person, ask for it instead of
blaming or accusing him.
8. Practice new behaviors:
• Listen more carefully
• Use I-messages instead of blaming or accusing
• Ask for what you want, and for more information
• Stay connected to the other person
• Continue to do “self-talk”
• Breathe deeply to stay calm
Discussion Question 2 (DQ 2):
KNOWLEDGE QUESTION
Answer one question, although all may serve as a useful study guide for
the readings.
1. What
are three usual approaches to change?
2. What does it mean to regulate conflict "from the inside out"?
3. How can you approach barriers to change in other people?
4. Explain two approaches for breaking the spiral of avoidance.
5. Explain the relationship between anger and fear.
6. Explain the "suppression" and the "expression" views of anger.
7. What are some ways to stop verbal abuse?
8. Give examples of fractionating and reframing.
9. Describe the important ideas in the | |
