Conflict Management Course
•Als PPT, PDF herunterladen•
3 gefällt mir•3,125 views
Having employee problems? Employees do not seem to be able to get along? Need more teamwork? A good class in Conflict Management might be just what the doctor ordered. You have here 38 slides for a full-day class with exercises and activities to help employees and managers learn how to better handle conflict in the workplace. Call me if you have any questions: 612-310-3803. John
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Ähnlich wie Conflict Management Course
Ähnlich wie Conflict Management Course (20)
Mehr von Dr. John Persico
Mehr von Dr. John Persico (16)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Conflict Management Course
- 1. Managing Conflict Dr. John Persico Jr. 612-310-3803 Persico.john@gmail.com
- 2. Agenda: Managing Conflict Welcome Introduction of Participants , Session Description and Objectives Managing Conflict • Definition of Conflict • Why Should Managers and Supervisors Develop this Competency • Causes of Conflict • Understanding One’s Response to Conflict • Self-Awareness • Roles of Manages and Supervisors in Conflict • The Value of Conflict • Managing Conflict with the Boss • Managing Conflict with Direct Reports • Managing Conflict with Colleagues • Mediating between Direct Reports • Facilitating Conflict in a Team Setting Evaluation of Course
- 3. Welcome The process of developing new skills should include the following: •Identify a needed skill area. •Agree on a learning method for improvement. •Practice and receive feedback. •Increase awareness of the effects of performance on others. •Measure change within a well-defined timeframe. •Recognize and reward skill enhancement.
- 4. Introduction of Participants • Who are you? • Why are you here? • Describe your typical day. • What are five strengths you bring to this class? • What would you like to take away from this session?
- 5. Learning Objectives 1. Describe the cycle of conflict 2. Identify causes of conflict in organizations 3. Understand one’s own response to conflict 4. Demonstrate good conflict management strategies, both internally and between stakeholders 5. Understand strategies for managing conflict with colleagues 6. Identify strategies for managing conflict in a team setting
- 6. Promote Lifelong Learning You can develop lifelong learning traits: • By showing curiosity about human nature and how the world works. • By seeking and valuing diversity. • By persisting in seeking out new solutions. • By using your unique talents and intelligence to promote positive change. • By learning and applying technology tools to solve problems.
- 7. Show Respect • Value yourself. Be honest and ethical, and practice strong moral values. • Treat all members of the school community and with politeness and respect. • Honor the ideas and opinions of others. • Offer to help. • Be responsible for keeping an open mind.
- 8. Policies • Bring notebook, textbook, planner, and appropriate writing tools to class. • Ask questions at any time. • Listen to all ideas and opinions. • Leave for restroom when needed. • Please be back from lunch and breaks on time. • Let us know if the day is not working for you.
- 9. What is Conflict Management? • Definition: • As defined by Joyce Hocker and William Wilmot in Interpersonal Conflict, conflict is an expressed struggle between at least two interdependent parties who perceive a situation differently or have incompatible goals, are competing for scarce resources, or perceive interference from the other party in achieving their goals.
- 10. How Some People Feel About Conflict Management Training • This short humorous film shows two different reactions to a class on conflict management. http://www.youtube.com/watch?v=e632M8qEdyw
- 11. Why Develop this Competency? • Conflict can be useful in achieving objectives. If managed correctly, conflict can productively leverage diversity, unify individuals around a common goal, promote cooperation, and encourage innovative solutions.
- 12. Causes of Conflict in Organizations • Relationships • Data • Interests • Structure • Values • Resources • Others?_____________________ • Others?_____________________
- 13. Conflict Resolution for Everybody • This short film identifies some of the causes and solutions for many types of conflict. http://www.youtube.com/watch?v=Fwoy7j94xxE
- 14. Fishbone Exercise for Conflict • This exercise uses the Fishbone Diagram to examine how the causes of conflict may impact your department or unit. • Refer to your participant workbook for this exercise.
- 15. Understanding One’s Own Response to Conflict • How we respond to conflict is determined by our own biases, prejudices, ideas and expectations. • Better understanding our conflict style can help us in managing conflict more effectively. • Using a self-assessment instrument is a good place for managers and supervisors to start in attempting to understand their own response to conflict
- 16. Five Conflict Styles • Collaborating: This is seen as win-win • Competing: This is seen as win-lose • Avoiding: This is seen as lose-lose • Accommodating: This is seen as lose-win • Compromising: This is seen as win-some, lose some • All styles have a place and time when they are most useful and effective.
- 17. Conflict Style Quiz • The quiz in your workbook allows you to see what your preferred conflict style is. • Refer to your workbook for this exercise.
- 18. Self-Awareness • One key to understanding another person’s point of view is recognizing that people interpret things somewhat differently based on their own previous experiences and observations. We all have different “lenses” through which we see things. • The Conflict LensTM, a diagnostic tool developed by Creative Metrics, offers a model to help managers and supervisors understand a variety of options for resolving conflicts. That model, includes 10 dichotomies of behaviors and attitudes used in responding to conflict.
- 19. Conflict Lens: Self-Reflection • Using the charts in your workbook which depict the 10 Conflict Lens scales, please complete the individual activity described. Describe your situation Circle the scales that most applied in your situation. • When the individual activity has been completed, in small groups, please complete the four questions noted in your workbook. • Select a spokesperson to describe findings and observations to the class.
- 20. The Role of Managers and Supervisors in Conflict Situations • Managers and supervisors play several different roles in conflict resolution, depending on the people involved in the situation. The relationship and the level of authority involved influence the role the manager or supervisor will likely play in managing conflict.
- 21. The Value of Conflict 1. Conflict identifies problems that need to be solved. 2. Conflict is a way of creating evolutionary change, thereby reducing the need for violent upheaval. 3. Conflict helps us define who we are. 4. Conflict is a way of discharging some of the animosity or resentment that is generated by the limiting aspects of a relationship, or the sharing of resources. 5. Conflict can be stimulating and challenging.
- 22. What Makes Conflict Destructive? • Conflict can be destructive when it escalates beyond a certain point. The sequence of conflict escalation is as follows: 1. Triggering comment or action 2. Proliferation of issues 3. Formation of adversarial alliances 4. Distortion of communication 5. Rigid and extreme positions 6. Focus on hurting each other
- 23. Managing Conflict with the Boss • Managing conflict with the boss is an integral part of a manager’s or supervisor’s success. Perhaps the most effective approach is to work at preventing such conflict. Key Elements in Building and Maintaining an Effective Relationship Between a Manager or Supervisor and a Boss Understand your boss and his or her context Learn your boss’s goals, objectives, pressures, strengths, weaknesses, and preferred work style to reduce miscommunication and ambiguous expectations. Assess your needs as a supervisor/manager Assess your own strengths, weaknesses, and work style. Assess your predisposition to authority in order to better understand your reactions to your boss.
- 24. Conflict Approach Exercise • Refer to your workbook for this exercise. • Please complete the exercise and answer the questions. • When completed, consider sharing the activity with the larger class.
- 25. Managing Conflict with Direct Reports • Based on their position, managers and supervisors have the authority and the responsibility to accomplish tasks. However, if they abuse that authority when interacting with their direct reports, they are likely to lose respect and trust.
- 26. Managing Conflict with Direct Reports Steps for Dealing With Conflict Between a Manager or Supervisor and a Direct Report Explain the situation as you see it. Emphasize that you are presenting your perception of the problem. Use specific facts and feelings. Use “I” statements when possible. Describe how it affects performance. Keep attention on the work-related problems and away from personalities. Present the problem concretely, in a way that will be readily understood. Ask for an explanation of the other person’s viewpoint. Before proposing solutions, gather as much information as possible. This confirms that you respect the other person’s opinion and need his or her cooperation. Listen carefully while he or she talks and be open to learning and changing. Paraphrase the other person’s concerns and ask clarifying questions. Agree on the problem. Summarize the various viewpoints and state clearly the problem that you and the other participant think needs to be solved. Ideally, it is best for the manager or supervisor and the direct report to agree on the problem so they can more easily focus on developing solutions. However, if they cannot agree, the manager or supervisor has the rank to define the problem at stake. Explore and discuss possible solutions. To ensure shared ownership of the problem’s resolution, all participants in the conflict should be involved in developing solutions. Such synergy may result in better solutions than any participant would have produced alone. Ideally, participants will develop a solution mutually, but if they cannot agree, the manager or supervisor has the authority to prescribe the solution. Establish levels of accountability for each stakeholder involved in resolving the problem. Each person involved must clearly understand his or her role in the solution and accept responsibility as an individual to make it work. Schedule a follow up meeting. Establish clearly defined benchmarks as appropriate. A follow up meeting allows the manager or supervisor to evaluate progress and make adjustments as necessary. People are much more likely to follow through if they know they will be held accountable for their commitments at a follow up meeting.
- 27. How Disputes Escalate: Exercise • This exercise allows you to identify behaviors that start disputes and helps you to see the dispute as if you were an observer. • Refer to your workbook for this exercise. • This is a group exercise. The instructor will establish small groups for the exercise and briefly review the instructions.
- 28. Managing Conflict with Colleagues • Managers and supervisors need to develop the skills to negotiate with their colleagues in a way that addresses differences while preserving the collegial relationship. Steps for Negotiating Conflict Between Two Managers or Supervisors with Equal Authority 1. Establish rapport and set a positive tone 2. State the purpose of the negotiation 3. Begin negotiating by educating one another on each person’s interests (disclose and listen) 4. Frame the problem as a joint task to meet both individuals’ needs 5. Look for ways to expand the pie (create value before value is claimed) 6. Generate multiple options for settlement. If options are not forthcoming, go back and review the interests of both individuals. 7. Evaluate the options on the basis of how well they meet the expressed needs 8. Select or modify options based on which one meets the most needs 9. Develop a plan to implement the agreement by answering the questions who, what, when, where, and how.
- 29. Emotional Triggers Exercise • The purpose of this exercise is to give people an opportunity to think about the things that trigger their emotions in conflict. • This exercise is for small groups of five or six. • Refer to your workbook for this exercise. • Your instructor will review the steps for this exercise. • Select a spokesperson to share findings and observations from this activity.
- 31. Mediating Between Direct Reports Steps for Mediating a Conflict Between Two Direct Reports 1. Make an opening statement • Extend a welcome and say words of encouragement • State the purpose of the session and the mediator’s role of neutrality • Explain what will happen • Assure the participants that confidentiality will be respected • Review ground rules and check for acceptance 2. Give each participant uninterrupted time • Have each participant explain in objective terms what is happening and then state how he or she feels about it, taking responsibility for his or her own feelings. • Require each participant to use active listening and allow both sides to vent 3. Structure an exchange between the individuals • Encourage deeper discussion of the issues, establishing the interests of each individual 4. Build the agreement • Facilitate a discussion that focuses on practical considerations in resolving the conflict • Include specifics about the agreement: who, what, when, and how • Check for acceptance from both individuals 5. Finalize the agreement • Write it down • Provide for the future be establishing means for following up 6. Close the meeting • Thank participants • Evaluate
- 32. Facilitating Conflict in a Team Setting • Managers and supervisors are responsible for ensuring that their teams operate in a cohesive manner. Conflicts within teams can hurt team performance and employee morale. Managers and supervisors, therefore, need to know how to resolve such conflicts in the team setting.
- 33. Defining Facilitation • Facilitation is the use of a third party who can provide procedural assistance to group participants to enhance the exchange of information or promote effective decision making. • The Team Leader's Role in Managing Conflict is first to understand that conflicts are part of individual relationships and organizational development, and no relationship or organization can hope to mature to productivity and be successful without being able to resolve conflicts effectively (Cottringer, 1997, p. 6).
- 34. Steps for Facilitating Conflict in Teams Steps for Facilitating Conflict Resolution in a Team Setting 1. Set a positive, optimistic tone. 2. Revisit or establish ground rules to protect the process and the relationships of team members. 3. State the purpose of the problem-solving meeting. 4. Ask the parties about their needs and concerns. Try to get team members to disclose and listen. 5. Summarize what is stated. This includes listing key issues to be resolved and acknowledging feelings, interests, and concerns. 6. Frame the problem as a joint task to meet both parties’ interests. 7. Ask parties for ideas to solve the problem. 8. Ask parties to evaluate the options based on how well their interests are met. 9. Establish the agreement. 10. Help parties plan to implement the agreement by defining who, what, when, and how. 11. Express appreciation for efforts and accomplishments.
- 35. Resolving Project Team Conflict: Film • This film describe two scenarios. One shows the wrong way to handle problems in a team. • The second scenario shows the right way to handle problems in a team. http://www.youtube.com/watch?v=BGj0uALxc4Q
- 36. A Dysfunction Team: Case Study • Please refer to your workbook for this exercise. • Read the case in the workbook. • In small groups, answer the questions. • Select a spokesperson to share your ideas and comments with the class.
- 37. The Walk from No to Yes: Film • This film from TED features the noted co-author of Getting To Yes, Mr. William Ury. • William Ury, offers an elegant, simple (but not easy) way to create agreement in even the most difficult situations -- from family conflict to, perhaps, the Middle East. http://www.ted.com/talks/lang/en/william_ury.html
- 38. Evaluation of Session • Please complete the evaluation form in your workbook. (Leadership Course Evaluation) • In small groups, would you please summarize your conclusions in terms of what worked for you in this session and what did not.
Hinweis der Redaktion
- This is a module in the Core Leadership Skills series. It is an eight hour session on Managing Conflict in a wide range of situations in which managers will find applications to their daily work. This skill is critical to good leadership in the 21st century education system.
- Overview of the agenda for the day. Breaks and lunch are not noted in this agenda and should be scheduled as determined by individual class needs.
- Welcome participants and introduce facilitators and the logic for this class as shown on the Welcome slide. This slides shows what is the process for change in an organization. The facilitator can explain how the course materials relate to this slide. The needed skill area for educators is conflict management.
- At this point, it is time to ask the participants to introduce themselves. This slide is used to help challenge students and to start a process of disclosure and transparency to help them be more comfortable as they interact with the other class participants.
- Briefly review the learning objectives for the class. Some of these objectives may vary as determined by whether or not coaching mentors have been selected for each group and whether or not the groups are selected by cohorts or individuals.
- This is introductory material and is used to show the rationale for this training session.
- Class room etiquette is briefly described in this slide. This can change by facilitator and should be adapted or used by individuals at their discretion.
- Continuation of class room etiquette and expectations.
- Definition of Conflict Management. Many different concepts exist for this skill. Some call it as follows: Conflict Mediation Conflict Arbitration Conflict Negotiation Conflict Resolution Dispute Resolution Dealing with difficult people Ask participants for other terms or concepts that they feel embrace the idea of “managing conflict.”
- This short film has two parts. The first part can be used to introduce the class and is somewhat humorous. It is about 3 minutes long. Ask participants what point of view they take on the subject. Engage them in dialogue on how to change perspectives. Note that you hope with an open mind, that we will go beyond simple lecture and engage students in this subject on an emotional as well as cognitive level.
- Briefly describe motivations for developing this competency. You might describe or ask for problems with how people typically deal with conflict. You could also ask the class why so many people try to avoid or ignore conflict.
- Relationship conflicts. These conflicts are attributable to strong negative emotions, misperceptions, stereotypes, poor communication, or repetitive negative behaviors. In organizations, people sometimes must work together even if they have a history of relationship issues. Problems with data. Conflicts can arise when people lack the information they need to make informed decisions, when they are misinformed, or when different people interpret the same data differently. Interest conflicts. Interest-based conflicts are caused by competition over perceived or actual incompatible needs, such as: n Substantive issues (money, physical resources, time, etc.). n Procedural issues (the way a dispute is resolved). n Psychological issues (perceptions of trust, fairness, respect, etc.). Structural conflicts. This kind of conflict involves disagreement about how a situation is set up or how things are done (procedures). Limited physical resources or authority, geographic or time constraints, or organizational factors generally cause structural conflicts. Differing values. Conflicts may arise when people have different value and belief systems. This category of conflict includes disagreement over an organization’s vision, mission, goals, and objectives. Resources (fiscal conflicts). These conflicts occur when resources are scarce and each level and/or part of the educational organization tries to obtain the resources it needs. Such conflicts are made worse during economic downturns.
- Ask the participants to identify at least one type of conflict in the film that they have had personal experience with. When the film is over, ask them for comments or ideas that they thought were valuable in the film. This film lasts approximately 9 minutes.
- Ask participants if they have ever done a Fishbone diagram. Briefly explain that it is used to identify cause and effect relationships. If few participants have done one, you can briefly demonstrate one for the class. The head of the fish is the effect. The body or bones of the fish are the causes. In this exercise, group participants into small groups of four or five. Try to group people by department or work unit. Note that all work units experience conflicts on a regular basis. Have students select a work unit to analyze using the six causes of conflict in an organization. Each cause is a major bone. Participants should try to be very specific and group problems with conflict that they have encountered according to the major headings/bones. Thus if data is a problem, they should mention specifically such issues as: Data is not shared Data is kept hidden Data comes late Have participants complete the exercise and report back observations etc.
- Managers and supervisors must understand how they relate to conflict before they can skillfully manage conflict with others. Recognizing the behaviors people exhibit when responding to conflict helps managers and supervisors identify tendencies that may hinder successful conflict resolution
- Brief Descriptions of the Five Conflict Management Styles Collaborating Style: Problems are solved in ways in which an optimum result is provided for all involved. Both sides get what they want and negative feelings are minimized. Competing Style: Authoritarian approach. You compete or fight to get your way. Avoiding Style: The non-confrontational approach. You ignore the issues. . Accommodating Style: Giving in to maintain relationships. You go along to get along with others and give in to their wishes. Compromising Style: The middle ground approach. You sacrifice some of what you want to get the other person to also sacrifice some of what they want.
- Participants will complete a short set of questions. Their answers to these questions tend to help them see how they approach conflict according to the five styles discussed. Ask participants when they have completed the scoring if they feel that the quiz really describes how they approach conflict.
- These are the ten scales from the Conflict Lens: TRUST vs. DISTRUST: Did the individual believe in the basic goodness of the other person and their good intentions toward them or did they believe the other person had only their own interests at heart and would try to harm them? AFFILIATE VS. ALIENTATE: Did the individuals spend energy trying to treat the other person in a tactful and respectful way or were they only interested in settling the issue without regard for the consequences to the relationship? EMPATHIZE VS. EGOIZE: Did the person try to see the issue from the other's point of view, or were they only paying attention to their own point of view? ENGAGE VS. AVOID: Were the individuals committed to solving the problem or did they wish to avoid the issue? SELF-RESTRAIN VS. EMOTE: Did the parties contain their emotions and approach the conflict in a calm rational manner, or did they become angry and express their feelings in an aggressive way? OWN VS. BLAME: Did the individuals honestly try to assess how they may have contributed to the problem, or did they believe it was entirely the other person's fault? COMPROMISE VS. STAND FIRM: Were the individuals flexible and open to other points of view or were they only willing to be satisfied if their own point of view was accepted? ASSERT VS. COMPLY: Did the person take charge of the conversation in an assertive but appropriate way or did they adopt a nonassertive accommodating manner? ANALYZE VS. INTUIT: Did the person spend time collecting the facts before the discussion or did they go with the "gut" feelings about the problem? SEEKS SUPPORT VS. GO SOLO: Did the person share concerns and seek advice from others or did they handle the problem without input from others?
- The Conflict Lens scales will be used in this activity to help participants analyze a specific conflict that they have been involved in. The first part of this activity is an individual exercise. When participants have completed the first part including the description of the conflict and the application of the Conflict Lens to the conflict, they may be put into small groups to answer the questions on the worksheet.
- Briefly note that the following materials will cover five major areas where managers must handle conflict on a regular basis.
- We want to reiterate the overall value of conflict to an organization and continue to emphasize its positive aspects. Ask participants if they can think of other values to conflict.
- This step model illustrates the progression of conflict that can allow it to escalate until it no longer becomes productive. When conflict reaches the sixth step, it will hurt the individuals involved and the organization.
- The relationship between a manager or supervisor and his or her boss, if not consciously developed, could become strained to the point of conflict. John Gabarro and John Kotter’s groundbreaking work “Managing Your Boss” created a new understanding of the importance of that upward relationship—a relationship that enhances not only a manager’s or supervisor’s own success but also that of the manager’s and supervisor’s department. This slide illustrates the key elements in building an effective relationship with a supervisor or boss. Each step can be briefly reviewed.
- This exercise is designed to help participants think of how an effective leader or manager that they have known has handled conflict. There are four parts to this exercise. When participants have completed this exercise, you may ask for volunteers to share some of their findings and observations.
- Managers and supervisors who consistently use an authoritative style will only be able to influence a direct report with their position power. On the other hand, if they take the time to listen to concerns and work through difficult issues with employees, they are more likely to have both personal and position power and to develop and maintain respectful relationships with their direct reports.
- This slide show the key steps for managing conflict with direct reports. Each step can be briefly reviewed.
- The purpose of this exercise is to identify (1) behaviors that start disputes, and (2) the “lifecycle” of an uninterrupted dispute. To do this, it helps to be able to see the dispute as if one were an observer. This exercise is meant to be fun. Participants will be assigned to a team. The teams will each prepare a “skit” lasting five to ten minutes. Each skit will demonstrate how a conflict starts and escalates. The workbook describes the four major areas that the skit should address. Participants will conclude this activity by presenting their skits. After the skits have been conducted, you can debrief the class by asking what insights or observations they gleaned from this activity.
- This slide describes the major steps for negotiating a conflict between two managers or peers with equal authority. Each step can be briefly reviewed.
- The purpose of this exercise is to give people an opportunity to think about the things that trigger their emotions in conflict, The goal is to give participants a process to work through so they can best manage their emotions in conflicts and to help others do so. The workbook describes the activities for this exercise and questions for debriefing when the exercise is completed.
- A manager may be called upon from time to time to “mediate’ conflict that is between direct reports. The following situations call for such mediation: The conflict has gone unresolved and begins affecting individual performance and possibly the team’s performance. The disagreement is between an assertive employee and a timid less vocal person. The conflict involves illegal conduct such as sexual harassment or a civil rights violation.
- This slide depicts the key steps for mediating conflict between direct reports. Each step can be briefly reviewed.
- This slide introduces the topic of managing conflict in a team setting. It is important for managers to be proactive in leading or facilitating teams and to recognize the inherent role of conflict in team formation.
- This slide defines the role of a facilitator in managing team conflict.
- This slide shows the 11 key steps for managing conflict in a team setting. Each step can be briefly reviewed.
- This film shows two scenarios on managing team conflict. It shows both a right way and a wrong way to manage conflict in a team. This film is about eight minutes long. When the film has been completed, ask participants for comments and observations regarding the material presented in the film.
- This case can be found in the participant workbook. It is designed to present a real-life situation with a dysfunctional team. Participants will work in small groups on this exercise. The task for participants will be to analyze this conflict using any of the models or materials that were covered in class today. When the class has all completed the assignment, ask for volunteers to describe their analysis and solutions.
- This film is by noted author William Ury. It is from the TED series of films and is about 20 minutes long. This is an excellent film to use if you have time. Participants can review it at a later date if there is not enough class time for the film.
- Ask participants to complete the evaluation form individually. After they have completed the evaluation form, in small groups ask participants what they thought was helpful in the class and what they might change or leave out. Thank the participants and invite any to send comments or emails concerning the class to your attention.