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ConflictManagement
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Conflict Consulting Team
Ohireime Oiseomoede Ojeomogha [OJ]Resident Assistant at California State University Sacramento and San Bernardino BA in Organizational CommunicationCalifornia State University Sacramento: May 2006MA in Human Resource Organization Development: Azusa Pacific University: December 2009
Jessica EnglandUndergraduate Admissions Counselor, Azusa Pacific UniversityBA in Business Administration,Azusa Pacific University: May 2007 MA in HR & Organizational Development,Azusa Pacific University: December 2011
Conflict is simply a reality.
Copyright © 2007: Property of Azusa Pacific University 3
Table of Contents
Conflict Management Seminar Goals 4
Objectives 4
Conflict Exercise 5
What is Conflict; Understanding Options 7
Thomas Kilman Conflict Resolution Grid 9
Conflict Engagement Styles 13
Lens of Understanding 14
Position-based Conflict Management 17
Go Below the Line 18
Interest-based Conflict Management 19
Action Plan 20
Recap 21
Conflict Styles Survey 22
Personal Notes 37
Resources 38
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Conflict Management Seminar Goals:
This seminar can be used as an employee development tool for understanding how to work more effectively with different types of personalities, specifically where conflicts are likely to arise.
Conflict management skills can be applied in the work place incorporating all levels of employees and management.
The skills can be transferable to the enrichment of relationships inside and outside of the workplace.
Teaches how to deal with conflict by identifying intent, motive, and behavior.
Objectives: Define conflict and conflict management. Understand how people instinctively react to conflict. Recognize you have a choice in your response. Identify your conflict style and interpret it based on
individual circumstances. Comprehend the “Lens of Understanding.” Be able to classify your’s and other people’s conflict
engagement style. Build an action plan based on your goal for listening,
speaking, and understanding within the conflict. Figure out how to find common interests in order to
resolve the disagreement.
Rayner and Keashley calculate that in an
organization of 1,000 people, if
25% of those
bullied leave, the
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Conflict Exercise: Split into groups of five people.
Spend three minutes trying to resolve the conflict.
Each group member should choose a personality response/role. [person named in scenario, conflict resolution manager, confrontational and opinionated, complainer, non-responder, disagree with everything, etc]
Scenarios for Three Teams:
Scenario 1:
Jerry the supervisor of the finance and accounting department at company AXY is currently in a relationship with his subordinate Cheryl. It is no secret that the two have been recently dating and although the organization frowns on fraternizing there is no strict policy against it. There is no word via the grape vine that the relationship between Cheryl and Jerry, has given her an advantage in getting information about developmental opportunities as well as easy assignments. Cheryl is at a loss at why her colleagues are hostile towards her and the general moral at the finance and accounting department is down.
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Scenarios for Three Teams: Scenario 2:
Bill is unimpressed with the hostile environment and he believes that the people around him play a role in creating that environment. He usually communicates on a weekly basis with his personal coach Tim as a way to reduce his stress. Frustrated with the events of Tuesday, Bill sends an email to his coach naming and complaining about the people in his work environment. However, he accidentally pushes “send all” and it circulates to all the employees including management. The next day he arrives at work and is called in by Sarah his manager. She made copies of the comments he thought he had sent to only his coach.
Scenario 3:
Diversity training is done every year at Biggs based in Los Angeles and is seen by the organization to give them a strategic advantage. The diversity trainer, a recent graduate from an Ivy League school, began the training by playing videos, running case scenarios, and other diversity tools. He seemed confident in his training. However, as soon as he left, issues of differences arouse. Conflict became the norm and employees who were a part of the diversity training accused each other about their ignorance and prejudice. The CEO David Biggswell wants the issues resolved quickly because productivity is at an all time low and he fears more problems may arise.
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What is Conflict?
Conflict is neither a necessary evil nor a signal of defeat. It is simply a reality. Wherever there are people there is conflict. The real issue is not to avoid it, but learn how to manage it.
Conflict: When two or more people attempt to occupy the same space at the same time: physically, emotionally, or intellectually.
Initial / Instinctive Reactions to Conflict: Fight Freeze Flight
Understanding Options Exercise:Connect all of the dots below without lifting your pen.
∙ ∙ ∙∙ ∙ ∙∙ ∙ ∙
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Understanding Options Exercise Answer:
∙ ∙ ∙ ∙ ∙ ∙* ∙ ∙ ∙Two other creative options:
1.____________________________________
2.____________________________________
Opportunity or Danger: Conflicts arise over facts, methods, values, and
goals. If you choose resentment: it’s like drinking poison
and hoping the other person dies.
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Your Choice:
We can choose to respond to conflict in the following manners:
A_____________ A_____________ C_____________ C_____________ C_____________
Thomas Kilman Conflict Resolution Grid: How a person responds to conflict depends on the
value placed on the relationship, mercy, justice, the issue at hand and interests.
Value of Relationship
Importance Placed on Mercy
Response to Other’s Interest
Val
ue o
f Is
sue
Nee
d fo
r Ju
stic
e
Ach
ieve
men
t of
Ow
n In
tere
st
AvoidAvoid AccommodateAccommodate
CompromiseCompromise
CompeteCompete CollaborateCollaborate
Researcher Charlotte Rayner
and Loraleigh Keashley
estimate that 25% of victims
and 20% of witnesses of
bullying leave their jobs,
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Avoid:Do I avoid it or do something about it?
Most commonly used style of conflict management.
Depends on the value of the relationship vs. the value of the issue.
The conflict will typically resurface:o ____________________________o ____________________________o ____________________________
Avoiding takes less effort in the short-run, but has the longest life-expectancy, with the most cost.
Increases ________________ level. Results in ________________ interactions. Fosters low _______________. Reasons why avoiding the issue may be a good
option:o ____________________________o ____________________________o ____________________________
Notes:
__________________________________________________________________________________________________________________________________________________________________________________________
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Accommodate:The value of the relationship is the only thing that matters.
The person who cares the least typically has the most power.
Example of battered spouses’ response to question. When is it appropriate:
o When the issues are unimportant compared to the value of the relationship.
o When you are clearly in the wrong. When is it inappropriate:
o Manipulation when there is a high need for acceptance.
o Belief that accommodation will allow for needs to be met.
o Breeds irresponsibility.
Compete:There is very high concern for personal interests or needs.
Willing to damage or destroy the relationship for the issue.
Goal may not be to harm others, but willing to sacrifice whatever is necessary to achieve personal goals.
Competition requires:o ____________________________________o ____________________________________o ____________________________________
Appropriate:o ____________________________________o ____________________________________
A study of National Hockey League games
played between 1987 and 1992
showed that the more fights teams were in, the more games they lost.
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Compromise:Tolerance is key!
To some degree both positions are maintained and lost.
Neither side is completely satisfied, but it works. When is it appropriate:
o No evil intent is involved.o Difficult to determine a clear-cut solution.o Causes the least amount of harm to the
relationship.
Collaborate:.Requires skill in managing conflict.
Seeks to preserve both the relationship and th value of the issue at hand.
Not all issues are worth “going to the mat.” Used when teamwork is more productive than
compromise or competition. Sincere effort to work with others for a mutually
satisfactory solution. Problem:
o May be more interested in individual’s interest than the company’s.
o Tends to overlook underlying factors causing the conflict.
Not always possible or even desirableo Some parties simply do not care about or
expect a future relationship.
Notes:_____________________________________________________________________________________________________
People want to be heard.
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Conflict Engagement Styles:There are 10 specific behavior patterns that sane people resort to when they feel threatened or thwarted, that represent their struggle with or withdrawal from undesired circumstances.
Tank : confrontational, pointed, angry, ultimately pushy and aggressive behavior towards others.
Sniper : employs the use of rude comments, biting sarcasm or well-timed eye roll, and in the end makes you look foolish.
Grenade : brief period of calm, explodes into unfocused ranting and raving with things typically unrelated to the present work circumstances.
Know-it-all : seldom in doubt; low tolerance when corrected or contradicted and blames others when things go wrong.
Think-they-know-it-all : primarily seeking the attention of others and unlike the know-it-all cannot fool people all the time.
Yes Person : avoids confrontation, typically over commits to work task and can’t accomplish it all because of time constraints.
Maybe Person : procrastinates and waits in the hopes of getting a better choice, but in the end decision makes itself.
Nothing Person : worse than the maybe person he/she gives no feedback.
No Person : mild mannered…fights a never ending battle for futility, hopelessness and despair.
Whiner : complains about everything…seem helpless, overwhelmed and not measuring up to their standards of perfection.
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Lens of Understanding:Understanding helps you communicate effectively, prevent future conflict, and resolve current conflict before it gets out of hand.
Observe the level of assertiveness: o Passive to aggressive.
Patterns to what people focus on in any given situation:
o Task vs. people Figure out the motive:
o Get the __________ Doneo Get the __________ Righto Get Along with _____________o Get Appreciation from ___________
Identify the behaviors:o Based on top-priority in any moment
of time.o When the intent isn’t being fulfilled,
and there is fear that it won’t be completed with the original intent, the person’s behavior changes and becomes one of the following:
Controlling Perfectionist Approval Seeking Attention Getting
Threatened Intent turns into an extreme behavior:
o Tank, Sniper, Grenade, Know-it-all, Think-they-know-it-all, Yes Person, Maybe Person, Nothing Person, No Person, or Whiner.
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Assertiveness Assertiveness & Focus& Focus
Normal ZoneNormal Zone
People FocusPeople Focus
Task FocusTask Focus
AggressiveAggressivePassivePassive
MotivesMotives
Normal ZoneNormal Zone
Get It Right Get It Done
Get AppreciatedGet Along
People FocusPeople Focus
Task FocusTask Focus
AggressiveAggressivePassivePassive
Passive vs. Aggressive
Task vs. People
Get it RightGet it DoneGet Along
Get Appreciated
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Normal ZoneNormal Zone
Get It Right Get It Done
Get AppreciatedGet Along
People FocusPeople Focus
Task FocusTask Focus
AggressiveAggressivePassivePassive
ControllingControlling
Attention Attention GettingGetting
ApprovalApprovalSeekingSeeking
PerfectionistPerfectionist
Gray ZoneGray Zone
BehaviorsBehaviors
BehaviorsBehaviors
NormalNormal ZoneZone
Get It Right Get It Done
Get AppreciatedGet Along
People FocusPeople Focus
Task FocusTask Focus
AggressiveAggressivePassivePassive
ControllingControlling
AttentionAttentionGettingGetting
ApprovalApprovalSeekingSeeking
PerfectionistPerfectionist
Gray ZoneGray Zone
BehaviorsBehaviors
TANKTANK
SNIPERSNIPER
KNOWKNOW--ITIT--ALLALL
GRENADEGRENADE
SNIPERSNIPER
THINKTHINK--THEYTHEY--KNOWKNOW--ITIT--ALLALL
MAYBEMAYBEPersonPerson
YESYESPersonPerson
NOTHINGNOTHINGPersonPerson
NOTHINGNOTHINGPersonPerson
NONOPersonPerson
WHINERWHINER
Gray Zone of Behaviors:
PerfectionistControllingApproval Seeking
Attention Getting
Thwarted Intent Extreme
Behaviors:Tank, Sniper,
Grenade, Know-it-all, Think-
they-know-it-all,
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Position-based Conflict Management:When people differ they usually identify an ___________ over which they differ and take a ___________________ on it.
One or both sides can walk away, perhaps ____________ the conflict.
One or both sides can _____________________, thereby eliminating the conflict.
One or both sides can ________________, which escalates the conflict.
One or both sides can _____________________ their position, perhaps tempering the conflict.
Both sides can give the dispute to someone else for a decision which will decide the matter but which may not resolve the conflict.
EscalateEscalate EscalateEscalate
PositionPosition PositionPositionIssueIssue(Conflict)(Conflict)
InterestsInterests InterestsInterests
No SolutionNo SolutionEnd of RelationshipEnd of Relationship
Jerk-O-Meter is a device invented by Anmol Maden
that uses electronic speech
analysis to provide instant feedback to the person speaking
on factors including stress,
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Go Below the Line The focus of positional-based conflict
management is __________________________ / _______________________________________.
In a collaborative, consensual process, the key is to bring interests into the discussion… to ________________________________________!
Moving from __________________ to _________________ gives the freedom to ________________________________________.
EscalateEscalate EscalateEscalate
PositionPosition PositionPositionIssueIssue(Conflict)(Conflict)
InterestsInterests InterestsInterests
Maintain RelationshipMaintain RelationshipConflict ResolvedConflict Resolved
No SolutionNo SolutionEnd of RelationshipEnd of Relationship
People aren’t completely
rational; don’t ignore emotions.
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Interest-based Conflict Management: The focus moves from the ______________ to the
_________________________. Allows potential for:
o Developing better, more satisfying agreements.
o Creating greater commitment to an agreement.
o Strengthening the parties’ relationships.
o Creating greater organizational effectiveness.
The Shift:
ISSUEISSUE
PROBLEMPROBLEM
Address problems not personalities.
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Action Plan:How do you learn to understand and be understood:
Listen with the intent of understanding:o Blend visibly & audibly.o Backtrack some of their words.o Clarify meaning.o Summarize what you heard.o Confirm to see if you are correct.
Speak with the intent to be understood:o Monitor your tone of voice.o State a positive intent.o Tactfully interrupt any interruptions.o Tell your side in truth.o Be ready to listen again.
Reach a deeper understanding by identifying _________________ and ___________________.
P.E.: ______________ and _______________ the best of others.
Notes:
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
P.O.A.
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Recap: Conflict is simply a reality when two or more people
attempt to occupy the same space at the same time:o Physically.o Emotionally.o Intellectually.
Fight, Freeze, or Flight. Conflict represents opportunity and danger. Thomas Kilman Conflict Resolution Grid:
o Avoid.o Accommodate.o Compete.o Compromise.o Collaborate.
Conflict Engagement Styles:o Tank, Sniper, Grenade, Know-it-all, Think-they-
know-it-all, Yes Person, Maybe Person, Nothing Person, No Person, and Whiner.
The Dr.’s Rick: Lens of Understanding.o Assertiveness and focus.o Motives.o Behaviors.o Thwarted Intentions.
Move from Position-based to Interest-based Conflict Management: GO BELOW THE LINE!
Devise a Plan of Action:o Listen to understand.o Speak to be understood.o Project and expect the best of others.
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CONFLICT STYLES SURVEY
Norman Shawchuch, Ph.D. (1983)
Read Carefully…
In your organization you are active in one or more committees, groups or departments which are responsible for significant programs. The group(s) to which you belong must meet regularly to make decisions. In addition, all group members must assume responsibilities for carrying out the decisions.
Following are twelve situations you encounter; in some of the situations you are the group’s leader, in others you are not the leader. For each situation you have five possible behavioral responses. Please study each situation and the possible responses carefully, then CIRCLE THE LETTER OF THE RESPONSE which you think would most closely describe your behavioral response to the situation.
As you complete the survey, please remember this is NOT a test. There are no right or wrong responses. The survey will be helpful to you only to the extent that you circle the responses which would be most characteristic of your conflict management behavior in that particular situation.
CIRLE ONLY ONE CHOICE FOR EACH SITUATION!
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SITUATION NO 1:
YOU HEAD A TASK FORCE APPOINTED TO PLAN A LARGE
CONFERENCE. ONE MEMBER HAS IDEAS VERY DIFFERENT
FROM THOSE SUPPORSTED BY THE REST OF THE GROUP.
HE/SHE REFUSES TO GIVE IN EVEN A LITTLE BIT. TIME IS
RUNNING OUT.
You would: (Circle one)
A. Meet privately with the differing member to let him know you
were not angry because of his/ her position and encourage
him/ her; for the sake of future relationships to become more
flexible.
B. Ask the differing member to state why his/ her ideas would
result in a better conference. If he/ she was unable to
convince the group you would urge him/ her to go along with
the group’s plan.
C. State that as leader of the group you do not want to make a
unilateral decision, and call for a secret vote on the two plans.
D. Point out that much time had been spent in an attempt to
resolve the differences and, since the majority of the group
was in agreement; move ahead with the group’s plan.
E. Ask the differing member to list points of disagreement with
the group’s plan, and to define why his/ her ideas would
result in a better conference. Then you would provide a
process for the group to reevaluate its own plan in light of the
information.
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SITUATION NO 2:
FROM YOUR POINT OF VIEW THE CHARIPERSON OF YOUR
COMMITTEE HAS INAPPROPRIATELY USED HIS/ HER
POSITION TO INFLUENCE A DECISION WITH WHICH YOU
STRONGLY DISAGREE.
You would: (Circle one)
A. Point out your perceptions to the group encouraging
others to also reflect on the process by which the decision
was reached. Press for policies to prohibit future
inappropriate use of the chair’s position.
B. Let the chairperson railroad the decision and simply let
the group live with the results, since they allowed the
chairperson such freedom.
C. Challenge the inappropriate behavior of the chairperson
and move for a recall of the decision.
D. State your perceptions and ask the chairperson to defend
the behavior. If after the defense you were still convince
the chair’s position had been used to influence the
decision, you would move for a recall of the decision.
E. Rather than putting the chairperson “on the spot” in front
of the group, you would bite your tongue and keep your
feelings to yourself.
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SITUATION NO 3:
YOU ARE RESPONSIBLE FOR A PROGRAM WHICH IS
STRONGLY SUPPORTED THROUGHOUT THE
ORGANIZATION, YOU HAVE ANNOUNCED YOUR PLANS
FOR THE COMING YEAR AND ARE BEING STRONGLY
OPPOSED BY ANOTHER GROUP WHOSE OWN PROGRAM
HAS PROVEN INEFFECTIVE.
You would: (Circle one)
A. Prepare convincing information to support the need for
your program ideas, communicate this to the entire
organization, and proceed with your program as planned.
B. Feel your long-term relationship with the opposing group
was more important than your program plans, and
withdraw your plans.
C. Welcome the conflict as an opportunity to identify shared
concerns and goals, and to promote better working
relationships with the opposing group.
D. Attempt to find a solution that everyone could live with, by
asking for an opinion by the top officials.
E. Meet with the group to explain your rationale for planning
your program, inquire into the reason for their opposition,
and seek middle ground agreements.
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SITUATION NO 4:
YOUR GROUP HAS MET OFTEN TO WORK ON PLANS FOR
THE COMING YEAR. THERE IS MUCH DISAGREEMENT
BETWEEN CERTAIN MEMBERS. YOU ARE AWARE
CONFLICT IS BREWING.
You would: (Circle one)
A. Encourage the group to settle their differences so they
might not interfere with the planning.
B. Instruct the parties to get the differences out on the table
in order that the entire group might search for mutually
acceptable solutions.
C. Tell them they don’t have to like each other, but they must
work together to get the planning done.
D. Reduce the tensions by allowing more time for informal
conversation and schedule more breaks during the
meetings to allow persons to get away from the work for a
few minutes.
E. Try to avoid open confrontation by sensing where persons
are in relation to the issues and steering the discussion to
consider middle ground alternatives.
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SITUATION NO 5:
YOU SERVE ON A STAFF OF THREE PERSONS. THE HEAD
OF THE STAFF IS INSENSITIVE AND AUTOCRATIC. THE
OTHER MEMBER IS VERY ANGRY. IT IS ONLY A MATTER OF
TIME BEFORE HOSTILITIES WILL OCCUR BETWEEN THEM.
You would: (Circle one)
A. Tell them their behavior is interfering with staff
effectiveness, insisting they lay their personal animosities
aside and begin putting their energies activity.
B. Remain silent whenever they begin to argue, hoping they
would work it out, or that the angry staff member would be
able to fend for him/ herself.
C. Encourage them to lay their hostilities aside since conflict
of this intensity might leave deep personal scars.
D. Try to avoid outright, hostile confrontation by emphasizing
the need to reach agreement on roles and responsibilities
that everyone could live with.
E. Share your observations of their behavior, ask each of
them to state their own opinions, and press for a
redefinition of working relationships to reduce the
hostilities.
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SITUATION NO 6:
AFTER MUCH CONFLICT, TWO GROUPS WITHIN THE
CONGRRGATION HAVE DEADLOCKED OVER PROPOSED
USE OF SOME OF THE CHURCH BUILDING. YOU HAVE
BEEN REQUESTING TO MEET WITH THEM TO ASSIST IN
BREAKING THE DEADLOCK.
You would: (Circle one)
A. Consider both sides of the agreement before stating your
solution to the problem.
B. Encourage an open airing of their feelings and attempt to
get the group to decide on a compromise plan everyone
could live with.
C. Encourage them to work through their differences, being
careful not to cause unnecessary pain for themselves or
the congregation.
D. Remind them that as an “outsider” you actually could do
very little to solve the problem, but you were willing to
help in whatever way you could.
E. Lead a process to allow airing of the differences, and to
search for a naturally satisfactory alternative.
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SITUATION NO 7:
INFLUENTIAL MEMBERS HAVE BECOME DISSATISFIED
WITH YOUR LEADERSHIP AND ARE INSISTING YOU
RESIGN. SOME ARE THREATENING TO LEAVE IF YOU DO
NOT. OTHERS ARE SUPPORTING YOUPRIVATELY, BUT ARE
TAKING NO PUBLIC STAND.
You would: (Circle one)
A. Inform the group you have no intention of resigning, and
you want an open airing of the grievances in order that
some middle ground may be reached.
B. Assume the public silence of some members indicates
consent, and not wanting this group to lose any members;
you would resign.
C. Determine the number demanding your resignation, and
of your silent supporters. Having decided the majority was
not calling for your resignation, you would announce your
intention to stay.
D. Go to those opposing you to tell them you still care about
them, and do whatever you could to restore good
relationships.
E. Arrange a meeting with your opponents and supporters to
discuss and search for ways to reduce the tensions and
restore working relationships.
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SITUATION NO 8:
YOUR SECRETARY, A RESPECTED MEMBER OF YOUR
CHURCH, HAS WORKED FOR YOU FOR ONE YEAR. THE
QUALITY OF WORK IS VERY UNSATISFACTORY. YOU ARE
GETTING A GROWING NUMBER OF COMPLAINTS.
You would: (Circle one)
A. Encourage your secretary to identify anything in the office
situation that may be adding to the problem, and agree
upon steps to correct the situation.
B. Increase compliments for task satisfactory done gently
pointing out trouble spots.
C. Live with the situation a while longer, hoping your
secretary would begin to catch on to the office work.
D. Point out the problems with work performance, and if after
a reasonable time it was still unsatisfactory, you would fire
him/ her.
E. State your disapproval with the performance asking for
your secretary’s help to outline areas in which change
was necessary, and steps to bring about improved
performance.
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SITUATION NO 9:
YOUR GROUP IS CARRYING ON A VERY EFFECTIVE
PROGRAM. SOME MEMBERS ARE ADVOCATING CERTAIN
CHANGES BUT OTHERS ARE DECLARING THE CHANGES
WILL WEAKEN THE PROGRAM. TENSIONS ARE RISING.
YOU HAVE NO STRONG FEELINGS EITHER WAY.
You would: (Circle one)
A. Encourage the group to settle their differences, being
careful no one is hurt in the process.
B. Listen to all sides of the issue before deciding what steps
to take to resolve the conflict.
C. Keep the opposing groups from outright confrontation by
suggesting middle of the road alternatives. If this failed,
you would establish ground rules for avoiding deadlocks.
D. Bring the opposing sides together, define the issues as
you see them, and suggest a process for resolving the
conflict.
E. Allow the group to settle the matter on its own.
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SITUATION NO 10:
A CLOSE FRIEND WITH WHOM YOU WORK WITH IS
PUSHING FOR A DECISION WHICH YOU BELIEVE IS
POTENTIALLY DAMAGING TO THE WORK OF THE ENTIRE
ORGANIZATION.
You would: (Circle one)
A. Demonstrate your happiness with his/ her position by
refusing to discuss the matter at all.
B. Refrain from stating how strongly you disagree, hoping
he/ she would change without being pushed to do so.
C. Openly express your position on the matter attempting to
negotiate a position both of you could live with.
D. State your position on the matter attempting to negotiate
a position both of you could live with.
E. State exactly why you think his/ her position is
unreasonable and dangerous, urging him/ her to change
the position.
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SITUATION NO 11:
YOU ARE A MEMBER OF A TASK FORCE APPOINTED TO
PLAN A LARGE CONFERENCE. YOU HAVE IDEAS VERY
DIFFERENT FROM THE REST OF THE GROUP, AND ARE
CONVINCED YOUR PLAN WILL RESULT IN A BETTER
CONFERENCE.
You would: (Circle one)
A. Disagree but not argue since you are one against many.
Neither would you feel obligated to publicly support their
plan.
B. Encourage the group to review both plans, identify points
of agreement and disagreement, and press for
alternatives to reflect the best features of both.
C. Use all of the influence you had in the group to get your
ideas incorporated into the final plan.
D. Outline your disagreements with the group’s ideas and
offer to join with them in building a compromise plan.
E. Go along with their ideas not wanting to block the group’s
work simply because you were not personally pleased
with their plan.
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SITUATION NO 12:
YOU HEAD A COMMITTEE WHOSE EFFECTIVENESS
DEPENDS UPON THE COOPERATION OF ANOTHER GROUP
ENGAGED IN POWER AND AUTHORITYSTRUGGLES WITH
TOP LEADERS. THE CONFLICT IS AFFECTING THEIR
PROGRAM, AND YOURS.
You would: (Circle one)
A. Bring all the parties together to discuss the situation,
seeing to it that the needs of your group were included in
any agreement which was negotiated between the other
group and top leaders.
B. Strengthen your relationship with the other group by
expressing understanding of their position, while at the
same time being careful not to hurt the relationships with
top leaders.
C. Stay out of the conflict by structuring your program to be
less dependent upon the support of the other group.
D. Bring the parties together to explain how the conflict was
affecting your own program, and offer to mediate a
mutually acceptable resolution to the conflict.
E. Meet with the group to point out that your own program
was being adversely affected by their conflict with the top
leaders, and press for immediate solutions to the
problem.
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HOW TO SCORES THE SURVEY OF YOUR CONFLICT STYLES…
Order and Range of Style Preferences
1. On FIGURE 1, circle the same letter for each situation that you circled in your survey. (This designates the CONFLICT STYLE you chose for each situation.)
2. TOTAL the number of choices (circles) for each CONFLICT STYLE and enter the sub-totals in the spaces provided for these SCORES.
3. Transfer these scores onto the SCORE column of FIGURE 2, in descending order of magnitude.
FIGURE 2 now provides you with two important insights into your conflict behavior:
1. A rank ordering of your CONFLICT STYLES PREFERENCES. The style receiving the highest score is the style you prefer most, etc.
2. The RANGE OF STYLES, or number of styles, you are able and / or willing to utilize.
These two pieces of information say something about your general philosophy and orientation toward conflict. For example, the style receiving the highest scores will tend to be your preferred conflict behavior, the style with which you feel the latest tension. The style receiving the second highest scores will tend to be the style you will “fall back on” as the conflict tensions increase.
The number of times you chose each style suggests the strength of preference you give to each style.
Copyright © 2007: Property of Azusa Pacific University 36
SITUATIONS RESPONSE CHOICES#1 E A C D B#2 A E B C D#3 C B D A E#4 B D A C E#5 E C B A D#6 E C D A B#7 E D B C A#8 A B C D E#9 D A E B C#10 C B A E D#11 B E A C D#12 D B C E ASCORES
Co
llabo
ratin
g
Acc
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Figure 1
ORDER OF YOUR STYLE PREFERENCES
CHOICE STYLE SCORE
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Figure 2
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Knowledge is power.
Francis Bacon
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Resources
Lowry, R.L. & Meyers, R.W. (1991). Conflict Management and Couselign (Resources for Chrsitian Counseling). Nashville: W Publishing Group.
Brinkman, R. & Kirschner R. (2004). Dealing With People You Can’t Stand: How to Bring Out the Best in People at Their Worst. San Francisco: McGraw-Hill Companies.
Sutton, R.I. (2007). The No Asshole Rule: Building a Civilized Workplace and Surviving One That Isn’t. Canada: Sphere.
Robbins, S.P. (2002). The Truth About Managing People…And Nothing But the Truth. Boston: FT Press.