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Conflict Management course online. Learn strategies to manage conflict effectively. Age conflict can destroy relationships and lead to increased stress, or it can improve our relationships and give us a greater sense of control over ourselves and our environments. Explore the causes and effects of conflict. Learn how to manage it through effective communication, active listening, and problem solving. Develop your ability to use facilitation, negotiation or mediation in group situations to achieve win-win solutions.
This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA – The Complimentary Medical Association. On completion of any qualifying module, you can join as a “Fully Qualified Practitioner” and be entitled to use the post-nominal latters “MCMA” after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
This accredited Level 3 course is ideal at those working in, or wanting to work in:
Conflict Handling Techniques: Conflict Handling Styles, Advantages and Disadvantages of Different Conflict Management Strategies
Anger: Approaches to Anger, Anger Management, Anger Management Techniques, Strategies for Dealing with Anger in Yourself and Others
2 Listening
Channels of Communication
Listening: Stages of Listening, Obstacles to Listening, Empathic Listening, Ground Rules, More than Listening,Listeners in Control, Emotions, Separate People from the Problem, Traps for Listeners
3 Negotiation
Negotiation: Definitions, The Establishment Group, The Community Group, Bargaining in Negotiations, Win-Win Bargaining/Integrative Bargaining, Being a Skilled Negotiator
The Joint Problem Solving Approach: Characteristics of Effective Negotiating Behaviour, Writing a Brief, Guidelines for Negotiating, Negotiation Mistakes, Emotions, Dealing with Difficult People, Finding a Solution
4 Mediation
What is Mediation?
When is Mediation called for?
The Mediator’s Responsibilities
Mediation Process: Mediation Model 1, Mediation Model 2, Case Study – Alternative Dispute Resolution
5 Facilitation
Facilitation: Preparing for a Facilitation Meeting
Attributes of a good Facilitator: Stress, The Fight or Flight Response
Symptons and Effects of Stress: Confidence in Conflict Management
A Stress Management Response Program
6 Balance of Power
Problems with Negotiation: Re-entry, Power Imbalance, Dealing with Power Imbalances, Verbal Bullying, Asking Questions, Information and Experience, Agenda Setting, Role-plays, Needs Exploration, Ending the Meeting
7 Discussion and Group Work
Managing Group Conflict
Group Conflict Management Exercises: Anger Exercises, Listening Exercises, Negotiation and Mediation Exercises, Joint Problem Solving Exercises, Role Play Exercises
Conducting Structured Exercises in Small Groups: What to Avoid, Evaluation
8 Crisis Analysis and Responses
Crisis Analysis: Responses to crisis (Physical, Mental, Emotional, Behavioural), Guidelines for Approaching a Crisis Situation
Interventions: Principles of Crisis Intervention, Goals of Crisis intervention, Crisis Intervention Techniques, Debriefing
Learning Goals
Learning Goals: Conflict Management BPS201
Describe the nature of human conflict and ways to manage it.
Explain the importance of listening when dealing with conflict situations, and appreciate different listening techniques.
Define negotiation and discuss the process of negotiation
Define mediation and discuss the process of mediation
Define facilitation and discuss the process of facilitation
Discuss problems that may arise through negotiation, in particular, balance of power and its connotations
Explain the importance of working in groups as a means of learning how to deal with group conflicts
Explain ways of understanding and dealing with different types of crisis.
Practical (Set Tasks)
Practicals:
Different types of conflict handling styles
Dealing with Anger
Controlling listening and Traps for listeners
Empathic listening
Negotiation between community and establishment
Practical suggestions for negotiation, breaking the rules, alternatives
Responsibilities of a mediator, mediation processes, agreements, team work, settling behaviours
Factors influencing the balance of power
Role play
Conducting structured experiences in small groups
Conflict is destructive when it:
Diverts energy away from important work or other issues (consider, much scientific and social progress has been made during war times. This is not to say that war is good, but that conflict can encourage progressive thought and action)
Destroys morale
Polarises groups
Deepens differences in values
Produces violence
Conflict is constructive when it:
Opens up and clarifies important issues and helps solve them
Increases involvement of individuals in important issues
Makes communication more authentic
Releases pent-up emotion, stress or anxiety
Helps build group cohesiveness
Helps individual growth, provided there is reflection on the conflict
This course will provide you with a range of conflict management techniques. You will gain an understanding of conflict and how we can work to avoid conflict. Learn a wide variety of things, through a combination of reading, interacting with tutors, undertaking research, practical tasks, etc. Develop your ability to manage conflict situations, as a counsellor, manager, supervisor, or simply a concerned person.
Examinations
Program Summary
More Information
Excerpt from the Course
When groups negotiate, they will usually expect there to be some give and take. They may have related goals, that they cannot accomplish alone, but they usually do not want exactly the same thing. This interdependence can lead to a win-lose or win-win situation and the type of negotiations used will vary according to this.
The groups will either try to
Force the other group into meeting their demands
Modify their opposing positions
Move towards a compromise
Invent a solution that meets the objectives of all parties
Once negotiation has started, the attitude as well as the skill and experience of the negotiators will determine the particular success or failure of a session. In its crude form, negotiation can be seen as bargaining, sometimes even as a game.
One of the key causes of change is the mutual adjustment that can occur during a negotiation. Both parties will be aware that if they can influence the other party, then the other party can influence theirs. Effective negotiators will attempt to understand how people adjust and readjust their positions based on what the other group does or is expected to do. Parties may exchange information and try to influence each other. The process of making concessions and give and take is necessary for a settlement to be agreed upon. If one party is not willing to accept any proposals, there may be a breaking off of negotiations.
Conflict often arises between an “establishment” group (e.g. Municipal council, police or business management) and a “community” group (e.g. association of tenants, a workers’ association or parents’ committee). It also arises between two individuals where one or both parties wishing to tackle conflict issues. Negotiation is called for, sometimes urgently, but how can we start to arrange it? It is useful to begin by looking objectively at the nature of the two groups. Here are some of the main differences:
The Establishment Group
The Community Group
Often a single entity (church, government department)
Often a group of autonomous organisations. Membership fluid and not always clearly defined.
A permanent institution
Usually a temporary or ad-hoc grouping of organisations
Stable
Stability can fluctuate
Clearly defined structure
Loose structure
Usually clear lines of authority (Can move outside formal structure)
Unclear power structure; shifts of power not uncommon
Usually capable of quick action
Action may require lengthy consultation with membership. Extended internal negotiation may be required before decision making.
Primary concern is usually with substantive programs (e.g. implementation of specific laws or regulations)
Often perceives issues in terms of justice, fairness and other beliefs related to human rights
More power and resources
Less power and resources
The above comparisons provide a general background to the main problem, which is that of getting negotiation procedures started. It is also important to analyse the specific reasons why either or both parties are not willing or ready to come to the negotiating table in a specific situation. This will indicate the areas in which facilitative groundwork has to be done, either by members within the groups, or by third parties. Here are some of the reasons which may prevent constructive negotiation.
The Establishment Group
Doesn’t recognise the problem
Doesn’t recognise the seriousness of the problem
Believes conditions will improve without negotiations
Doesn’t acknowledge the legitimacy of the protest group
Doesn’t trust the protest group
Doesn’t believe the protest group is representative of the community
Doesn’t believe the group can sustain the protest
Lacks the political support necessary from its constituency to negotiate with this group at this time, on this issue
Bad timing, overriding political concerns (imminent election contract renewal)
Doesn’t want to give up power or resources
Would appear to be backing down if it agreed to negotiate
Is bound by strong ideological background
The Community Group
Needs time to build community support
Needs protest activity to gain community support
Needs time to heighten community awareness
Hasn’t finally decided on what is and what is not negotiable
Internal dissension (power struggle for leadership
Personal agendas of leaders (fear of losing jobs or losing elections)
Doesn’t trust the establishment
Wants to go to court for legal precedent
Would appear to be backing down if it agreed to negotiate
An invaluable guide to the theories and practicalities of leadership – this fascinating in-depth guide helps to explain what makes a good leader and how the skill can be developed.
Leadership
by the Staff of ACS
Leadership eBook course online. What makes a good leader? Is it an innate personality trait or a skill that can be aquired? This book is an excellent guide to the theories and practice of leadership. It is full of interesting facts about social dynamics and examples of leadership styles. For those who are curious or in need of some leadership skills, this book will provide both entertainment and advice.
Leadership is a two-way relationship and it is important to recognise this. If there are no followers, there is no leader. Leadership therefore involves the obedience and willingness of followers. Leadership is also based on good will and cooperation. Leadership can exist through force and threat, but a leader will not usually maintain this relationship for long. Leadership can also be specific to a certain situation.
There are differences between leadership and power.
Where leadership generally suggests that following the leader is optional, power suggests an ability to control or command others, where the person does not have the option to follow – they are either forced to follow, or are so overwhelmed by the power that they follow without thinking. When we think of historical leaders, we generally think of people that inspired others to greatness, such as Nelson Mandela or Mahatma Gandhi. If we think of people in history with a lot of power, we think of political dictators, or people such as Adolf Hitler, who had control over people without them necessarily having a choice. Power, of course, does not have to be a bad thing. In combination with high integrity, a leader with power can create the extraordinary.
In the home environment, the difference between power and leadership can be demonstrated in a different way – a baby has the power to change the behaviour of his/her parents, but this influence is not the same as leadership in the family.
Is there a specific personality that demonstrates that a person is a “great leader”? Whilst some personality traits lead to a natural inclination to be a leader, personality traits will not necessarily determine a person’s leadership aptitude.
A leader may also have other qualities such as superior tact, superior intelligence, superior strength, superior knowledge, superior oratory skills, or superior power. Some or all or none of these can lead to attaining leadership. These things may be important, but they are not necessarily essential. It is also the ability to set new goals and reach new expectations for themselves and for the group they influence.
CHAPTER 1 NATURE, SCOPE & SCALE OF MODERN LEADERSHIP
What is leadership?
The nature of leadership
Leadership and group behaviour
The roles of leaders
Functions of leadership
Leadership and motivation
CHAPTER 2 LEADERSHIP TOOLS
Leadership training
Personal skills
CHAPTER 3 LEADERSHIP EFFECTIVENESS
Introduction
Modern contingency approach
Leadership expectations
Managing group values
CHAPTER 4 PROBLEMS & SOLUTIONS
Introduction
Group dynamics
Problem solving
Case study
CHAPTER 5 RECENT HISTORY OF LEADERSHIP
Leadership styles
Situational factors
Decision making
Conclusion
CHAPTER 6 CHOOSING A LEADER & LEADERSHIP OPPORTUNITIES
Leadership selection criteria
Types of leaders
How people become a leader
Risk factors
Leadership opportunities
CHAPTER 7 CASE STUDIES
Specific cases
The dark side of leadership
World leaders
Assessment
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
Choose Your Learning Method You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
Tutor Allocation Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
Feedback and Assignments Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
Set Tasks and Self-Tests Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Exams Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead. Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
Design Your Own Qualification ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FAQ
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
General
Q. Why should I enrol with the Academy for Distance Learning? A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books? A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc) A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit? A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date? A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy? A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students? A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Enrolment
Q. When can I enrol/start? A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world? A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course? A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take? A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Assessment
Q. Assessment – how does it work? A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do? A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work? A. Yes –
Q. How many assignments do I need to complete for each module? A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done? A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Qualifications
Q. What qualification will I receive? A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification? A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript? A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Tutors
Q. Our tutors – who are they? A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time? A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done? A. To find out more about this part of the course please visit the section on How Our Courses Work here.
Career Options
What's Included
What your tuition fees include
All Course Material via Online, USB or Correspondence
Assignments Marked
Professional Tutor Feedback
Set Tasks - Practical Exercises to help you develop skills
Self-Tests – multiple choice questions at the end of lessons in most modules
Unlimited Personal Tutor Support – via our student classroom
Committed and Friendly Admin Support – vital to your success
All ADL Exam or Project fees (exception RHS exams)
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q: When can I Enrol/Start My RHS Course With ADL? A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas? A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification? A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)? A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications. A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include? A: Includes Power Point Presentations, Videos and written course lessons.
RHS EXAMS
Q: When Do Exams Take Place? A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams? A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK. Overseas: please email RHS qualifications direct for centre information.
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By submitting this form, I provide my consent to ADL to contact me via email or telephone, regarding the course I selected. All information provided is protected in conformity with our Privacy Policy.
This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
Leadership