Lesson Structure: Conflict Management BPS201

1  Conflict Management and Anger

• Introduction
• 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

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.

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.

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 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
• Bound by strong ideological principles

EBook to Compliment this Course

Leadership EBook

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

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A. To find out more about this part of the course please visit the section on How Our Courses Work here.