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

FREQUENTLY ASKED QUESTIONS

Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.

General

Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.

Q. What sets the Academy apart from other institutions?
A.  A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson).  So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.

Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.

Q. If I do a shorter course first, can I get credits towards a certificate or diploma later?
A. Yes. We will assess previous studies to give you appropriate credits.

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A. Yes, you can view all available payment options here.

Q. Do I get a discount if two of us enrol together?
A. Yes. You may claim a 5% discount on fees if you both enrol in courses at the same time.

Q. Do I get a discount if I enrol in a second course?
A. Yes. You will be offered a 10% discount on subsequent courses you enrol for.

Q. Can I use more than one discount code when enrolling for my course?
A. No. You can only use one discount code chosen by yourself per course, when more than one is available.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby)
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.

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Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.

Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.

Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member.  Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list  of recognition and memberships 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.

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.

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. You’re under no pressure to finish by a certain deadline.

Q. Completing the course- how long will it take?
A. Completion of  modules varies from student to student.  Many factors come into play  such as work commitments and family life- there are always distractions.  Some students work quicker than others.  For a 100 hour module many students will take up to 3- 6 months,  others take less time and some are even longer. It’s all up to you.  There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.

Q. What learning formats are there?
A.  Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module

Correspondence:  You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.

Assessments

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, or you can visit us in Canterbury, England to sit the exam if want to.  Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes – If you’re not happy with your work submitted you may re-submit the assignment again.

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. The number of lessons per module varies from module to module. See the course content from our website for further details.

Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.

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; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.

Qualifications

Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.

Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels 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. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.

Q.  What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript.  The Transcript will list your GPA.  Each 100-hour module is worth 3 credit hours.

Exams

Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification.  Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.

Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam.  Many students prefer this option as they find researching the material for the project sharpens their research skills.

Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.

Q. Do I have to sit for the exam at the Academy? 
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.

Q. Are there any exam fees?
A. There are no exam fees.  However, for some public examinations such as the ICB (Bookkeeping) and RHS courses exam fees do apply.  See course content for details.

Tutors

Q. Our tutors – who are they?
A.  We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience.  Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.

Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.

Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.

Q. If I don’t agree with / like my tutor can I request a change?
A. Yes – we try to accommodate and meet student’s needs and a change of tutor may be arranged.

Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service.  Contact can be made via the Student Zone, email, or by phone.

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.