SEM 411 – A1 COURSE SYLLABUS
Alternative Dispute Resolution
Lec.
A1 – Fall 2021
Time:
Mondays, 2:00 - 4:50 pm
Classroom: Main classroom is Business B-05. We will also have breakout rooms in Tory.
Instructors: Anita V Slomp
avmediation@gmail.com
780-991-5556
Judith Lake
judith@TheResolutionGroup.ca
780-669-0941, ext. 103
Office Hrs: Please feel free to call Anita or Judith between 10:00 am to 5:00 p.m. M-F or email
any time.
Course Syllabus
Policy about course outlines can be found in Course Requirements, Evaluation Procedures and Grading of the
University Calendar Course Requirements, Evaluation Procedures and Grading.
Required Texts
1. Course Package, SEM 411 – Alternate Dispute Resolution
2. Harper, The Joy of Conflict Resolution, New Society, 2004
It is highly recommended that The Joy of Conflict be read prior to commencement of
classes. It is a fun and easy read and is a great foundation for the other course
materials. Take advantage of the opportunity to apply the concepts and skills to
disputes in your personal and professional life by completing the “theory to practice”
reflections at the end of each chapter.
Recommended Text
1. Picard, Mediating Interpersonal and Small Group Conflict, Golden Dog Press, 2002
2. Fisher and Ertel, Getting Ready to Negotiate, Penguin, 1995
Course Objectives and Learning Goals
Conflict is a necessary part of the human experience. It’s an expression of our diversity. It reflects our
dynamism as a species. Conflict can be enriching or it can be destructive. This course will focus on ways
to derive benefits from conflict. Through conflict we have the opportunity to learn, to strengthen
relationships, to solve problems, to make decisions or to set organizations on pathways to success. This
course provides detailed, hands-on practical experience with various methods of managing and resolving
conflict, including essential communication, mediation and negotiation skills. The course concentrates as
well on assertive expression and anger management.
Course Organization
This course will include presentations by the instructors and coaches and large-group discussion,
generally for the first hour of each class. The other two hours will generally consist of small groups, each
with a coach, in which various skills are practiced. There will be an opportunity to practice skills, share
approaches and challenges, and to practice mediation and negotiation.
Notes from General Faculties Council
“The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are
expected to be familiar with these standards regarding academic honesty and to uphold the policies of the
University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code
of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially
result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic
dishonesty is a serious offence and can result in suspension or expulsion from the University.”
University Policy on Recording
Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching
environment by students is allowed only with the prior written consent of the instructor or as a part of an
approved accommodation plan. Student or instructor conent, digital or otherwise, created and/or used
within the context of the course is to be used soley for personal study, and is not to be used or distributed
for any other purpose without prior written consent from thje content author(s).
Overall Grading
Your grade will be based partly on your absolute performance in the class and partly based on your
performance relative to the other students in the class. Differences in absolute marks between the top of
the class and the bottom can be small because students in this class are talented and perform well.
Mark Assignment
There are no exams. There will be two assignments, one quiz, one term paper and one reflective learning
journal to be handed in for marking. Marking will be based on the following:
1. Assignments (2 total) will constitute 20% of the total mark. Each assignment will be
worth 10 marks.
2. Two quizzes will constitute 25% of the total mark.
3. One term paper will be worth 35% of the total mark.
4. Your reflective learning journal will be worth 10% of the total mark.
5. Class participation and small group work will constitute 10% of the total mark.
Participation marks will be based on attendance, participation, and willingness to
practice and demonstrate the skills and principles of interest-based conflict
resolution. Coach and Peer evaluations will also be used to determine participation
marks.
Two assignments worth 10 marks each
2 x 10% = 20%
Two quizzes worth 10 marks each
2 x 10% = 20%
Reflective learning journal
1 x 10% = 10%
Term paper
1 x 35% = 35%
ASSIGNMENTS TOTAL
85%
Class and group participation
15%
COURSE TOTAL
100%
2
Course Schedule
Notes: 1. With the exception of the first class, assigned readings are to be completed before
the relevant class. This is crucial, because the small group work depends on having
read and understood the material. Readings are heavier in the first few weeks to
enable students to begin using the skills right away. The recommended readings are
to broaden your knowledge base and support your integration of the concepts.
2. Schedule is subject to change.
September 13
Class #1 - Course Overview, Marking, Introduction to Conflict Management,
Application in the Workplace and Personal Life, Conflict Styles.
Assigned Reading:
Course Package Ch. 1, 2 and Harper Ch. 1-3
Recommended Reading:
Picard Ch. 1, 3
(Exercises in the course package will be completed in class)
20
Class #2 - Values, Conflict Cycle, Paradigm Shifts, Communication Skills.
Assigned Reading:
Recommended Reading:
27
Class #3 - Assumptions, Communication Skills, Deep Interests.
Assigned Reading:
October
04
Course Package Ch. 3, 4; Harper Ch.9-12
Picard Ch. 4
Course Package Ch. 5, 6; Harper Ch. 4-6
Class #4 - Introduction to Mediation (including case building),
Pre-Mediation Demonstration.
Assigned Reading:
Recommended Reading:
Course Package Ch. 10
Picard Ch. 2, 5
Quiz #1 at the beginning of class. (20 minutes)
10%
Watch Mediation Video (eClass) prior to next class.
11
No classes – Thanksgiving Holiday
18
Class #5 - Challenges in Mediation – Power, Culture, Ethics, Mediation Practice.
Assigned Reading:
Assigned Watching:
Course Package Ch. 9; Harper Ch.13
Mediation Video (on eClass)
Assignment 1 is due by the beginning of class.
Please email your assignment to both instructors.
3
10%
October
25
Class #6 - Introduction to Negotiation, Mediation Practice.
Assigned Reading:
Recommended Reading:
November 01
Course Package Ch. 11; Harper Ch. 14
Fisher and Ertel Ch. 1-5
Class #7 - Assertiveness, Mediation Practice.
Assigned Reading:
Course Package Ch. 7; Harper Ch. 13
Assignment #2 is due by the beginning of class.
Please email your assignment to both instructors.
10%
Watch Negotiation Video (eClass) prior to next class
November 08
15
No classes – reading week.
Class #8 - Anger Management, Negotiation Practice.
Assigned Reading:
Recommended Reading:
22
Course Package Ch. 8; Harper Ch.7 and Ch. 8
Fisher and Ertel Ch. 6-10
Class #9 - Negotiation Practice
Assigned Reading:
Harper Ch. 15
Quiz #2 at the beginning of class. (30 minutes)
29
Class # 10 - Negotiation Practice, ethics
Term Paper is due at the beginning of class.
Please email your paper to both instructors.
December 06
15%
35%
Class #11- Last class - Negotiation Practice, Class Debrief
Final Learning Journal is due by December 13.
4
10%
SEM 411 ASSIGNMENTS
ASSIGNMENT 1
Mediation Case Building (Pre-Mediation)
Purpose of Assignment: To connect with mediation client, build trust and establish commitment
to mediation.
Your responsibility in case building is to interview the parties, determine their willingness to
mediate, explain the process, and prepare notes for the mediator(s) so that they are prepared to go
into the mediation. Use the guidelines on pages 114-120 of Picard and page 76 of the course
package.
Your notes (the mediation hand-in assignment) should provide the mediators (in this case the
course instructor) with enough information so they can be prepared to meet with the parties with
enough understanding of the dispute and how each party views it (positions, issues, and potential
interests) to proceed with the mediation after introductions.
The assignment requires each co-mediator to meet with one of the parties prior to the mediation
and conduct the pre-mediation interview, then write up the notes to hand-in to the instructor.
Marking Criteria for Assignment # 1 (10 marks total)
Distribution of marks: 2 marks for identification of positions, 2 marks for identification of
neutral issues, 2 marks for identification of interests, 2 marks for demonstrating how you invited
their commitment to mediate and their response; and 2 marks for an overview of the situation.
Use these headings to simplify completing this assignment.
Length: 1-3 pages, double spaced, 12 font.
ASSIGNMENT 2
Negotiation Preparation
Purpose of assignment: To allow reflective preparation for the negotiation.
Use the preparation questions in your course package and the template provided to prepare for
the negotiation to which you were assigned to be the skilled negotiator.
Marking criteria for Assignment # 2 (10 marks total)
Distribution of marks: 5 marks for your written evidence of reflective self-understanding of your
position(s), issue(s), interests, BATNA, WATNA, options, and objective criteria and 5 marks for
your preparation towards understanding the position(s), issue(s), interests, BATNA, and
WATNA for the other party. Point form is acceptable for this assignment. Fill in the handout
provided to complete this assignment.
5
Negotiation Preparation
Mine
Theirs
Initial position
(or solution)
Issues
(neutrally
worded)
Interests (and
self-disclosure
and story around
the interests)
What is
important, why is
it important, how
did it become
important?
BATNA
WATNA
Possible
Solutions
How do solutions
satisfy interests?
6
Possible objective
criteria I could
suggest, if we are
at an impasse
Possible
questions to ask
What
assumptions am I
making?
DESC to clarify
assumptions
DESC for
assertiveness
7
TERM PAPER
Purpose of Assignment: This paper will demonstrate your learning and understanding of the
Principled Interest Based Mediation or Principled Interest Based Negotiation process with the
integration of the values, operating principles and concepts needed for resolving conflict.
Explain how the values (Honesty, Respect, Fairness and Equality) are implemented in each stage
and why they are important.
Use a personal conflict that you have resolved or have yet to resolve, or, a current local,
provincial, national or international conflict that could appropriately be resolved collaboratively
as a case study. Provide a summary of the conflict by way of an introduction.
As you formulate each stage of the four-stage model, including your preparation or premediation interviews, explain with detail how the values of honesty, respect, fairness and
equality inform and govern your Mediation or Negotiation. Write how YOU, as the mediator or
skilled negotiator, would navigate the model and explicitly integrate each of the values in each
stage of the model. Clearly provide examples of the skills or concepts used in the Negotiation or
Mediation in support of the implementation of the values.
Share the purpose of each stage of the model as well as the transition to the next stage.
Length: 10 - 12 pages, double-spaced, 12 font, Calibri.
Marking Criteria for Term Paper (35 marks total)
Distribution of Marks: 6 marks for demonstrating a clear understanding of the importance
(why) and implementation (how) of each of the core values in each stage of the mediation or
negotiation process including your preparation for a negotiation or the pre-mediation interviews
for a mediation. Your paper will be demonstrating the appropriate use of the Negotiation or
Mediation model, providing an explanation and examples of skills, concepts, attitudes and
behaviours used to support the implementation of the values, = 30 marks, and 5 marks for
coherent organization of paper for a total of 35 marks.
Review the attached marking rubric prior to commencing your paper.
8
SEM 411 TERM PAPER MARKING CRITERIA
Introduction
• Provide a clear summary of the conflict.
Body of Paper
• For each stage of the four-stage interest-based model, including preparation, explain
how and why the values of honesty, respect, fairness and equality inform and govern
your Mediation or Negotiation. Write, from your perspective, how YOU, as the mediator or
skilled negotiator, would navigate the model.
• Include the purpose of each stage and explain the transition to the next stage.
• Clearly provide examples of the skills or concepts used in the Mediation or Negotiation
in support of the implementation of the values.
Conclusion
• Summarize ideas in a meaningful way.
Length: 10-12 pages double-spaced, 12 pt. font. Cite all references
This paper is worth 35% of your final mark in this course.
Criteria
Preparation
______
How Why
_
_
_
_
_
_
_
_
Honesty
Respect
Fairness
Equality
2
Needs Improvement
4
Acceptable
6
Exceptional
Still needs to clearly
explain the purpose of the
preparation stage and the
skills or concepts used in
this stage. Only describes
or provides examples for
a couple of the values or
integration of values is
implicit.
Makes an attempt to explain the purpose
of the preparation stage and the skills or
concepts for this stage but could be
clearer. Describes how each of the
values of honesty, respect, fairness and
equality inform or govern the
preparation of your mediation or
negotiation but needs to provide
examples for each value or explain why
each of the values needs to be integrated
in the stage.
Utilizes your mediation or
negotiation case study to
clearly explain the purpose of
the preparation stage and the
skills or concepts used in this
stage. Describes and provides
examples of why and how
each of the values of honesty,
respect, fairness and equality
inform or govern the
preparation of your mediation
or negotiation.
Coaches
Feedback
9
Stage One
______
How Why
_
_
_
_
_
_
_
_
Honesty
Respect
Fairness
Equality
Still needs to clearly
explain the purpose of
stage one of the mediation
or negotiation model and
the skills or concepts used
in this stage. The
transition to stage 2 of the
model has not been
included. Only describes
or provides examples for
a couple of the values or
integration of values is
implicit.
Makes an attempt to explain the purpose
of stage one of the mediation or
negotiation model and the skills or
concepts for this stage but could be
clearer. The transition to stage 2 of the
model is undefined. Describes how each
of the values of honesty, respect,
fairness and equality inform or govern
stage one of your mediation or
negotiation but needs to provide
examples for each or explain why each
of the values needs to be integrated in
the stage.
Utilizes your mediation or
negotiation case study to
clearly explain the purpose of
stage one of the model and the
skills or concepts used in this
stage. The transition to stage 2
is clearly indicated. Describes
and provides examples of why
and how each of the values of
honesty, respect, fairness and
equality inform or govern
stage one of your mediation or
negotiation.
Still needs to clearly
explain the purpose of
stage two of the
mediation or negotiation
model and the skills or
concepts used in this
stage. The transition to
stage 3 has not been
included. Only describes
or provides examples for
a couple of the values or
integration of values is
implicit.
Makes an attempt to explain the purpose
of stage two of the mediation or
negotiation model and the skills or
concepts for this stage but could be
clearer. The transition to stage 3 is
undefined. Describes how each of the
values of honesty, respect, fairness and
equality inform or govern stage two of
your mediation or negotiation but needs
to provide examples for each or explain
why each of the values needs to be
integrated in the stage.
Utilizes your mediation or
negotiation case study to
clearly explain the purpose of
stage two of the model and
the skills or concepts used in
this stage. The transition to
stage 3 is clearly indicated.
Describes and provides
examples of why and how
each of the values of honesty,
respect, fairness and equality
inform or govern stage two of
your mediation or negotiation.
Still needs to clearly
explain the purpose of
stage three of the
mediation or negotiation
model and the skills or
concepts used in this
stage. The transition to
stage 4 has not been
included. Only describes
or provides examples for
a couple of the values or
integration of values is
implicit.
Makes an attempt to explain the purpose
of stage three of the mediation or
negotiation model and the skills or
concepts for this stage but could be
clearer. The transition to stage 4 is
unclear. Describes how each of the
values of honesty, respect, fairness and
equality inform or govern stage three of
your mediation or negotiation but needs
to provide examples for each or explain
why each of the values needs to be
integrated in the stage.
Utilizes your mediation or
negotiation case study to
clearly explain the purpose of
stage three of the model and
the skills or concepts used in
this stage. The transition to
stage 4 is clearly indicated.
Describes and provides
examples of why and how
each of the values of honesty,
respect, fairness and equality
inform or govern stage three
of your mediation or
negotiation.
Coaches
Feedback
Stage 2
______
How Why
_
_
_
_
_
_
_
_
Honesty
Respect
Fairness
Equality
Coaches
Feedback
Stage 3
______
How Why
_
_
_
_
_
_
_
_
Honesty
Respect
Fairness
Equality
Coaches
Feedback
10
Stage 4
______
How Why
_
_
_
_
_
_
_
_
Honesty
Respect
Fairness
Equality
Still needs to clearly
explain the purpose of
stage four of the
mediation or negotiation
model and the skills or
concepts used in this
stage. The closure of the
meeting is not included.
Only describes or
provides examples for a
couple of the values or
integration of values is
implicit.
Makes an attempt to explain the purpose
of stage four of the mediation or
negotiation model and the skills or
concepts for this stage but could be
clearer. The closure of the meeting is
undefined. Describes how each of the
values of honesty, respect, fairness and
equality inform or govern stage four of
your mediation or negotiation but needs
to provide examples for each or explain
why each of the values needs to be
integrated in the stage.
Utilizes your mediation or
negotiation case study to
clearly explain the purpose of
stage four of the model and
the skills or concepts used in
this stage. The closure of the
meeting is clearly indicated.
Describes and provides
examples of why how each of
the values of honesty, respect,
fairness and equality inform
or govern stage four of your
mediation or negotiation.
Needs to demonstrate
quality writing, there are
numerous grammatical,
punctuation and format
errors (more than 10).
Paper is disorganized and
difficult to read.
Demonstrates acceptable writing with
some grammatical, punctuation and
format errors.
Paper is somewhat organized but ideas
and concepts could be clearer.
Demonstrates quality writing
with minimal grammatical,
punctuation and format errors
(less than 5). Paper is wellorganized and easy to read
with clearly presented ideas
and concepts.
Coaches
Feedback
Organization
(5 marks)
______
_____/35
11
Learning Journal
Purpose of Assignment: To develop a practice or to further your discipline of becoming a
reflective practitioner.
Take some time after each class to pause and reflect on your learning, on your observation or
experience of the core values being demonstrated, and on how you will implement your learning
from the class personally or professionally. Reflect on how this learning would be incorporated
into your life to achieve positive results from conflict.
Answer the following questions and email them to your instructors within 3 days of each class.
Answers should only be one or two paragraphs.
Class #
1
2
3
4
5
6
7
8
9
10
11
Reflective Questions
What surprized you from today’s class? Why?
Which active listening skill will be most helpful in your personal or professional conflicts?
Why?
Create a DESC to clarify an assumption you have been making in your life.
What stood out as a reason why premediation contributes to a productive process?
Which aspect of culture do you see contributing to your personal or professional conflicts?
What are you or your group finding most challenging when mediating in the role plays? Why?
How can you shift to being more assertive in your personal or professional life? Create a DESC
to help you with this.
How has anger impacted your personal or professional conflicts? What did you learn about
anger that will be useful going forward?
How did you see the values of fairness, equality, respect and honesty demonstrated or lacking
in the negotiation from today?
What is something that you noticed in the demonstrations of your group members as skilled
mediators or negotiators that stood out as being something that you may adopt in your future
conversations?
What has been the most significant impact on you in taking this course? Why?
Marking Criteria for Learning Journal (10 marks total)
Distribution of marks: 1 mark for completing your reflection after each class and explaining how
you would incorporate this learning into your life.
12
SEM 411 Rubric for Class Participation Student: ______________________
Class Participation is worth 15% of final grade for this course.
Criteria
Group
Dynamics
(classroom
and breakout
groups)
Engagement
Break out
group
preparation
and
participation
(Quality)
1
3
5
Rarely contributes to
class by offering ideas
and asking questions.
Group dynamic and
level of discussions are
not affected by the
student's presence.
Proactively contributes
to class by offering ideas
and asking questions.
Group dynamic and
level of discussion are
often better because of
the student's presence.
Proactively contributes to class
by offering ideas and asking
questions at least once per
class. Group dynamic and level
of discussion are consistently
better because of the student's
presence.
Is often late, leaves
early or misses class
(more than 3 times)
and/or is NOT engaged
in the learning.
Is rarely late or leaves
class early or misses
class (less than 2 times)
and is engaged in the
learning.
Is on time, does not leave early
or miss class and is fully
engaged in the learning.
Sporadic or scattered
contributions. Minimal
attempt to implement
skills and concepts.
Proactively contributes
to break out groups by
participating fully in all
role plays and by asking
questions that stimulate
discussion and reflect the
concepts and skills being
taught.
Proactively contributes to break
out groups by participating fully
in all role plays and by asking
questions that stimulate
discussion and reflect the
concepts and skills being taught.
Consistently distracted
by cellphone or laptop.
Does not provide
accurate feedback.
Rushed to read their
assigned role during
break or during other
student’s demonstrations,
and/or did not know what
role they were playing.
Occasionally distracted
by cellphone or laptop.
Feedback is considerate
and shows a developing
understanding of skills.
Has role in front of them
during the role play, and
was confused about some
of the details.
Comments:
/15
13
Student is not distracted by
cellphone or laptop.
Feedback reflects deep
understanding and quality of
thought.
Student has read their role and is
ready to role play.
Mediators/negotiators have
prepped to be skilled and are
ready to begin in the breakout
session.
SEM 411 Intra-group Evaluation Form
Your Name: _____________________________________ ID Number: ______________________
Please note that the instructor reserves the right to remove members from groups prior to the peer
evaluation form being submitted if there is evidence that the group member is not contributing to
the group. This will not take place without the student being given an opportunity to respond to
concerns.
Please evaluate the members of your group, including yourself, in terms of the relative
amount of effort/contribution made by the group members towards the group learning.
Give a grade to each group member from 1 – 10, using these factors as a guide:
•
•
Group Attendance
Quality of Feedback/Support Level of Preparation for Role-plays
Attitude/cooperation Willingness to participate
10/9
5
exceptional
8 great
7 average 6
below average 4/3/2 far below average
1
Group Member’s Name
Grade
a little below average
did not participate
Group Member’s Name
Grade
________________________
_____
________________________
_____
________________________
_____
________________________
_____
________________________
_____
________________________
_____
________________________
_____
________________________
_____
A group member’s grade for participation will be reduced if the average grade in the peer evaluation is
below 6 out of 10.
Briefly explain the ratings you gave each member of the group:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________
Signature
14
_________________________
Date
Personal Conflict Style Inventory
How Do I Respond to Conflict?
Instructions: Consider your response in situations where your wishes differ from those of another person.
Note that statements A-J (Part One) deal with your initial response to disagreement, statements K-T (Part
Two) deal with your response after the disagreement has gotten stronger. If you find it easier, you may
choose one particular conflict setting and use it as a background for all the questions.
Please Note. The reflection this inventory can create is more important - and more reliable - than the
numbers the tally sheet yields. There are no "right" or “wrong" answers, nor is the instrument
"standardized." Some takers agree with the results; others disagree. Whether you like the results or not,
you should rely on them for an accurate picture of yourself only after further self-scrutiny and discussion
with others. The inventory is merely a tool to enable these larger tasks.
Part One
Circle one number on the line below each statement.
A. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I make sure that all views are out in the open and treated with equal consideration, even if there seems
to be substantial disagreement.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
B. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I devote more attention to making sure that others understand the logic and benefits of my position
than I do to pleasing them.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
C. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I make my needs known, but tone them down a bit and look for solutions somewhere in the middle.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
6
Very Characteristic
D. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I pull back from discussion for a time to avoid tension.
Not at all characteristic
1
2
3
4
5
E. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I devote more attention to feelings of others than to my personal goals.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
F. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I make sure that my agenda doesn’t get in the way of our relationship.
Not at all characteristic
1
2
3
15
4
5
6
Very Characteristic
G. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I actively explain my ideas and must as actively take steps to understand others.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
H. WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I am more concerned with goals I believe to be important than with how others feel about things.
Not at all characteristic
I.
2
3
4
5
6
Very Characteristic
6
Very Characteristic
6
Very Characteristic
WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I decide the differences aren’t worth worrying about.
Not at all characteristic
J.
1
1
2
3
4
5
WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST,
I give up some points in exchange for others.
Not at all characteristic
1
2
3
4
5
Part Two
K. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I enter more actively into discussion and hold out for ways to meet the needs of others as well as my
own.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
L. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I put forth greater effort to make sure that the truth as I see it is recognized and less on pleasing
others.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
M. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I try to be reasonable by not asking for my full preferences, but I make sure I get some of what I
want.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
N. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I don’t push for things to be done my way, and I pull back somewhat from the demands of others.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
O. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I set aside my own preferences and become more concerned with keeping the relationship
comfortable.
Not at all characteristic
1
2
3
16
4
5
6
Very Characteristic
P. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I interact less with others and look for ways to find a safe distance.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
6
Very Characteristic
6
Very Characteristic
Q. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I do what needs to be done and hope we can mend feelings later.
Not at all characteristic
1
2
3
4
5
R. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I do what is necessary to soothe the other’s feelings.
Not at all characteristic
1
2
3
4
5
S. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I pay close attention to the desires of others but remain firm that they need to pay attention to my
desires.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
T. IF DIFFERENCES PERSIST AND FEELINGS ESCALATE,
I press for moderation and compromise so we can make a decision and move on with things.
Not at all characteristic
1
2
3
4
5
6
Very Characteristic
Scoring and Interpretation
Transfer the number from each item to the tally sheet. For example, on item A, if you selected number 6,
write 6 on the line designated for A on the tally sheet. Then add the numbers. Sample: B 1 + H 4 = 5.
This exercise gives you two sets of scores. Calm scores apply to your response when disagreement first
arises. Storm scores apply to your response if things are not easily resolved and emotions get stronger.
The scores indicate your inclination to use each style. The higher your score in a given style, the more
likely you are to use this style in responding to conflict.
17
Styles of Conflict Management
Collaborating
A_________ + G_________ = _________ Calm
K_________ + S_________ = _________ Storm
Assert your views while also inviting other views. Welcome differences, identify all main concerns;
generate options; search for solution which meets as many concerns as possible; search for mutual
agreement.
Perspective on conflict: Conflict is natural, normal. Affirm differences; prize each person’s uniqueness.
Recognize tensions in relationships and contrasts in viewpoint. Work through conflicts of closeness.
Compromising
C________ + J_________ = _________ Calm
M________ + T_________ = _________ Storm
Urge moderation; bargain; split the difference; find a little something for everyone; meet them halfway.
Perspective on Conflict: Conflict is mutual difference best resolved by cooperation and compromise. If
each comes halfway, progress can be made by the democratic process.
Accommodating
E_________ + F_________ = _________ Calm
O_________ + R_________ = _________ Storm
Accept the other’s view; let the other’s view prevail; give in; support; acknowledge error; decide it’s no
big deal or it doesn’t matter.
Perspective on Conflict: Conflict is usually disastrous, so yield. Sacrifice your own interests; ignore the
issues; put relationships first; keep peace at any price.
Avoiding
D_________ + I_________ = _________ Calm
N_________ + P_________ = _________ Storm
Delay or avoid response; withdraw; be inaccessible; divert attention.
Perspective on Conflict: Conflict is hopeless; avoid it. Overlook differences; accept disagreement or get
out.
Competing
B_________ + H_________ = _________ Calm
L_________ + Q_________ = _________ Storm
Control the outcome; discourage disagreement; insist on my view prevailing.
Perspective on Conflict. Conflict is obvious; some people are right and some are wrong. The central
issue is who is right. Pressure and coercion are necessary.
18
Preferred and Backup Styles
Using your scores from the previous page, list your score numbers and style names here in order of
largest number to smallest.
The style that received the highest score in each of the columns, calm and storm, indicates a “preferred”
or primary style of conflict management. If two or more styles have the same score, they are equally
“preferred.” The second highest score indicated one’s “backup” style if the number is relatively close to
the highest score. A fairly even score across all of the styles indicates a “flat profile.” Persons with flat
profiles tend to be able to choose easily among the various responses to conflict.
Calm
Response when issues/ conflicts
first arise.
I
Storm
Response after the issues/conflicts have
been unresolved and have grown in
intensity.
_____
___________________________
_____ ___________________________
_____
___________________________
_____ ___________________________
_____
___________________________
_____ ___________________________
_____
___________________________
_____ ___________________________
_____
___________________________
_____ ___________________________
19