(Introductory Page)
Managing Interpersonal Conflicts
In support of the ‘Personal Development and Interpersonal Relationships’ module in Liberal Studies
of the New Senior Secondary Curriculum, this lesson plan aims to provide guidance through case
studies and scenario discussions for students to consider how to manage interpersonal conflicts and
ethical dilemmas, adopt positive attitudes towards conflicts, and uphold personal integrity.
Related ICAC resources on moral education:
Module 4 of ‘ICAC Investigators’ Moral Education Package for Senior Secondary Liberal Studies
(in Chinese only)
(http://www.me.icac.hk/new/newsec/solutiondifficult.htm)
Youth and Moral Education Office, ICAC
July 2015
Managing Interpersonal Conflicts
Issues to be Explored:
How should youngsters manage interpersonal conflicts (such as value conflicts)?
How to resolve
conflicts in a positive manner and uphold personal integrity?
Intended Learning Outcomes:
After completing the module, students should be able to:
1. reflect on the causes of interpersonal conflicts and their relationship with values
2. understand the principles to be considered in resolving conflicts among peers and be able to
uphold personal integrity during its course
3. establish positive values and attitudes including integrity, self-respect, respect for others and
responsibility
Target:
Secondary 4-5 students
Time Allocation:
2 periods (about 80 minutes)
Teaching Flow:
Learning
Stages
Warm-up
Activities
Learning Activities

-
-
Development
Play the video ‘Separate Business from the Micro Film Series
Personal’ (about 5 minutes) to introduce the
on Business
topic of ‘Managing Personal Conflicts’.
Ethics:
‘Separate
Teachers may play the video up to 3’18” where
the cause of conflict among the characters is Business from the
Personal’
shown, then ask questions about the video to
encourage students to make a decision by putting (http://goo.gl/4SL
themselves in the main character’s shoes.
sfp)
Play the rest of the video to demonstrate how a
wrong decision will lead to negative
Teaching
consequences on self and the society.
Suggestions
(Annex 1)
Duration
15
minutes
Managing value conflicts among peers

-
-


-
-

Conclusion
Reference
Materials
Scenario analysis: value conflicts among peers –
‘What do you think?’
Teachers choose a suitable scenario in Annex 2
for discussion.
Students form groups for discussion (scenario
analysis and conflict management) and
presentations.
Students may share their experience of handling
value conflicts among friends, then try to suggest
some ways of thinking or decision-making
models which are conducive to solving
problems.
Highlight the importance of upholding principles
and integrity in the course of handling conflicts
among peers.
‘What do you
think?’ Scenarios
(Annex 2)
40
minutes
Ways of managing conflicts
Use the characters in the video ‘Separate
Business from the Personal’ as an example to
explain how to apply the 3-step decision-making
model.
Introduce other ways of managing conflicts and
guide students to apply them on the case in the
video.
Principles for managing conflicts.
Ways of
Managing
Conflicts
(For Teachers’
Reference)
(Annex 3)
20
minutes
Reiterate the importance of upholding the core value
of integrity in managing interpersonal conflicts.
Encourage students to handle interpersonal conflicts
with positive attitudes, such as self-respect, respect
for others and responsibility.
5
minutes
Annex 1
Teaching Suggestions
Play the video ‘Separate Business from the Personal’ from the Micro Film Series on Business
Ethics (http://goo.gl/4SLsfp )

Teachers may assist students to understand the video by introducing its synopsis and the
characters.
Synopsis of ‘Separate Business from the Personal’
Jane unexpectedly discovers that Alex, the purchasing manager of the company, has been making
extra money to pay for his wedding by fabricating quotes and placing purchase orders with an
outside business secretly set up by him. Jane and Alex have been long-acquainted friends.
Should Jane report Alex or turn a blind eye for the sake of friendship?

Teachers may play the video up to 3’18” and ask the following question:
-

What interpersonal conflict has to be handled by Jane?
Play the rest of the video and invite students to respond to the following questions:
-
What negative consequences will Jane and the society suffer because of her wrong
decision?
-
If you were Jane, how would you handle the interpersonal conflict and make the decision?
Suggested answers (for reference only)
What interpersonal conflict and ethical dilemma is Jane facing?

Jane unexpectedly discovers that her long-acquainted friend, Alex, has been making extra
money by fabricating quotes. She is torn between reporting Alex and turning a blind eye for
the sake of friendship.
What negative consequences will Jane and the society suffer because of her wrong decision?

After the matter is discovered by the company, Jane, being suspected of conspiring with Alex
to defraud the company, is suspended during the investigation. By covering up the crime
committed by Alex, Jane not only indirectly assists him in deceiving the employer with false
documents, but also brings detrimental effects to the level playing field for business.
If you were Jane, how would you handle the interpersonal conflict and make the decision?

Students may answer the question in their own ways. Teachers may point out that
interpersonal conflicts may be caused by different viewpoints, values and interests, etc.
When conflict arises, one should analyse the differences of both parties, consider ways of
managing conflicts and make proper decisions (please refer to Annex 3 for details).
Annex 2 Value Conflicts among Peers – ‘What do you think?’ Scenarios
1.
Group activity: Teachers may choose a suitable scenario for students to discuss and give
presentations:

What are your views on the characters’ behaviour in the scenario? Why?

If you were a character in the scenario, how would you decide/handle the situation?
Scenarios
A David gets up late and cannot make it to the computer class on time. He asks Suki, his classmate
and best friend, to sign in for him so that he can meet the attendance requirement for a certificate.
If you were Suki, would you accede to his request?
B You are required to prepare a group report within a tight schedule. One of your teammates,
Michael, suggests hiring the report writing service from the web at a cost. What would you do?
C Mary goes to a restaurant with her friend. When settling the bill, Mary discovers that it charges
20% less as some food items are not billed. Mary thinks, ‘Why not treat it as a discount offered by
the restaurant?’ If you were Mary’s friend, would you suggest Mary telling the captain and paying
the full price?
D Sammy cannot finish his homework as he has to participate in lots of extra-curricular activities
besides tutorials. Sammy intends to borrow and copy the homework of his close friend Joe. If
you were Joe, what would you do?
E
Joey is shopping mobile phones as prizes for a competition organised by the students’ society of
which she is the chairperson. One of the shops asks for a slightly higher price but the owner offers
Joey a discount on a mobile phone she buys for herself. Joey delightfully accepts the discount
believing that it is just a normal business promotion. If you were Joey’s close friend, what would
you do if you know what has happened?
F
Kelvin has signed up for a singing contest organised by the students’ union. It happens that his
best friend Cammy is a committee member of the students’ union and one of the adjudicators of the
preliminary. Kelvin asks Cammy to help him get into the finals. If you were Cammy, what
would you do?
G Nancy never likes to attend PE classes. Occasionally she consults a doctor a day or two before the
class to get a medical chit by faking sick. With the medical chit, she asks to be excused from the
PE class. Nancy’s trick is subsequently discovered by her classmate Sandy. Nancy begs Sandy
not to tell the teacher and other classmates. If you were Sandy, what would you do?
H Jane has been asked to buy gifts for a party organised by the students’ society. To mark its
anniversary, a gift shop offers customers a vacuum flask for purchases over $200. Thinking that
the vacuum flask is not expensive, Jane decides to make it her own. If you were the chairperson of
the students’ society, what would you do if you know what has happened?
2.
Reflection questions:

What kind of conflicts are the characters in the scenarios facing?

What are the causes of these conflicts? Are they related to the characters’ values?

How to uphold personal principles and integrity in the course of managing conflicts
among peers?
Annex 3 Ways of Managing Conflicts (For Teachers’ Reference)
The 3-step decision-making model described below will help us make proper decisions when facing
value conflicts.
Step 1: Analyse the Issue

Sort out the facts and identify the value conflicts.

Objectively assess the situation of the person(s) concerned and the possible consequences that
the decision will have on them.

Identify possible alternatives in handling conflicts.
Step 2: Legal Requirements, Regulations and Self Values

‘Legal Requirements’, ‘Regulations’ and ‘Self Values’ are the criteria for assessing each
alternative:
-
‘Legal Requirements’ refer to the legislation which should be considered when assessing
whether the decision will lead to any illegal acts.
-
‘Regulations’ refer to school rules or staff code of conduct which may serve as behaviour
guidance.
-
‘Self Values’ refer to the personal values such as honesty and fairness.
Step 3: Sunshine Test

Ask yourself whether you dare to discuss the issue openly and whether you are able to tell
others your decision with a clear conscience.
Application of the 3-step Decision-making Model

Example: In the video ‘Separate Business from the Personal’, Jane discovers that her
long-acquainted friend, Alex, has been making extra money by fabricating quotes. What
should she do?
Step 1: Analyse the Issue

Jane’s dilemma: should she report Alex or turn a blind eye for the sake of friendship?

List out all person(s) concerned and conflict handling alternatives. Assess the pros and cons
of each alternative and the possible consequences that it will have on the person(s) concerned:
Person(s) concerned in the Alternatives
Pros/cons and consequences
scenario
 Turn a blind eye
(Example) If Jane decides to turn a
 Jane (self)
 Assist Alex to cover blind eye, she can avoid having
 Alex
up his act
conflicts with Alex who can also keep
 Kay (Alex’s fiancée)
 Advise Alex to turn making extra money to pay for his
 Company
himself in
wedding. However, Jane will have to
 Other colleagues
 Make a report
face severe consequences:
 Other suppliers
 ……
 Jane will implicate herself
 Clients of the company
 The company’s business and
 ……
reputation will be affected
 It is unfair to other rule-abiding
colleagues and suppliers
 Interests of the company’s clients
will be prejudiced
 ......
Step 2: Legal Requirements, Regulations and Self Values

‘Legal Requirements’, ‘Regulations’ and ‘Self Values’ are the criteria for assessing each
alternative for resolving conflicts.
Example: If Jane decides to turn a blind eye:
Will she break the law?
 She
will
be
investigated
for
suspected
conspiracy.
Will she violate the staff code of conduct?
 She will violate the staff code of conduct.
Will she fail to uphold her personal  She will be unable to uphold her own principles
values?
such as honesty and fairness.
Step 3: Sunshine Test

In the video, Jane cannot pass the sunshine test as she feels ill at ease after deciding to turn a
blind eye.
Conclusion:

Jane should not turn a blind eye to Alex’s unlawful acts for friendship’s sake. She should
uphold personal integrity when handling interpersonal conflicts and report Alex’s crime.
References
1.
Reflect on the causes of conflicts and the principles for managing conflicts:

A cure-all method? (Is there any cure-all method for all kinds of conflicts?)
What makes them different? (Will the method of managing conflicts be different according
to people, issues, places or specific conditions?)
Foolproof? (Is there any foolproof method that works every time?)


2.
Methods of managing conflicts – Thomas Kilman’s five types of conflict management
styles:

Competition (high concern for self, low concern for others) – The conflicts are resolved by
wills.
Avoidance (low concern for both self and others) – One party is aware of potential conflicts
and avoids confronting the other party.
Accommodation (low concern for self, high concern for others) – One party tries to meet the
goals and wants of the other party first. One’s own immediate goals (relatively less important)
are put aside.
Collaboration (high on both concerns) – One respects the other person’s goals and work out
strategies to have both parties’ goals fulfilled.
Compromise (moderate on both concerns) – Both parties are fairly equal in power, competing
for a while, then reach agreement to get part of their goals fulfilled.
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Reference: Miller, Katherine. Organizational Communication: approaches and processes.
States: Wadsworth Publishing Company, 1999.
United
(The materials are reproduced from pages 114-115, Learning Resources Pack on Integrated
Humanities (S4-5), Core Module I – Personal Development 2004, Curriculum Development
Institute of Education and Manpower Bureau of HKSAR. Website:
http://www.edb.gov.hk/attachment/tc/curriculum-development/kla/pshe/reference-and-resources/arc
hive/Data_Bank_Core1_E_web.pdf)
3.
Important principles for conflict management:


Put yourself in the other party’s shoes, try to understand his/her motive/thinking
Communicate in a calm and sincere manner
Be careful with your own attitude and tone
Be honest to the other party about your own feeling/opinions
Have a sit-down discussion to get a consensus
4.
Develop positive attitudes:

Integrity
Self-respect
Respect for others
Responsibility
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