FACILITATOR’S
GUIDE
Conflict Management
For Public Health Professionals
SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
Sustainable Management Development Program
Division of Public Health Systems and Workforce Development
Center for Global Health
U.S. Centers for Disease Control and Prevention
http://www.cdc.gov/globalhealth/SMDP/
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Conflict Management for Public Health Professionals
CONTENTS
Introduction
vi
Sustainable Management Development Program .................................................................. vi
Acknowledgements ................................................................................................................. vi
Course Overview
vii
About this Facilitator’s Guide ..................................................................................................vii
Target Audience ......................................................................................................................vii
Learning Objectives.................................................................................................................vii
Materials and Equipment ....................................................................................................... viii
Workshop Schedule ............................................................................................................... viii
Classroom Preparation Checklist ............................................................................................ ix
Resources
xi
Internet Sites ........................................................................................................................... xi
Further Reading ...................................................................................................................... xi
Text Books ..............................................................................................................................xii
Instruction Notes
xv
Icon Glossary ......................................................................................................................... xv
Course Instruction
1
Icebreaker ................................................................................................................................ 1
Introduction to Conflict Management ....................................................................................... 5
Resolving the Conflict............................................................................................................. 12
Preventing Conflict ................................................................................................................. 26
Workshop Conclusion ............................................................................................................ 29
Appendix
30
APPENDIX A Sample Scenarios ........................................................................................... 31
CONTENTS | iii
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
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CONTENTS v
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Introduction
Sustainable Management Development Program
SMDP partners with ministries of health, educational institutions, and
nongovernmental organizations in developing countries to promote
organizational excellence in public health by strengthening leadership and
management capacity. SMDP’s goal is to improve the effectiveness of the
public health sector in developing countries by


Empowering local officials with better leadership, management, and
decision-making skills
Stimulating creativity and innovation among local health personnel to
improve public health service delivery
Acknowledgements
Christopher Moore CDR Associates in Boulder, Colorado, USA
Hanna Cooper, MPH, CPCC, ACC.
H.E. Chambers Trinity Solutions, Inc.
vi | ABOUT THIS FACILITATOR’S GUIDE
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Course Overview
About this Facilitator’s Guide
This guide is designed to provide you the materials and direction to
successfully deliver the Project Management course in a classroom
environment. It assumes the instructor has functional proficiency in the
subject matter. Use the Resources section of this guide for further
research into the topic.
This guide includes notes for you to say and do during the class, as well
as materials to help you prepare and conclude the course.
Please read the description of the target audience carefully, as well as the
learning objectives. By correctly positioning the course you can set
reasonable expectations for the participants.
Target Audience
This course is designed for supervisors in public health services, typically
at Ministry of Health district-level.
Suggested prerequisites to this course:
 Basic supervisory skills
 Team building skills
Learning Objectives
When participants complete this course they will be able to:
Identify common causes of conflict
 Recognize conflicting priorities within a work team
 Use productive strategies to resolve conflict
 Describe ways to prevent conflict

SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM | vii
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Materials and Equipment
MATERIALS
EQUIPMENT
For the Instructor:
 Sticky notes (such as Post-It®)
 Flip Chart paper
For the Instructor:
 Personal computer
 LCD projector
For the Participant:
 Conflict Management Participant
Workbook
For the Participant:
 None required
Workshop Schedule
MODULE
INSTRUCTION TIME
Course Introduction
20 minutes
Introduction to Conflict Management
15 minutes
Causes of Conflict
20 minutes
Resolving Conflict
100 minutes
Preventing Conflict
15 minutes
Conclusion
10 minutes
Note timings are approximate and should be verified during classroom preparation. Be
sure to allot time for breaks.
vi | ABOUT THIS FACILITATOR’S GUIDE
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Classroom Preparation Checklist

TASK
Obtain & test projector & personal computer
Prepare a flip chart that says “Examples of Conflict”
Copy participant materials. For each participant:
- Participant Workbook
Obtain & test PowerPoint® file conflict_management.ppt
Arrange tables for groups of 5
Provide a flip chart, markers and easel for each table
Provide sticky notes at each table
Print and cut up sample scenarios, Appendix A, to use if needed
CLASSROOM PREPARATION CHECK LIST | ix
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
viii | CLASSROOM PREPARATION CHECKLIST
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Resources
Internet Sites
“Tips for Transforming Conflict,”
www.sfcg.org/resources/resources_tips.html, accessed on July 17, 2006.
Burrell B, “Conflict Styles,”
http://web.mit.edu/collaboration/mainsite/modules/module1/1.11.5.html,
accessed on July 19, 2006.
Harbour E, and Connick J, “Role Playing Games and Activities Rules and
Tips,” http://www.businessballs.com/roleplayinggames.htm, accessed on
July 19, 2006.
Richardson LD, “Conflict Management,” October 1, 2003,
www.ascb.org/index.cfm?navid=112&id=1619&tcode=nws3, accessed on
July 19, 2006.
Victor DA, “Conflict Management and Negotiation”,
http://www.referenceforbusiness.com/management/Comp-De/ConflictManagement-and-Negotiation.html, accessed on July 19, 2006.
Further Reading
Covey SR, The Seven Habits of Highly Effective People. Simon & Shuster,
New York, New York, 1990.
Fisher R, Ury W, Patton B, Getting To Yes. Penguin Books, 1991.
Higgins CA, Kreischer D, “Rethinking Conflict,” The Straight Talk Coach,
Volume 2, Issue 5.
Landau S et al. From Conflict to Creativity. Jossey-Bass. 2001
INTERNET SITES | xi
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Patterson, Kerry, Grenny, Joseph, McMillan, Ron, Switzler, Al, Covey,
Stephen R. Crucial Conversations: Tools for Talking When Stakes are
High. McGraw-Hill, 2002.
Scott, Susan. Fierce Conversations: Achieving Success at Work and in Life
One Conversation at a Time Berkley Trade 2004
Text Books
“Using the Thomas-Kilmann Conflict Mode (TKI) Instrument for Conflict
Resolution,” Psychometrics Direct, May 2006.
Furlong GT, The Conflict Resolution Toolbox. Wiley & Sons, New York,
2005.
xii | TEXT BOOKS
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

INTERNET SITES | xiii
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Instruction Notes
The following notes refer to slides in the PowerPoint presentation:
Project_Management_SMDP.ppt. Suggested actions and script for the
instructor are located in the Script/Key Points section of each slide.
Also included are references to the slide number and page number in the
participant workbook, as well as instructions on when and how to use the
exercises. Use these materials as you prepare for your session and to
guide you during the workshop. Be sure to refer participants to the
appropriate page number in their workbook throughout the session.
Script for the facilitator to SAY is written like this.
Instructions for the facilitator to DO are written like this.
Icon Glossary
Slide
Image
SPECIFIC SLIDE FOR USE DURING THE EXPLANATION
FLIPCHART USE
SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY
SMALL GROUP EXERCISE
QUESTION FOR FACILITATOR TO ASK PARTICIPANTS
VIDEO PRESENTATION
ICON GLOSSARY | xv
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
xvi |
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Course Instruction
Icebreaker
Workshop Introduction
Expected Time: 20 minutes
Conflict Management for the Public Health
Professional
WORKBOOK CLOSED
5 MINUTES
SCRIPT/KEY POINTS

Welcome class and introduce yourself.

Introduce any dignitaries.

Have participants introduce themselves and their expectations for
the workshop.

Explain any housekeeping, such as break times, fire drill, and
restroom location.

Explain their workbook: they will use it to complete exercises and
take notes.

Copies of PowerPoint slides are not needed and should not be
given out.

Conduct icebreaker as follows.
Activity
Flip Chart
Question
Tip
ICEBREAKER | 1
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Exercise 1: Mingle
WORKBOOK CLOSED
20 MINUTES
SCRIPT/KEY POINTS

Before we begin I’d like to point out that we’re going to be talking about
real examples that you have encountered in your work experience. It is
imperative that we all feel comfortable being honest and respectful with
each other. I would like to suggest class rules that 1) anything that is
said in this class will be kept confidential and 2) you will not identify
individuals by name with whom you’ve had conflicts.

Ask participants to stand up and briefly share their experiences in
pairs or threes about their prior experiences with conflict:
− What workplace conflicts have you experienced in the
past?
− How was it resolved?

After the mingle activity, instruct participants to do the following:
1. Use a sticky note to write a short description of one of the
conflicts you experienced.

When they have finished, ask them to:
2. Introduce themselves
3. Briefly describe the example of a conflict
4. Place the sticky note on the flip chart

IMPORTANT- Take note if the participants already know each
other, particularly if they are in the same work group or if a
manager is attending with subordinates. This could create an
uncomfortable learning environment. It is important to use the
sticky notes to ensure anonymity. Be sure that identifying details
are omitted from participants’ descriptions.
2 |EXERCISE 1: MINGLE
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

LEARNING OBJECTIVES
WORKBOOK PAGE: vi
SCRIPT/KEY POINTS

Read objectives from the slide.
Activity
Flip Chart
Question
Tip
LEARNING OBJECTIVES | 3
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Session Overview
WORKBOOK PAGE: vii
SCRIPT/KEY POINTS

In this session, we will first give an introduction to conflict: its definition
and causes. Then we’ll talk about the ways to resolve or manage
conflict. We will spend most of the time practicing conflict resolution
methods using the examples you have shared today. We’ll finish today
with some practical suggestions on how to prevent conflict in the first
place.
4 |SESSION OVERVIEW
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Introduction to Conflict Management
Expected Time: 15 minutes
What is Conflict?
Expected Time: 5 minutes
WHAT IS CONFLICT?
WORKBOOK PAGE: 1
SCRIPT/KEY POINTS

Conflict is the expression of disagreement over something important to
both or all sides of an issue.

Conflict occurs when individuals or groups have competing interests and
ideas.

These conflicts can arise for a number of reasons. Some reasons are
easily seen, while others may be more difficult to recognize initially
because they are based on different perceptions, emotions, or beliefs
that are not easily seen.
Activity
Flip Chart
Question
Tip
LEARNING OBJECTIVES | 3
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Exercise 2: Is Conflict Bad?
5 minutes
WORKBOOK PAGE: 2
SCRIPT/KEY POINTS

Is conflict always bad?

Refer participants to their workbook and ask them to complete
the exercise individually.

Facilitate discussion of examples of productive .& non productive
conflict from their experiences.
6 |EXERCISE 2: IS CONFLICT BAD?
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

PRODUCTIVE VS. UNPRODUCTIVE
CONFLICT
WORKBOOK PAGE: 2
SCRIPT/KEY POINTS

As we’ve discussed, there can be both productive and unproductive
occasions of conflict. To summarize our discussion you can say that:

Productive conflict:
–
Focuses on strategic or tactical concepts or ideas, not personality
or political issues.
–
Provides an atmosphere in which individuals feel free to express
dissenting opinion.
–
Can lead to more creative, well-rounded solutions.

Because the consequences are positive, we often do not think to
describe productive conflict as a conflict.

Unproductive conflict:

–
Is characterized by frequent, repetitive arguments that are not
resolved.
–
Leaves people angrier and more frustrated.
–
Occurs when discussion of the real issues are replaced by trivial
issues expressed through jokes, sarcasm, denial, or blame.
Ask your group, “Do you think the conflicts in which you have been
involved were productive or unproductive? Why?”
Activity
Flip Chart
Question
Tip
PRODUCTIVE VS. UNPRODUCTIVE | 7
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
What Causes Conflict?
Expected Time: 20 minutes
WHAT CAUSES CONFLICT?
WORKBOOK PAGE: 3
SCRIPT/KEY POINTS

Finding the cause of conflict is not only essential to successful
resolution of an existing conflict, but it also can help prevent a small
conflict from growing larger conflict and harder to resolve. All too
often a simple disagreement escalates and emotions take over to
create a significant conflict.

CLICK

Understanding the cause of the conflict can be quite helpful in
determining the best way to resolve it. We will focus on 8 common
techniques to resolve conflicts later in our session, but first let’s
make sure we understand the causes of conflict.

Spend 10 minutes at your table brainstorming causes of conflict.
Then vote on which of the causes is the most difficult to identify.

Facilitate the discussion by taking the suggestions from the
tables. Make a note of their suggestions in relation to the
model summarized below. Frame the summary of causes
around the experiences that the class has already shared.
8 |WHAT CAUSES CONFLICT?
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Here is one method to summarize the common causes of conflict.
This is based on work originally developed by Christopher Moore of
CDR Associates in Boulder, Colorado. We will take a look at the
common causes and then discuss various ways of addressing
different conflict aspects.

There are six categories of conflict causes:

–
Values.
–
Data.
–
Relationships.
–
Structure.
–
Externals/Moods.
–
Interests.

Let’s take a closer look at each of these.
Activity
Flip Chart
Question
Tip
WHAT CAUSES CONFLICT? | 9
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
VALUES
WORKBOOK PAGE: 3
SCRIPT/KEY POINTS

CLICK to emphasize

“Values” are the values and beliefs held by the participants in the
conflict, such as religious, moral, and ethical beliefs.

CLICK to emphasize

Negative past experiences that lead to stereotyping, communication
problems, and defensive behaviors. This could be a professional or a
personal disagreement.

Can you think of a situation you have been involved in where negative
experiences were the underlying cause of a conflict? What was the
result?

CLICK to emphasize

Temporary moods and external issues may reduce a person’s patience
and willingness to compromise. For example family difficulties or health
issues can affect someone’s ability to deal constructively with a conflict
situation. External factors such as organizational changes can cause
stress on a person that affect their attitude at work.

CLICK to emphasize

Inaccurate or incomplete information wherein some people have vital
information that others do not OR people do not interpret the available
data the same. Important information could be withheld intentionally or
accidentally, or it could be communicated inadequately.
10 | VALUES
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

CLICK to emphasize

Institutional or organizational factors that include a lack of resources or
clear responsibilities… and different organizations may have competing
or different priorities.

CLICK to emphasize

The last and perhaps more important cause of conflict are individual
interests including wants, needs, hopes, and concerns. Understanding
and identifying common interests can be an effective area to
concentrate on to resolve a conflict.
Activity
Flip Chart
Question
Tip

VALUES | 11
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Resolving the Conflict
Expected Time: 40 minutes
EXERCISE 3: Productive Resolution
Strategies
25 minutes
WORKBOOK PAGE: 5
SCRIPT/KEY POINTS

As we defined earlier, conflict occurs when the expression of
disagreement over something important to both or all sides of an issue.
If people are emotionally-charged over an issue, the conflict can easily
escalate in a non-productive way.

In a conflict, it is important to reduce the emotional charge so that
differences can be dealt with on a rational level.

Turn to your workbooks on p. 4 to read a summary of common
resolution techniques. At your tables review the causes of conflict and
discuss in your groups possible methods for resolving the conflict. I will
give each of the tables different causes to focus on.
While it is not wise to generalize, thinking about the connection
between the cause and the possible resolution can help you when you
have to think quickly in a conflict situation.

–
Defuse by agreement.
–
Show respect.
–
Empathize with other person.
–
Identify common ground.
–
Explore with questions.
–
Use reflective listening.
–
Use “I” statements.
–
Use degrees of agreement.
Assign each table 1-2 causes to work on. Ask them to think of an example
to support their recommendation. Allow 10 minutes for table discussions.
Use the slides that follow to debrief the activity.
12 | EXERCISE 3: PRODUCTIVE SOLUTION
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
DEFUSE BY AGREEMENT
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

If the other person is angry and comes to the situation describing how
you are to blame for the conflict, find an aspect of their position to
agree with.

There is always some truth in what the other person says.
Acknowledging that different point of view will help move the situation
toward resolution.

This can be very hard to do in a volatile situation, but being able to
postpone immediate reactions in order to achieve positive goals is a
sign of personal strength.
Activity
Flip Chart
Question
Tip
DEFUSE BY AGREEMENT | 13
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
EMPATHIZE
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

There are 2 forms of ways to show empathy with the other person.

Thought empathy gives the message that you understand what the
other is trying to say.

Feeling empathy is acknowledgement of how the other person
probably feels.

Emphasize the note on page 10.
14 | EMPHATHIZE
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
EXPLORE WITH QUESTIONS
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

Asking gentle, probing questions tells you what the other person is
thinking and feeling.

Make sure you are listening sincerely to truly understand their point of
view.
Activity
Flip Chart
Question
Tip
EXPLORE WITH QUESTIONS | 15
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
USE “I” STATEMENTS
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

Focus on your own reaction and feelings rather than attributing motives
to the other person.

This decreases the chance that the other person will become
defensive.
16 | USE “I” STATEMENTS
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
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SHOW RESPECT
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

Find positive things to say about the other person.

Name specific things for which you respect the other person.
Activity
Flip Chart
Question
Tip
SHOW RESPECT | 17
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Activity
Flip Chart
Question
Tip
SHOW RESPECT |16
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
ALIGNMENT
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

Acknowledge the value of the person’s suggestion or point of view.
Seek an aspect of his point that you can agree about.

Clearly state what you and the others in the conflict have in common
18 | ALIGNMENT
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
USE REFLECTIVE LISTENING
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

Ensure you are hearing what the other person is saying and seeking to
understand before you seek to be understood.
Activity
Flip Chart
Question
Tip
USE REFLECTIVE LISTENING | 19
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
USE DEGREES OF AGREEMENT
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Call on the table that was assigned this technique. Ask them their
recommendations. Use the notes below to supplement the
discussion if needed.

Try to obtain partial agreements without complete consensus to move
the conflict toward a solution.

Trying to have 100% agreement in every case may cause you to get
stuck in conflict.

What group in the government uses this technique a great deal ?
Diplomats, politicians

You will find more information on this section in Appendix A,
Techniques for Reducing Conflict, of your workbook.
20 | USE DEGREES OF AGREEMENT
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
AREAS OF INTEREST
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Use this slide to summarize the conversation.

In summary you can try to focus on areas of common interest, thinking
about their underlying interests and seeking common ground

This could be particularly useful to keep in mind when working with
external stakeholders. When you consider their values and program
goals, you can find common ground.
Activity
Flip Chart
Question
Tip
AREAS OF INTEREST | 20
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
THE STEPS TO RESOLVING CONFLICT
WORKBOOK PAGE: 6
SCRIPT/KEY POINTS

There are many approaches you can take to address and resolve a
conflict in a productive manner.

After you have considered the situation thoroughly, you can approach
the individual and follow the steps that you see on this slide.

First, acknowledge the situation. You can say something like “I think
there is a problem and I am sure we can work it out.”

Then state the problem. Be sure to stay calm, be unemotional and
respectful. Use facts. It is also very helpful to address the situation as
soon as practical. To bring up an issue that occurred weeks or months
ago could result in an argument over the facts.

Now provide the person an opportunity to confirm that they understood
what you said. Ask them to respond with their understanding of the
problem. Be sure to listen carefully—don’t just wait for them to finish so
that you can argue your point again.

After they have spoken, summarize for them to be sure you understood
correctly.

Based on what you have learned about the techniques we just
discussed you can invite the person to brainstorm solutions with you.

Commit to the resolution of the problem and a way forward. Focus on
the future instead of the past.

And finally, if appropriate apologize for your part in the conflict. It takes
courage to admit you were wrong.
22 | THE STEPS TO RESOLVING CONFLICT
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Thinking about the conflicts you described at the beginning of the
workshop, can you imagine these steps being helpful? What other
steps do you think should be taken?

Encourage responses appropriate for the local culture. Consider
additional steps such as mediation for serious conflicts.
Activity
Flip Chart
Question
Tip
THE STEPS TO RESOLVING CONFLICT | 23
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Activity
Flip Chart
Question
Tip
EXERCISE 4| 22
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
24 |
CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Exercise 4 Resolving Conflicts
60 minutes
WORKBOOK PAGE: 7
SCRIPT/KEY POINTS





Have the participants group themselves in pairs. Make sure that a
manager is not paired with his/her subordinate.
Distribute the scenarios that the participants recorded on sticky
notes in Exercise 1. Make sure there is a variety of types of
conflict, including some conflicts within the team and some with
external stakeholders.
Use the sample scenarios and/or the case study in Appendix A if
needed for variety
You are going to use what you have learned today to practice conflict
resolution techniques. Use the scenario you have been given.
Provide the instructions below:
1. Decide who is going to resolve the conflict
2. Work out the details of your scenario. Work together to
determine the best resolution techniques.
3. You have 10 minutes to prepare

Circulate around the room to answer questions and ensure that
the exercise is completed on time.

Facilitate the role plays. Wait until all groups have presented
before you debrief the exercise.
Activity
Flip Chart
Question
Tip
EXERCISE 4: RESOLVING CONFLICT | 25
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
25 | WHAT PREVENTS CONFLICT?
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CONFLICT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Preventing Conflict
Expected Time: 15 minutes
What Prevents Conflict?
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS


You all did a great job at resolving your conflicts, but what is even
better than resolving conflict? Preventing it!
In your workbook think about what you could do to prevent conflicts
26 | WHAT PREVENTS CONFLICT?
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26 | WHAT PREVENTS CONFLICT?
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What Prevents Conflict?
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS
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Just as with your personal relationships good communication can
prevent conflicts in your work relationships.
Click
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Think about the ways you communicate.
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How can the words you use cause conflict? Can someone give me an
example?

How can the tone of your voice cause conflict? Can someone
demonstrate this for me?
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How can your non-verbal behavior cause conflict? Can someone
demonstrate this for me?
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Record your ideas in your book, and share them with your workteam.
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25 | WORKSHOP CONCLUSION
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Workshop Conclusion
Expected Time: 10 minutes
Summary
WORKBOOK PAGE: 9
SCRIPT/KEY POINTS
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So, thinking about the conflicts you have experienced before, what did
you learn from this situation about how to address conflict more
productively the next time?
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DISCUSS with participants main learning points from course.
Refer to the learning objectives:
 Identify common causes of conflict
 Recognize conflicting priorities within a work team
 Use productive strategies to resolve conflict
 Describe ways to prevent conflict
Now, please turn to the Action Contract in Appendix B of your
workbooks.
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Identify one or two current conflicts in your life where you can apply
these techniques.

Write down some of the techniques you might try to use in the situation.
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Thank participants.
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Thank any assistants.

Ask participants to complete course evaluation forms, on page 61
of their participant manuals.

Collect completed forms from workshop participants.
Activity
Flip Chart
Question
Tip
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Appendix
Sample Scenarios .................................................................................... 31
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APPENDIX A Sample Scenarios
If needed, use these examples with Exercise 4 to supplement the examples of the
participants. It would be very useful to make sure the exercise encompasses a
variety of conflicts, such as with an employee, a peer, and a stakeholder.
Print this page and cut up the scenarios. Distribute them as needed.
In addition a small case study is provided that presents two additional scenarios.
You and a colleague got off to a bad start. You don’t understand why exactly, but
you noticed, after working with her for a year, that she criticizes every suggestion
you make. She was in the organization for 3 years before you arrived, and everyone
respected her opinion. It seems to you that she is still highly respected but you have
noticed that at staff meetings, people are just as likely to call on you as on her.
Recently when your boss assigned you to work on a project together, she refused,
unless she could be named the team leader.
You are working with the traditional birth attendant (TBA) in a village that has an
unusually high rate of maternal mortality. Historically, the traditional birth attendant
delivers all babies for the village, and deaths are attributed to bad luck or
punishment for past behavior. You have been trying to meet with the TBA to
collaborate on safe delivery of high risk pregnancies. The TBA continues to cancel
meetings.
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32 |
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You are on a team investigating a cholera outbreak in a rural village. You have
determined the source of the water contamination but cannot get a meeting with the
city elders to recommend an intervention. Finally, you run into one of the elders at a
lunch. He tells you that the elders have had their fill of teams coming from the
national level, in their fancy suits, telling them how to live their lives. Outsiders make
promises that are never kept, and the village prefers to just solve their problems their
own way.
You are the new hospital director and the only medical doctor. You have been at
your post for 2 months and have noticed the medical assistant remains distant to
you. You know the medical assistant has been at the hospital for 20 years and is
greatly loved by the staff. Further the assistant is the only son of the regional health
director. Recently, at a meeting with your direct reports, you were discussing the
possibility of two projects. You could either expand the parking area, or build a
modern laundry facility which would reduce hospital infections and improve staff
morale. In the middle of what seemed to be a productive discussion, the medical
assistant burst out, saying the discussion was focusing on trivial matters and that he
had more important work to do. He stormed out of the room.
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If desired, use this case study in Exercise 4 to supplement the scenarios that the
participants provided. This scenario provides a realistic example of possible
conflicts in a rural situation. It is based on an actual health emergency in 2010 in
northern Ghana.
Background Information
The emergence of Neisseria meningitidis sero group W135 in February 2010 in a
particular district was of grave concern because, historically, the sero group responsible
for epidemics in Ghana has been group A. Thus the only vaccine currently available in
the country is a polysaccharide vaccine against sero-group A & C. Following reports to
the Regional Health Directorate (RHD), a team moved into the district immediately to
support, an alert was raised in all districts, and a distress call sent to headquarters on
the rising trend of meningitis and more importantly the unusual numbers of W135.
The Ministry of Health/Ghana Health Service sent a proposal to the World Health
Organization requesting for the trivalent ACW vaccine containing W135, for mass
vaccination in the district to prevent the spread of the epidemic to adjacent districts.
The region received a quantity of doses of trivalent (ACW) vaccines and was to conduct
a mass vaccination campaign. The mass vaccination campaign, expected to take three
days, was to start on the 5th March alongside the National Immunization Days for Polio
Prior to receiving the vaccines for a possible vaccination campaign, both the district and
regional teams intensified public education, and all communities were informed of the
pending vaccination exercise and the exact locations of their vaccination centers and
the times the exercise was due to start..
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Case Study one
Due to the limited number of staff and also the National Immunization Days, the
planning committee merged communities within 500 meters to receive services at a
centralized point. Communities more than 500 meters apart had their own centers with
vaccination. After the exercise the District (DDHS) thought they had done a good job
because all communities were covered. This was proved wrong when the district chief
executive called the DDHS to complain that one community was not covered, and the
chief of the village had come to complain at the Assembly meeting. The village chief
threatened to drive away any health staff that came there for any health activity. The
Member of Parliament is also worried that he would lose votes in that community in the
coming elections if the situation is not handled properly. As a DDHS how would you
resolve such a conflict to prevent your staff from being driven away since your mission
statement is to make health services accessible to all and to reduce inequalities?
Case Study 2
In one of the communities, the people refused the immunization with the reason that the
outbreak was caused by witches in the community and they did not need any
vaccination as an intervention. As such they were going to consult their ancestors to
expose the witches and to pacify the gods. You as a district health officer, as well as
your team, know the mode of transmission of meningitis and are afraid that the disease
will spread and increase the number of deaths in the district. Moreover this is a new
strain and must be contained within your district to prevent it from spreading to other
adjacent districts. How would you be able to convince the chief and his community
members to accept the vaccines to avoid the spread of the disease?
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31 | APPENDIX A SAMPLE SCENARIOS