I-TECH LMI Module: Mastering Conflict
Total Session Time: 2 hours, 30 minutes
Learning Objectives
By the end of this session, participants will be able to:
 Recognize how conflict impacts workplace dynamics and teamwork;
 Assess personal comfort level with conflict;
 Contrast cultural differences in expressing and responding to conflict; and
 List at least two actions that can be used to resolve conflict in a workplace.
.
Overview
Activity/
Method
Time
1
10 minutes
Interactive
Presentation
Introduction
(Slides 1-13)
LCD or Overhead
Projector,
2
20 minutes
Individual Survey,
Group Activity
Conflict Profile
(Slides 14-15)
Handout 1
Flip Chart
10 minutes
Presentation,
Handout
Five Modes of Handling Conflict
(Slides 16-18)
LCD or Overhead
Projector
Handout 2
3
Content
Resources
Needed
Step
4
10 minutes
Presentation
Creating a Conflict Culture
(Slides 19-24)
5
30 minutes
Small Group
Activity
Conflict Norming Exercise
(Slides 25-26)
LCD or Overhead
Projector,
Flip Chart
LCD or Overhead
Projector,
Handout 3
6
5 minutes
Presentation
Skills for Mastering Conflict
(Slides 27-28)
LCD or Overhead
Projector
7
50 minutes
Case Study, Small
Group Activity,
Large Group
Discussion
Case Study: “I Can’t Work Like This!”
(Slide 29)
LCD or Overhead
Projector,
Handout 4
8
5 minutes
Presentation
Conflict Resolution
(Slides 30-31)
9
5 minutes
Presentation
Closure
(Slides 32-33)
Mastering Conflict Facilitator Guide
LCD or Overhead
Projector,
LCD or Overhead
Projector
5
Resources Needed



Flip Chart, paper, and markers
LCD or Overhead Projector
Slides
Handouts




Handout 1: Conflict Profile
Handout 2: Five Modes of Handling Conflict
Handout 3: Conflict Norming Exercise
Handout 4: Case Study: “I Can’t Work Like This!”
Advance Preparation


Review the entire session prior to facilitating, to familiarize yourself
with the slides, speaker’s notes, learning activities, and supporting
materials.
Make copies of Handouts.
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Beginning the Session
Trainer Instructions: Step 1 (10 minutes)
Slide 2
ASK participants:
• What are your first thoughts when
you hear (or see) the word “conflict”?
• Struggle or contest between people
with opposing needs, ideas, goals or values.
For many, images associated with conflict
are negative and frightening.
Slide 3
Slide 1
Present Slides 1-13 using trainer notes.
They bring to mind images of anger and
tension.
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Slide 4
Slide 5
When we think of conflict, we think in terms
of winners and losers.
Slide 6
We picture meetings where there are
personal attacks, non-productivity,
disengagement and alienation.
ASK
• “What about conflict is difficult?”
• Why?
• What can be positive?
• Why?
But the next few slides are also pictures of
conflict….
Slide 7
Groups of people coming together to
discuss difficult issues …
Mastering Conflict Facilitator Guide
… to try to solve a problem, …..
8
Slide 8
.. to plan for the future
Slide 9
Through the conflict in these groups comes
creative solutions to challenges, greater
understanding of all aspects of an issue ….
Slide 10
… a strong sense of group cohesion….
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Slide 11
EXPLAIN that this session is entitled
“Mastering Conflict”. We chose to focus on
this topic because mastering conflict is a key
element to building and supporting a highfunctioning workplace. It is particularly
relevant for effective teamwork.
Conflict impacts us as individuals in a
powerful way – thus it has a great impact on
work productivity and on the workplace
climate.
Slide 13
Slide 12
Workplaces need to figure out ways they
will handle conflict and use the power that
comes from creative conflict. Leaders and managers have an important role in shaping
this process.
The Learning Objectives are…
As with all leadership skills, we first need
to understand ourselves before we can
understand and lead others. So we will
spend some time looking at our own
experience with conflict and how that
might impact how we manage conflict at
work.
Then we will look at different tools and
skills to help us manage conflict more
effectively in our work.
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Trainer Instructions: Step 2 (20 minutes)
Slide 14
Present Slide 14 using the trainer notes to describe this activity.
EXPLAIN that understanding our personal
experience and comfort level with conflict
is an important part of the process of
improving our ability to handle conflict and
our capacity to help a workplace or team
master conflict.
ASK participants to complete the handout
called, “Conflict Profile”.
GIVE participants 10 minutes to complete
the handout.
Distribute Handout 1: Conflict Profile and give participants 10 minutes to complete it.
Slide 15
After 10 minutes, use trainer notes in Slide 15 to implement a small group exercise. The discussion
questions are on the slide.
BRING the class back together and ask
participants to discuss the questions on the
slide in small groups. Give them 5 minutes
to discuss.
ASK for volunteers to share 1-2 rules they
have learned about conflict.
EXPLAIN that having a greater
understanding of our conflict history
allows us to make choices: we can choose
to keep the rules we learned, or change
then, or discard them.
WRAP UP by saying that understanding our feelings about and comfort with conflict is
critical to being able to deal effectively with this. Also knowing what rules you operate
under as well as the rules of your colleagues will help you to lead a team through conflict.
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Trainer Instructions: Step 3 (5 minutes)
Slide 16
Present Slides 16-18 using the trainer notes.
In addition to our personal experience
with conflict, two dimensions of
behavior define how we respond to
conflict:
• Assertiveness: focus on
satisfying your own concerns in a
conflict
• Cooperativeness: focus on
satisfying others’ concerns
These are not mutually exclusive—the
best resolution to conflict is one where
we satisfy both our own and others concerns, also know as win-win.
The content on this and the next several slides comes from the Thomas-Kilmann
Conflict Mode Instrument (TKI), developed by Kenneth W. Thomas and Ralph H.
Kilmann in the early 1970s.
Slide 17
Has anyone heard of this before?
Used it?
GIVE participants the handout entitled:
Five Modes of Handling Conflict
ASK participants to look at the box on
the top of the first page of their handout.
Explain the model:
• Point out Cooperativeness on the
bottom
• Assertiveness on the side.
• The 5 modes in the box – 4 in
the corners and one in the middle
• Position relates to how the mode
is impacted by the qualities on the axis.
ASK what participants think about this. Is it clear?
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Slide 18
Animation Clicks: 5
On the second page, you will see
explanations of each of these modes. They
are:
Avoiding—”Leave well enough alone.”
When someone is unassertive and
uncooperative, the tendency is to handle
the conflict through avoidance. They do
not address the conflict.
You might use this mode when you want
to reduce tension or buy time. It is
sometimes the mode of diplomacy. It
might mean postponing a decision while you gather more information. If the damage
caused by ongoing conflict is too great, you might also choose to avoid further conflict.
You can also use this mode by delegating decision-making.
Competing –”Might makes right.” when someone is highly assertive and uncooperative,
they are inclined to handle conflict by competing, using whatever power they have to win
their own position.
This mode might be appropriate to use when a quick action or decision is needed or when
a difficult or controversial decision needs to be made.
Accommodating—”Kill your enemies with kindness.” When someone is highly
cooperative and unassertive, conflicts tend to be handled through accommodation. They
will neglect their own concerns to accommodate those of the other person. They enjoy
solving others’ problems. They are selfless, self-sacrificing, yielding.
This mode might be appropriate when you want to create good will or keep the
peace/preserve harmony, or when the relationship is more important than the issue.
Compromise—”Split the difference.” When someone is somewhat assertive and
somewhat cooperative, they tend to compromise in conflict to find a mutually acceptable
solution that is at least somewhat satisfactory to both parties.
You might use this mode when you need to resolve something very important and there
are time constraints or when the relationship is as important as the issue.
Collaboration—Two heads are better than one. When someone is highly assertive and
highly cooperative, the conflict may be handled using collaboration where they try to
engage with other person in the conflict to find a solution that fully satisfies each of their
concerns. This solution may be totally different than the original solution each of them
proposed, but both parties agree that it is the best solution to the problem. This mode
takes a great deal of time, but is important when stakes are high, and often results in the
most creative and enduring solution (win/win).
Which is the best mode? All 5 can be useful and represent useful social skills that are
needed at different times and in different situations. We each have a personal predisposition to 1 or 2 of these modes, and also need to consider situation factors related to
the conflict when we chose which one to use. Mention that both personal and situational
factors will influence which mode we choose.
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Trainer Instructions: Step 4 (10 minutes)
Present Slides 19-24 using the trainer notes to guide the presentation and discussion.
Slide 19
So, what about conflict within teams?
ASK participants to identify positive
elements of conflict in a team.
Possible answers:
• encourages creativity,
• supports courage,
• forces important issues into the open,
• increases participation & involvement,
• encourages passionate debate of ideas.
Conflict is constructive when it
forces important issues into the open,
increases involvement of team members, and generates creative solutions.
Conflict in a team is useful and important. AND, it can be difficult and destructive.
This is where the “Mastering” piece comes in.
Focus on a process that consciously and directly guides the team to use conflict well …to
master it.
EXPLAIN that teams need a “conflict culture”.
ASK the group what they think this means. Discuss freely.
ASK why this is important.
Work to get the following point across:
Team members likely come to the team with very different comfort levels with
conflict. Some like yelling, some can’t work if a voice is slightly raised. In order to
work through hard issues and be creative and to ensure participation by all, the
team needs to create a common ground (explain term – ask if there is a Spanish term
that means this) -- common understanding about how the team will work through
conflict.
Also it will be important for team members to know a little about each others’
conflict styles and histories so that you as a leader can help to foster constructive
conflict in the team.
ASK participants if they have any questions.
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Slide 20
Slide 21
Animation Clicks: 3
Fear of conflict is one of the Five
Dysfunctions of Teams (book by Patrick
Lencioni)
Teams that lack trust are incapable of
engaging in unfiltered and passionate
debate of ideas.
Instead, they resort to veiled discussions
and guarded comments.
Slide 22
Animation Clicks: 2
Conflict is constructive when it
forces important issues into the open, increases involvement of team members, and
generates creative solutions.
There are two types of conflict common in a
workplace:
• Task conflict; and
• Relationship conflict.
Task conflict is caused by differences in
methods, styles, values and approaches.
The focus in resolving these conflicts is on
problem solving. Successful resolution of
task conflicts results in enhanced creativity,
improved decision making and better
outcomes.
Relationship or personality conflict
focuses on people, misunderstandings, who is to blame. It can be caused by
miscommunication, authority issues, power struggles and competition for resources. It
can result in personal attacks, alienation, non-productivity.
Unresolved or poorly led task conflict can turn into relationship conflict.
Cholesterol analogy: Increase good; decrease bad.
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Slide 23
Another way to look at conflict is as a
continuum. When there is fear of conflict,
there can be artificial harmony on a team,
where people are afraid to speak out, either
fearing repercussions or afraid to hurt
someone’s feelings. At the other end of the
spectrum is personality conflict, which can
lead to personal attacks. Both of these can
be destructive to a team, resulting in loss of
creativity, diversion of energy, polarization,
poor morale, wasted time and deepening
Slide 24
Animation Clicks: 5
divides.
Between these two is a zone of constructive conflict, where issues are opened up and
discussed freely, thus increasing clarity, building cohesiveness, allow reexamination of
approaches, and increased involvement and buy in by team members.
Mastering Conflict Facilitator Guide
Some useful tools for mastering conflict
include:
• Build trust in the team
• Self knowledge & disclosure
• Conflict styles inventories
• Develop conflict norms or ground rules
• Model and practice effective
communication skills
• Mine for conflict and model acceptance
• Reinforce healthy debate
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Trainer Instructions: Step 5 (30 minutes)
Slide 25
Use Slide 25 to introduce the topic of Conflict Norming.
Patrick Lencioni suggests that teams create
norms – agreed-upon practices – around
conflict.
Remember here that we are not talking
about getting rid of conflict, but to
encourage active debate and sharing of
ideas. We want the creativity and energy
that comes from active participation from
all team members and from appropriately
debating ideas. We want to encourage the
synergy that teams can generate.
Conflict norming is the process of gaining
clarity on how each team member expects each
other team member to engage in discussion and debate.
Distribute Handout 3 – Conflict Norming Exercise and use the teaching notes on Slide 26 to guide participants through
a small group activity that will teach them how to create a Conflict Commitment within a team or workplace unit
setting.
Slide 26
EXPLAIN that for this exercise, we are
going to split into 2 groups of 10. There
should be a facilitator in each group
Divide into groups.
•
Direct them to the steps that are on the
slide:
• Each person completes the first part of
the handout – questions 1-4. Do this on
your own, not as a group.
• Discuss ideas as a group.
• Work together to come to an agreement
on a “ Conflict Commitment” that should include 4-5 clear expectations of behaviors.
Each group will share their commitment with the full group.
Give groups 5 minutes for the individual part, then 15 minutes to discuss together and
create a commitment.
Ask each group to report on what they came up with.
Some examples of norms:
• Speak one at a time
• All ideas are valid and respected
• Paraphrase the others’ idea before speaking
• No personal attacks: separate the person from the position
• Use simple language and respectful tone; be aware of body language
• Consider a facilitator when things are highly charged
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Trainer Instructions: Step 6 (5 minutes)
Once you have a group conflict
commitment, how do you go on to have
constructive conflict? What skills and
behaviors are needed by a leader?
Most important is your mindset:
• Believing that a solution exists
• Commitment to find a solution
• Validation of the existence of many
perspectives
Ask participants to read the slide. What
other skills could be useful?
Culture=what everyone knows that outsiders don’t. It is often below the surface and
sometimes outside of awareness.
Slide 28
Slide 27
Present Slides 27-28 using the trainer notes to guide the presentation on conflict mastery skills.
Mastering Conflict Facilitator Guide
These skills are useful in the context of
team or group dynamics:
By mastering these skills, you can support a
positive conflict culture.
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Trainer Instructions: Step 7 (50 minutes)
Slide 29
Distribute Handout 4: Case Study-“I Can’t Work Like This!” and give participants 5-10 minutes to read the
case. Then, use the teaching notes in Slide 29 to explain the process of working on the case. Small groups
may want more than 15 minutes to work together to answer these questions. You can give them more
time and limit the full group discussion, if you would like.
Now we are going to look at a common
scenario that involves a project leader
working to resolve a conflict that goes
beyond just the team.
Give the small groups 15 minutes to work
on this case study.
Ask for volunteers to share some of their
thoughts on this case.
After the small groups have worked on the case, bring the full group back together and lead a 20-minute
discussion focused on the following questions (these are in the case study):
 Besides conflict, what other factors are important to the dynamics described in this story?
 Imagine that you are Dr. Simon,
o What can you do to resolve the conflict between Dr. Mutamba and Dr. Halston at this point in
time?
o What would you do differently in the future?
Ask a group what they came up with for each question, then ask others to add more. Give the group
enough time to share their thoughts.
Wrap up by asking if this type of conflict is common. Emphasize the importance of addressing conflict
directly and meaningfully.
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Trainer Instructions: Step 8 (5 minutes)
Slide 31
Slide 30
Present Slides 30-31 using the trainer notes to guide the discussion.
Key to resolving conflict is defining the
problem.
Here are some guidelines for effectively
clarifying the problem that is causing
conflict.
EXPLAIN that these skills are used to
effectively generate solutions in a conflict
situation:
Don’t forget that understanding yourself is
key to
Strengths/weaknesses
Good listener/
What are my prejudices & biases
How do I define fair
What are my needs during the negotiation
Understanding others: Listen to
understand, not to figure out how to respond. Start from an assumption of positive intent.
This means that you choose to assume that the people you work with have good
intentions, that they are operating to the best of their ability, that they are trying.
Defining outcomes
What is your best outcome
What is your “bottom line” – least acceptable outcome for you?
Think about what might be the other party/s best and least acceptable outcome
Understanding and defining positions
Understand the difference between positions (option one party is committed to as
a solution) and interests (concerns, needs &/or desires underlying conflict)
Lastly, Identify options that create mutual gain. explore a range of possibilities. Look for
possible tradeoffs that can benefit both sides. This is also called “win/win”.
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Trainer Instructions: Step 9 (5 minutes)
One of the major factors in successful
conflict resolution is if the parties go into
the conflict with an openness and
willingness to change. It is our role as
leaders to help facilitate this.
Slide 33
Slide 32
Present Slides 32-33 using the trainer notes to guide this wrap-up of the session.
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Handout 1: Conflict Profile
Please respond to the questions below by circling a number between 1 and 9 that corresponds to the following scale.
1 = No Conflict. Complete avoidance of debate or argument. Individual opinions are not shared if they differ from
common or dominant opinions.
3 = Some Conflict. Occasionally conflict occurs. Sometimes it is resolved, sometimes it is not.
5 = Conflict Happens. Parties participate in passionate debate when issues arise. Opinions are fully shared.
Resolution of issues usually happens.
7 = Much Conflict. More conflict than can be resolved. Some injury occurs from conflict.
9 = Extreme Conflict. Arguments are common. Active, often loud discourse takes place with raw, emotional content.
Resolution is rare-almost never happens.
1. What did conflict look like in your family home when you were a child?
1
No Conflict
2
3
Some Conflict
4
5
6
Conflict Happens
7
8
Much Conflict
2. How did conflict occur in the most impactful community separate from primary family
church community, etc.) that surrounded you in your early years?
1
No Conflict
2
3
Some Conflict
4
5
6
Conflict Happens
7
8
Much Conflict
9
Extreme Conflict
(i. e. neighborhood,
9
Extreme Conflict
3. Think about your worst professional experience – how would you describe conflict in that situation?
1
No Conflict
2
3
Some Conflict
4
5
6
Conflict Happens
7
8
Much Conflict
9
Extreme Conflict
4. Now think about your best professional experience – how would you describe conflict in that situation?
1
No Conflict
2
3
Some Conflict
4
5
6
Conflict Happens
7
8
Much Conflict
9
Extreme Conflict
7
8
Much Conflict
9
Extreme Conflict
7
8
Much Conflict
9
Extreme Conflict
5. How would you prefer conflict to be in your personal life?
1
No Conflict
2
3
Some Conflict
4
5
6
Conflict Happens
6. How would you prefer conflict to be in your professional life?
1
No Conflict
2
3
Some Conflict
4
5
6
Conflict Happens
7. How would you prefer conflict to be in your immediate team (in a work setting)?
1
No Conflict
2
3
Some Conflict
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5
6
Conflict Happens
7
8
Much Conflict
9
Extreme Conflict
23
8. What rules about conflict have you learned from your personal, professional and community life?
Source: I-TECH Leadership and Management Initiative
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Handout 2: Five Modes for Handling Conflict
adapted from Thomas-Kilmann Conflict MODE Instrument (TKI)
The two dimensions of behavior in a conflict – assertiveness and cooperativeness -- define the five different ways
of responding to a conflict:
Assertiveness--the assertiveness dimension represents the extent to which you attempt to satisfy your own concerns
in a conflict.
Cooperativeness--the cooperativeness dimension represents the extent to which you attempt to satisfy the other
person’s concern in a conflict.
The dimensions of assertiveness and cooperativeness are represented as axis on the graph.
The five possible options for handling the conflict are plotted on the graph:
Avoiding—when someone is unassertive and uncooperative, the tendency is to handle the conflict through
avoidance.
Competing –when someone is highly assertive and uncooperative, they are inclined to handle conflict by competing,
using whatever power they have to win their own position.
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Accommodating—when someone is highly cooperative and unassertive, conflicts tend to be handled through
accommodation. They will neglect their own concerns to accommodate those of the other person.
Compromise—when someone is somewhat assertive and somewhat cooperative, they tend to compromise in
conflict to find a mutually acceptable solution that is at least somewhat satisfactory to both parties.
Collaboration—when someone is highly assertive and highly cooperative, the conflict may be handled using
collaboration where they try to engage with other person in the conflict to find a solution that fully satisfies each of
their concerns. This solution may be totally different than the original solution each of them proposed, but both
parties agree that it is the best solution to the problem.
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Handout 3: Conflict Norming Exercise
To help your team create norms for conflict mastery, take 5 minutes to think individually about your
preferences.
Complete the statements below:
1. I would prefer that team members use a tone of voice that is … (describe)
2. The type of language should be… (give examples)
3. In terms of people’s involvement and participation, I would prefer that we …
4. I suggest that we… (give some clear and specific preferences, such as “say what you think, don’t
worry about people’s feelings” or “talk about the topic of discussion, not about individuals”)
Group Discussion: Now, in groups of 4-5, take 10 minutes to compare your preferences and come up with
five preferences you can agree upon as a group.
What are some common preferences?
What are the significant differences?
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CONFLICT COMMITMENT
What are our top four or five behavioral expectations of each other?
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
Source: adapted from Lencioni, The Five Dysfunctions of a Team: Facilitator’s Guide.
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Handout 4: Case Study – “I Can’t Work Like This!”
What to Notice (as you read)
As you read this story, consider the following:
 Your personal comfort level with the conflict described in the story.
 How conflict is impacting work productivity and the work environment.
Organizational Background
The International Training and Education Center for Health (I-TECH) is a collaborative effort between the
University of Washington (UW) in Seattle and the University of California, San Francisco (UCSF). The
organization’s core mandate is to build human and institutional capacity for delivering quality health
services, and it carries out this work through 10 offices worldwide supported by technical assistance (TA)
from UW and UCSF.
I-TECH has a medium-sized country office in this host country. The goal of our efforts here is to assist the
Ministry of Health to roll out ART across the country. I-TECH’s main role is to provide technical assistance
and training to the health facilities. I-TECH staff work closely with our donor, Centers for Disease Control
(CDC), and with both national (the Ministry of Health-MOH) and local partners (health facilities throughout
the country) to implement the program.
Conflict is a common part of most workplace environments, and I-TECH is no exception. In addition to the
conflict that naturally comes from people with different perspectives working in a team environment; we
have the added dynamic of people coming from a wide variety of cultural and ethnic backgrounds. And the
work is complex and demanding.
Context
The region that surrounds the capital city of this country is guided by the culture of the majority tribe. In
this tribe, direct conflict is extremely rare – and almost never happens in the workplace environment.
Cultural norms dictate calm communication and deference to authority. Senior leaders are revered as
elders – they are trusted and treated with respect. A child or student or direct report would never be
confrontational with their elders.
Story
Dr. Simon is the I-TECH Clinical Director in this host country. He was asked by CDC and the MOH to second
a clinical mentor to the main hospital in the capital city. The role of the mentor is to assist Dr. Emmanuel
Mutamba, the Hospital Director, in setting up an ART Clinic at the hospital and to work with the MOH to
develop ART sites in other hospitals and health centers in the country. Dr. Mutamba is a much-revered and
senior clinician who has been involved in the training of many of the junior doctors at the hospital. He
prides himself on creating a workplace that exemplifies the values of his native region and feels he is a
successful leader.
Dr. Mutamba did not have any input into the decision to hire the clinical mentor and was taken by surprise
when Dr. Simon called to tell him the mentor was coming. The mentor, Dr. Sara Halston, is American, in
her early 30s. She is an Infectious Disease specialist whose training and (albeit limited) practice has focused
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on HIV care. This is her first overseas posting. Dr. Halston (called “Sara” by everyone she knows, even her
young nieces and nephews and the students she supervised at her university) comes from the northeast
part of the United States and grew up in a community where yelling and direct confrontation was common.
Her family is loud and extremely verbal. She thrives in this type of environment and appreciates a good
debate – she has always encouraged her staff and colleagues to “speak up” if they have a problem and has
worked under supervisors who appreciated her approach. She feels she is most successful when there is
opportunity for open and public debate.
Dr. Halston arrived in this country on a Sunday and started work at the hospital on a Monday. There is
immediate friction between Dr. Halston and Dr. Mutamba. Dr. Halston is very excited about her role and
has many ideas for how things should be done. She is confident that she can make an impact – and quickly.
Many of the hospital staff are also excited to learn more about HIV and to start the new clinic, as currently,
they feel ill prepared to handle the HIV patients who are coming to the hospital.
It is three months into the posting, and Dr. Halston arrives (without an appointment) at the I-TECH office
and asks to speak with Dr. Simon. She reports that initially, she felt she was able to share her ideas and
make suggestions about the new clinic, and things seemed to be moving forward. But now, since she spoke
out at a meeting with the MOH about all the challenges she sees at the hospital, Dr. Mutamba has not met
with her nor communicated his expectations. Dr. Halston is feeling under-appreciated and under-utilized.
She wants Dr. Simon to sort things out with Dr. Mutamba.
Dr. Simon also received a phone call from Dr. Mutamba last week expressing dissatisfaction with Dr.
Halston and citing her incompetence. He thinks she should be sent home and someone “more
experienced” should come in her place. Dr. Simon has also heard that there are factions forming in the
hospital, with some doctors showing loyalty to Dr. Mutamba and others anxious for the new clinic to start
and siding with Dr. Halston.
Discussion Questions
 Assertiveness (focusing on satisfying your own concerns) and cooperativeness (focusing on satisfying
others’ concerns) are two dimensions of behavior that define how we respond to conflict. How are
these dimensions playing out for Dr. Mutamba and for Dr. Halston?
 Describe the conflict present in this story.
o Identify contributing factors to this conflict.
 Besides conflict, what other factors are important to the dynamics described in this story?
 Imagine that you are Dr. Simon,
o What can you do to resolve the conflict between Dr. Mutamba and Dr. Halston at this point in
time?
o What would you do differently in the future?
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