BU.121.710.XX– Managing Conflict: A Problem-Solving Approach – Instructor Name–Page 1 of 7
/Managing Conflict: A Problem-Solving Approach
2 creditsBU.121.710.XX
[NOTE: Each section must have a separate syllabus.]
[DayTime / ex: Monday, 6pm-9pm]
[StartEnd Date / ex: 3/24/15-5/12/15]
[Semester / ex: Fall 2016]
[Location / ex: Washington, DC]
Instructor
[Full Name]
Contact Information
[Phone Number, (###) ###-####]
[Email Address]
Office Hours
[Day(s)/Times]
Required Text and Learning Materials
Stone, Douglass, Patton, Bruce & Heen, Sheila (1999), Difficult Conversations: How to Discuss What Matters Most, Penguin Books, (10th Anniversary Edition,ISBN 978-0-14-311844-2)
Roberto, Michael A.Why Great Leaders Don’t Take Yes for an Answer: Managing for Conflict and Consensus, Wharton School Publishing, Upper Saddle River, NJ, (2nd Edition ISBN 978-0-13-309511-1)
[Martha Rinaldi] case, available for purchase through Harvard Business School Course Pack, <url>
Other learning materials will be provided intermittently by the instructor via the course Blackboard site.Students are accountable for all supplemental material.
Course Description
This advanced-level course builds upon the strategies and approaches presented in BU.121.610 Negotiation. Participants will be able to analyze a conflict and conduct an effective conversation to contain or resolve the conflict. The course will use case studies, experiential learning, group discussion, and lectures to introduce the problem-solving frameworks; and a diagnostic tool for assessing conflict and choosing from a spectrum of conflict management interventions.
Prerequisite(s)
None
Learning Objectives
By the end of this course, students will be able to:
- Understand and analyze the roots of interpersonal and organizational conflicts
- Develop strategies for managinginterpersonal and organizational conflicts
- Manage work group projects and demonstrate leadership capabilities
- Provide appropriate assessment and feedback of individual performance
- Communicate a clearly articulated position in writing and orally
To view the complete list of CareyBusiness School’s general learning goals and objectives, visit the Teaching & Learning@Carey website.
Attendance
Full attendance and active participation are required for you to fully succeed in this course.Students are expected to attend all scheduled class sessions. Each class will include interactive exercises that further mastery over course material. Failure to attend class will result in an inability to achieve the objectives of the course. Attendance and participation are graded aspects of the course (see below).
Assignments & Rubrics
Assignment / Learning Objective(s) / WeightAttendance and class participation / 1, 2, 5 / 15%
Individual Assessment, Parts I and II / 1, 2, 5 / 15%
Individual Case analysis / 1, 2, 5 / 25%
Brief Response Paper / 1, 2, 5 / 15%
Work group discussion lead and student evaluation / 1, 2, 3, 4, 5 / 15%
Work group final project and peer evaluations / 1, 2, 3, 4, 5 / 15%
Total / 100%
Individual Assessment: This assignment is divided into two parts, with different due dates.
In Part I (due prior to Week 2, approximately 1000 words) you will:
(1)Briefly summarize your typicalstyle for handling conflict. Use in-class surveys and course material to categorize your style and interpret your scores.
(2)Comment on how your conflict style has been influenced by your upbringing, prior knowledge, and personal experiences with conflict situations.
(3)Identify one or two concrete goals that you would like to achieve in the way you handle conflict.
(4)Provide a brief overview of a current conflict issue that you are facing. Offer specific information regarding the nature of the conflict, the parties involved, and what has transpired up to the present situation. Also, provide a proposed action plan for dealing with this conflict.
In Part II (due prior to week 8, approximately 500 words) you will:
(1)Provide a description of how your approach to handling conflict has (or has not) changed over the duration of the course, including progress you’ve made toward the goals you identified in Part I.
(2)Update the status of the conflict issue that you identified in Part I, including the following: What is the current status of the conflict? What actions did you or the other party/ies take that contributed to the current status of the conflict? What course concepts provide the best framework for understanding the conflict and/or its aftermath? What have you learned from the conflict situation?
Parts I and II should be submitted through TurnItIn (Blackboard). When submitting Part II, please include the text from Part I in the document.
Individual Case Analysis:The case analysis is a structured opportunity for students to apply course material to a concrete instances of organizational and interpersonal conflict. Students should treat this as a comprehensive written exam. Students will purchase and read the assigned case and conduct a 1500-word analysis of the conflict. The analysis should:
(1)offer the reader a deeper understanding of the roots of the conflict, including each party’s contribution, as well as any hard or soft barriers that may exist at the organizational level
(2)Provide concrete proposals for managing or resolving the conflict described
Analyses will be evaluated on the range of course content brought to bear on the conflict, apparent mastery of course content, the insightfulness of the analysis, and the productivity of the solutions proposed.
Case analyses should be submitted through TurnItIn (Blackboard) prior to class on Week 7.
Brief Response Paper: Students will choose one of the discussion questions generated by a work group in Week 5, 6, or 7, and compose a thoughtful, succinct, and research-backed 1000-word response paper to the question. Specifically:
(1)Find two quality sources (preferably from academic journals or respected news sources) that speak to the discussion question, and summarize the contents each source, relating them directly to the discussion question (i.e., showing how each source provides a perspective on the discussion question).
(2)Synthesize across both sources, drawing general conclusions about the discussion question based upon your research.
(3)Provide thoughtful commentary on the question by critiquing the conclusions reached by the sources, connecting your research with other course content, bringing in relevant personal experience, or offering an alternative perspective.
Brief Response Papers are to be posted on the Discussion Board on Blackboard 24 hours prior to the designated class session.
Work Group Discussion Lead: Each work group will be responsible for designated course material at one of our class sessions. The work group must lead a 30-minute interactive session that highlights and advances on important themes from the material. Discussion and carefully designed exercises are encouraged. As a method of “jump starting” the discussion, work groups will be responsible for generating a thoughtful discussion question:
(1)Six days prior to your assigned class session, the work group should submit to the instructor a discussion question based upon their designated course material. In addition to demonstrating the group’s mastery of the material, the discussion question must prompt students to think beyond the material, serving as the basis for the Brief Response Papers. Once approved by the instructor, the group is responsible for posting the discussion question to Blackboard no fewer than five days before the assigned class session.
(2)On the day of the assigned class session, Work Groups are responsible for leading a 30-minute discussion session. Student Brief Response Papers will be posted to Blackboard 24 hours prior to the session; work groups should read these and incorporate them into the discussion. Powerpoint and other media are acceptable for presentations, but the key is to engage the class in a lively discussion.
(3)Within 24 hours of the discussion, the leading Work Group will submit to the instructor evaluations of students’ Brief Response Papers using the appropriate template (posted on Blackboard).
Work Group Final Project: Work groups must work together to create and design a practical tool for improving conflict skills in the workplace or at home.
(1)Using the course material, work groups should select a strategy or practice that they think would do the most good for the most people in improving their conflict management. They should then design a tool that could realistically be implemented in a work or home setting to produce improvements in conflict management.
(2)Work groups will draft a 1000-word report detailing their design. This report is due to the instructor before class on Week 8, submitted via email. The report should:
- Introduce the problem that the tool is designed to improve upon
- Provide justification (using course material) for the solution that the tool provides
- Give a detailed description of the tool so that a reader (think investor) with no insider information can understand it and decide whether it is worth developing
(3)Work groups will provide a 10-minute sales pitch in class that summarizes the tool and its value.
BU.121.710.XX– Managing Conflict: A Problem-Solving Approach – Instructor Name–Page 1 of 7
Scoring Rubric
Component / Fair performance (7-8) / Good performance (8-9) / Exemplary performance (9-10)Participation and attendance / The student contributes occasionally and demonstrates a rudimentary grasp of course material. The student takes part in in-class exercises. / The student often contributes comments that demonstrate comprehension and understanding of the course material. The student participates actively in in-class activities and provides helpful comments during debriefing. / The student regularly contributes high quality comments that demonstrate a deep grasp of the course material, and introduces examples that further class discussions. The student engages fully with in-class exercises, and demonstrates constructive analysis during debriefing. In general, the student misses no more than one course session.
Individual Assessment, Part I / The student addresses all four components of the assignment as detailed in the syllabus; shows acceptable understanding and application of the conflict styles; and sets conflict goals that are reasonable. / The student draws basic connections between some of the four different components of the assignment (for example, by tailoring his/her action plan to his/her particular conflict style); shows good understanding and application of the conflict styles; and sets conflict goals that are specific and reasonable. / The student deeply explores connections between all four components of the assignment to understand how habits and past experiences have shaped his/her conflict style and behavior in the current conflict situation. The student’s action plan for the current conflict is tailored to his/her individual conflict history and the specific details of the current conflict, and the student’s conflict goals are specific, reasonable, and insightful.
Individual Assessment, Part II / The student addresses both components of the assignment as detailed in the syllabus, showing acceptable development from Part I to Part II in his/her thinking about the personal conflict. Assignment reflects acceptable mastery of course concepts. / The student makes basic connections between both components of the assignment, showing marked development from Part I to Part II in his/her thinking about the personal conflict. Assignment reflects good mastery of course concepts. / The student deeply explores connections between both components of the assignment, showing exemplary mastery of course content. His/her analysis of the personal conflict is enlightening and reflective of a deep understanding.
Individual Case Analysis / The student demonstrates a rudimentary understanding of the conflict case and makes obvious connections between the specifics of the conflict and course content. The proposals for managing the conflict are on-topic and articulated at a basic level. / The student demonstrates good understanding of the conflict case and makes thoughtful connections between the specifics of the conflict and course content. The analysis and proposals for managing the conflict are detailed and insightful. / The student demonstrates exemplary understanding of the conflict case, and draws illuminating, non-obvious connections between the specifics of the conflict and the course. The analysis and proposals for managing the conflict are carefully thought out and actionable. The student demonstrates an impressive knack for applying course concepts to specific problems.
Brief Response Paper / The student identifies and summarizes two reasonable sources that speak to the Discussion Question, and provides one or two acceptable observations about the sources. In general, the sources are treated separately, and very little synthesis is evident. / The student identifies and summarizes two high-quality sources that speak to the Discussion Question, and identifies convergent or divergent themes between sources. The student provides a basic commentary that goes beyond summarizing and/or agreeing/disagreeing with the sources. / The student identifies and summarizes high-quality, highly-relevantsources, and offers a synthesis that provides deep insight in the Discussion Question. The student demonstrates an ability to engage constructively, but critically, with the sources, and offers a commentary that pushes the reader’s thinking beyond the original question.
Work group Discussion Lead / The group shows rudimentary grasp of concepts from the text(s), and generates a discussion question that prompts adequate responding both in class and in the Brief Response Papers. The group demonstrates that they have familiarized themselves with student Response Papers. Group completes student evaluations of Brief Response Papers and posts Discussion Question on time. / The group shows good grasp of concepts from the text(s), and generates a discussion question that prompts thoughtful responding both in class and in the Brief Response Papers. The group demonstrates that they have thought through student Response Papers, and tailors discussions to the contents of the papers. Group completes thoughtful student evaluations of Brief Response Papers and posts Discussion Question on time. Group functions cohesively throughout the assignment. / The group shows excellent grasp of concepts from the text(s), and generates a discussion question that prompts thoughtful responding both in class and in the Brief Response Papers. The group demonstrates that they have carefully thought through student Response Papers, and tailors discussions to the contents of the papers, pushing students’ thinking beyond what they have written. Group completes insightful student evaluations of Brief Response Papers and posts Discussion Question on time. Group functions cohesively throughout the assignment.
Work Group Final Project / The tool is reasonable and the project clearly reflects acceptable grasp of course contents. The written report is free of major errors and the class presentation is clear. Each group member completes peer evaluations. / The tool is creative and useful, and the project is clearly reflects a good grasp of core ideas from the course. The report is clearly written and the presentation is engaging. Each group member completes thoughtful peer evaluations. Group functions cohesively throughout the assignment. / The tool is creative, useful, and “ready for market” in its current form, and the project demonstrates exemplary mastery of course material by integrating across contents to arrive at something truly novel. The report and presentation are well-crafted, easy to follow, and show global coherence. Each group member completes honest, thoughtful peer evaluations and group function demonstrates qualities of a high performing team.
BU.121.710.XX– Managing Conflict: A Problem-Solving Approach – Instructor Name–Page 1 of 7
Grading
The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level.
Please refer to the Carey Business School’s Student Handbook for grade appeal information.
Tentative Course Calendar*
[Note: Instructors should feel free to rearrange topics/readings as they see fit. This is a suggested course calendar]
Week / TopicsIn-class content / Assignments prior to class:
1
[Date] / Introductions/Overview
Introduction to Conflict
Assessing conflict styles / Read syllabus
Reading:DC xxvii-xxxiii
2
[Date] / The anatomy of conflict
Naïve realism
Work group assignments / DC pp. 3-82
Individual assessment, Part I
3
[Date] / Strategies for navigating conflict styles
Introduction to constructive conflict
Work group time / Yes pp. 1-68
Work Group Discussion Question
Individual Brief Response Paper
4
[Date] / Managing feelings/identity in conflict
Moving toward a shared reality
Listening skills
Work group time / DC pp. 85-128
Yes 75-107
Work Group Discussion Question
Individual Brief Response Paper
5
[Date] / Managing conflict to foster divergent thinking
Affective vs. cognitive conflict
Work group time / Yes pp. 109-228
Work Group Discussion Question
Individual Brief Response Paper
6
[Date] / Managing employee conflicts
Cultural conflict
Work group time / DC pp. 131-234
7
[Date] / Ethics of conflict
Case Discussion
Course evaluations
Work group time / Yes pp. 233-313
Individual case analysis
8
[Date] / Implementing a Problem-Solving Approach to Conflict
Work group final project presentations
Wrap-up / Work group final projects
Individual assessment, Part II
*The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.
**DC refers to readings in Difficult Conversations; Yes refers to readings in Why Great Leaders Don’t Take Yes For An Answer
Carey Business School
Policies and General Information
Blackboard Site
A Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at Support for Blackboard is available at 1-866-669-6138.