Implementing conflict resolution strategies and problem-solving skills

Lesson Plan for

AUT 150 Maintenance and Light Repair Section A

Course HS Title: / Maintenance and Light Repair / Program:
KCTCS Courses included in HS Title: (Lesson is prepared for course highlighted.)
KCTCS Course No. / KCTCS Course Title
Introduction/Context / This lesson will instruct the student on how to implement conflict resolution strategies and problem-solving skills. Knowledge of these techniques and skills are necessary for a student to acquire if they wish to compete for high paying, high skilled jobs in an Automotive Repair Facility. Entry level technicians need to be able to perform this task to 100% accuracy.
Prepared By / School / Date:
Grade Level / No. Students / No.IEP's: / Lesson Length:
Task
Implements conflict resolution strategies and problem-solving skills
No. / Objective
1 / Given the proper tools and instruction, the student will be able to implement conflict resolution strategies and problem-solving skills, and pass a written test covering the task with 100% accuracy.

Connections:

KOSSA Skills Standards
EH-2: Implements conflict resolution strategies and problem-solving skills

INSTRUCTIONAL MATERIALS/TECHNOLOGY

Teacher Designed Materials and Other Handouts


Textbooks and Workbooks

Author / Title/ISBN No. / Edition / Publisher / Pages
Halderman/Deeter / Introduction to Automotive Service / 2013 / Pearson / 27-28


Web

Title / Publisher / URL
Conflict Resolution / SHRM Society for Human Resource Management / www.shrm.com


Content/Presentation/Demonstration Outline

Explain to students that conflict is any situation in which your concerns or desires differ from those of another person. Some examples of workplace conflict would be disagreement between employees, and employees who just don’t get along (there isn’t an apparent conflict).
Inform students that conflict arises because employees have different points of view, communicate to one another differently, spend large amounts of time together, depend on one another to “get the job done”, and establish expectations of one another are not communicated and then not met.
Tell them that conflict does not always have to be negative. When employees are able to challenge one another’s ideas in a supportive environment, new ideas are generated and fostered.
Let them know that it is important to remember that conflict will always exist between employees, and effective supervisors have the skills to manage the conflict process and turn disagreements into ideas.
Instruct students on examples of Healthy vs. Damaging Conflict. Types of damaging conflict would be name calling, personal attacks, silent and withdrawn, afraid to speak up, cliques, gossip and rumors, and a lack of mutual respect. Some examples of healthy conflict would be disagreements that are communicated in a supportive environment that foster the generation of new ideas or ways to problem solve, and tension that increases awareness or sheds light on a growing workplace problem.
Inform students of the possible consequences of letting conflict fester. There’s a chance that employees not involved in the conflict either “pile on” or withdraw from the conflict.
This requires employees to take sides or “check out” from work entirely. Also, morale and productivity is lowered because employees are focused on the conflict, and employees who work in teams are now divided because of the conflict.
Tell students that in extreme instances, unresolved conflict can lead to violent or aggressive situations. This creates a potential for employees to become injured. Let them know that if they were to become a supervisor or owner of a workplace, the company may have legal risks associated with violent situations that occur there. This can also cause work to slow dramatically or halt altogether.
Be sure students understand that conflicts are inevitable. Tell them that they should resolve to address conflict quickly. They should focus on the problem, be open to solutions, acknowledge how their fellow employees are feeling, and listen actively.
Let students know that they should not focus on personality traits that cannot be changed, interrupt, attack, disregard the feelings of the employees, avoid the conflict, allow emotions to take over the conversation, or impose personal values or beliefs.
Teach students that there are basically six steps to the conflict resolution process. They should clarify what the disagreement is, establish a common goal for both parties, discuss ways to meet the common goal, determine the barriers to the common goal, agree on the best way to resolve the conflict, and acknowledge the agreed solution and determine the responsibilities each party has in the resolution.


Applications/Practice

1 / Refer to content


Evaluation and feedback Prior to Testing or Lab Work

1 / Objective 1. / Formative assessment / Instructor will observe students as they practice the procedure to assure correct procedure and safety practices are being followed. A checklist will be utilized to chart student progress on the task. Questioning techniques will be utilized as necessary to demonstrate student comprehension / depth of knowledge. 2/ Adaptations and/or accommodations for special needs students will be added if required.


STUDENT ASSESSMENT:(Assess student progress with performance criteria.)

1 / Objective 1 / Summative assessment / written test questions on stated objective / depth of knowledge 2/ adaptation and / or accommodations for special needs students will be added if required
IMPACT--Reflection/Analysis of Teaching and Learning: (How did students’ progress in relation to the state objectives? Was the instruction successful? Analyze samples of student work particularly that which is unsatisfactory, for the purpose of planning further instruction.)
REFINEMENT--Lesson Extension and Follow-up: (To be filled in as the lesson is modified during initial planning and/or during the teaching learning process.)