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Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-1
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
INSTRUCTOR’S MANUAL: PART THREE
Papers and Projects
Table of Contents
I. Short Essays and/or Projects
A. Elements of Conflict
B. Conflict Analysis: Dyadic Project
C. Changing Lanes: Film Analysis
D. Relationship “Check Up”
E. Technology and Conflict: Project Facebook
F. Forgiveness: Messages from our Culture
II. Long Essays and/or Projects
A. Alternative Dispute Resolution: Group and Individual Project
B. Conflict Styles Assessment
C. End of Term Conflict Analysis
D. Comparative Analysis
E. Group Research Project and Presentation
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-2
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Short Essays and/or Projects
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-3
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Elements of Conflict
Overview
This short paper is designed to (1) further your understanding of Wilmot and Hocker’s definition
of conflict; (2) help you analyze these concepts in a real-life conflict; and (3) improve your
competency at managing conflict.
Process
1. First, identify an example of a conflict you have personally experienced.
2. Analyze your perception of the conflict, using the text’s definition.
a. Expressed struggle: How has the conflict been expressed? How often? Verbally?
Nonverbally? Overt? Covert?
b. Interdependent parties: What binds you together? In what ways do you need the
other person? In what ways does he or she need you?
c. Perceived incompatible goals: What aren’t you getting? What isn’t the other
person getting?
d. Perceived scarce resources: Examples include time, money, affection, inclusion,
etc.
e. Perceived interference from others in achieving those goals: In what ways are you
interfering with the other person’s goals? How is the other person interfering
with your goals?
3. Analyze the other person’s view of conflict, according to the five elements. You can do this
by (a) directly asking the other party or (b) making your best guesses about how he or she
views the conflict.
4. Write a 2-3 page paper that:
a. Summarizes both your view and the other’s view of the conflict.
b. Identifies areas where you and the other could improve the management of the conflict.
c. Discusses the role perception plays in conflict.
d. Reflects what you have learned by completing this process.
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-4
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Conflict Analysis: Dyadic Project
Overview
This paper requires that you work with a classmate to analyze a real conflict where either (1) you
are one of the parties or (2) you are an outsider. Your data for the paper are interviews with the
conflict parties. Use an interview format adapted from the text and/or approved by your
instructor.
Process
Solicit as much information from the parties as possible, remembering that they will each have
different perceptions of the dispute, as will you as an outsider. You can focus on multiple
episodes over time, or one dramatic episode that has considerable importance. You are to
illuminate the interpersonal dynamics of the conflicting parties. You are examining the conflict
as a system-wide set of events between two interlocked people.
If you are one of the conflicting parties, you must complete your answers before your partner
interviews the other person. Whether you are a party or not, you and your partner compile the
raw data, look for conflict concepts in action and write the paper in third person. Do not
identify the parties. Use fake names. Promise a copy of your paper to the people you are
interviewing.
Begin by reviewing the Conflict Assessment Guide in your text from Chapter 7. If necessary,
edit questions so they are easily understood by someone who is not currently taking a course in
conflict management. If you need assistance in writing your interview questions, consult your
instructor. Submit a draft list of the questions for approval.
After conducting the interviews, you and your partner write a paper that provides (1) a thorough
description of the conflict(s) between the parties; (2) an assessment of that conflict; (3) a set of
recommendations to the parties for how they might have better handled their past conflict and/or
how they might better manage future conflict(s); and (4) an analysis that incorporates relevant
course concepts and terminology.
Requirements
1. This team essay should be 5-7 pages long. Be sure to attach your final list of interview
questions at the end of your paper.
2. Protect the conflict parties by using fake names. Do not reveal whether or not you or your
partner is one of the parties.
3. Include citations of additional readings on conflict management. You are required to
incorporate a minimum of three scholarly references, in addition to text references, into
your analysis.
4. You must participate in the process of peer review with your classmates. Submit their
suggestions (hand-written or word-processed) as another attachment to your final draft.
Heed the comments from your peer editors, and proofread carefully. The final copy
should demonstrate significant improvement from your rough draft.
5. Your paper will be graded on your ability to integrate relevant conflict concepts, using this
specific conflict.
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-5
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Changing Lanes: Movie Analysis
Note to Instructor: This is a great assignment to do after completing Chapters 1-6. The movie is
full of emotion, especially anger and revenge, but also demonstrates many other concepts in the
text from Chapters 1-5. You could use the assignment only for Chapter 6, or as a nice “midterm”
project. You could just show clips to illustrate various concepts, from nearly every chapter.
Process
As a class, view the movie Changing Lanes, a film about two characters whose lives become
intertwined, literally, by accident. Great conflict ensues. Before assigning any of the
questions/analysis below, just ask students to keep a notebook handy and record as many
examples of course concepts as possible. (You can even give a prize, like 5 extra points on the
paper, to the person with the most viable examples.)
Questions/Analysis
1. Identify the various events and verbal exchanges that contribute to the escalation of the
conflict between Gavin and Doyle. Which character is most to blame?
2. Identify at least two opportunities where either character could have changed the course
of the conflict?
3. What examples of negative emotion do you see?
4. What examples of positive emotion do you see?
5. Discuss Gavin’s abilities to manage his anger.
6. Discuss Doyle’s abilities to manage his anger.
7. What roles do fear, threats, revenge, and physical aggression play throughout the conflict?
8. Who do you think has the most power—Gavin or Doyle? Explain.
9. What sources (RICE) of power does each character have?
10. What high/low power moves do you see in the movie?
Character Advice
1. Discuss PRODUCTIVE low-power moves the characters could’ve made that may have
altered the progression/outcome of the conflict. (Review the Wilmot handout from
Chapter 4 Activities in this Instructor’s Manual.)
2. Choose one character (Doyle or Gavin) and give him some general communication advice,
as well as conflict management advice.
Wrap-Up
1. What role, if any, does forgiveness play in the conflict between Gavin and Doyle?
2. What did you learn from this movie that could help you better manage your interpersonal
conflict?
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-6
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Relationship Check-Up
Overview
The purposes of this paper are (1) to help you better understand the communication and conflict
concepts discussed in the text and (2) to enhance one of your interpersonal relationships.
Process
1. Choose a significant ongoing relationship in your life.
2. Sit down with the other person when you both have some time and space, and ask her or him
the questions below.
3. Then have your partner ask you the same questions.
• Appreciations: What do you appreciate about me most? What do you appreciate about
our relationship?
• Updates: What new information do you have for me that I need to know about?
• Wishes/Hopes/Dreams: What are your wishes? Hopes? Dreams? How have they
changed (or stayed the same)?
• Emotions: What emotions do you experience when we have conflict? What emotions
do you see that I experience? How do your/my emotions affect our behaviors when we
are in conflict? What would you like me to work on?
• Conflict: What important issues do we need to work on? What do you like/dislike about
the way we manage conflict with one another?
• Forgiveness: What would you like forgiveness for? Will you forgive me for _____?
• Requests for Change: What would like for me to change? What behaviors do you wish
I would do more? Less?
• Catch-All: Is there anything else you'd like to talk about with me?
4. After completing the activity, reflect (aloud or in writing) on what you learned.
5. Review the material in Chapter 7 (Check this Chapter for accuracy) for “Moderating
Your Conflicts.” Identify specific strategies and steps you and the other person will take to
improve your relationship. Keep in mind you may use this tool to help improve any
relationship.
6. Write a 4-5 page paper in which you:
a. Describe the relationship you have with the other person.
b. Summarize your answers and the other person’s answers to the questions above.
c. Reflect on what you learned about this specific relationship and relationship enhancement
in general.
d. Demonstrate your understanding of relevant conflict concepts.
e. Incorporate terminology from the text and class.
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-7
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Technology and Conflict: Project Facebook
1. Ask all students to interview at least three people (friends, family, romantic partners,
etc.) about conflict they have experienced on Facebook (they may have been one of the
conflicting parties, or they may have just “seen” it happening). Ask them to capture the
most relevant details in writing.
2. Conduct a class discussion about what they heard (a) topical themes; (b) escalation of the
conflict; (c) emotional responses to conflict via Facebook; and (d) what conclusions
they’ve drawn, as a class about the conflict on this medium.
3. Additional discussion questions: How do you think the public nature of the environment
affects the process, the outcomes and/or the relationship? What role does power play in
these exchanges?
4. Finally, have the class (individually and/or in groups) write advice to people who
attempt to manage conflict on Facebook. Do they follow any of Hocker and Wilmot’s
advice? What could do they do better? Since this medium, and others like it, are
unlikely to go away, what can people learn about managing conflict?
5. Note to Instructor: This project could be graded on the interviews only, the discussion,
and/or the advice they give. You can make this as informal or formal as you like, as long
as you are clear in the directions.
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-8
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Forgiveness: Messages from Our Culture
Purpose:
This project is designed for students to explore how cultural factors in the United States
influence their thoughts, feelings and actions regarding forgiveness. This could be done as an
individual project or a short group project. Both require students spending time out of class.
1. Homework: Search current popular magazines, newspaper articles, music, movies,
television programs, and religious materials for messages about forgiveness. Attempt to balance
your collection between those with positive messages and negative messages about forgiving
others and accepting forgiveness.
2. Discussion: Give students approximately a week to gather materials and ask them to
bring their materials to class. Ask individuals or group members to explain how and where they
searched and what they learned while looking.
3. Mini-Debate:
• Write the following statements on the board, or put on slides for students:
o Forgiveness is a sign of weakness.”
o “Forgiveness is NOT a sign of weakness.”
• Ask students to write an individual argument for each statement, using the materials they
brought to class and/or personal examples to support their claims.
• Divide students into two teams and present each “case.” Afterward, ask students for their
response to the viewpoints. This will create a lot of discussion, and you may choose to
end the activity here.
4. Option A: If you have time, continue class with the following questions.
Option B: Discuss the questions as a follow-up in the next class period.
Option C: Assign any/some/all of these questions for journaling. When they return to
class, you can discuss as many as you have time for and/or find relevant.
• Is it easy/difficult for you to forgive others? Explain.
• Many people, including you, resist offering forgiveness to others. Why do you think this
happens?
• Is it easy/difficult for you to accept forgiveness from others? Explain.
• How much of your personal viewpoint has been influenced by the materials you and your
classmates brought to class? Are there other factors? Such as...?
• How can we, as a culture and individually, give and accept forgiveness better?
• What, if anything, would you like to think/do differently about your view and actions
regarding forgiveness?
• How might changes in viewpoints and actions reverberate in our culture and/or influence
potential cultural change?
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-9
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Long Essays and/or Projects
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-10
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Alternative Dispute Resolution:
Group and Individual Project
Overview
This assignment is designed to give you the opportunity to get to know first-hand about at least
one alternative dispute resolution (ADR) resource in the local area, and to introduce you to the
variety of services available. As a group, you will research, write about, and present information
regarding a specific ADR organization of your choice. Individually, you will compile and write
an introduction to a packet of resources (provided by other members of the classroom).
Description
GROUP PROJECT: As a group you are to select a specific ADR resource and actively learn
more about it. You may conduct phone interviews, meet with people in person, use web-based
resources, etc. as part of your research. Your group is to write a 4-5 page summary of your
findings and present your findings to the class. Each group will provide enough copies of their
written report for all class members. Your summary report should include the following topics:
____ A description of the ADR resource you select
____ An overview of your research process
____ The purpose of the organization
____ The services provided
____ The kinds of disputes the organization typically deals with
____ An account of the clients (who is served?)
____ Costs of the services
____ Any specialized training provided or internship opportunities
____ An assessment of the pros and cons of the company (use your text as
an evaluation tool)
____ A report of a typical case (hypothetical or actual)
____ A list of resources and references
Your group will present your findings to the class in a 10 minute oral presentation. You will
need to decide as a group which aspects of the report you believe are most relevant to highlight
for the class. Your presentation should be both informative and engaging.
INDIVIDUAL PROJECT: As individual members of the class, you are to compile a resource
packet using the reports developed by the different groups in class. You will need to organize
the reports in some fashion that makes sense to you (location, type of resource, costs, etc) and
then write a 3-4 page introduction and overview of the packet. Your role is to determine the
audience for whom the resource packet is designed and tailor your introductory remarks to that
audience. You will be expected to make connections between the resources included, and
between the resources and course content.
Assessment
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-11
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Each component of the project will be evaluated separately.
• Half of your grade for this project will be based on the individual resource packet.
• A quarter of your grade will be based on the presentation made by your group to the class.
• The final quarter of your grade will be based on the group report.
All group members will be assigned the same grade for the report and presentation unless special
circumstances suggest otherwise. You will have the opportunity to assess the participation of
your group members at the end of the team process.
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-12
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Conflict Styles Assessment
Overview
The purpose of this paper is to provide you with the opportunity to understand the relationship
between the theoretical perspective of conflict styles and its application in your own life. By
completing two different assessments of your conflict style and soliciting feedback from
significant others in your life circle regarding the ways you typically respond in conflict
situations, you will be able to compare self perceptions and the perceptions of others with regard
to your own repertoire in conflicts.
Description
You will complete both conflict styles worksheets included at the end of this assignment sheet.
The “My Styles” and “Others’ Styles” worksheets were created by William W. Wilmot, Ph.D. of
The Collaboration Institute. The worksheets are adapted from M.A. Rahim and N.R. Mager’s
article, “A Confirmatory Factor Analysis of the Styles of Handing Interpersonal Conflict: First-
Order Factor Model and Its Invariance Across Groups,” Journal of Applied Psychology 80.1,
(1995): 122-132.
In addition, you are to solicit feedback from at least three different people with regard to your
conflict styles by asking them to fill out the styles inventories about you. After collecting the
data regarding your individual styles, write a paper in which you compare and contrast your
perspective of your conflict styles with the assessments of others. You will need to lay the
groundwork for your comparative analysis by discussing the basic theoretical perspective on
conflict styles discussed in your text and in class. If you find that the two instruments generate
different results, you should make an argument about what may account for any differences.
The final section of your paper should include reflection about your styles and their
effectiveness. Remember to support any claims you make in this paper with appropriate support
and documentation.
Assessment
This paper is worth __% of your final grade in this class. The paper should be typed and
proofread. Assertions and claims should be appropriately supported and cited. You will be
expected to provide a draft of your essay on the date indicated in the syllabus for peer review.
You will be required to turn in copies of your peer evaluation forms and the initial draft of your
paper with the final paper. You will also need to attach a summary (table, chart, or description)
of the data you collect for your analysis. Essays turned in without the required supporting
materials and citations will not receive full credit for this assignment.
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-13
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
My Styles
Think of two different contexts (A and B) where you have a conflict, disagreement, argument, or disappointment
with someone. An example might be a work associate and someone you live with. Then, according to the following
scale, fill in your scores for situation A and situation B. For each question, you will have two scores. For
example, on question one the scoring might look like this:
1. 2 | 4
Person A___________________ Person B__________________
1 = Never 2 = Seldom 3 = Sometimes 4 = Often 5 = Always
Person | Person
A | B
1.__|__ I avoid being put on the spot; I keep conflicts to myself.
2.__|__ I use my influence to get my ideas accepted.
3.__|__ I usually try to split the difference in order to resolve an issue.
4.__|__ I generally try to satisfy the other’s needs.
5.__|__ I try to investigate an issue to find a solution acceptable to us.
6.__|__ I usually avoid open discussion of my differences with the other.
7.__|__ I use my authority to make a decision in my favor.
8.__|__ I try to find a middle course to resolve an impasse.
9.__|__ I usually accommodate to the other’s wishes.
10.__|__ I try to integrate my ideas with the other’s to come up with a decision jointly.
11.__|__ I try to stay away from disagreement with the other.
12.__|__ I use my expertise to make a decision that favors me.
13.__|__ I propose a middle ground for breaking deadlocks.
14.__|__ I give in to the other’s wishes.
15.__|__ I try to work with the other to find solutions which satisfy both our expectations.
16.__|__ I try to keep my disagreement to myself in order to avoid hard feelings.
17.__|__ I generally pursue my side of an issue.
18.__|__ I negotiate with the other to reach a compromise.
19.__|__ I often go with the other’s suggestions.
20.__|__ I exchange accurate information with the other so we can solve a problem together.
21.__|__ I try to avoid unpleasant exchanges with the other.
22.__|__ I sometimes use my power to win.
23.__|__ I use give and take so that a compromise can be made.
24.__|__ I try to satisfy the other’s expectations.
25.__|__ I try to bring all our concerns out in the open so that the issues can be resolved.
Scoring: Add up your scores on the following questions.
A / B A / B A / B A / B A / B
1. ___/___ 2. ___/__ 3. ___/___ 4. ___/___ 5. ___/___
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-14
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
6. ___/___ 7. ___/___ 8. ___/___ 9. ___/___ 10.___/___
11.___/__ 12.___/___ 13.___/___ 14.___/___ 15.___/___
16.___/___ 17.___/___ 18.___/___ 19.___/__ 20.___/___
21.___/___ 22.___/___ 23.___/___ 24.___/___ 25.___/___
___/___ ___/___ ___/___ ___/___ ___/__
Avoidance Domination Compromise Obliging Integration
Totals Totals Totals Totals Totals
Papers and Projects
Hocker: Interpersonal Conflict, 9e IM-15
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Others’ Styles
Now you are going to score the other people’s styles. On the first page, you had person A and person B.
According to the following scale, fill in your scores for how person A and Person B acted.
1 = Never 2 = Seldom 3 = Sometimes 4 = Often 5 = Always
Person | Person
A | B
1.__|__ He or she avoided being put on the spot; He or she kept conflicts to himself or herself.
2.__|__ He or she used his or her influence to get ideas accepted.
3.__|__ He or she usually tried to split the difference in order to resolve an issue.
4.__|__ He or she generally tried to satisfy my needs.
5.__|__ He or she tried to investigate an issue to find a solution acceptable to us.
6.__|__ He or she usually avoided open discussion of differences with me.
7.__|__ He or she used their authority to make a decision in his or her favor.
8.__|__ He or she tried to find a middle course to resolve an impasse.
9.__|__ He or she usually accommodated to my wishes.
10.__|__ He or she tried to integrate their ideas with mine to come up with a decision jointly.
11.__|__ He or she tried to stay away from disagreement with me.
12.__|__ He or she used his or her expertise to make a decision that favors him or her.
13.__|__ He or she proposed a middle ground for breaking deadlocks.
14.__|__ He or she gave in to my wishes.
15.__|__ He or she tried to work with me to find solutions which satisfy both our expectations.
16.__|__ He or she kept the disagreement to himself or herself in order to avoid hard feelings.
17.__|__ He or she generally pursued his or her side of an issue.
18.__|__ He or she negotiated with me to reach a compromise.
