978-0078036934 Syllabus

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-1

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INSTRUCTOR’S MANUAL PART FOUR

Sample Syllabi

Contributors:

Julie Benson-Rosston

Bill Wilmot

Joyce Hocker

Karen Zediker

CONFLICT MANAGEMENT

CO 289: Special Topics

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-2

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Fall 2012

TR 11:00 a.m. – 12:15 p.m.

INSTRUCTOR

Julie Benson-Rosston, M.A.

E-Mail: jubenson@carroll.edu

Cell/Text: 406-459-3041

Office Hours: By appointment

REQUIRED TEXT

• Interpersonal Conflict (9th ed.), Hocker and Wilmot, McGraw-Hill, 2013

COURSE DESCRIPTION

COURSE OBJECTIVES

The overall purpose of the course is for you to enhance and strengthen your skills when

managing conflict. The course examines the dynamics of everyday conflicts across a variety of

settings, from personal relationships to the workplace. You will draw on your own experiences

and case studies supplied in class to learn the principles of conflict and the techniques for

productive management. Both theory and application will be stressed, with an emphasis on

their interrelation.

More specifically, at the end of this course you will be able to:

➢ List the elements present in all conflicts

➢ Clarify the impact gender and culture have on conflict choices

➢ Explain typical conflict reactions in your family of origin and their impact on you

➢ Describe the types of goals people try to accomplish in conflicts

➢ Conceptually distinguish between different styles of conflict (both individually and

collectively)

➢ Explain how power is best seen as relational rather than individual

➢ Make recommendations for different types of interventions into conflict

➢ Distinguish between mediation, arbitration and adjudication

➢ Discuss the advantages of forgiveness & reconciliation

➢ Suggest strategies for preventing destructive conflict

COURSE REQUIREMENTS

Attendance

As many of you already know, and for those of you whom are new to my courses, your

attendance in a communication course is critical. When you regularly attend class, you

Sample Syllabus

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can demonstrate your knowledge, curiosity and questions regarding the course content,

in order to earn class participation points. You also have several opportunities to

practice your existing and newly acquired skills through class activities. Your

attendance and promptness will also influence your Class Participation grade.

Class Participation (100 points)

As mentioned above, your “physical” attendance is important; so is your

“psychological” attendance. You can earn class participation points by adhering to the

following principles for “effective participation:”

• Presence: You are “in the moment,” prepared, and prepared to discuss the

course content.

• Dialogue: You are able to carry on respectful conversation with your

classmates and me. You also encourage others to engage in this dialogue

with you.

• In-Class Activities: You actively engage in case studies, role-plays,

question/answer sessions, as well as take on the role of facilitator or

leader when appropriate.

• Note: We will have additional discussion about what constitutes effective

participation and what does not, along with what type of environment

(physical and mental) encourages excellent participation by all classmates.

Tests (200 points)

You will take five tests (50 points each) covering the chapters in the text (see “Tentative

Calendar” for specific dates. Each test will cover 2-3 chapters, and I’m calling them tests

rather than quizzes because there’s a lot of material to cover. The tests will be

comprised of true-false, multiple choice, and fill-in-the-blank questions. I will drop your

lowest test score, so your best four tests will be applied to your grade.

Writing Assignments

• Conflict Styles Paper (100 points): This paper will provide you with the

opportunity for increased awareness about your conflict style(s) and those of the

people around you. Additional details will be provided in a handout to be

distributed in class.

• Conflict Analysis Paper (100 points): You will work with a partner in class to

analyze a specific, real conflict, utilizing tools and research from course materials,

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-4

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in order to write a joint paper. Again, additional details will be provided in

class.

Group Presentation (100 points)

What kind of communication class would this be without the wonderful opportunity to

participate in a group project and presentation?!?! You and 3-4 classmates will work

together to research and develop a presentation on a specific area of conflict

management. A more thorough description of this project will be provided in class, but

you can expect to be graded on three major facets of group work (1) the presentation

itself; (2) the accompanying written work; and (3) peer evaluations of your ability to be

a productive group member.

COURSE POLICIES

Written Work

1. You may choose to submit your written work in class (hard-copy) or

electronically via email with an attachment.

2. Your writing must be word-processed and proofread; excessive typos, spelling

errors, and/or non-standard English will not be accepted, and such assignments

may be subject to a re-write.

3. Late written work (hopefully, you won’t have any of this, but just in case…) will

be penalized 20% of the possible points, and no late assignments will be accepted

after one week beyond the due date.

Tests

Missed tests cannot be made up. (Exceptions include only school-sponsored activities.)

If you miss a test, I will automatically drop it as your lowest score. Missing an

additional test will result in a zero for that test.

Dress Code

The Department of Communication Studies requires professional dress students

making formal presentations. Students should dress as if preparing for a business/job

interview. Men should wear jackets and ties; women should wear similar appropriate

clothing. Jeans, t-shirts, athletic shoes, flip-flops, and caps are excluded. If you have

questions about what is appropriate, please ask.

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-5

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Grades

• Final grades will be assessed, according to the following scale:

540 – 600 points = A 360 – 419 points = D

480 – 539 points = B Below 360 points = F

420 – 479 points = C

• If, at any point, you would like to discuss a grade you earned, please make an

appointment to talk with me. Because of the enormous opportunity for

misinterpretation and frustration when communicating via technology (e.g.

email or text messages), I prefer to discuss students’ grades, or any other conflict,

in person. In addition to my policy of discussing grades face-to-face, please abide

by the following guidelines:

o Make your appointment to discuss your grade within one week after the

assignment has been returned;

o Wait 24 hours after an assignment has been returned to meet with me; and

o Write out your concerns so we can review them.

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-6

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TENTATIVE CALENDAR

Date Reading/Assignments

8/25 Course Overview

8/27 Personal Inventory

9/1 Principled Negotiation

Additional Classroom Etiquette

9/3 The Nature of Conflict

Assign Group Project

9/8 Test #1 (Ch. 1, 2, & 3)

9/10 Perspectives on Conflict

9/15 Interests and Goals (TRIP)

9/17 Criticism/Appreciation

9/22 Test #2 (Ch. 4 & 5): Power

9/24 Assign Conflict Styles Paper

9/29 Group Time

10/1 Approaches, Styles and Tactics

10/6 Fall Break: No Class

*Midterm Grades—Check yours!

10/8 Fall Break: No Class*

10/13 Test #3 (Ch. 6 and 7): Assessing Conflicts

10/15 More on Systems Analysis

10/20 Conflict Styles Paper Due

10/22 Assign Conflict Analysis Paper

Systems Analysis: Case Studies

10/27 Film

10/29 Film

11/3 Sample Conflict Analysis: “The Wedding Fight”

11/5 Moderating Your Conflicts

Emotion in Conflict—Yours and Others’

Sample Syllabus

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11/10 Test #4 (Ch. 8 and 9): Approaches to Negotiation

11/12 Third-Party Intervention

11/17 Test #5 (Ch. 10 and 11): What’s to Forgive

11/19 Group Presentations

11/24 Forgive and Forget? (and other difficult questions)—No

Formal Class. Assignments are due by 5 pm that day

11/26 Thanksgiving: No Class

12/1 Apologies 101

12/3 Preventing Destructive Conflict

12/8 Film

12/10 Film

Finals Week

Conflict Analysis Paper Due: 12/15 by 5:00 p.m.

COMM 412: INTERPERSONAL CONFLICT

Fall 2010

CONFLICT HAPPENS

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-8

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Dr. William W. Wilmot, Professor Emeritus

Phone: 370.Bill (2455)

Office

Location: LA357

Hours: Mon: 3-5 and other times by appointment

Text: Joyce L. Hocker and William W. Wilmot, INTERPERSONAL CONFLICT, 9th

edition, McGraw-Hill, 2013.

OBJECTIVES: At the end of this course you will be able to:

➢ Clarify the impact gender and culture have on conflict choices

➢ Specify the typical conflict reactions in your family of origin

➢ List the elements present in all conflicts

➢ Specify the types of goals people try to accomplish in conflicts

➢ Clarify the role of gender and culture in how we do conflict

➢ Conceptually distinguish between different styles of conflict

➢ Explain how power is best seen as relational rather than individual

➢ Make recommendations for different types of interventions into conflict

➢ Distinguish between mediation and arbitration

➢ Discuss the advantages of forgiveness & reconciliation

COURSE STRUCTURE AND EXPECTATIONS:

This course will examine the dynamics of everyday conflicts across a variety of settings

from personal relationships to the workplace. You will draw on your own experiences

and case studies supplied in class to learn the principles of conflict and the techniques

for productive management. Both theory and application will be stressed, with an

emphasis on their interrelation.

Class attendance is imperative. Class sessions develop concepts (theory) and

provide application situations for you to experience, as a result, you can’t just “get the

notes” and profit from this class. Actually, you cannot “learn” the principles of conflict

management effectively without participating in application exercises. As a result, class

attendance is very important. In addition, I move between topics depending on what

happens in class, so you need to be in class to know exactly where we are. Besides,

wouldn’t it be cool to be in class and have some advance clues about where we are

headed?

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM-9

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You may miss one class without penalty, after that your overall class average will

have 5 points deducted for each class you miss. This means that if you have an 82

average at the end, and miss 3 classes, you will lose 10 points and have a final average

of 72, dropping your grade from a B to a C. Class attendance, as you can tell, is “good”

and I promise to give you interesting and challenging experiences in the class setting.

You will not be bored.

So, if you know you cannot make class meetings, drop now.

Almost Weekly Assignments: Most weeks, I will assign in class a short, one-page

thought piece for you to hand in the next week and bring to class for purposes of class

activities. This allows you time to reflect prior to the class time.

IF you miss class, be sure you get the assignment from fellow students and hand the

paper into Dr. Wilmot’s mailbox (LA 301) BEFORE the next week’s class.

These papers will be part of your participation grade, and while not graded, they will be

“checked off” to make sure you hand them in.

This is not a typical “read all you can class.” Rather, this particular class will focus

on integration of concepts so that you can readily apply them. As a result, rather than

reading long boring assignments that wash through your mind, I have purposely limited

the reading to one central textbook. This limited reading allows you to thoroughly learn

the material from start to end. The trade off is that I expect you to master the concepts

fully and be able to talk about them spontaneously. In fact, I’ll give you many

opportunities to do so in class.

Engage in class. Come prepared to participate. If you don’t participate, I go crazy and

that is not a pretty picture. And, Now what you have been waiting for: The Grading

Details:

Term PAPER: A separate handout provides detailed instructions for this paper. First

Draft is Due Monday April 21. You will edit another student’s paper and make

arrangements with one another to exchange the critiques. The final, wonderful,

exciting, well-written paper is due Monday May 5

EXAMS:

Test #1: Mon. March 3

Test #2: Mon. April 14

Test #3: During the Final exam period

COURSE UNITS AND READINGS:

PERSPECTIVES ON CONFLICT, Chapter 1

THE NATURE OF CONFLICT, Chapter 2

INTERESTS AND GOALS, Chapter 3

POWER, Chapter 4

STYLES Chapter 5

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM–10

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ASSESSING CONFLICTS, Chapter 6

NEGOTIATION, Chapter 7

MODERATING YOUR CONFLICTS, Ch. 8

THIRD-PARTY INTERVENTION, Chapter 9

FORGIVENESS AND RECONCILIATION, Chapter 10

GRADING WEIGHTS:

Test #1: 20%

Test #2: 20%

Test #3: 20%

Major Paper: 30%

Class participation & Attendance: 10%

Graduate Students Only (in addition to the undergraduate requirements)

Choose a topic in consultation with the instructor. Produce a literature review

synthesizing all available academic research on this given area. You can choose any

topic with my agreement, and the paper should summarize the current state of

knowledge and thinking in a given area of conflict management and synthesize it—let us

know where we are, what we have yet to know, and what new directions for concept

development and data would be useful. This paper is to be much more extensive than

a typical undergraduate paper and should be a complete, theoretically sound piece of

work that is a “state of the art” for a given topic in conflict management.

This paper is due May 12

You must have your topic approved before you begin the bulk of the research.

The grading criteria for graduate students will be:

Test #1:15% The Undergrad Paper: 25%

Test #2:15% Graduate Paper: 25%

Test #3:15% Class Participation 5%

Communication and Conflict

Winter Quarter, 2010

Mondays and Wednesdays

1:30 – 3:20pm

Karen E. Zediker

Office Phone: 543-6844

e-mail: kzediker@u.washington.edu

Required Texts:

Joyce L. Hocker and William W. Wilmot. (2013) Interpersonal Conflict, 9th ed.

McGraw Hill: Boston.

Sample Syllabus

Hocker: Interpersonal Conflict, 9e IM–11

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Kohn, Alphie. (1992) No Contest: The Case Against Competition. Houghton Mifflin:

Boston.

I. Course Description:

SPCH 474is a five-credit course that focuses on the praxis of conflict

communication. We will discuss the centrality of conflict in human communication,

explore a variety of theoretical perspectives and approaches to conflict styles, and

research theories and practices of alternative dispute resolution (ADR). In addition, we

will read and discuss an extensive argument about the role of competition in our

society. Students can expect to reflect on their own experiences of conflict in a variety

of settings and their own communication patterns in conflicts. While students can

expect to engage in the reflexive process throughout the course, public disclosure of

personal experience is NOT an expectation in the class.

We will explore a variety of issues and the ways in which communicative

practices create, clarify, and complicate conflict. Metaphors of conflict will be examined

and similarities and differences in communication patterns will be compared across

contexts in which conflicts emerge. Through assigned readings, class discussions,

group research of ADR practices, and reflections on your own practice, you should

become better critics of both the perspectives of popular culture and professional

publications with regard to the relationship between communication and conflict. By

the end of this course, you should be able to identify and describe significant features

of communication and conflict in both the academic and broader social arena.

The success of student learning in this class will rely heavily on the students’

preparation and willingness to actively participate in class. Readings, individual and

group research, and reflections on cultural stereotypes and norms of conflict interaction

will provide the basis for class discussion. I expect that each of you will bring to the

class you own perspectives, but that you will be open to the views and positions of

others as they engage in reflective analysis of communication in conflict. I trust that

you will enter this course with an openness that allows you to develop and/or re-

evaluate your current perspectives and beliefs about the conflict process. I do not

expect each of you to whole-heartedly accept and adopt all of the ideas presented in

this course. In fact, I encourage you to bring your questions and challenges to the

course material so that together we can engage in the kind of dialogue that may result

in a greater level of understanding for all. I do expect, however, that you will have a

greater understanding about the praxis of conflict by the time you complete this course.

While there are no prerequisites for this course, you should become accustomed

to reflecting on the relationship between theory and practice, be willing to actively

participate in group research, writing, and presentations, and be prepared to write a

comprehensive paper that integrates both theory and practice of conflict styles. You

should also be engaged in the process of focusing on cultural conceptions of conflict as

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you are presented with them on a daily basis in order to make contributions to

discussions on the broader societal influence of communication and conflict. Students

should be prepared to articulate their own perspectives and be open to the perspectives

of others.

II. Class Policies:

1. Presence:

Much of the learning that takes place in this class is dialogic in nature, and as

such, consistent physical and psychological presence is essential to your successful

completion of the course. Because of the interactive nature of the learning experience,

it should be obvious that class discussion cannot be replicated outside of class.

Consequently, your attendance in class is crucial. Your presence is needed not only for

your own benefit, but also for the benefit of your class colleagues. If you know that

you will be absent on any given day, please notify me in advance so that we can make

any possible arrangements for you to cover the material you will miss. If you already

know that you will miss several class hours this quarter, I advise that you sign up for

the course another time.

In addition to your physical presence, your psychological presence is also

necessary in this class. Showing up to class mentally prepared to contribute will

enhance not only your own learning, but also the learning experience of others. You

can expect little mental “down-time.” Between contributing to class discussions,

listening critically to lecture material, and participating in class and small group

exercises, you can plan for your mental synapses to be active most of the time. When

you have something else on your mind, please do your best to set it aside for the two

hours of class and concentrate on the communication occurring in the classroom. You

issues are still likely to be waiting for you after class.

2. Written Work:

All written work is due at the beginning of the class period unless otherwise

indicated. Papers are to be TYPED and proofread for typographical and grammatical

errors. I expect that all written work will meet upper division college standards. You

are expected to include an introduction and conclusion with all essays (including those

on exams). In addition, all claims should be clearly and appropriately supported. If

you have challenges with writing, I encourage you to talk with me and/or make use of

the resources available on campus.

You will be required to participate in peer review of the conflict styles

assessment paper. I will provide you with a feedback form to guide your responses. It

is important that you respond to your peer in a timely fashion and that I get copies of

Sample Syllabus

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your feedback. Part of your participation grade in the course depends on completion of

the peer review process.

3. Readings: On those days when particular readings are assigned, I will assume

that you will have them read prior to class. Our discussions may depend on your ability

to talk about what you have read, and to make meaningful contributions in the form of

comments, challenges, or questions. On those days when you cannot complete the

reading before class, AT LEAST skim for the main ideas and acquaint yourself with the

key terms.

I encourage you to engage with the texts with a critical ear – as you might

listen to a speech or lecture. Ask yourself which parts of the material presented by the

author(s) you understand clearly and which sections remain unclear to you. The texts

are not provided as a pool of information for you to absorb, but as a resource from

which you may draw. In my opinion, for you to learn from the text, you will need to

bring your current understandings to it and engage with the authors in “conversation”

as you might with me and your other colleagues in class.

4. Presentations:

Oral presentations are expected to be well organized, articulate, and adapted to

the needs and level of comprehension of your classroom colleagues. Formal and

informal presentations, whether individual or as part of a group, are to be

extemporaneous, not be read from a manuscript. You should plan your presentations

as if they are “conversations with forethought” in which you engage with your audience

rather than talking at us. Feel free to talk with me regarding effective strategies for

oral presentations if you do not feel confident with your preparation in oral

communication.

5. Collaboration:

Many times throughout the quarter you will be asked to work collaboratively with

your colleagues in small groups. I anticipate that you will participate fully in this

process, contributing relevant ideas, information, and feedback. In addition, I expect

that you will show respect for one another’s contributions in class. While you may not

agree with the perspectives of your peers, I expect that you will express your

differences of opinions in ways that uphold the humanity of the person with whom you

disagree. I believe that you will find that engaging in dialogue about areas of similar

and differing points of view a positive learning experience in and of itself. I believe that

you will find the process of working through and discussing issues together beneficial to

your individual learning in the course. Grading in this course is based on a criterion

references scale and as a result you do not need to be concerned about competing with

your classmates for scores. Working in collaboration with others in class on

assignments may in fact enhance your individual scores.

Sample Syllabus

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III. Assignments and Grading:

Assignments will include two exams, a conflict styles analysis paper, a group

report/presentation on an alternative dispute resolution resource, and the development

of an individually tailored ADR resource packet. Given the importance of class

discussion, participation scores will significantly influence final grades for the course.

Written assignments are designed to help facilitate student’s understanding of the

relationship between theory and practice with regard to communication and conflict.

Exams will include both objective and essay questions and are designed to help

students retain and articulate significant concepts and theoretical perspectives. In all

assignments, students should be prepared to make their claims explicit, provide

appropriate forms of support, and demonstrate effective reasoning.

Assignments* % of Final Grade

Exam #1 25%

Exam #2 20%

Conflict Styles Paper 15%

ADR Project

Group paper/presentation 15%

Individual Resource Packet 5%

Involvement 20%

**All major assignments must be completed to receive a passing grade in

this course! **Late assignments will be accepted ONLY at the discretion of

the professor. ALL work turned in late WILL be subject to grade reduction.

Sample Syllabus

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474 Working Syllabus for Winter Quarter 2010

This schedule is to be considered a working document. It is possible, even

likely, that we will decide to make changes in an effort to be responsive to

issues that develop throughout the course of the quarter. Any and all

changes will be discussed in class and all students are responsible for those

changes – whether they are present in class on the day of the discussion or

not.

Week 1

M 1/6 Course Introduction/Overview Conflict Metaphors

W 1/8 Metaphors and Life Learnings (W – Ch. 1)

No Contest – The Case Against Competition (K – Ch. 1)

Week 2

M 1/13 Constructive and Destructive Conflict (W – Ch. 2)

W 1/15 Conflict Goals (W – Ch. 3) – CHIP

Week 3

M 1/20 No Class – MLK, Jr. Holiday – Do something important today!

W 1/22 Power (W – Ch. 4) No Contest (K – Ch. 2)

Week 4

M 1/27 Conflict Styles (W – Ch. 5)

W 1/29 No Contest (K – Ch. 3 & 4) –

Exam review

Week 5

M 2/3

Exam #1

W 2/5 No Contest (K – Ch. 5 & 6)

Week 6

M 2/10 Conflict Assessment (W – Ch. 6)

Conflict Styles Paper Drafts Due

W 2/12 Negotiation (W – Ch. 7)

Conflict Styles Paper Drafts Returned

Week 7

M 2/17 No Class – President’s Day

W 2/19 Moderating conflicts (W – Ch. 8)

Conflict Styles Papers Due

Week 8

Sample Syllabus

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M 2/24 No Contest (Ch. 6 & 7) /ADR

W 2/26 Third Party Intervention / Mediation (W – Ch. 9)

Week 9

M 3/3 ADR Project Groups Workday

W 3/5 No Contest (K – Ch. 9 & 10) ADR Project Updates

Week 10

M 3/10 ADR Project Groups Workday

W 3/12 ADR Project Oral Reports

All ADR Written Reports Due!

FINAL

M 3/17 2:30-4:20pm FINAL EXAM ADR Packets Due