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CHAPTER SIX: MANAGING COMMUNICATION CONFLICT IN THE WORKPLACE
Objectives
Define conflict
Identify reasons for conflict
Describe types of conflict
Develop skills for managing conflict
Identify needs for and types of mediation situations
Develop skills for mediation
Understand alternative dispute mediation conditions and resources for assistance
Key Words
Conflict communication, cycles of conflict, conflict styles, conflict management, conflict
resolution, negotiation, conflict and negotiation style, negotiation skills, supportive and defensive
climates
On the Internet
Chapter Teaching Notes
I. Conflict in the Workplace
A. Conflict: An expressed struggle where at least two parties perceived incompatible
goals, scarce resources, and interference from others in achieving their goals.
Hocker and Wilmot
B. Why does conflict occur?
2. Methods of reaching goals
4. Relationship differences
5. Unequal power distribution through:
a. Positional power the authority of a person commonly accepted
as the one who can control ultimately opportunities to decide,
7. Lack of information
9. Face-saving
II. Types of Conflict the multifaceted types of conflict
A. Mere disagreements usually mild and involves issues not related to the
relationship
B. Misplaced conflicts. Misperceived cause the topic of conflict is not the issue.
Only exists in the mind of one of the
participants
1. False one person thinks a conflict exists, only to find out that there is
no conflict
3. Substitution people argue about an issue, but the topic is not the one
at the center of the problem
C. Nonsubstantive centers on personal habits and styles that have no specific topic
as the cause or the focus of the conflict
D. Substantive involves real issues and topical substance
III. Levels of Conflict and Tension in Organizations
A. Level one: problem identification. A problem or disagreement to resolve people
identify a problem and move toward a solution
B. Level two: advocacy problem solving has moved from consensus building to a
IV. Theories of Conflict in the Workplace
A. Phase Theory conflict occurs in predictable patterns
1. Sources of conflict
3. Strategies to resolve conflict
5. Solutions or settlements made
6. Solutions set tone for future conflict management
B. Conflict Avoidance Cycle analyze avoidance tendencies that cause us to put off
dealing with conflict
C. The Chilling Effect we anticipate the negative effects of conflict on the
relationship
D. Unresolved Conflict Resurfacing it tends to resurface worse than before
V. Communication Skills in Managing Conflict
A. Understanding conflict communication style basic orientations to handling
conflict
2. Collaborative high goal oriented and high concern for
feelings = OUR WAY
4. Avoider avoids tasks and concerns for people = NO WAY
6. When each style works:
a. Competition works well when you need quick decisions, under
emergencies, or when unpopular issues must be decided
b. Collaborating works when commitment from all parties and
c. Compromising works when goals are not as important, a fallback
for when collaboration or competition do not work
d. Accommodating works when preserving harmony is more
B. Communication Skills to Handle Criticism – Giving criticism:
1. Make sure it is well timed and located in a non-threatening context
3. Make the requested change one the person can actually do something
about
4. Make a plan for change
C. Communication Skills to Handle Criticism – Receiving criticism
1. Ask for a description of the action in question
3. Admit when you are wrong
4. Ask how to improve
D. Communication Skills to Handle Criticism – Maintaining Emotional Control
1. Have an attitude that conflict is normal
3. Ask for more information
5. Ask for suggestions to solve the problem collaboratively
VI. Communication Skills in Managing Negotiation After Defining Negotiation, we turn
to
Principles of Negotiation
A. Fischer and Ury Principled Negotiation:
i. People separate people from the issue
ii. Interests focus on shared interests
B. Model of Positional Conflict Management
1. The issue the presenting issue is articulated
3. Interest unearthing unstated interests of each party
4. Common ground negotiation begins
C. Harris and Moran s Successful Negotiator Qualities
D. Alternative Dispute Resolution
E. Understanding Your Negotiation Styles
2.
Normative everything can be bargained for
4.
Factual facts speak for themselves
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Case Study
1. From Textbook: Case of Conflict in the Hospital
Background
You have been called by one of your clients, the Chief Executive Officer of a major hospital, to
help with a difficult conflict case within the hospital. The Medical Director and Director of
Nursing in the Emergency Department are at war. The conflict has been simmering for some
The CEO has offered you complete access to meet with anyone in the Emergency Department to
gather any information you need. He has encouraged you to mediate a resolution between
the two
parties if possible or to make a recommendation to him on the matter if resolution is not possible.
Perspective of the Medical Director
Dr. Smith was brought in two years ago to take over a troubled department with a mandate to
developed new charting methods, more consistent with practices at other major hospitals,
which
the
nurses opposed.
She tells you the nursing staff at the hospital are spoiled and lazy, compared to other staffs with
which she has worked in the past. They have been allowed to get by with mediocre standards in
the past. A large part of the problem is the Director of Nursing, Miss Jones. Dr. Smith feels that
she is unable to sleep, and has experienced symptoms of depression in her tenure at University
Hospital.
Perspective of the Director of Nursing, Emergency Department
Miss Jones has been Director of Nursing at University Hospital for eight years. She has worked
have been ignored. The new patient medical charts have been a disaster. It includes no space for
nurse comments, which any nurse could have told Dr. Smith would be a problem if she had ever
asked. The new method of assigning nurses jeopardized continuity of care in the opinion of the
nurses, and place nurses in-patient care areas for which they were not trained.
The loyalty has been further undermined by their work in the Emergency Room with Dr.
incident over the patient record validated the wisdom of such an arrangement. She had gone to the
CEO of the hospital only recently to confirm that she did not directly report to the Medical
Director
of the Emergency Department, and she said he had assured her that nothing had changed.
She felt that Dr. Smith was threatened by this autonomy.
Miss Jones was ready to quit, except for the loyalty she felt for her nursing staff and to patients in
the ER. She felt that she was the only buffer protecting the nurses and the patients form the
autocratic rule of Dr. Smith.
Questions for Conflict Case Analysis
1. What are the main issues in this case?
2. Describe examples of each of the following types of issues:
Content/subject matter issues:
3. What role does power and control play in this conflict?
4. Is this a person-based conflict of a system-based conflict?
5. Can these two individuals solve this conflict on their own? Why or why not?
6. What would you do first if you were brought into this conflict as a mediator?
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7. What could have been done at an earlier stage to prevent this case from getting to this
point?
Class Exercises
1. Objective: Assess conflict styles.
Time: 20 minutes
Directions: From Text: Table 6.1. Abbreviated Conflict Style Assessment
Try to consider how you most often view yourself across a variety of situations. Please respond to
each statement below by indicating your feeling as to the following assessments: 1=strongly
disagree, 2= moderately disagree, 3= moderately agree, 4= strongly agree.
1. I try to integrate a solution in conflict where everyone concerns are addressed.
3. In conflict situations, I frequently move to find a middle ground, compromise solution.
5. I try to avoid creating unpleasantness for myself in conflict.
7. When I know I am right I try to press my point very hard in a conflict.
9. In conflict, I am more comfortable working on how other people feel than only solving a
problem.
10. I do what is necessary to avoid tensions in conflicts.
Your scores: Add the numbers for each of the 5 styles. The highest score indicates your style
preference in many situations, and your lowest score indicates the style you least like.
Collaboration Style (add items 1, 6)
Competing Style (add items 2, 7)
Compromising Style (add items 3, 8)
Accommodating Style (add items 4, 9 )
Avoiding Style (add items 5, 10)
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2. Objective: Assess individual negotiation abilities.
Time: 50 minutes
Directions: From the text: Table 5. 2. Negotiation Skills: A Self-Assessment Exercise
Please respond to this list of questions in terms of what you believe you do when interacting with
others. Base your answers on your typical day-to-day activities. Be as frank as you can.
For each statement, please enter on the Score Sheet the number corresponding to your choice of
the five possible responses give below:
If you have never (or very rarely) observed yourself doing what is described in the statement.
If you have observed yourself doing what is described in the statement occasionally, but
infrequently: that is, less often than most other people who are involved in similar
situations.
If you have observed yourself doing what is described in the statement about an average
Please answer each question:
2. I evaluate the facts according to a set of personal values.
3. I am relatively unemotional.
4. I think that the facts speak for themselves in most situations.
6. I focus on what is going on between people when interacting.
7. I tend to analyze things very carefully.
8. I am pragmatic.
10. I look for common ground and compromise.
11. I use logic to solve problems
12. I know most of the details when discussing an issue.
14. I am sensitive to other peop needs and feelings.
15. I am good at using a step-by-step approach.
16. I document my statements.
18. I try to please people.
19. I am very systematic when making a point.
20. I like to use the inductive method (from facts to theories).
22. I let my decision be influenced by my personal likes and wishes.
23. I look for cause and effect.
24. I do not trust inspiration.
26. I offer bargains.
27. I weigh the pros and cons.
28. I am perceived as a down-to-earth person.
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Score Sheet
Enter the score you assigned each question (1,2,3,4, or 5) in the space provided. Please note:
The item numbers progress across the page from left to right. When you have all your scores, add
them up vertically to attain four totals. Insert a in any number space left blank.
1.
2.
3.
4.
9.
10._
11._
12._
13._
14._
15._
16._
17._
18._
19._
20._
25._
26._
27._
28._
Intuitive Total Normative Total Analytic Total Factual Total
Negotiation Style
Profile
Enter now your four scores on the bar chart below. Construct your profile by connecting the four
data points.
Low Use Moderate Use High Use
Intuitive
Normative
Analytical
Factual
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32
Adapted from Interactive Style Questionnaire (Situation Management Systems, Inc.) in Training
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Description of
Styles
Intuitive
Basic Assumption: gination can solve any problem
Behavior: Making warm and enthusiastic statements, focusing on the entire situation or problem,
pinpointing essentials, making projections into the future, being imaginative and creative in analyzing
the situation, keeping switching from one subject to another, going beyond the facts, coming up with
Normative
Basic Assumption: is barg
Behavior: Judging assessing and evaluating the facts according to a set of personal values, approving
and disapproving, agreeing and disagreeing, using loaded words, offering bargains, proposing rewards,
Key Words: Wrong, right, good, bad, like.
Analytical
Basic Assumption: leads to the right
Behavior: Forming reasons, drawing conclusions and applying them to the case in negotiation, arguing
in favor or against one s own or position, directing, breaking down, dividing, analyzing each
Factual
Basic Assumption: facts speak for themselves.
Behavior: Pointing out facts in neutral way, keeping track of what has been said, reminding people of
their statements, knowing most of the details of the discussed issue and sharing them with others,
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3. Objective: Conflict identification. This exercise will test the ability to identify
specific types of conflict. (Worksheet available)
Time: 50 minutes
Directions: Form students into groups of four. Give each group a copy of the worksheet. Each
group should read each scenario and attempt to distinguish which type of conflict is occurring.
They should not use their notes, but rather work as a team to reach answers. After all of
the groups
have completed the worksheet, discuss their answers as a class. What did they get wrong? Why?
This is a good chance to clarify any misunderstandings.
a. Sally: this is absolutely ridiculous! Please stop complaining about
everything! I refuse to work with you if you do not start behaving more
responsibly. I feel as though you do not understand how to handle these projects
competently
Ann: know perfectly well what I am doing! I am newer here and don know
how to do everything y
What type of conflict are Sally and Ann involved in?
Type of conflict: Nonsubstantive
b. Both Katie and Jordan had been working in the same department of their
organization for at least two years. When Keaton joined the department last
month he was started off right away on a major project with both Katie and
Jordan. Bill continued to struggle with handling the project. Everyday he came
in and tried his hardest, yet everyday he somehow managed to slow things down.
The next afternoon, Katie and Jordan asked Keaton to meet them for lunch with
What kind of conflict was Keaton experiencing?
Type of conflict: False conflict
c. This scene is taking place in the boardroom of a major food retailer.
Heath: understand that you think this new product can be the end of our
financial woes, but I believe that you are wrong, Matthew. I think that this
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Heath: I think you are right in saying that revenue is most important
right now, especially when we are in such financial trouble. Unfortunately,
making a poor product, which will be poorly received, is not the way to increase
4. Objective: Understanding of the phase cycles of conflict
Time: 15 minutes outside of class or 30 minutes in class
Directions: This activity can be done in class or assigned the day before. Ask students to think of
the last major conflict that they experienced. Have them draw out how it occurred by breaking it
down into its component pieces. Was this conflict part of the chilling effect? The conflict
avoidance cycle? Unresolved conflict? How could their knowledge of conflict cycles have
changed this last conflict event? Now ask them map out the same conflict positively.
5. Objective: Identify types of conflict and cycle of conflict in real life events.
Time: varies depending on the movie
Directions: Have the class watch a movie or clips of movies that illustrate conflict and its cycles.
in Cars with Boy starring Drew Barrymore has many scenes involving conflict in
relationships. Ask them to watch these scenes with conflict and identify the following:
1. What type of conflict is occurring?
2. Can the components of a conflict cycle be identified? (this is when watching
an entire movie, instead of clips could be useful)
6. Objective: Using and identifying orientations to conflict management.
Time: 60 minutes? (Depends on number of groups)
Directions: Break students into groups of four students and make sure there are at least 5 groups.
Secretly assign each group a type of conflict management orientation. Ask each group to then
7. Objective: Handling criticism. Increase understanding of the need for skills in handling
criticism as well as increasing the effectiveness of student s skills. This activity should be done
after extensive discussion on conflict management and criticism. (Worksheet available)
Time: 30 minutes
Directions: Divide students into pairs for role-playing. Give each student his or her individual
directions to follow for each scenario. Remind students that the effectiveness of this activity
depends on their ability to stay in character and stay on task.
Student A:
The scene: You are a supervisor at a large corporation. You are required to
with now is having trouble staying on task during projects and often uses
Student B:
The scene: You are an employee in a large corporation. You are being called into
your supervis office because of a complaint filed against you. You
are
unaware of what the problem is at this point and are not happy to be in this
Student A:
The scene: You are part of a team who is working on a large account. The project
has been going well to this point. Unfortunately, the team has experienced
significant issues in the last two days. Part of the problem is some bad accounting
that you did at the beginning of the project. You have always had some issues
with
Student B:
The scene: You have been working as part of a team on a large account. The
project has been going well to this point. Unfortunately, the team has experienced
significant problems in the last two days. Part of the problem is some bad
8. Objective: Applying Fischer and principles of negotiation. (Worksheet available)
Time: 30 minutes
Directions: Have the class read the following scenario, and as a class decide what should be done
and said in response using Fischer and principles of people, interests, options, and criteria.
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9. Objective: Marooned! Working as both individuals and as a group to make decisions.
(Worksheet available)
Time: 50 minutes
Directions: Give each student a copy of the m worksheet below and ask them to fill it
out. After 5-10 minutes form small groups of about 6 students and ask them to come up with a
Worksheet:
Somewhere in the middle of the Pacific Ocean, a beautiful and uninhabited island exists. As a
result of a small plane crash, seven people have been marooned on the island:
A pregnant woman An internationally famous doctor
THE PROBLEM: Which person should be allowed to make the plane trip home?
Your choice:
Group s choice:
Discussion Questions
1. Which do you think causes more cases of conflict different goals, or different methods
of reaching goals? Why?
2. What types of power have you ever held? Have you ever been in a situation where
someone else exerted a type of power over you? Which one?
3. Why do you think that people feel the need to face-save? Do you think that the urge to
face-save might be higher in a business and professional setting? Why or why not.
4. Have you ever been involved in a conflict that escalated to level three: winning at all
costs? How did the problem get that far? How did you eventually resolve it?
5. Describe a scenario in which the conflict avoidance cycle can be seen.
6. What type of conflict style do you mainly use? Is this the same style your friends and
family use? How many other styles do you feel confident using?
7. What are some scenarios that occur in everyday life in which each type of conflict
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9. Why is having an understanding of how to give and receive criticism in the workplace
important? How would you handle a person who does not have this understanding, but
must be the recipient of criticism?
10. Why is it important to separate people from the issue when managing conflict? If the
person is the cause of the conflict, why would you want to separate the two?