unit 5b - everyday leadershiprecognize how conflict impacts ... the word “conflict”? struggle or...

I-TECH LMI Module: Mastering Conflict

Total Session Time: 2 hours, 30 minutes

Learning Objectives

By the end of this session, participants will be able to: Recognize how conflict impacts workplace dynamics and teamwork; Assess personal comfort level with conflict; Contrast cultural differences in expressing and responding to conflict; and List at least two actions that can be used to resolve conflict in a workplace.

. Overview

Step Time Activity/Method Content Resources

Needed

1 10 minutes Interactive Presentation

Introduction(Slides 1-13)

LCD or Overhead Projector,

2 20 minutes Individual Survey, Group Activity

Conflict Profile(Slides 14-15)

Handout 1Flip Chart

3 10 minutes Presentation, Handout

Five Modes of Handling Conflict(Slides 16-18)

LCD or Overhead ProjectorHandout 2

4 10 minutes Presentation Creating a Conflict Culture (Slides 19-24)

LCD or Overhead Projector,Flip Chart

5 30 minutes Small Group Activity

Conflict Norming Exercise(Slides 25-26)

LCD or Overhead Projector,Handout 3

6 5 minutes Presentation Skills for Mastering Conflict(Slides 27-28)

LCD or Overhead Projector

7 50 minutes

Case Study, Small Group Activity, Large Group Discussion

Case Study: “I Can’t Work Like This!”(Slide 29)

LCD or Overhead Projector,Handout 4

8 5 minutes Presentation Conflict Resolution(Slides 30-31)

LCD or Overhead Projector,

9 5 minutes Presentation Closure(Slides 32-33)

LCD or Overhead Projector

Mastering Conflict Facilitator Guide 5

Resources Needed

Flip Chart, paper, and markers LCD or Overhead Projector Slides

Handouts

Handout 1: Conflict Profile Handout 2: Five Modes of Handling Conflict Handout 3: Conflict Norming Exercise Handout 4: Case Study: “I Can’t Work Like This!”

Advance Preparation

Review the entire session prior to facilitating, to familiarize yourself with the slides, speaker’s notes, learning activities, and supporting materials.

Make copies of Handouts.


Beginning the Session

Trainer Instructions: Step 1 (10 minutes)

Present Slides 1-13 using trainer notes.

Slid

e 1

ASK participants:• What are your first thoughts when

you hear (or see) the word “conflict”?

• Struggle or contest between people with opposing needs, ideas, goals or values.

Slid

e 2

For many, images associated with conflict are negative and frightening.

Slid

e 3

They bring to mind images of anger and tension.


Slid

e 4

We picture meetings where there are personal attacks, non-productivity, disengagement and alienation.ASK

• “What about conflict is difficult?”

• Why?• What can be positive?• Why?

Slid

e 5

When we think of conflict, we think in terms of winners and losers.

Slid

e 6

But the next few slides are also pictures of conflict….

Groups of people coming together to discuss difficult issues …


Slid

e 7

… to try to solve a problem, …..Sl

ide

8

.. to plan for the future

Slid

e 9 Through the conflict in these groups

comes creative solutions to challenges, greater understanding of all aspects of an issue ….

Slid

e 10 … a strong sense of group cohesion….


Slid

e 11 EXPLAIN that this session is entitled “Mastering Conflict”. We chose to focus

on this topic because mastering conflict is a key element to building and supporting a high-functioning workplace. It is particularly relevant for effective teamwork.Conflict impacts us as individuals in a powerful way – thus it has a great impact on work productivity and on the workplace climate.

Workplaces need to figure out ways they will handle conflict and use the power that comes from creative conflict. Leaders and managers have

an important role in shaping this process.

Slid

e 12

Slid

e 13 The Learning Objectives are…

As with all leadership skills, we first need to understand ourselves before we can understand and lead others. So we will spend some time looking at our own experience with conflict and how that might impact how we manage conflict at work.

Then we will look at different tools and skills to help us manage conflict more effectively in our work.



Present Slide 14 using the trainer notes to describe this activity.

Slid

e 14 EXPLAIN that understanding our

personal experience and comfort level with conflict is an important part of the process of improving our ability to handle conflict and our capacity to help a workplace or team master conflict.

ASK participants to complete the handout called, “Conflict Profile”.

GIVE participants 10 minutes to complete the handout.

Distribute Handout 1: Conflict Profile and give participants 10 minutes to complete it.

After 10 minutes, use trainer notes in Slide 15 to implement a small group exercise. The discussion questions are on the slide.

Slid

e 15 BRING the class back together and

ask participants to discuss the questions on the slide in small groups. Give them 5 minutes to discuss.ASK for volunteers to share 1-2 rules they have learned about conflict.EXPLAIN that having a greater understanding of our conflict history allows us to make choices: we can choose to keep the rules we learned, or change then, or discard them.WRAP UP by saying that

understanding our feelings about and comfort with conflict is critical to being able to deal effectively with this. Also knowing what rules you operate under as well as the rules of your colleagues will help you to lead a team through conflict.



Present Slides 16-18 using the trainer notes.

Slid

e 16

In addition to our personal experience with conflict, two dimensions of behavior define how we respond to conflict:

• Assertiveness: focus on satisfying your own concerns in a conflict

• Cooperativeness: focus on satisfying others’ concerns

These are not mutually exclusive—the best resolution to conflict is one where we satisfy both our own and others

concerns, also know as win-win.

The content on this and the next several slides comes from the Thomas-Kilmann Conflict Mode Instrument (TKI), developed by Kenneth W. Thomas and Ralph H. Kilmann in the early 1970s.

Has anyone heard of this before?Used it?

Slid

e 17

GIVE participants the handout entitled: Five Modes of Handling ConflictASK participants to look at the box on the top of the first page of their handout.Explain the model:

• Point out Cooperativeness on the bottom

• Assertiveness on the side.• The 5 modes in the box – 4 in the

corners and one in the middle• Position relates to how the mode

is impacted by the qualities on the axis.ASK what participants think about this. Is it clear?


Slid

e 18

Ani

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ion

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ks: 5 On the second page, you will see

explanations of each of these modes. They are:Avoiding—”Leave well enough alone.” When someone is unassertive and uncooperative, the tendency is to handle the conflict through avoidance. They do not address the conflict. You might use this mode when you want to reduce tension or buy time. It is sometimes the mode of diplomacy. It might mean postponing a decision

while you gather more information. If the damage caused by ongoing conflict is too great, you might also choose to avoid further conflict. You can also use this mode by delegating decision-making.Competing –”Might makes right.” when someone is highly assertive and uncooperative, they are inclined to handle conflict by competing, using whatever power they have to win their own position. This mode might be appropriate to use when a quick action or decision is needed or when a difficult or controversial decision needs to be made.Accommodating—”Kill your enemies with kindness.” When someone is highly cooperative and unassertive, conflicts tend to be handled through accommodation. They will neglect their own concerns to accommodate those of the other person. They enjoy solving others’ problems. They are selfless, self-sacrificing, yielding. This mode might be appropriate when you want to create good will or keep the peace/preserve harmony, or when the relationship is more important than the issue.Compromise—”Split the difference.” When someone is somewhat assertive and somewhat cooperative, they tend to compromise in conflict to find a mutually acceptable solution that is at least somewhat satisfactory to both parties. You might use this mode when you need to resolve something very important and there are time constraints or when the relationship is as important as the issue.Collaboration—Two heads are better than one. When someone is highly assertive and highly cooperative, the conflict may be handled using collaboration where they try to engage with other person in the conflict to find a solution that fully satisfies each of their concerns. This solution may be totally different than the original solution each of them proposed, but both parties agree that it is the best solution to the problem. This mode takes a great deal of time, but is important when stakes are high, and often results in the most creative and enduring solution (win/win).Which is the best mode? All 5 can be useful and represent useful social skills that are needed at different times and in different situations. We each have a personal pre-disposition to 1 or 2 of these modes, and also need to consider situation factors related to the conflict when we chose which one to use. Mention that both personal and situational factors will influence which mode we choose.



Present Slides 19-24 using the trainer notes to guide the presentation and discussion.

Slid

e 19 So, what about conflict within teams?

ASK participants to identify positive elements of conflict in a team.

Possible answers:• encourages creativity,• supports courage,• forces important issues into the

open,• increases participation &

involvement,• encourages passionate debate of

ideas.

Conflict is constructive when itforces important issues into the open,increases involvement of team members, and generates creative solutions.

Conflict in a team is useful and important. AND, it can be difficult and destructive.

This is where the “Mastering” piece comes in.Focus on a process that consciously and directly guides the team to use conflict well …to master it.EXPLAIN that teams need a “conflict culture”.ASK the group what they think this means. Discuss freely.ASK why this is important.Work to get the following point across:

Team members likely come to the team with very different comfort levels with conflict. Some like yelling, some can’t work if a voice is slightly raised. In order to work through hard issues and be creative and to ensure participation by all, the team needs to create a common ground (explain term – ask if there is a Spanish term that means this) -- common understanding about how the team will work through conflict.Also it will be important for team members to know a little about each others’ conflict styles and histories so that you as a leader can help to foster constructive conflict in the team.

ASK participants if they have any questions.


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e 20

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ks: 3 Fear of conflict is one of the Five

Dysfunctions of Teams (book by Patrick Lencioni)Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas.

Instead, they resort to veiled discussions and guarded comments.

Conflict is constructive when itforces important issues into the open,

increases involvement of team members, and generates creative solutions.

Slid

e 22

Ani

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ks: 2 There are two types of conflict

common in a workplace:• Task conflict; and• Relationship conflict.

Task conflict is caused by differences in methods, styles, values and approaches. The focus in resolving these conflicts is on problem solving. Successful resolution of task conflicts results in enhanced creativity, improved decision making and better outcomes.Relationship or personality

conflict focuses on people, misunderstandings, who is to blame. It can be caused by miscommunication, authority issues, power struggles and competition for resources. It can result in personal attacks, alienation, non-productivity.Unresolved or poorly led task conflict can turn into relationship conflict.Cholesterol analogy: Increase good; decrease bad.


Slid

e 23 Another way to look at conflict is as a

continuum. When there is fear of conflict, there can be artificial harmony on a team, where people are afraid to speak out, either fearing repercussions or afraid to hurt someone’s feelings. At the other end of the spectrum is personality conflict, which can lead to personal attacks. Both of these can be destructive to a team, resulting in loss of creativity, diversion of energy, polarization, poor

morale, wasted time and deepening divides.Between these two is a zone of constructive conflict, where issues are opened up and discussed freely, thus increasing clarity, building cohesiveness, allow reexamination of approaches, and increased involvement and buy in by team members.

Slid

e 24

Ani

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ks: 5 Some useful tools for mastering

conflict include:• Build trust in the team

• Self knowledge & disclosure• Conflict styles inventories

• Develop conflict norms or ground rules

• Model and practice effective communication skills

• Mine for conflict and model acceptance

• Reinforce healthy debate



Use Slide 25 to introduce the topic of Conflict Norming.

Slid

e 25 Patrick Lencioni suggests that teams

create norms – agreed-upon practices – around conflict.Remember here that we are not talking about getting rid of conflict, but to encourage active debate and sharing of ideas. We want the creativity and energy that comes from active participation from all team members and from appropriately debating ideas. We want to encourage the synergy that teams can generate.

Conflict norming is the process of gaining clarity on how each team member expects each other team member to engage in discussion and debate.

Distribute Handout 3 – Conflict Norming Exercise and use the teaching notes on Slide 26 to guide participants through a small group activity that will teach them how to create a Conflict Commitment within a team or workplace unit setting.


Slid

e 26 EXPLAIN that for this exercise, we are

going to split into 2 groups of 10. There should be a facilitator in each groupDivide into groups.

Direct them to the steps that are on the slide:• Each person completes the first

part of the handout – questions 1-4. Do this on your own, not as a group.

• Discuss ideas as a group.• Work together to come to an agreement on a “ Conflict Commitment” that

should include 4-5 clear expectations of behaviors.• Each group will share their commitment with the full group.

Give groups 5 minutes for the individual part, then 15 minutes to discuss together and create a commitment.Ask each group to report on what they came up with.Some examples of norms:

• Speak one at a time• All ideas are valid and respected• Paraphrase the others’ idea before speaking• No personal attacks: separate the person from the position• Use simple language and respectful tone; be aware of body language• Consider a facilitator when things are highly charged



Present Slides 27-28 using the trainer notes to guide the presentation on conflict mastery skills.

Slid

e 27 Once you have a group conflict

commitment, how do you go on to have constructive conflict? What skills and behaviors are needed by a leader?Most important is your mindset:• Believing that a solution exists• Commitment to find a solution• Validation of the existence of many

perspectivesAsk participants to read the slide. What other skills could be useful?

Culture=what everyone knows that outsiders don’t. It is often below the surface and sometimes outside of awareness.

Slid

e 28 These skills are useful in the context

of team or group dynamics:By mastering these skills, you can support a positive conflict culture.



Distribute Handout 4: Case Study-“I Can’t Work Like This!” and give participants 5-10 minutes to read the case. Then, use the teaching notes in Slide 29 to explain the process of working on the case. Small groups may want more than 15 minutes to work together to answer these questions. You can give them more time and limit the full group discussion, if you would like.

Slid

e 29 Now we are going to look at a

common scenario that involves a project leader working to resolve a conflict that goes beyond just the team.Give the small groups 15 minutes to work on this case study.Ask for volunteers to share some of their thoughts on this case.

After the small groups have worked on the case, bring the full group back together and lead a 20-minute discussion focused on the following questions (these are in the case study): Besides conflict, what other factors are important to the dynamics described in this story? Imagine that you are Dr. Simon,

o What can you do to resolve the conflict between Dr. Mutamba and Dr. Halston at this point in time?

o What would you do differently in the future?

Ask a group what they came up with for each question, then ask others to add more. Give the group enough time to share their thoughts.

Wrap up by asking if this type of conflict is common. Emphasize the importance of addressing conflict directly and meaningfully.



Present Slides 30-31 using the trainer notes to guide the discussion.

Slid

e 30 Key to resolving conflict is defining the

problem.Here are some guidelines for effectively clarifying the problem that is causing conflict.

Slid

e 31 EXPLAIN that these skills are used to

effectively generate solutions in a conflict situation:Don’t forget that understanding yourself is key to

Strengths/weaknessesGood listener/What are my prejudices & biasesHow do I define fairWhat are my needs during the negotiation

Understanding others: Listen to understand, not to figure out how to respond. Start from an assumption of positive intent. This means that you choose to assume that the people you work with have good intentions, that they are operating to the best of their ability, that they are trying.Defining outcomes

What is your best outcomeWhat is your “bottom line” – least acceptable outcome for you?Think about what might be the other party/s best and least acceptable outcome

Understanding and defining positionsUnderstand the difference between positions (option one party is committed to as a solution) and interests (concerns, needs &/or desires underlying conflict)

Lastly, Identify options that create mutual gain. explore a range of possibilities. Look for possible tradeoffs that can benefit both sides. This is also called “win/win”.



Present Slides 32-33 using the trainer notes to guide this wrap-up of the session.

Slid

e 32 One of the major factors in successful

conflict resolution is if the parties go into the conflict with an openness and willingness to change. It is our role as leaders to help facilitate this.

Slid

e 33


Handout 1: Conflict Profile

Please respond to the questions below by circling a number between 1 and 9 that corresponds to the following scale.1 = No Conflict. Complete avoidance of debate or argument. Individual opinions are not shared if they differ from

common or dominant opinions.3 = Some Conflict. Occasionally conflict occurs. Sometimes it is resolved, sometimes it is not.5 = Conflict Happens. Parties participate in passionate debate when issues arise. Opinions are fully shared.

Resolution of issues usually happens.7 = Much Conflict. More conflict than can be resolved. Some injury occurs from conflict.9 = Extreme Conflict. Arguments are common. Active, often loud discourse takes place with raw, emotional content.

Resolution is rare-almost never happens.

1. What did conflict look like in your family home when you were a child?

1 2 3 4 5 6 7 8 9No Conflict Some Conflict Conflict Happens Much Conflict Extreme Conflict

2. How did conflict occur in the most impactful community separate from primary family (i. e. neighborhood, church community, etc.) that surrounded you in your early years?


3. Think about your worst professional experience – how would you describe conflict in that situation?


4. Now think about your best professional experience – how would you describe conflict in that situation?


5. How would you prefer conflict to be in your personal life?


6. How would you prefer conflict to be in your professional life?


7. How would you prefer conflict to be in your immediate team (in a work setting)?



8. What rules about conflict have you learned from your personal, professional and community life?

Source: I-TECH Leadership and Management Initiative


Handout 2: Five Modes for Handling Conflictadapted from Thomas-Kilmann Conflict MODE Instrument (TKI)

The two dimensions of behavior in a conflict – assertiveness and cooperativeness -- define the five different ways of responding to a conflict:

Assertiveness--the assertiveness dimension represents the extent to which you attempt to satisfy your own concerns in a conflict.

Cooperativeness--the cooperativeness dimension represents the extent to which you attempt to satisfy the other person’s concern in a conflict.

The dimensions of assertiveness and cooperativeness are represented as axis on the graph.

The five possible options for handling the conflict are plotted on the graph:

Avoiding—when someone is unassertive and uncooperative, the tendency is to handle the conflict through avoidance.

Competing –when someone is highly assertive and uncooperative, they are inclined to handle conflict by competing, using whatever power they have to win their own position.


Accommodating—when someone is highly cooperative and unassertive, conflicts tend to be handled through accommodation. They will neglect their own concerns to accommodate those of the other person.

Compromise—when someone is somewhat assertive and somewhat cooperative, they tend to compromise in conflict to find a mutually acceptable solution that is at least somewhat satisfactory to both parties.

Collaboration—when someone is highly assertive and highly cooperative, the conflict may be handled using collaboration where they try to engage with other person in the conflict to find a solution that fully satisfies each of their concerns. This solution may be totally different than the original solution each of them proposed, but both parties agree that it is the best solution to the problem.


Handout 3: Conflict Norming Exercise

To help your team create norms for conflict mastery, take 5 minutes to think individually about your preferences.

Complete the statements below:1. I would prefer that team members use a tone of voice that is … (describe)

2. The type of language should be… (give examples)

3. In terms of people’s involvement and participation, I would prefer that we …

4. I suggest that we… (give some clear and specific preferences, such as “say what you think, don’t worry about people’s feelings” or “talk about the topic of discussion, not about individuals”)

Group Discussion: Now, in groups of 4-5, take 10 minutes to compare your preferences and come up with five preferences you can agree upon as a group.

What are some common preferences?

What are the significant differences?


CONFLICT COMMITMENTWhat are our top four or five behavioral expectations of each other?

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

4. ________________________________________________________________________

5. ________________________________________________________________________

Source: adapted from Lencioni, The Five Dysfunctions of a Team: Facilitator’s Guide.


Handout 4: Case Study – “I Can’t Work Like This!”

What to Notice (as you read)As you read this story, consider the following:

Your personal comfort level with the conflict described in the story. How conflict is impacting work productivity and the work environment.

Organizational BackgroundThe International Training and Education Center for Health (I-TECH) is a collaborative effort between the University of Washington (UW) in Seattle and the University of California, San Francisco (UCSF). The organization’s core mandate is to build human and institutional capacity for delivering quality health services, and it carries out this work through 10 offices worldwide supported by technical assistance (TA) from UW and UCSF.

I-TECH has a medium-sized country office in this host country. The goal of our efforts here is to assist the Ministry of Health to roll out ART across the country. I-TECH’s main role is to provide technical assistance and training to the health facilities. I-TECH staff work closely with our donor, Centers for Disease Control (CDC), and with both national (the Ministry of Health-MOH) and local partners (health facilities throughout the country) to implement the program.

Conflict is a common part of most workplace environments, and I-TECH is no exception. In addition to the conflict that naturally comes from people with different perspectives working in a team environment; we have the added dynamic of people coming from a wide variety of cultural and ethnic backgrounds. And the work is complex and demanding.

ContextThe region that surrounds the capital city of this country is guided by the culture of the majority tribe. In this tribe, direct conflict is extremely rare – and almost never happens in the workplace environment. Cultural norms dictate calm communication and deference to authority. Senior leaders are revered as elders – they are trusted and treated with respect. A child or student or direct report would never be confrontational with their elders.

Story Dr. Simon is the I-TECH Clinical Director in this host country. He was asked by CDC and the MOH to second a clinical mentor to the main hospital in the capital city. The role of the mentor is to assist Dr. Emmanuel Mutamba, the Hospital Director, in setting up an ART Clinic at the hospital and to work with the MOH to develop ART sites in other hospitals and health centers in the country. Dr. Mutamba is a much-revered and senior clinician who has been involved in the training of many of the junior doctors at the hospital. He prides himself on creating a workplace that exemplifies the values of his native region and feels he is a successful leader.

Dr. Mutamba did not have any input into the decision to hire the clinical mentor and was taken by surprise when Dr. Simon called to tell him the mentor was coming. The mentor, Dr. Sara Halston, is American, in her early 30s. She is an Infectious Disease specialist whose training and (albeit limited) practice has focused


on HIV care. This is her first overseas posting. Dr. Halston (called “Sara” by everyone she knows, even her young nieces and nephews and the students she supervised at her university) comes from the northeast part of the United States and grew up in a community where yelling and direct confrontation was common. Her family is loud and extremely verbal. She thrives in this type of environment and appreciates a good debate – she has always encouraged her staff and colleagues to “speak up” if they have a problem and has worked under supervisors who appreciated her approach. She feels she is most successful when there is opportunity for open and public debate.

Dr. Halston arrived in this country on a Sunday and started work at the hospital on a Monday. There is immediate friction between Dr. Halston and Dr. Mutamba. Dr. Halston is very excited about her role and has many ideas for how things should be done. She is confident that she can make an impact – and quickly. Many of the hospital staff are also excited to learn more about HIV and to start the new clinic, as currently, they feel ill prepared to handle the HIV patients who are coming to the hospital.

It is three months into the posting, and Dr. Halston arrives (without an appointment) at the I-TECH office and asks to speak with Dr. Simon. She reports that initially, she felt she was able to share her ideas and make suggestions about the new clinic, and things seemed to be moving forward. But now, since she spoke out at a meeting with the MOH about all the challenges she sees at the hospital, Dr. Mutamba has not met with her nor communicated his expectations. Dr. Halston is feeling under-appreciated and under-utilized. She wants Dr. Simon to sort things out with Dr. Mutamba.

Dr. Simon also received a phone call from Dr. Mutamba last week expressing dissatisfaction with Dr. Halston and citing her incompetence. He thinks she should be sent home and someone “more experienced” should come in her place. Dr. Simon has also heard that there are factions forming in the hospital, with some doctors showing loyalty to Dr. Mutamba and others anxious for the new clinic to start and siding with Dr. Halston.

Discussion Questions Assertiveness (focusing on satisfying your own concerns) and cooperativeness (focusing on satisfying

others’ concerns) are two dimensions of behavior that define how we respond to conflict. How are these dimensions playing out for Dr. Mutamba and for Dr. Halston?

Describe the conflict present in this story.o Identify contributing factors to this conflict.

Besides conflict, what other factors are important to the dynamics described in this story? Imagine that you are Dr. Simon,

o What can you do to resolve the conflict between Dr. Mutamba and Dr. Halston at this point in time?

o What would you do differently in the future?


unit 5b - everyday leadershiprecognize how conflict impacts ... the word “conflict”? struggle or...

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