Preparing for Skill-Development Exercise 4 During class you will be given the opportunity to role-play a conflict you face, or have faced, in order to develop your conflict skills. Students and workers have reported that this exercise helped prepare them for a successful initiation of a conflict resolution with roommates and coworkers. Fill in the following information. Other party(ies) (You may use fictitious names.) Describe the conflict situation: List pertinent information about the other party (i.e., relationship with you, knowledge of the situation, age, background, and so on). Identify the other party’s possible reaction to your confrontation. (How receptive will they be to collaborating? What might they say or do during the discussion to resist change?) How will you overcome this resistance to change? Following the initiating conflict resolution model steps, write out your planned opening BCF statement that maintains ownership of the problem. Doing Skill-Development Exercise 4 in Class Objective To experience and develop skills in resolving a conflict. The primary AACSB learning standard skill developed through this exercise is communication abilities. Preparation You should have completed the questionnaire in “Preparing for Skill-Development Exercise 4.” Experience You will initiate, respond to, and observe a conflict role-play, and then evaluate the effectiveness of its resolution.
Procedure 1 (2–3 minutes) Break into as many groups of three as possible. If there are any people not in a triad, make one or two groups of two. Each member selects the number 1, 2, or 3. Number 1 will be the first to initiate a conflict role-play, then 2, followed by 3.
Procedure 2 (8–15 minutes) A. Initiator number 1 gives his or her information from the preparation to number 2 (the responder) to read. Once number 2 understands, proceed with role-play (see item B). Number 3 is the observer. B. Role-play the confl ict resolution. Number 3, the observer, writes his or her observations on the feedback form at the end of this exercise. C. Integration. When the role-play is over, the observer leads a discussion on the effectiveness of the confl ict resolution. All three should discuss the effectiveness. Number 3 is not a lecturer. Do not go on until told to do so.
Procedure 3 (8–15 minutes) Same as procedure 2, only number 2 is now the initiator, number 3 is the responder, and number 1 is the observer.
Procedure 4 (8–15 minutes) Same as procedure 2, only number 3 is the initiator, number 1 is the responder, and number 2 is the observer. Conclusion The instructor leads a class discussion and/or makes concluding remarks. Apply It (2–4 minutes) What did I learn from this experience? How will I use this knowledge in the future? When will I practice? Sharing In the group, or to the entire class, volunteers may give their answers to the “Apply It” questions. Feedback Form Try to have positive coaching improvement feedback comments for each step in initiating conflict resolution. Remember to be specific and descriptive, and for all improvements have an alternative positive behavior (APB). (For example: “If you would have said/done . . . , it would have improved the conflict resolution by . . . ”) Chapter 6 Communication, Coaching,
Initiating Conflict Resolution Model Steps
Step 1. Plan a BCF statement that maintains ownership of the problem. (Did the initiator have a well-planned, effective BCF statement?)
Step 2. Present your BCF statement and agree on the conflict. (Did the initiator present the BCF statement effectively? Did the two agree on the conflict?)
Step 3. Ask for, and/or give, alternative conflict resolutions. (Who suggested alternative solutions? Was it done effectively?)
Step 4. Make an agreement for change. (Was there an agreement for change?)