Academic Administrators Leadership Series – Managing Conflict
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Transcript of Academic Administrators Leadership Series – Managing Conflict
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Academic Administrators
Leadership Series – Managing Conflict
Chris Loschiavo, JD Associate Dean of Students and Director of Student Conduct and
Conflict Resolution
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Overview
• Background of presenter• The definition of “Conflict”• Different styles of conflict• Tools for conflict resolution• Conflict Resolution options at UF
and in the community
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Background and experiences
• Education• My job• Certified mediator• Mediated student and greek life
conflicts• Refreshed mediation training at
Donald D. Gehring Academy• Expanding conflict resolution
options at UF
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Activity
Words that come to mind when you hear the word conflict.
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Conflict is… • Conflict is an inevitable part of every relationship of value.
• Conflict can be resolved so that both parties feel they have “won” and without the need for someone to “lose.”
• Conflict signals a need for change/evolution in a relationship.
• Conflict can be a healthy and enriching experience, strengthening rather than weakening relationships.
• Conflict can be positive and productive, providing opportunities for learning and mutual understanding.
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Reframing Negative Mindsets
Conflict is …
Rewarding Inevitable HealthyStimulating Opportunity GrowthPositive Change Creative Win/WinHelpful Enriching LearningConstructive Unifying ExcitingCollaborative Vital Productive
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Perceptions, Assumptions and Values
• Perceptions: the individual frames of reference in which we view the world
• Assumptions: a guess or conclusion based on perceptions
• Values: individual beliefs that we regard highly
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Breaking Down Conflict• Perceptions, assumptions and values are highly regarded
individual beliefs
• They are also self imposed barriers to communication that can often inhibit resolution of conflict
• To resolve conflict effectively, it helps to consider how our perceptions, assumptions and values are expressed. The three primary components expressed in conflict are:
Positions, Interests and Needs
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The PIN Model of Conflict
POSITIONS: What we state we want
INTERESTS: What we really want
NEEDS: What we must have
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The PIN ModelConsider … Amy and Latrice share an off-campus apartment. Latrice is upset because Amy had a party without telling her and damaged Latrice’s sofa, staining the cushions with food and drinks. Latrice is demanding that Amy pay $600 for a new sofa and that she no longer use any of her belongings, including furniture.
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Positions (Tip of the Iceberg) What we state we
want“You and your friends have no respect for others.”
“Quit using my stuff.”
“Give me $600 by the end of next week.”
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Interests (Just under waterline)
What we really want
“I want the cushions cleaned.”
“I want you to be more careful when people are over.”
“Let me know when you are having people over.”
“Please show me some respect.”
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Needs (Deep under surface)
What we must have
“I need to be able to trust my roommate.”
“I need to feel respected.”
“I need to not have to worry about my stuff when going away for a weekend.”
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Anger Iceberg• How is anger expressed in the
world?
• What might the underlying causes be for this expression of anger/violence?
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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The role of Unmet needs in driving conflict
• All Violence Is An Expression Of An Unmet Need
• How Recognizing Interests/Needs Support Positive Outcomes (Empathy)
• CHAMPPP Universal NeedsTaken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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CHAMPPP• CONNECTION• HONESTY• AUTOMOMY• MEANING• PEACE• PHYSICAL WELLBEING• PLAY
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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CONNECTION• ACCEPTANCE LOVE• APPRECIATION NURTURING• BELONGING RESPECT• COMMUNICATION SAFETY• CLOSENESS STABILITY• CONSIDERATION SUPPORT• EMPATHY
UNDERSTOOD• INCLUSION TRUSTTaken from "The Little Book of
Dialogue for Difficult Subjects." Schirch and Campt
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HONESTY• AUTHENTICITY• INTEGRITY• PRESENCE
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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AUTONOMY• CHOICE• FREEDOM• INDEPENDENCE• SPACE• SPONTANEITY
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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MEANING• AWARENESS MOURNING• CHALLENGE PURPOSE• CLARITY SELF
EXPRESSION• CREATIVITY TO MATTER• DISCOVERY UNDERSTANDING• GROWTH• HOPE• LEARNING Taken from "The Little Book of
Dialogue for Difficult Subjects." Schirch and Campt
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PEACE• BEAUTY• COMMUNION• EASE• EQUALITY• HARMONY• INSPIRATION• ORDER
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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PHYSICAL WELL-BEING• AIR SAFETY• FOOD SHELTER• WATER TOUCH• MOVEMENT• REST• SEXUAL EXPRESSION
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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PLAY• JOY• HUMOR
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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Conflict Styles• AVOIDANCE• ACCOMMODATION• COMPETITION• COMPROMISE• COLLABORATION
Everyone has a default style
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Avoidance“Passive Aggressive”
When to Practice:• When issue or relationship is
unimportant• When there is no chance of a
positive outcome • When risks of confrontation
outweigh benefits of resolution• When other party has greater
power• When one or more parties needs
time to “cool down”• When it is appropriate to let others
resolve conflict • When you’re wrong
Strategies:• Ignoring the
conflict• Denial of the
conflict• Evasion of the
conflict• Joking about the
conflict
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AvoidanceDisadvantages:• Decisions made by default/without input• Issues likely to remain unresolved• Loss of influence in a situation or
relationship• Leads to self-doubt and loss of self-esteem• May be unable to deal with conflicts in the
future• Demonstrates a lack of
caring/investment/credibility
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Accommodation“The ‘YES” Person” or “People Pleasers”
Strategies:• Giving in or
giving up• Denying one’s own
needs• Placing harmony
over issues
When to Practice:• When one is wrong/other is
right; wrong person acknowledges and can give in
• When there is a desire for harmony in the relationship
• When relationship is more important than the dispute
• When losses can be minimized• When party needs to “save
face”• When one wants leverage
for future conflict
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AccommodationDisadvantages:• Requires party to give something up• Issues likely to remain unresolved• Does not generate creative solutions• Can cause frustration and/or resentment
when someone accommodates and places harmony over resolution
• Creates a loss of influence in situation/relationship
• Can damage relationships• Can foster competition over “niceness”• Loss of credibility
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CompetitionType “A” Personality
Strategies:• Hostile remarks or
jokes• Threats and/or
coercion• Denial of own
responsibility• Verbal arguments• Physical altercations• Covert actions
When to Practice:• When immediate and
decisive action is necessary
• When the style will be rewarded
• When there is no relationship of value
• When the issue is more important than the relationship
• Where a party needs to prove commitment/strength
• When total victory is desired• When competing can bring
parties together/make both better
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CompetitionDisadvantages:• Strains/damages relationships• Requires that one/both/all be “losers” in conflict• Conflict may escalate• Less likely to use constructive approaches later• May encourage covert actions• Can lead to stalemates• Creates resentment and/or desire for
revenge
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CompromiseStrategies:• Both parties give and
take to find a “middle ground”
• Offer a short-term resolution for “peace-keeping”
• Appeals to fair play/fairness
• Each person “gives” a little; so each person “looses” a little, too
When to Practice:• When a temporary
solution is needed• When parties are of equal
power• When parties wish to
save time and energy• When doing so “seems
fair” to all parties
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CompromiseDisadvantages:• Often leaves underlying issues unresolved• Issue may become a recurring problem• Parties required to give something up• One/both/all parties may not be completely
satisfied• Becomes an easy way out of creative conflict
resolution• Leads to “position padding”
Not getting beneath the water of the PIN iceberg!
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CollaborationStrategies:• Open and honest
dialogue that is positive and constructive
• Willingness to listen to another view
• Emotions dealt with properly
• Seeking input from other party
• Willingness to accept responsibility for actions
• Giving ground without “giving in” (reason v. compromise)
• Instead of both “giving in” a little, you come up with a different solution
When to Practice:• When the
relationship is important
• When a mutually satisfying outcome is sought
• When both views/sides are too important to compromise
• When underlying issues need to be addressed
• When one wants to avoid destructive means for handling conflict
• When new and creative solutions are desired
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CollaborationDisadvantages:• Takes more time and energy• Requires both parties to be committed to the process• Makes a party appear unreasonable if he/she later decides
against collaboration• A collaborative party may appear weak to an aggressive party
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Conflict Resolution Tools for YOU
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Engaging in Healthy Dialogue
• Active & Reflective Listening• Being Attentive• Summarizing & Restating• Reframing• You / I Statements
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ListeningActive Listening• Paying Attention• Listen with an open mind
Reflective Listening• Demonstrate Empathy• Signals understanding• Non-verbals: nodding, eye contact• Verbals: rephrasing and reframing
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Attending
• BODY POSTURE• EYE CONTACT• NONVERBAL BEHAVIORS• PAYING ATTENTION• AVOID NERVOUS BEHAVIORS
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Summarizing/Restating• Ability to reflect information back to
someone in your own words.• Confirms to the speaker that you
were listening to themRestating
Question Prefaces:• So you are saying that…• In other words…• It sounds like you...• I’ve heard you say that…
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Summarizing/RestatingExample:
Student #1: I am teaching six classes this semester and I don’t
have a lot of time.
Student #2:You are saying that you are very busy because of your
heavy course load.
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Reframing• To reinterpret a statement or
comment into a problem-solving frame.
• Restate what is said• Remove negative language• Reframe the discussion from
positions to interests
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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ReframingUsing reframing to deescalate:
• Faculty #1: You’re a liar. You said you would give me the opportunity to run this clinical experience.
• Department Chair #2 :It sounds like you are angry because you felt you were promised the opportunity to teach this clinical experience
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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Reframe this statementHow would you reframe this to state
an interest?
• “He’s a liar. Every time he promises to do something he has broken that promise. I can’t trust him.”
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Reframe this statementHow would you reframe this to state
an interest?
• “John is a jerk. He always disagrees with me. Every time I make a suggestion he criticizes it.”
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Practice Active Listening and Reframing (content and feelings)
Active listening activity• Get with a partner. For 1 minute, one of
you describe a conflict that is going on in your department. The second person, should display poor active listening skills (interrupt and offer suggestions, don’t pay attention). Then we will switch.
• For 1 minute, the next person will describe a conflict in their department. The second person should be listening and should engage in active listening and reframing.
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“I” vs “You” Statements• Use "I" statements when describing the
problem to avoid criticizing or placing blame.
• For instance, say “I feel angry when you interrupt what I am saying in our departmental staff meeting," instead of, “You are disrespectful of me!"
• To do otherwise will likely upset the other person and escalate tensions.
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“I” vs “You” Statements“You” statements tend to attack and/or
place blame• “You never show any concern for my
feelings!”
“I” statements tend to have the speaker assume responsibility for her or his feelings.
• “I feel angry when you talk with Sally instead of listening to what I have to say in our staff meetings.”
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“I” vs “You” Statements
How could you re-word this?
• “You really tick me off when you dominate conversations.”
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Poisons in Communication
Some words and phrases are more likely to be perceived as rude, abrasive, or insulting, and make it easier for the listener to act in a defensive or retaliatory manner.
These are considered poisons in communication and offer a good opportunity for reframing or questioning.
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Poisons in Communication
Commands
• You should…• You
shouldn’t…• You will…• You can’t… • You must…
Comparisons
•You’re just like…•You’re nothing like…•She would never…• If I were you I’d …
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Poisons in Communication
Exaggerations
• Always • Never• Constantly• Everybody• Nobody• Six times =
two• Weeks =
days
Other Poisons•Shaming• Ignoring•Name-calling•Threatening•Blaming•Contempt•Anger
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Anger
Anger is:• A physical or psychological defense
against something• A response to not getting what we
want• A response to our belief that we are
being violated in some way
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Managing Anger• Check your own emotions and don’t
get angry• Acknowledge the anger (Validate)• Restate / Reframe• Questions• Take a Break• Move on to something else
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EmpathyAn unwavering presence that enables
a deep and meaningful connection with another person.
Reflecting another’s feelings, interests and needs without any judgment or evaluation.
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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The ladder of inference• See handouts
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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What power dynamics are present in your
department?
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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Some dynamics to think about
• Department Chair and faculty• Tenured faculty and non-tenured• Adjuncts• Faculty and staff• Faculty and students• others/?
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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Scenario• You are the Department Chair and
there is a conflict in your department regarding services provided by your administrative support staff. Some of your faculty feel as though one of their colleagues is monopolizing her time and they have come to you. They are angry because they feel as though they don’t have the same support as this other faculty member. What would you do?
Taken from "The Little Book of Dialogue for Difficult Subjects."
Schirch and Campt
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UF Conflict Resolution Options
• What we currently offer and how it is accessed
• Mediation demonstration (video) http://www.dso.ufl.edu/sccr/video/mediation.mpg
• Where we are headed
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Questions?