A. Apply principles and practices of conflict analysis to diagnose and develop an appropriate conflict engagement plan to assist leaders in organizations

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תאריך עדכון: 02.04.13

שם ומספר הקורס: 27757 כישורי ניהול קונפליקטים

מרצה:פרופ' ג'יי רוטמן

סוג הקורס: הרצאה

שנת לימודים: תשע"ד סמסטר: א' היקף שעות: 2

אתר הקורס באינטרנט:

א. מטרות הקורס (מטרות על / מטרות ספציפיות):

a.  Apply principles and practices of conflict analysis to diagnose and develop an appropriate conflict engagement plan to assist leaders in organizations.

b.  Learn to overcome “conflict aversion” and begin to view conflict as an ally for personal insight and interpersonal understanding.

c.  Gain and support “conflict competence.”

d.  Develop tools for coaching leaders and managers in the helping professions to proactively engage conflict and mine it for its creative potential.

e.  View conflict through a preventive lens.

f.  Create a plan for integrating conflict coaching in to student's professional portfolio.

ב. תוכן הקורס: (רציונל, נושאים)
This seminar will examine concepts and experientially build skills for providing

support and coaching to leaders in organizations who must routinely deal with conflict in their own work-lives and among their reports and peers.

Taking seriously the notion of “physician heal thyself,” this seminar is also designed to assist students to understand and creatively engage conflicts they too encounter in their professional lives. Indeed, when learning to coach others to deal creatively with conflict, the best testing ground is oneself.
Dealing with conflict creatively requires careful diagnosis and when possible, proactive prevention. We will examine different types of conflicts (e.g. resource, goal and identity-based) and different ways to creatively, and proactively, engage them either as one involved in a conflict or as a coach for someone else who is either in a conflict or is responsible for managing others who are.
We will explore various approaches to creative conflict engagement and emphasize a particular theory and research-based model of conflict coaching. The model, which is applicable to work with adults in any workplace or community context, involves four stages: (1) discovering the story, (2) analyzing conflict from various perspectives (3) crafting the 'best' story, and (4) enacting a new story. We will also discuss the parallel process of ongoing reflection and evaluation that occurs throughout conflict coaching.

In addition we will also examine needs assessment and program evaluation for conflict coaching.

מהלך השיעורים: (שיטות ההוראה, שימוש בטכנולוגיה, מרצים אורחים)
The course presents principles and learning approaches for each stage and uses a variety of conflict cases to illustrate coaching throughout the model. The course is also aided by considerable academic and practitioner resources on the CD-ROM that accompanies the textbook.

תכנית הוראה מפורטת לכל השיעורים: (רשימה או טבלה כדוגמת המצ"ב)

Week No.


Conflict Coaching Book and CD-ROM Chapter

Other Reading

Assignments & Classroom Activities


Welcome and Course Overview


Why are we here what are our goals? What standards do we agree to and establish for quality class participation?Assigning students to sessions (will work with professor to prepare and present class sessions).


Conflict Coaching:

Conflict Management Strategies and Skills for the Individual

Ch. 1

Selecting case (our own and others) and considering applied and final paper/



The Comprehensive Conflict Coaching Model

Ch. 2

Rothman, Contingency Approach; Sander, Fitting Forum to Fuss.

Conflict diagnosis and intervention.


Stage 1 – Discovering the Story

Ch. 3

Brunner, Life as Narrative.

Dealing with Anger and Emotion Creatively


Stage 2 – The Identity Perspective

Ch. 4

Rothman, Reflexivity and Resonance.
Mid-term Applied Emphasis paper due.

What is the role of Identity in Conflict and Conflict in Identity? A naming, blaming, reframing exercise.


Stage 2 – The Emotion Perspective

Ch. 5

Exercise and discussion on solo work: “To Thine Own Self Be True.”


Stage 2 – The Power Perspective

Ch. 6

Critical Pedagogy

How can power become a force for liberation (as in power- with) instead of oppression (as in power- over)


Stage 3 – Crafting the Best Story

Ch. 7

Envisoning New and Creative Outcomes to previously destructive endings: Playback Theater


Stage 4 – Communication Skills:

Confrontation, Confirmation, and Comprehension

Ch. 8

Full draft/outline of final paper/project due

Reflexive listening


Learning Assessment in Conflict Coaching:

The Parallel Process

Ch. 12

Review original goals and expectations

Post and read student paper summaries


Student presentations

Student papers

Final paper/project due.

ג. חובות הקורס:
דרישות קדם:
חובות / דרישות / מטלות/מרכיבי הציון הסופי (ציון מספרי / ציון עובר):

A. Participation (“quality” of class contributions and participation will be defined and negotiated between students and professor during the first class session) 30%

B. Mid-term Applied Emphasis Paper (5 pages) 30%

Choose one of:

  • Paper Based on Interviewing Professional Coaches

  • Paper Based on Coaching Practice and Assessment

  • Paper on integrating conflict coaching in to ones professional


C. Final Theory and Research Emphasis Paper (10 pages) 40%

Choose one of:

  • Literature Review Paper

  • Training Module Paper

  • Research Proposal Paper

  • Theoretical Essay

  • Other (you propose, professor approves)

Final Paper/Project Options

Please choose one of the following options for your final paper in this seminar. As you decide which option to pursue (and you are free to combine or propose a new option if you would prefer), consider also that you will be presenting (or co-presenting) the results of your final project in class. You are welcome to do this project in pairs.
Literature Review: There are two main purposes to a literature review: 1) to summarize relevant research in the area under study and 2) to evaluate that literature. If you choose this option you will be writing a 10-15 page paper on a selected area of conflict coaching or related (e.g., negotiation) research. Locate recent (1995-present) research in the scholarly literature on your topic. The literature review has three general components. (1) Introduction, (2) Summary of Literature, and (3) Critical Evaluation.
Introduction – identify the topic that you will be reviewing and explain why this area of research and scholarship is important.
Summary of Literature – Here is where you summarize the literature on the topic and what it says. Do not simply abstract piece by piece. You need to identify research that is similar, and dissimilar, in terms of focus, method, or outcome. You should group this literature and talk about the group of studies. This means you have to balance between providing adequate description of the content of individual studies and the overall impact of the group of studies.
Critical Evaluation – how strong is the existing research? Does it ask the right questions? Are the theories used appropriate to explain the phenomenon? Are the methods used in studies correct? What else needs to be known on this topic? What kinds of comparisons and contrasts between different approaches conflict coaching do you find and why is that interesting to you?
Training Module: If you choose this option, you will develop a comprehensive training module on some aspect of conflict coaching. Imagine you are going to develop a conflict coaching practice, including a training component. What will be in it? For example, present a rationale, an annotated agenda, develop (or adapt and reference) the kinds of materials to be included a training manual including copies of exercises, handouts, trainer instructions, etc. The training module should be for at least an 8 hour training.
Description of Training Audience – describe the intended audience for the training and the trainee characteristics that influenced your selection of training design.

Literature Reviewed/ Resources Used – briefly describe the literature and theory base you have used to develop the training material.

Training manual – complete draft of manual as would be handed out to participants.
Instructor/Training Instructions – trainer instructions for specific training agenda, use of audiovisuals and exercises, etc.
Audiovisual materials – any and all PowerPoint Slides (on disk please), overheads, video materials, etc.

Research Proposal: A 10 page research proposal which proposes a very specific study that you intend to do in the area of conflict coaching. It has several parts.
Statement of the Problem – this is a description of the general question that needs to be answered by the proposed study and why it is important theoretically, methodologically, and pragmatically.
Rationale – this is a review of the literature that has been done in this area in order to argue for the need for the additional research suggested here.
Methods – this is a detailed presentation of the sampling, measurement, data collection, data analysis aspects of the proposed study.
Limitations – this is a discussion of the limitations of the research proposed. In what ways will the results of the research be suspect? What keeps you from doing the ideal study?
Theoretical Essay: A theoretical essay, in this case 10-15 pages in length, is where you argue that an existing theory in conflict coaching or a related area needs to be extended in a particular way, is simply wrong, should be applied to a specific context, or should not be applied to a specific context. The theoretical essay requires that you have thorough knowledge of the theory base and can make an original argument for or against the theory in the ways described.
Overview the Purpose of the Essay – summarize the basic theoretical argument you are going to make.
Literature Review - Summarize relevant literature on the theory, its development and previous applications. Also review the literature that critiques this theory and is applications.
Presentation of Original Theoretical Argument – present your ideas/critiques

Critique Your Own Theoretical Argument – what are the critical weaknesses in the arguments you have just put forward.

Other: If you would like to undertake some other project, please discuss with professor early in the quarter and then write it up in a paragraph or two. This is not an “easy way” out. Rather, an independent study should mean more, not less, effort than any of the “standard” options listed above.
ד. ביבליוגרפיה: (חובה/רשות)

ספרי הלימוד (textbooks) וספרי עזר נוספים:

Jones, T. S., & Brinkert, R. (2008). Conflict Coaching: Conflict Management Strategies and Skills for the Individual (with accompanying Academic and Practitioner CD-ROM). Thousand Oaks, CA: Sage.

Additional readings will be placed on Blackboard. Including:
Bruner, Life as Narrative, Social Research, 2004
Critical Pedagogy (Frankfurt School e.g. Paulo Freire, begin with http://mingo.info-science.uiowa.edu/~stevens/critped/frankfurt.htm)
Rothman, J. “The ARIA Contingency Approach to Conflict Engagement” In. Christie, D. (ed.). The Encyclopedia of Peace Psychology, Wiley Press, 2012; and the ARIA Solo Process; accessible at: http://www.ariagroup.com/?page_id=164
Rothman, J. Resolving Identity-Based Conflicts in Nations, Organizations and Communities, Jossey-Bass. (Ch. 3: “Resonance: Articulating Common Needs and Motivations”). 1997
Friedman, V. and Withers, B., Rothman, J., “The Power of Why: In Rothman, J. (ed.). From Identity-Based Conflict to Identity-Based Cooperation." New York, Springer, 2012.
Sander, F., and Goldberg, S. “Fitting the Forum to the Fuss: A User-Friendly Guide to Selecting an ADR Procedure.” Negotiation Journal 10, 1994.

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