Description
The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills.
BUILDING HUMAN RESOURCE MANAGEMENT SKILLS
Management Skills for Success
DEALING WITH CONFLICT IN THE
WORKPLACE
National Food Service Management Institute
The University of Mississippi
University, Mississippi
www.nfsmi.org
2001
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ACKNOWLEDGMENTS
Sincere appreciation is expressed to the following people who contributed their time and
expertise in reviewing the human resource modules during various stages of development.
Dee Baker, Executive Director, Child Nutrition Programs Section
Oklahoma Department of Education, Oklahoma City, Oklahoma
David Bowman, Program Administrator, Summer Food Service Program
Nutrition Education Training, Delaware State Department of Education, Dover, Delaware
Carla Broadnax, Associate, Child Nutrition Program Administration
New York State Department of Education, Albany, New York
Barbara Chang, RD, School Lunch Director
Massapequa Schools, Massapequa, New York
Lynne Fellin, School Foodservice and Nutrition Specialist
School Nutrition Programs, Virginia Department of Education, Richmond, Virginia
Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs
USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois
Rosie Jackson, Interim Director, Child Nutrition Programs
New Orleans Public Schools, New Orleans, Louisiana
Gail M. Johnson, Administrative Director, Child Nutrition Programs
East Baton Rouge Parish School System, Baton Rouge, Louisiana
Sandra Kangas, Director, Child and Adult Nutrition Services
Department of Education and Cultural Affairs, Pierre, South Dakota
Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services
Maryland State Department of Education, Baltimore, Maryland
Lorita T. Myles, Director, Child Nutrition Services
Ohio Department of Education, Columbus, Ohio
Peggy Reich, Area Coordinator, Food and Nutrition Service
Cobb County Schools, Kennesaw, Georgia
Cynthia Sevier, Director of Child Nutrition
Stokes County School District, Danbury, North Carolina
Bill West, Regional Consultant
Ohio Department of Education, Columbus, Ohio
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PROJECT TEAM
This project was developed under contract between the National Food Service Management
Institute and The Steritech Group, Inc., Charlotte, North Carolina.
National Food Service Management Institute
Jane Logan, PhD
Executive Director
Ellen Leppa, MEd, CFCS
Project Coordinator
The Steritech Group, Inc.
Mary Anne Hogue, MS, RD, LDN, FADA
Administrator
Technical Expert and Content Design:
Kathleen Moloney-Tarr
Leadership Dynamics, Charlotte, North Carolina
Nay Malloy Howell
CR8VE Solutions, Charlotte, North Carolina
Pamela Bullard Vaughan
Florence School District One Food Services, Florence, South Carolina
Libby Post, MS, RD, LDN
Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina
This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and
Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do
not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade
names, commercial products, or organizations imply endorsement by the U.S. Government.
The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity
in all its activities and programs and does not discriminate against anyone protected by law because of age, color,
disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.
iv
INTRODUCTION
The National Food Service Management Institute developed this series of modules on human
resource management to meet a need for relevant materials that would provide directors and supervisors
the tools to teach managers effective management skills. Learning to work with and lead employees is a
never-ending journey. These materials were designed to assist the learner in developing effective people
skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and
university faculty identified the topics to include in this resource.
Building Human Resource Management Skills was designed by a team of experienced child
nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made
significant contributions to the development of this project. We are most grateful to them for sharing
their time and expertise.
All of the human resource modules have been approved for continuing education credits by the
American School Food Service Association.
Steps to follow in using materials:
Step 1. Review the entire module and think about its relevance to the participants. There may be
resources within the community that you may want to use to enhance the learning experience. A lesson
plan template has been provided for your use to facilitate teaching the human resource module content.
Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the
session. The modules may require the use of policies and procedures, job descriptions, form, or standards
specific to Child Nutrition Program personnel.
Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in
the modules.
Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is
comfortable for adults and conducive to learning and discussions.
Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and
stimulate thoughts about personal practices. Always review videotape at least once before using in class
to be familiar with the content and to determine how to use it with the group. Consider the following
options:
Use the tape to focus on a specific point during the session.
Encourage interaction by showing all or part of the tape, and divide the group into comfortable
discussion groups of no more than 6-7 per group.
The tapes were created to provide real-life practice situations and to precipitate discussion. There are no
right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.
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HUMAN RESOURCE MODULE LESSON PLAN
Date:
Module No.:
1.3
Estimated Time:
2.25 Hours
Certification
Credits: 2
Category:
U Management Skills for
Success
Module Title:
Dealing With Conflict in the Workplace
Course Title: Building Human
Resource Management Skills
Instructor:
Module Content:
What is to be taught? At the completion of the module, participants will be able to meet the
following objectives:
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box
Instructional Procedures:
º Personal Check-In
º Icebreaker
º Video Segment (if applicable)
º Group activities and role playing
º Checking Out
Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given
module topic.
Evaluation Procedures: How the instructor will determine if the material has been learned.
Participants can complete evaluation form included in handout packet.
Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the
module lesson plan?
Building Human Resource Management Skills National Food Service Management Institute
1
Dealing with Conflict in the Workplace
Table of Contents
Overview, Objectives, Definitions.......................................................................................2
Suggested Time Frames and Comments ..............................................................................3
Outline and Trainer’s Tactics...............................................................................................4
Handouts ............................................................................................................................16
Transparency Masters ........................................................................................................32
Building Human Resource Management Skills National Food Service Management Institute
2
Dealing with Conflict in the Workplace
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Overview
Conflicts are a natural part of any relationship and of any
group. When handled constructively, they are extremely
valuable. Knowing how and why we respond to conflict
the way we do provides us with awareness for building
skills for positive conflict resolution. Application of
strategies for dealing with demands and anger on an
individual level will contribute to organizational success.
When we understand the critical issues of a conflict, it
can be approached with the desire to create a mutually
beneficial resolution. Then we can build stronger
relationships and accomplish tasks with a larger view.
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Objectives
At the completion of this module, participants will be
able to:
q Recognize how they handle conflict individually.
q Discuss the causes and value of conflict.
q List characteristics of conflict resolution styles.
q Identify most effective resolution mindset.
q Practice more effective skills for listening
and for building rapport.
Trainer’s Notes
Create a comfortable
environment for the
discussion of conflict.
Remember this is an
uncomfortable topic for
many schools. Give
participants time to
reflect on and to speak
about experiences. This
process may help them
understand their own
responses to conflict.
Be prepared to share
your own experiences
and knowledge. Your
input will establish that
conflict is a natural part
of relationships.
Ground Rules
q Share from your
own experiences,
feelings, opinions.
q Listen to understand,
not to judge.
q Respect others’
opinions and
feelings.
q Keep an open mind.
q Keep
confidentiality.
q Accept the option to
pass.
Trainer’s Toolbox
Materials:
Flip Chart and Stand
Paper and Markers
Overhead Projector
Transparencies and
Markers
Handouts
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Definitions
Conflict- when one or both parties are not able to secure
what they need or want and are actively seeking their
own goals.
Mental model- the way we think and consequently act
about something.
Mindsets or paradigms- our perspective based on the way
we believe situations should be handled.
Building Human Resource Management Skills National Food Service Management Institute
3
Dealing with Conflict in the Workplace
Suggested Time Frames and Comments
Total Time = 2 hours 15 minutes
Topic Comments Time Allotted
Review Purpose
and Objectives
Set the stage by emphasizing key points in the
overview.
4 minutes
Personal Check-
In: Response to
Conflict
Emphasize awareness of ways to respond and of
personal choices. Sharing is not recommended on
this activity unless the group asks for it.
10 minutes
Icebreaker:
Childhood
Messages
Use responses to highlight the different messages
which influence our attitudes and behaviors.
20 minutes groups
(5)*+ (5)*, large
group(10)*
Definitions Review with discussion. 5 minutes
Assumptions
about and Causes
of Conflict
Review assumptions, have pairs or total group
discuss questions.
10 minutes
Value of Conflict:
A New Mental
Model
Give examples to begin participants thinking. 8 minutes
Conflict
Resolution Styles
Review with examples. 15 minutes
Cooperation and
Assertiveness
Give examples of assertiveness and cooperation. Do
first matching as a large group.
10 minutes
Steps for Positive
Resolution
Review. 5 minutes
To Achieve
Win/Win Results
Review what is needed, then move to activity and
ask participants to do their best to keep win/win
guidelines in place.
25 minutes
activity (25)*
Video Segment Introduce video segment entitled, “The Field Trip.” 10 minutes
Checking Out Invite participants to state something they have
learned about conflict.
5 minutes
* Note: The numbers in parenthesis ( ) refer to the estimated number of minutes.
Building Human Resource Management Skills National Food Service Management Institute
4
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Personal Check-In: Response to
Conflict
This is your chance to think about:
q How you normally approach conflict.
q Other ways you might respond to
conflict.
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Personal Check-In: Response to Conflict
The purpose of the next exercise is to build
awareness of the variety of ways individuals
respond to conflict.
Ask participants to reflect on their choices and
to look for patterns of behavior.
Sharing is NOT recommended.
Use the handout on page 18.
Building Human Resource Management Skills National Food Service Management Institute
5
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Icebreaker: Childhood Messages
Begin your in-service with a sharing
session on key messages participants
have heard about conflict from parents,
teachers, peers, and others. What were
the phrases or sayings you heard as a
child which you still hear in your head
today?
In groups, list the direct or subtle
messages you were taught about conflict.
When your group has a list, answer these
questions:
1. Which of these messages
dominates how you feel about
conflicts today?
2. Which messages could you
discard?
3. Which messages will you retain?
As a large group, discuss key findings.
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Icebreaker: Childhood Messages
Always start your in-service training programs
with an icebreaker. This helps the participants
to get focused on the topic.
Examples: The squeaky wheel gets the grease.
If you can’t say something nice, don’t say
anything at all.
Father knows best.
It’s my way or the highway.
Select a reporter from each group. Give the
reporter either flip chart paper or a transparency
master provided in the module. Ask the reporter
to summarize each group's ideas on a flip chart
or transparency and present to the large group.
Remember that some participants may not want
to share their childhood messages. Allow
participants the option to pass.
Use the handout on page 19.
Building Human Resource Management Skills National Food Service Management Institute
6
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Definitions
Conflict- when one or both parties are
not able to secure what they need or
want and are actively seeking their own
goals.
Mental model- the way we think and
consequently act about something.
Mindsets or paradigms- our perspective
based on the way we believe situations
should be handled.
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Definitions
Review and discuss these definitions that are
found on page 17.
Building Human Resource Management Skills National Food Service Management Institute
7
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Assumptions about Conflict
What can we assume about groups and
conflict?
q Conflicts and disagreements will
develop.
q Some conflicts can be minimized.
q There are some unavoidable conflicts
that should not be suppressed or
smoothed over.
q Resolution of conflict does not have
to result in a win- lose situation.
Causes of Conflict
q Misunderstanding
q Personality clashes
q Competition for resources
q Authority issues
q Lack of cooperation
q Differences over methods or style
q Low performance
q Value or goal differences
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Assumptions about Conflict
Conflict occurs because team members
represent a unique combination of experience,
knowledge, and skill.
Address conflicts early or they will intensify.
Think win/win resolution. Use the handouts on
pages 20 and 21.
Causes of Conflict
Misunderstanding- when individuals do not
hear what is being said.
Personality clashes- when individuals do not
value “people just like me.”
Competition for resources- when employees
believe they are better off competing for
resources rather than cooperating.
Authority issues- when employees lack
confidence in their leaders or perceive overuse
of authority.
Lack of cooperation- when one person does not
share information with the whole group.
Differences over style- when agreement does
not exist on standard ways of completing a task.
Low performance- when individuals are not
working to their potential.
Value or goal differences- when individuals
value different outcomes or objectives.
Building Human Resource Management Skills National Food Service Management Institute
8
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
The Value of Conflict
Conflict is destructive when it:
q Diverts energy from more important
issues and tasks.
q Deepens differences in values.
q Polarizes groups so that cooperation
is reduced.
q Destroys the morale of people or
reinforces poor self-concepts.
Conflict is constructive when it:
q Opens up issues of importance,
resulting in issue clarification.
q Helps build cohesiveness as people
learn more about each other.
q Causes reassessment by allowing for
examination of procedures or
actions.
q Increases individual involvement.
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The Value of Conflict
Conflict is typically viewed from a negative
perspective. The participants may have never
considered the positive aspects of conflict.
When conflict is destructive:
q People are not able to work on what is most
important.
q Increased rifts between people do not foster
healing.
q Tension increases, strengthening opposite
views.
q People feel inadequate or incapable.
When conflict is constructive:
q Differences are brought out in the open.
q Mutual understanding is fostered.
q People learn to think differently about how
they act or think.
q People commit their energy and ideas
toward solutions or resolutions.
Use the handout on page 22.
Building Human Resource Management Skills National Food Service Management Institute
9
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Conflict Resolution Styles
Now that you have considered your
pattern of response to conflict, let’s look
at the same basic approaches to conflict
resolution. For each style, there are
some characteristic behaviors.
q Avoid
q Accommodate
q Compete
q Compromise
q Collaborate
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Conflict Resolution Styles
Conflict Resolution Style handout outlines
some basic approaches to conflict. Review each
style of behavior and ask participants to think
about when they have experienced or observed
the noted behaviors or sayings. Be prepared to
share examples from your professional and
personal life. Your input will help others feel
comfortable to share as well.
q Avoid – Non-confrontational; denies issues
are a problem. This is the style of a highly
dependent person without inner direction.
May postpone conflict or avoid it at all
costs. Moving away, leaving, losing.
q Accommodate – Agreeable, non-assertive;
cooperative even at the expense of personal
goals. Yielding, moving toward the other
person, friendly.
q Compete – Uses power, position,
personality, or status to get own way.
Academics, athletics and the law can reflect
this mindset. Assertive and aggressive.
Forceful, moving against others.
q Compromise – Aggressive but cooperative.
Tries to bargain, compromise, and split the
difference.
q Collaborate – High respect for mutual
benefit. Recognizes the needs and mutual
benefits of both parties. Strives for win/win
or recognizes abilities and expertise of all.
Integrating, working toward solution with
others.
Using the handout on page 23, ask participants
to indicate the styles they are most likely to use
with followers (F), peers (P), or manager (M).
Building Human Resource Management Skills National Food Service Management Institute
10
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Cooperation and Assertiveness
When presented with conflict, we may
act without thinking about the choices
we have. Consider the degree of
assertiveness ("I want my way") and
cooperation ("Whatever you want") in
each of the following styles.
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Cooperation and Assertiveness
Reinforce the discussion with examples used in
the discussion of conflict resolution styles.
Divide participants into five groups. Assign
each group one reality practice case to role-
play. Ask the other participants to identify the
pattern of behavior. Discuss the pros and cons
of each pattern of behavior as it relates to
conflict resolution.
Use the handouts on page 24 and 25.
Building Human Resource Management Skills National Food Service Management Institute
11
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Steps for Positive Resolution
When the following conditions are in
place, the likelihood of a positive
resolution increases:
q Commitment to find a resolution that
is mutually beneficial.
q Trust.
q Frame of mind that there is more
than one way to look at the issues.
q Belief that a solution exists.
q Commitment to stay in the
communication process.
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Steps for Positive Resolution
Emphasize to the participants that:
q When you really want something to work,
the chances for success increases.
q If you believe that your way is the only
way, then resolution is difficult.
q If you do not believe it is possible for
resolution, then why work to resolve the
conflict.
q Resolution can take a lot of time and effort.
Use the handout on page 26.
Building Human Resource Management Skills National Food Service Management Institute
12
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
To Achieve Win/Win Results
q Gain participation from everyone
involved in the conflict.
q State the reason to work on a
solution.
q Have each party see the problem/
situation from the other point of
view. State what you want. Repeat
what you hear.
q Identify the key issues and concerns
involved.
q Determine what results would
constitute a fully acceptable solution.
§ State what you WANT to happen
when results have been achieved.
§ Include the results for you, for
your relationships, and for job or
task achievement.
§ Agree to work toward resolution
and schedule a follow-up
meeting if necessary.
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To Achieve Win/Win Results
Emphasize that win/win results occur from a
step-by-step process. Review each step of the
process before moving to the application
exercise.
For the Win/Win Applications exercise, divide
the participants into pairs. Let the pairs decide
which situation to work. They may choose an
actual situation. Remind participants to use the
guidelines for win/win results.
After participants have reviewed and discussed
the application exercise, have them write their
“wish list ” before they speak. As each group
reports its “wish list,” tally the results. Allow
the participants to work at least 10 minutes or
until a win/win result is achieved.
Use the handout on page 27.
Building Human Resource Management Skills National Food Service Management Institute
13
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Reality Practice: Case Study #1
Directions: In these situations, the
people involved are trying to come to an
agreement about an issue. Choose one of
these situations or choose an actual
situation. Take one of the positions.
Look at the deeply felt wants as you
work to find a win/win solution. Create a
“wish list.” Next create a new
alternative that allows you both to win.
Remember that achieving a new
alternative usually requires at least one
person to change his mindset. Use the
guidelines for win/win results.
Situation # 1: Unhappy Customers
Revolt
A group of high school students is
unhappy about the menu served at
school. They decide to write a letter to
the editor of the local newspaper rather
than speak directly with the cafeteria
manager or principal. The fiery letter is
published! The principal is furious that
the newspaper has published the letter.
The cafeteria manager is unaware of the
problem until she faces the angry
principal with newspaper in hand.
Principal’s position: Do something
about this, I don’t need bad publicity for
my school! The principal schedules a
meeting for 9AM today with the
unhappy students, the principal, and
cafeteria manager.
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Reality Practice: Case Study #1
Use the handout on page 28.
Building Human Resource Management Skills National Food Service Management Institute
14
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Reality Practice: Case Study #2
Directions: In these situations, the
people involved are trying to come to an
agreement about an issue. Choose one of
these situations or choose an actual
situation. Take one of the positions.
Look at the deeply felt wants as you
work to find a win/win solution. Create a
“wish list.” Next create a new alternative
that allows you both to win. Remember
that achieving a new alternative usually
requires at least one person to change his
mindset. Use the guidelines for win/win
results.
Situation #2: New Manager Tackles a
Problem with the Long-Term
Custodian
A new manager has set her priorities to
improve the cleanliness of the cafeteria.
The school has a long-term and beloved
custodian. The custodian believes he
does an excellent job with cleanliness.
However, the principal and the manager
agree that the custodian does not do a
thorough job cleaning the floors. The
custodian takes personally even the
slightest criticism of his work.
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Reality Practice: Case Study #2
Use the handout on page 29. At the end of this
exercise, show the video segment “The Field
Trip.”
Building Human Resource Management Skills National Food Service Management Institute
15
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Checking Out: Dealing with Conflict
Worksheet
Dealing with conflict may require you to
practice some new techniques. This is
your opportunity to think about how you
want to deal with conflict in the future.
What is one new theory you have
learned about conflict?
Using the worksheet, circle three
techniques you often use to resolve
conflict that do not work.
Check one technique you will try to use
more often.
Consider a win- win agreement you want
to create. Remember, it will take more
than just you to create the agreement.
Begin thinking about it now. Jot some
ideas about how to follow each of the
steps outlined on the worksheet.
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Checking Out: Dealing with Conflict
Worksheet
Use the handout on page 30.
Building Human Resource Management Skills National Food Service Management Institute
16
Dealing with Conflict in the Workplace
Handouts: Table of Contents
Handouts: Table of Contents
q Objectives and Definitions ............................................................................................17
q Personal Check-In: Response to Conflict ...................................................................18
q Icebreaker: Childhood Messages.................................................................................19
q Assumptions about and Causes of Conflict .................................................................20
q Assumptions about, Causes of, and the Value of Conflict..........................................21
q The Value of Conflict .....................................................................................................22
q Conflict Resolution Styles..............................................................................................23
q Cooperation and Assertiveness.....................................................................................24
q Cooperation and Assertiveness KEY...........................................................................25
q Steps for Positive Resolution.........................................................................................26
q To Achieve Win/Win Results ........................................................................................27
q Reality Practice: Case Study #1...................................................................................28
q Reality Practice: Case Study #2...................................................................................29
q Checking Out: Dealing with Conflict Worksheet......................................................30
q Evaluation Form............................................................................................................31
q Suggested Readings ........................................................................................................32
Building Human Resource Management Skills National Food Service Management Institute
17
Dealing with Conflict in the Workplace
Handout: Objectives and Definitions
Objectives
At the completion of this module, participants will be able to:
q Recognize how they handle conflict individually.
q Discuss the causes and value of conflict.
q List characteristics of conflict resolution styles.
q Identify the most effective resolution mindset.
q Practice more effective skills for listening and for building rapport.
Definitions
Conflict- when one or both parties are not able to secure what they need or want and are
actively seeking their own goals.
Mental model- the way we think and consequently act about something.
Mindsets or paradigms- our perspective based on the way we believe situations should be
handled.
Building Human Resource Management Skills National Food Service Management Institute
18
Dealing with Conflict in the Workplace
Handout: Personal Check-In: Response to Conflict
Personal Check-In: Response to Conflict
When conflict occurs at work, how do you usually handle it? After each of the following
techniques, indicate whether you use it often, occasionally, or rarely.
Technique Used to Handle Conflict
Often
Occasionally
Rarely
Avoid the person or subject
Change the subject
Try to understand the other person's point of
view
Get another person to decide who is right
Play the martyr
Give in
Apologize
Try to identify specifically what you agree or
disagree on
Whine or complain to get your way
Pretend to agree
Admit that you are wrong, even if you do not
believe you are
Fight it out
Turn the conflict into a joke
Work toward a mutual solution
Most of us use different techniques for resolving conflict with different people. Sometimes
different situations require different techniques. Often we use a limited number of techniques to
resolve conflict.
Building Human Resource Management Skills National Food Service Management Institute
19
Dealing with Conflict in the Workplace
Handout: Icebreaker: Childhood Messages
Icebreaker: Childhood Messages
In groups, list the direct or subtle messages you were taught about conflict. When your group has
a list, answer these questions:
1. Which of these messages dominates how you feel about conflicts today?
2. Which messages could you discard?
3. Which messages will you retain?
As a large group, discuss key findings.
Building Human Resource Management Skills National Food Service Management Institute
20
Dealing with Conflict in the Workplace
Handout: Assumptions About and Causes of Conflict
Assumptions About and Causes of Conflict
Assumptions about Conflict
What can we assume about groups and conflict?
q Conflicts and disagreements will develop.
q Some conflicts can be minimized.
q There are some unavoidable conflicts that should not be suppressed or smoothed over.
q Resolution of conflict does not have to result in a win- lose situation.
Causes of Conflict
q Misunderstanding
q Personality clashes
q Competition for resources
q Authority issues
q Lack of cooperation
q Differences over methods or style
q Low performance
q Value or goal differences
Building Human Resource Management Skills National Food Service Management Institute
21
Dealing with Conflict in the Workplace
Handout: Assumptions about, Causes of, and Value of Conflict
Causes of Conflict What Does it Mean? What is the Value to
You?
Misunderstanding
When individuals do not hear
what is being said.
Personality clashes When individuals do not
value “people just like me.”
Competition for resources When employees believe
they are better off competing
for resources rather than
cooperating.
Authority issues When employees lack
confidence in their leaders or
perceive overuse of authority.
Lack of cooperation When one person does not
share information with the
whole group.
Differences over methods or
style
When agreement does not
exist on standard ways of
completing a task.
Low performance When individuals are not
working to their potential.
Value or goal differences When individuals value
different outcomes or
objectives.
Building Human Resource Management Skills National Food Service Management Institute
22
Dealing with Conflict in the Workplace
Handout: The Value of Conflict
The Value of Conflict
Conflict is destructive when it:
q Diverts energy from more important issues and tasks.
q Deepens differences in values.
q Polarizes groups so that cooperation is reduced.
q Destroys the morale of people or reinforces poor self-concepts.
Conflict is constructive when it:
q Opens up issues of importance, resulting in issue clarification.
q Helps build cohesiveness as people learn more about each other.
q Causes reassessment by allowing for examination of procedures or actions.
q Increases individual involvement.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Handout: Conflict Resolution Styles
Conflict Resolution Styles
Consider these five basic approaches to conflict resolution. In the right column, indicate the
styles you are most likely to use with your followers (F), peers (P), or manager (M).
Resolution
Style
Characteristic Behavior Favorite Sayings F, P, M
Avoid
(Lose/Lose)
Non-confrontational; denies issues are a
problem. This is the style of a highly
dependent person without inner direction.
May postpone conflict or avoid it at all
costs. Moving away, leaving, losing.
“Let's discuss this
later.”
“Let's forget it.”
Accommodate
(Lose/Win)
Agreeable, non-assertive; cooperative even
at expense of personal goals. Yielding,
moving toward the other person, friendly.
“I'm sorry. You're
right.”
“Go head and do it
your way.”
“Oh, well, it is
hopeless to try.”
Compete
(Win/Lose)
Uses power, position, personality or status
to get own way. Academics, athletics and
the law can reflect this mind set. Assertive
and aggressive. Forceful, moving against
others.
“Of course I'm
right.” “Do it my
way.”
“It's your mistake.”
“If I win, you lose.”
Compromise
Aggressive but cooperative. Tries to
bargain, compromise, and split the
difference.
“Let's talk this over
so we each get what
we need.”
Collaborate
(Win/Win)
High respect for mutual benefit.
Recognizes the needs and mutual benefit of
both parties. Strives for win/win or
recognizes abilities and expertise of all.
Integrating, working toward solution with
others.
“Let's share our
ideas. We can work
this out if we work
together and value
each other's skills
and values.”
Adapted from the work of Kenneth Thomas and the Thomas-Kilman Conflict Mode Instrument, Robert B. Maddux in
Team Building: An Exercise in Leadership, and Stephen R. Covey's The Seven Habits of Highly Effective People.
Building Human Resource Management Skills National Food Service Management Institute
24
Dealing with Conflict in the Workplace
Handout: Cooperation and Assertiveness Exercise
Cooperation and Assertiveness Exercise
Reality Practice Case Pattern of Behavior
1. Adriana believes she is the best cook in the school
system. She always has to have her way when it comes
to food preparation. She complains bitterly to the
manager if anyone suggests she is not following the
new recipes.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
2. Maria has worked in food service for many years. This
year the manager has planned theme meals twice a
month. Maria does not like to dress-up, so she calls in
sick the days she is expected to dress for a theme meal.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
3. Perdo is a new employee. He was unemployed for two
years before accepting this job. He will do any job he is
asked to do without question. One of the long term
employees has told him he has to wash all of the pots
and pans. Even though Perdo knows the cooks have to
wash their own pans, he will wash them to avoid
upsetting the cooks.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
4. Sue has worked in many different types of food service
operations. She loves her current job. She knows how
to do her job and will always help others who are
behind. Sue is a wonderful trainer for new employees
because she understands the mission of the program.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
5. Henri is a chef with a restaurant background. He wants
the child nutrition program to be run more like a
restaurant. He gives his opinions most of the time. He
believes he is better trained to direct the program than
the manager but will consider the manager’s ideas
when they disagree.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
Building Human Resource Management Skills National Food Service Management Institute
25
Dealing with Conflict in the Workplace
Handout: Cooperation and Assertiveness Exercise KEY
Cooperation and Assertiveness Exercise KEY
Reality Practice Case Pattern of Behavior
1. Adriana believes she is the best cook in the school
system. She always has to have her way when it comes
to food preparation. She complains bitterly to the
manager if anyone suggests she is not following the new
recipes.
Low cooperation
High assertiveness
This style is called Compete.
The employee who demonstrates these
behaviors is Adriana.
2. Maria has worked in food service for many years. This
year the manager has planned theme meals twice a
month. Maria does not like to dress-up, so she calls in
sick the days she is expected to dress for a theme meal.
Low cooperation
Low assertiveness
This style is called Avoid.
The employee who demonstrates these
behaviors is Maria.
3. Perdo is a new employee. He was unemployed for two
years before accepting this job. He will do any job he is
asked to do without question. One of the long term
employees has told him he has to wash all of the pots
and pans. Even though Perdo knows the cooks have to
wash their own pans, he will wash them to avoid
upsetting the cooks.
High cooperation
Low assertiveness
This style is called Accommodate.
The employee who demonstrates these
behaviors is Perdo.
4. Sue has worked in many different types of food service
operations. She loves her current job. She knows how to
do her job and will always help others who are behind.
Sue is a wonderful trainer for new employees because
she understands the mission of the program.
High cooperation
High assertiveness
This style is called Collaborate.
The employee who demonstrates these
behaviors is Sue.
5. Henri is a chef with a restaurant background. He wants
the child nutrition program to be run more like a
restaurant. He gives his opinions most of the time. He
believes he is better trained to direct the program than
the manager but will consider the manager’s ideas when
they disagree.
Low cooperation
High assertiveness
This style is called Compete.
The employee who demonstrates these
behaviors is Henri.
Building Human Resource Management Skills National Food Service Management Institute
26
Dealing with Conflict in the Workplace
Handout: Steps for Positive Resolution
Steps for Positive Resolution
When the following conditions are in place, the likelihood of a positive resolution increases:
q Commitment to find a resolution that is mutually beneficial.
q Trust.
q Frame of mind that there is more than one way to look at the issues.
q Belief that a solution exists.
q Commitment to stay in the communication process.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Handout: To Achieve Win/Win Results
To Achieve Win/Win Results
q Gain participation from everyone involved in the conflict.
q State the reason to work on a solution.
q Have each party see the problem/situation from the other point of view. State what you
want. Repeat what you hear.
q Identify the key issues and concerns involved.
q Determine what results would constitute a fully acceptable solution.
§ State what you WANT to happen when results have been achieved.
§ Include the results for you, for your relationships, and for job or task achievement.
§ Agree to work toward resolution and schedule a follow-up meeting if necessary.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Handout: Reality Practice: Case Study #1
Reality Practice: Case Study #1
WIN/WIN Applications
Directions: In these situations, the people involved are trying to come to an agreement about an
issue. Choose one of these situations or choose an actual situation. Take one of the positions.
Look at the deeply felt wants as you work to find a win/win solution. Create a “wish list.” Next
create a new alternative that allows you both to win. Remember that achieving a new alternative
usually requires at least one person to change his mindset. Use the guidelines for win/win results.
Case Study # 1: Unhappy Customers Revolt
A group of high school students is unhappy about the menu served at school. They decide to
write a letter to the editor of the local newspaper rather than speak directly with the cafeteria
manager or principal. The fiery letter is published! The principal is furious that the newspaper
has published the letter. The cafeteria manager is unaware of the problem until she faces the
angry principal with newspaper in hand. Principal’s position: Do something about this, I don’t
need bad publicity for my school! The principal schedules a meeting for 9AM today with the
unhappy students, the principal, and cafeteria manager.
Principal Wants
Manager Wants
Students Want
New Alternative
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Handout: Reality Practice: Case Study # 2
Reality Practice: Case Study #2
WIN/WIN Applications
Directions: In these situations, the people involved are trying to come to an agreement about an
issue. Choose one of these situations or choose an actual situation. Take one of the positions.
Look at the deeply felt wants as you work to find a win/win solution. Create a “wish list.” Next
create a new alternative that allows you both to win. Remember that achieving a new alternative
usually requires at least one person to change his mindset. Use the guidelines for win/win results.
Case Study #2: New Manager Tackles a Problem with the Long-Term Custodian
A new manager has set her priorities to improve the cleanliness of the cafeteria. The school has a
long-term and beloved custodian. The custodian believes he does an excellent job with
cleanliness. However, the principal and the manager agree that the custodian does not do a
thorough job cleaning the floors. The custodian takes personally even the slightest criticism of
his work.
Principal Wants
Manager Wants
Custodian Wants
New Alternative
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Handout: Checking Out: Dealing with Conflict Worksheet
Checking Out: Dealing with Conflict Worksheet
Directions: Circle three techniques you often use to resolve conflict that do not work. Check
one technique you will try to use more often.
Avoid the person or subject
Change the subject
Try to understand the other person’s point of view
Get another person to decide who is right
Play the martyr
Give in
Apologize
Try to identify specifically what you agree or disagree on
Whine or complain to get your way
Pretend to agree
Admit that you are wrong, even if you do not believe you are
Fight it out
Turn the conflict into a joke
Work toward a mutual solution
Consider a win- win agreement you want to create. Remember, it will take more than just you to
create the agreement. Begin thinking about it now. Jot some ideas about how to follow each of
the steps outlined in the worksheet.
Building Human Resource Management Skills National Food Service Management Institute
31
Dealing with Conflict in the Workplace
Handout: Evaluation Form
Please check the response below that best describes your feelings about this program.
Question Agree Unsure Disagree Comments
1. Topic is of interest to
me as a manager.
2. Topic is important to
my job.
3. Content is useful in
my job as a manager.
4. Handouts help me
understand the topic
better.
5. List one or more things you plan to do to deal with conflict in your job after attending this in-
service:
6. My supervisor can help me deal with conflict in my job by:
General Comments:
Thank you for taking the time to complete the evaluation form. Have a great day!
Building Human Resource Management Skills National Food Service Management Institute
32
Dealing with Conflict in the Workplace
Handout: Suggested Readings
Suggested Readings
Adams, B. (1998). Managing people. Holbrook, MA: Adams Media Corporation.
Barisoff, D., & Victor, D. (1998). Conflict management: A communication skills approach.
Needham Heights, MA: Allyn and Bacon.
Belker, L. B. (1997). The first time manager (4th ed.). New York: American Management
Association.
Bernstein, A. J. (1989). Dinosaur brains: Dealing with all those impossible people at work.
New York: John Wiley and Sons, Inc.
Carlson, R. (1998). Don’t sweat the small stuff at work. New York: Hyperion.
Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon and
Schuster.
Elgin, S. H. (1989). Success with the gentle art of verbal self-defense. New Jersey: Prentice-
Hall.
Gabarro, J. (Ed.). (1992). Managing people and organizations. Boston: Harvard Business
School.
Hart, L. B. (1991). Learning from conflict. Amherst, MA: Human Resources Development
Press.
LaBorde, G. A. (1984). Influencing with integrity: Management skills for communications
and negotiation. Ithaca, NY: Syntony Publishing.
Maurer, R. E. (1991). Managing conflict. Needham Heights, MA: Allyn and Bacon.
Wells, T. (1980). Keeping your cool under fire: Communicating non-defensively. New
York: McGraw Hill.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Transparency Masters
Transparency Masters
Transparencies are available in two formats. Landscape formatted
transparencies are provided using Microsoft Word
TM
. A PowerPoint
TM
presentation format is also available.
1. Objectives
2. Definitions
3. Personal Check-In: Response to Conflict
4. Icebreaker: Childhood Messages
5. Assumptions About Conflict
6. Causes of Conflict
7. The Value of Conflict: Destructive Conflict
8. The Value of Conflict: Constructive Conflict
9. Assumptions About, Causes of, and the Value of Conflict
10. Cooperation and Assertiveness Styles: Avoid
11. Cooperation and Assertiveness Styles: Accommodate
12. Cooperation and Assertiveness Styles: Compete
13. Cooperation and Assertiveness Styles: Compromise
14. Cooperation and Assertiveness Styles: Collaborate
15. Steps for Positive Resolution
16. Reality Practice: Case Study #1
17. Reality Practice: Case Study #2
18. To Achieve Win/Win Results
19. To Achieve Win/Win Results
20. Checking Out: Dealing with Conflict Worksheet
doc_692050405.pdf
The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills.
BUILDING HUMAN RESOURCE MANAGEMENT SKILLS
Management Skills for Success
DEALING WITH CONFLICT IN THE
WORKPLACE
National Food Service Management Institute
The University of Mississippi
University, Mississippi
www.nfsmi.org
2001
ii
ACKNOWLEDGMENTS
Sincere appreciation is expressed to the following people who contributed their time and
expertise in reviewing the human resource modules during various stages of development.
Dee Baker, Executive Director, Child Nutrition Programs Section
Oklahoma Department of Education, Oklahoma City, Oklahoma
David Bowman, Program Administrator, Summer Food Service Program
Nutrition Education Training, Delaware State Department of Education, Dover, Delaware
Carla Broadnax, Associate, Child Nutrition Program Administration
New York State Department of Education, Albany, New York
Barbara Chang, RD, School Lunch Director
Massapequa Schools, Massapequa, New York
Lynne Fellin, School Foodservice and Nutrition Specialist
School Nutrition Programs, Virginia Department of Education, Richmond, Virginia
Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs
USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois
Rosie Jackson, Interim Director, Child Nutrition Programs
New Orleans Public Schools, New Orleans, Louisiana
Gail M. Johnson, Administrative Director, Child Nutrition Programs
East Baton Rouge Parish School System, Baton Rouge, Louisiana
Sandra Kangas, Director, Child and Adult Nutrition Services
Department of Education and Cultural Affairs, Pierre, South Dakota
Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services
Maryland State Department of Education, Baltimore, Maryland
Lorita T. Myles, Director, Child Nutrition Services
Ohio Department of Education, Columbus, Ohio
Peggy Reich, Area Coordinator, Food and Nutrition Service
Cobb County Schools, Kennesaw, Georgia
Cynthia Sevier, Director of Child Nutrition
Stokes County School District, Danbury, North Carolina
Bill West, Regional Consultant
Ohio Department of Education, Columbus, Ohio
iii
PROJECT TEAM
This project was developed under contract between the National Food Service Management
Institute and The Steritech Group, Inc., Charlotte, North Carolina.
National Food Service Management Institute
Jane Logan, PhD
Executive Director
Ellen Leppa, MEd, CFCS
Project Coordinator
The Steritech Group, Inc.
Mary Anne Hogue, MS, RD, LDN, FADA
Administrator
Technical Expert and Content Design:
Kathleen Moloney-Tarr
Leadership Dynamics, Charlotte, North Carolina
Nay Malloy Howell
CR8VE Solutions, Charlotte, North Carolina
Pamela Bullard Vaughan
Florence School District One Food Services, Florence, South Carolina
Libby Post, MS, RD, LDN
Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina
This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and
Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do
not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade
names, commercial products, or organizations imply endorsement by the U.S. Government.
The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity
in all its activities and programs and does not discriminate against anyone protected by law because of age, color,
disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.
iv
INTRODUCTION
The National Food Service Management Institute developed this series of modules on human
resource management to meet a need for relevant materials that would provide directors and supervisors
the tools to teach managers effective management skills. Learning to work with and lead employees is a
never-ending journey. These materials were designed to assist the learner in developing effective people
skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and
university faculty identified the topics to include in this resource.
Building Human Resource Management Skills was designed by a team of experienced child
nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made
significant contributions to the development of this project. We are most grateful to them for sharing
their time and expertise.
All of the human resource modules have been approved for continuing education credits by the
American School Food Service Association.
Steps to follow in using materials:
Step 1. Review the entire module and think about its relevance to the participants. There may be
resources within the community that you may want to use to enhance the learning experience. A lesson
plan template has been provided for your use to facilitate teaching the human resource module content.
Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the
session. The modules may require the use of policies and procedures, job descriptions, form, or standards
specific to Child Nutrition Program personnel.
Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in
the modules.
Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is
comfortable for adults and conducive to learning and discussions.
Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and
stimulate thoughts about personal practices. Always review videotape at least once before using in class
to be familiar with the content and to determine how to use it with the group. Consider the following
options:
Use the tape to focus on a specific point during the session.
Encourage interaction by showing all or part of the tape, and divide the group into comfortable
discussion groups of no more than 6-7 per group.
The tapes were created to provide real-life practice situations and to precipitate discussion. There are no
right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.
v
HUMAN RESOURCE MODULE LESSON PLAN
Date:
Module No.:
1.3
Estimated Time:
2.25 Hours
Certification
Credits: 2
Category:
U Management Skills for
Success
Module Title:
Dealing With Conflict in the Workplace
Course Title: Building Human
Resource Management Skills
Instructor:
Module Content:
What is to be taught? At the completion of the module, participants will be able to meet the
following objectives:
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box
Instructional Procedures:
º Personal Check-In
º Icebreaker
º Video Segment (if applicable)
º Group activities and role playing
º Checking Out
Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given
module topic.
Evaluation Procedures: How the instructor will determine if the material has been learned.
Participants can complete evaluation form included in handout packet.
Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the
module lesson plan?
Building Human Resource Management Skills National Food Service Management Institute
1
Dealing with Conflict in the Workplace
Table of Contents
Overview, Objectives, Definitions.......................................................................................2
Suggested Time Frames and Comments ..............................................................................3
Outline and Trainer’s Tactics...............................................................................................4
Handouts ............................................................................................................................16
Transparency Masters ........................................................................................................32
Building Human Resource Management Skills National Food Service Management Institute
2
Dealing with Conflict in the Workplace
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Overview
Conflicts are a natural part of any relationship and of any
group. When handled constructively, they are extremely
valuable. Knowing how and why we respond to conflict
the way we do provides us with awareness for building
skills for positive conflict resolution. Application of
strategies for dealing with demands and anger on an
individual level will contribute to organizational success.
When we understand the critical issues of a conflict, it
can be approached with the desire to create a mutually
beneficial resolution. Then we can build stronger
relationships and accomplish tasks with a larger view.
•
•
•
•
•
•
•
•
•
•
•
•
•
Objectives
At the completion of this module, participants will be
able to:
q Recognize how they handle conflict individually.
q Discuss the causes and value of conflict.
q List characteristics of conflict resolution styles.
q Identify most effective resolution mindset.
q Practice more effective skills for listening
and for building rapport.
Trainer’s Notes
Create a comfortable
environment for the
discussion of conflict.
Remember this is an
uncomfortable topic for
many schools. Give
participants time to
reflect on and to speak
about experiences. This
process may help them
understand their own
responses to conflict.
Be prepared to share
your own experiences
and knowledge. Your
input will establish that
conflict is a natural part
of relationships.
Ground Rules
q Share from your
own experiences,
feelings, opinions.
q Listen to understand,
not to judge.
q Respect others’
opinions and
feelings.
q Keep an open mind.
q Keep
confidentiality.
q Accept the option to
pass.
Trainer’s Toolbox
Materials:
Flip Chart and Stand
Paper and Markers
Overhead Projector
Transparencies and
Markers
Handouts
•
•
•
•
•
•
•
•
•
•
•
Definitions
Conflict- when one or both parties are not able to secure
what they need or want and are actively seeking their
own goals.
Mental model- the way we think and consequently act
about something.
Mindsets or paradigms- our perspective based on the way
we believe situations should be handled.
Building Human Resource Management Skills National Food Service Management Institute
3
Dealing with Conflict in the Workplace
Suggested Time Frames and Comments
Total Time = 2 hours 15 minutes
Topic Comments Time Allotted
Review Purpose
and Objectives
Set the stage by emphasizing key points in the
overview.
4 minutes
Personal Check-
In: Response to
Conflict
Emphasize awareness of ways to respond and of
personal choices. Sharing is not recommended on
this activity unless the group asks for it.
10 minutes
Icebreaker:
Childhood
Messages
Use responses to highlight the different messages
which influence our attitudes and behaviors.
20 minutes groups
(5)*+ (5)*, large
group(10)*
Definitions Review with discussion. 5 minutes
Assumptions
about and Causes
of Conflict
Review assumptions, have pairs or total group
discuss questions.
10 minutes
Value of Conflict:
A New Mental
Model
Give examples to begin participants thinking. 8 minutes
Conflict
Resolution Styles
Review with examples. 15 minutes
Cooperation and
Assertiveness
Give examples of assertiveness and cooperation. Do
first matching as a large group.
10 minutes
Steps for Positive
Resolution
Review. 5 minutes
To Achieve
Win/Win Results
Review what is needed, then move to activity and
ask participants to do their best to keep win/win
guidelines in place.
25 minutes
activity (25)*
Video Segment Introduce video segment entitled, “The Field Trip.” 10 minutes
Checking Out Invite participants to state something they have
learned about conflict.
5 minutes
* Note: The numbers in parenthesis ( ) refer to the estimated number of minutes.
Building Human Resource Management Skills National Food Service Management Institute
4
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Personal Check-In: Response to
Conflict
This is your chance to think about:
q How you normally approach conflict.
q Other ways you might respond to
conflict.
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Personal Check-In: Response to Conflict
The purpose of the next exercise is to build
awareness of the variety of ways individuals
respond to conflict.
Ask participants to reflect on their choices and
to look for patterns of behavior.
Sharing is NOT recommended.
Use the handout on page 18.
Building Human Resource Management Skills National Food Service Management Institute
5
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Icebreaker: Childhood Messages
Begin your in-service with a sharing
session on key messages participants
have heard about conflict from parents,
teachers, peers, and others. What were
the phrases or sayings you heard as a
child which you still hear in your head
today?
In groups, list the direct or subtle
messages you were taught about conflict.
When your group has a list, answer these
questions:
1. Which of these messages
dominates how you feel about
conflicts today?
2. Which messages could you
discard?
3. Which messages will you retain?
As a large group, discuss key findings.
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Icebreaker: Childhood Messages
Always start your in-service training programs
with an icebreaker. This helps the participants
to get focused on the topic.
Examples: The squeaky wheel gets the grease.
If you can’t say something nice, don’t say
anything at all.
Father knows best.
It’s my way or the highway.
Select a reporter from each group. Give the
reporter either flip chart paper or a transparency
master provided in the module. Ask the reporter
to summarize each group's ideas on a flip chart
or transparency and present to the large group.
Remember that some participants may not want
to share their childhood messages. Allow
participants the option to pass.
Use the handout on page 19.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Definitions
Conflict- when one or both parties are
not able to secure what they need or
want and are actively seeking their own
goals.
Mental model- the way we think and
consequently act about something.
Mindsets or paradigms- our perspective
based on the way we believe situations
should be handled.
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Definitions
Review and discuss these definitions that are
found on page 17.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Assumptions about Conflict
What can we assume about groups and
conflict?
q Conflicts and disagreements will
develop.
q Some conflicts can be minimized.
q There are some unavoidable conflicts
that should not be suppressed or
smoothed over.
q Resolution of conflict does not have
to result in a win- lose situation.
Causes of Conflict
q Misunderstanding
q Personality clashes
q Competition for resources
q Authority issues
q Lack of cooperation
q Differences over methods or style
q Low performance
q Value or goal differences
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Assumptions about Conflict
Conflict occurs because team members
represent a unique combination of experience,
knowledge, and skill.
Address conflicts early or they will intensify.
Think win/win resolution. Use the handouts on
pages 20 and 21.
Causes of Conflict
Misunderstanding- when individuals do not
hear what is being said.
Personality clashes- when individuals do not
value “people just like me.”
Competition for resources- when employees
believe they are better off competing for
resources rather than cooperating.
Authority issues- when employees lack
confidence in their leaders or perceive overuse
of authority.
Lack of cooperation- when one person does not
share information with the whole group.
Differences over style- when agreement does
not exist on standard ways of completing a task.
Low performance- when individuals are not
working to their potential.
Value or goal differences- when individuals
value different outcomes or objectives.
Building Human Resource Management Skills National Food Service Management Institute
8
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
The Value of Conflict
Conflict is destructive when it:
q Diverts energy from more important
issues and tasks.
q Deepens differences in values.
q Polarizes groups so that cooperation
is reduced.
q Destroys the morale of people or
reinforces poor self-concepts.
Conflict is constructive when it:
q Opens up issues of importance,
resulting in issue clarification.
q Helps build cohesiveness as people
learn more about each other.
q Causes reassessment by allowing for
examination of procedures or
actions.
q Increases individual involvement.
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The Value of Conflict
Conflict is typically viewed from a negative
perspective. The participants may have never
considered the positive aspects of conflict.
When conflict is destructive:
q People are not able to work on what is most
important.
q Increased rifts between people do not foster
healing.
q Tension increases, strengthening opposite
views.
q People feel inadequate or incapable.
When conflict is constructive:
q Differences are brought out in the open.
q Mutual understanding is fostered.
q People learn to think differently about how
they act or think.
q People commit their energy and ideas
toward solutions or resolutions.
Use the handout on page 22.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Conflict Resolution Styles
Now that you have considered your
pattern of response to conflict, let’s look
at the same basic approaches to conflict
resolution. For each style, there are
some characteristic behaviors.
q Avoid
q Accommodate
q Compete
q Compromise
q Collaborate
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Conflict Resolution Styles
Conflict Resolution Style handout outlines
some basic approaches to conflict. Review each
style of behavior and ask participants to think
about when they have experienced or observed
the noted behaviors or sayings. Be prepared to
share examples from your professional and
personal life. Your input will help others feel
comfortable to share as well.
q Avoid – Non-confrontational; denies issues
are a problem. This is the style of a highly
dependent person without inner direction.
May postpone conflict or avoid it at all
costs. Moving away, leaving, losing.
q Accommodate – Agreeable, non-assertive;
cooperative even at the expense of personal
goals. Yielding, moving toward the other
person, friendly.
q Compete – Uses power, position,
personality, or status to get own way.
Academics, athletics and the law can reflect
this mindset. Assertive and aggressive.
Forceful, moving against others.
q Compromise – Aggressive but cooperative.
Tries to bargain, compromise, and split the
difference.
q Collaborate – High respect for mutual
benefit. Recognizes the needs and mutual
benefits of both parties. Strives for win/win
or recognizes abilities and expertise of all.
Integrating, working toward solution with
others.
Using the handout on page 23, ask participants
to indicate the styles they are most likely to use
with followers (F), peers (P), or manager (M).
Building Human Resource Management Skills National Food Service Management Institute
10
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Cooperation and Assertiveness
When presented with conflict, we may
act without thinking about the choices
we have. Consider the degree of
assertiveness ("I want my way") and
cooperation ("Whatever you want") in
each of the following styles.
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Cooperation and Assertiveness
Reinforce the discussion with examples used in
the discussion of conflict resolution styles.
Divide participants into five groups. Assign
each group one reality practice case to role-
play. Ask the other participants to identify the
pattern of behavior. Discuss the pros and cons
of each pattern of behavior as it relates to
conflict resolution.
Use the handouts on page 24 and 25.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Steps for Positive Resolution
When the following conditions are in
place, the likelihood of a positive
resolution increases:
q Commitment to find a resolution that
is mutually beneficial.
q Trust.
q Frame of mind that there is more
than one way to look at the issues.
q Belief that a solution exists.
q Commitment to stay in the
communication process.
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Steps for Positive Resolution
Emphasize to the participants that:
q When you really want something to work,
the chances for success increases.
q If you believe that your way is the only
way, then resolution is difficult.
q If you do not believe it is possible for
resolution, then why work to resolve the
conflict.
q Resolution can take a lot of time and effort.
Use the handout on page 26.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
To Achieve Win/Win Results
q Gain participation from everyone
involved in the conflict.
q State the reason to work on a
solution.
q Have each party see the problem/
situation from the other point of
view. State what you want. Repeat
what you hear.
q Identify the key issues and concerns
involved.
q Determine what results would
constitute a fully acceptable solution.
§ State what you WANT to happen
when results have been achieved.
§ Include the results for you, for
your relationships, and for job or
task achievement.
§ Agree to work toward resolution
and schedule a follow-up
meeting if necessary.
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To Achieve Win/Win Results
Emphasize that win/win results occur from a
step-by-step process. Review each step of the
process before moving to the application
exercise.
For the Win/Win Applications exercise, divide
the participants into pairs. Let the pairs decide
which situation to work. They may choose an
actual situation. Remind participants to use the
guidelines for win/win results.
After participants have reviewed and discussed
the application exercise, have them write their
“wish list ” before they speak. As each group
reports its “wish list,” tally the results. Allow
the participants to work at least 10 minutes or
until a win/win result is achieved.
Use the handout on page 27.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Reality Practice: Case Study #1
Directions: In these situations, the
people involved are trying to come to an
agreement about an issue. Choose one of
these situations or choose an actual
situation. Take one of the positions.
Look at the deeply felt wants as you
work to find a win/win solution. Create a
“wish list.” Next create a new
alternative that allows you both to win.
Remember that achieving a new
alternative usually requires at least one
person to change his mindset. Use the
guidelines for win/win results.
Situation # 1: Unhappy Customers
Revolt
A group of high school students is
unhappy about the menu served at
school. They decide to write a letter to
the editor of the local newspaper rather
than speak directly with the cafeteria
manager or principal. The fiery letter is
published! The principal is furious that
the newspaper has published the letter.
The cafeteria manager is unaware of the
problem until she faces the angry
principal with newspaper in hand.
Principal’s position: Do something
about this, I don’t need bad publicity for
my school! The principal schedules a
meeting for 9AM today with the
unhappy students, the principal, and
cafeteria manager.
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Reality Practice: Case Study #1
Use the handout on page 28.
Building Human Resource Management Skills National Food Service Management Institute
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Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Reality Practice: Case Study #2
Directions: In these situations, the
people involved are trying to come to an
agreement about an issue. Choose one of
these situations or choose an actual
situation. Take one of the positions.
Look at the deeply felt wants as you
work to find a win/win solution. Create a
“wish list.” Next create a new alternative
that allows you both to win. Remember
that achieving a new alternative usually
requires at least one person to change his
mindset. Use the guidelines for win/win
results.
Situation #2: New Manager Tackles a
Problem with the Long-Term
Custodian
A new manager has set her priorities to
improve the cleanliness of the cafeteria.
The school has a long-term and beloved
custodian. The custodian believes he
does an excellent job with cleanliness.
However, the principal and the manager
agree that the custodian does not do a
thorough job cleaning the floors. The
custodian takes personally even the
slightest criticism of his work.
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Reality Practice: Case Study #2
Use the handout on page 29. At the end of this
exercise, show the video segment “The Field
Trip.”
Building Human Resource Management Skills National Food Service Management Institute
15
Dealing with Conflict in the Workplace
Outline Trainer’s Tactics
Checking Out: Dealing with Conflict
Worksheet
Dealing with conflict may require you to
practice some new techniques. This is
your opportunity to think about how you
want to deal with conflict in the future.
What is one new theory you have
learned about conflict?
Using the worksheet, circle three
techniques you often use to resolve
conflict that do not work.
Check one technique you will try to use
more often.
Consider a win- win agreement you want
to create. Remember, it will take more
than just you to create the agreement.
Begin thinking about it now. Jot some
ideas about how to follow each of the
steps outlined on the worksheet.
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Checking Out: Dealing with Conflict
Worksheet
Use the handout on page 30.
Building Human Resource Management Skills National Food Service Management Institute
16
Dealing with Conflict in the Workplace
Handouts: Table of Contents
Handouts: Table of Contents
q Objectives and Definitions ............................................................................................17
q Personal Check-In: Response to Conflict ...................................................................18
q Icebreaker: Childhood Messages.................................................................................19
q Assumptions about and Causes of Conflict .................................................................20
q Assumptions about, Causes of, and the Value of Conflict..........................................21
q The Value of Conflict .....................................................................................................22
q Conflict Resolution Styles..............................................................................................23
q Cooperation and Assertiveness.....................................................................................24
q Cooperation and Assertiveness KEY...........................................................................25
q Steps for Positive Resolution.........................................................................................26
q To Achieve Win/Win Results ........................................................................................27
q Reality Practice: Case Study #1...................................................................................28
q Reality Practice: Case Study #2...................................................................................29
q Checking Out: Dealing with Conflict Worksheet......................................................30
q Evaluation Form............................................................................................................31
q Suggested Readings ........................................................................................................32
Building Human Resource Management Skills National Food Service Management Institute
17
Dealing with Conflict in the Workplace
Handout: Objectives and Definitions
Objectives
At the completion of this module, participants will be able to:
q Recognize how they handle conflict individually.
q Discuss the causes and value of conflict.
q List characteristics of conflict resolution styles.
q Identify the most effective resolution mindset.
q Practice more effective skills for listening and for building rapport.
Definitions
Conflict- when one or both parties are not able to secure what they need or want and are
actively seeking their own goals.
Mental model- the way we think and consequently act about something.
Mindsets or paradigms- our perspective based on the way we believe situations should be
handled.
Building Human Resource Management Skills National Food Service Management Institute
18
Dealing with Conflict in the Workplace
Handout: Personal Check-In: Response to Conflict
Personal Check-In: Response to Conflict
When conflict occurs at work, how do you usually handle it? After each of the following
techniques, indicate whether you use it often, occasionally, or rarely.
Technique Used to Handle Conflict
Often
Occasionally
Rarely
Avoid the person or subject
Change the subject
Try to understand the other person's point of
view
Get another person to decide who is right
Play the martyr
Give in
Apologize
Try to identify specifically what you agree or
disagree on
Whine or complain to get your way
Pretend to agree
Admit that you are wrong, even if you do not
believe you are
Fight it out
Turn the conflict into a joke
Work toward a mutual solution
Most of us use different techniques for resolving conflict with different people. Sometimes
different situations require different techniques. Often we use a limited number of techniques to
resolve conflict.
Building Human Resource Management Skills National Food Service Management Institute
19
Dealing with Conflict in the Workplace
Handout: Icebreaker: Childhood Messages
Icebreaker: Childhood Messages
In groups, list the direct or subtle messages you were taught about conflict. When your group has
a list, answer these questions:
1. Which of these messages dominates how you feel about conflicts today?
2. Which messages could you discard?
3. Which messages will you retain?
As a large group, discuss key findings.
Building Human Resource Management Skills National Food Service Management Institute
20
Dealing with Conflict in the Workplace
Handout: Assumptions About and Causes of Conflict
Assumptions About and Causes of Conflict
Assumptions about Conflict
What can we assume about groups and conflict?
q Conflicts and disagreements will develop.
q Some conflicts can be minimized.
q There are some unavoidable conflicts that should not be suppressed or smoothed over.
q Resolution of conflict does not have to result in a win- lose situation.
Causes of Conflict
q Misunderstanding
q Personality clashes
q Competition for resources
q Authority issues
q Lack of cooperation
q Differences over methods or style
q Low performance
q Value or goal differences
Building Human Resource Management Skills National Food Service Management Institute
21
Dealing with Conflict in the Workplace
Handout: Assumptions about, Causes of, and Value of Conflict
Causes of Conflict What Does it Mean? What is the Value to
You?
Misunderstanding
When individuals do not hear
what is being said.
Personality clashes When individuals do not
value “people just like me.”
Competition for resources When employees believe
they are better off competing
for resources rather than
cooperating.
Authority issues When employees lack
confidence in their leaders or
perceive overuse of authority.
Lack of cooperation When one person does not
share information with the
whole group.
Differences over methods or
style
When agreement does not
exist on standard ways of
completing a task.
Low performance When individuals are not
working to their potential.
Value or goal differences When individuals value
different outcomes or
objectives.
Building Human Resource Management Skills National Food Service Management Institute
22
Dealing with Conflict in the Workplace
Handout: The Value of Conflict
The Value of Conflict
Conflict is destructive when it:
q Diverts energy from more important issues and tasks.
q Deepens differences in values.
q Polarizes groups so that cooperation is reduced.
q Destroys the morale of people or reinforces poor self-concepts.
Conflict is constructive when it:
q Opens up issues of importance, resulting in issue clarification.
q Helps build cohesiveness as people learn more about each other.
q Causes reassessment by allowing for examination of procedures or actions.
q Increases individual involvement.
Building Human Resource Management Skills National Food Service Management Institute
23
Dealing with Conflict in the Workplace
Handout: Conflict Resolution Styles
Conflict Resolution Styles
Consider these five basic approaches to conflict resolution. In the right column, indicate the
styles you are most likely to use with your followers (F), peers (P), or manager (M).
Resolution
Style
Characteristic Behavior Favorite Sayings F, P, M
Avoid
(Lose/Lose)
Non-confrontational; denies issues are a
problem. This is the style of a highly
dependent person without inner direction.
May postpone conflict or avoid it at all
costs. Moving away, leaving, losing.
“Let's discuss this
later.”
“Let's forget it.”
Accommodate
(Lose/Win)
Agreeable, non-assertive; cooperative even
at expense of personal goals. Yielding,
moving toward the other person, friendly.
“I'm sorry. You're
right.”
“Go head and do it
your way.”
“Oh, well, it is
hopeless to try.”
Compete
(Win/Lose)
Uses power, position, personality or status
to get own way. Academics, athletics and
the law can reflect this mind set. Assertive
and aggressive. Forceful, moving against
others.
“Of course I'm
right.” “Do it my
way.”
“It's your mistake.”
“If I win, you lose.”
Compromise
Aggressive but cooperative. Tries to
bargain, compromise, and split the
difference.
“Let's talk this over
so we each get what
we need.”
Collaborate
(Win/Win)
High respect for mutual benefit.
Recognizes the needs and mutual benefit of
both parties. Strives for win/win or
recognizes abilities and expertise of all.
Integrating, working toward solution with
others.
“Let's share our
ideas. We can work
this out if we work
together and value
each other's skills
and values.”
Adapted from the work of Kenneth Thomas and the Thomas-Kilman Conflict Mode Instrument, Robert B. Maddux in
Team Building: An Exercise in Leadership, and Stephen R. Covey's The Seven Habits of Highly Effective People.
Building Human Resource Management Skills National Food Service Management Institute
24
Dealing with Conflict in the Workplace
Handout: Cooperation and Assertiveness Exercise
Cooperation and Assertiveness Exercise
Reality Practice Case Pattern of Behavior
1. Adriana believes she is the best cook in the school
system. She always has to have her way when it comes
to food preparation. She complains bitterly to the
manager if anyone suggests she is not following the
new recipes.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
2. Maria has worked in food service for many years. This
year the manager has planned theme meals twice a
month. Maria does not like to dress-up, so she calls in
sick the days she is expected to dress for a theme meal.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
3. Perdo is a new employee. He was unemployed for two
years before accepting this job. He will do any job he is
asked to do without question. One of the long term
employees has told him he has to wash all of the pots
and pans. Even though Perdo knows the cooks have to
wash their own pans, he will wash them to avoid
upsetting the cooks.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
4. Sue has worked in many different types of food service
operations. She loves her current job. She knows how
to do her job and will always help others who are
behind. Sue is a wonderful trainer for new employees
because she understands the mission of the program.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
5. Henri is a chef with a restaurant background. He wants
the child nutrition program to be run more like a
restaurant. He gives his opinions most of the time. He
believes he is better trained to direct the program than
the manager but will consider the manager’s ideas
when they disagree.
_____ cooperation
_____ assertiveness
This style is called___________.
The employee who demonstrates these
behaviors is ______________.
Building Human Resource Management Skills National Food Service Management Institute
25
Dealing with Conflict in the Workplace
Handout: Cooperation and Assertiveness Exercise KEY
Cooperation and Assertiveness Exercise KEY
Reality Practice Case Pattern of Behavior
1. Adriana believes she is the best cook in the school
system. She always has to have her way when it comes
to food preparation. She complains bitterly to the
manager if anyone suggests she is not following the new
recipes.
Low cooperation
High assertiveness
This style is called Compete.
The employee who demonstrates these
behaviors is Adriana.
2. Maria has worked in food service for many years. This
year the manager has planned theme meals twice a
month. Maria does not like to dress-up, so she calls in
sick the days she is expected to dress for a theme meal.
Low cooperation
Low assertiveness
This style is called Avoid.
The employee who demonstrates these
behaviors is Maria.
3. Perdo is a new employee. He was unemployed for two
years before accepting this job. He will do any job he is
asked to do without question. One of the long term
employees has told him he has to wash all of the pots
and pans. Even though Perdo knows the cooks have to
wash their own pans, he will wash them to avoid
upsetting the cooks.
High cooperation
Low assertiveness
This style is called Accommodate.
The employee who demonstrates these
behaviors is Perdo.
4. Sue has worked in many different types of food service
operations. She loves her current job. She knows how to
do her job and will always help others who are behind.
Sue is a wonderful trainer for new employees because
she understands the mission of the program.
High cooperation
High assertiveness
This style is called Collaborate.
The employee who demonstrates these
behaviors is Sue.
5. Henri is a chef with a restaurant background. He wants
the child nutrition program to be run more like a
restaurant. He gives his opinions most of the time. He
believes he is better trained to direct the program than
the manager but will consider the manager’s ideas when
they disagree.
Low cooperation
High assertiveness
This style is called Compete.
The employee who demonstrates these
behaviors is Henri.
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Dealing with Conflict in the Workplace
Handout: Steps for Positive Resolution
Steps for Positive Resolution
When the following conditions are in place, the likelihood of a positive resolution increases:
q Commitment to find a resolution that is mutually beneficial.
q Trust.
q Frame of mind that there is more than one way to look at the issues.
q Belief that a solution exists.
q Commitment to stay in the communication process.
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Dealing with Conflict in the Workplace
Handout: To Achieve Win/Win Results
To Achieve Win/Win Results
q Gain participation from everyone involved in the conflict.
q State the reason to work on a solution.
q Have each party see the problem/situation from the other point of view. State what you
want. Repeat what you hear.
q Identify the key issues and concerns involved.
q Determine what results would constitute a fully acceptable solution.
§ State what you WANT to happen when results have been achieved.
§ Include the results for you, for your relationships, and for job or task achievement.
§ Agree to work toward resolution and schedule a follow-up meeting if necessary.
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Dealing with Conflict in the Workplace
Handout: Reality Practice: Case Study #1
Reality Practice: Case Study #1
WIN/WIN Applications
Directions: In these situations, the people involved are trying to come to an agreement about an
issue. Choose one of these situations or choose an actual situation. Take one of the positions.
Look at the deeply felt wants as you work to find a win/win solution. Create a “wish list.” Next
create a new alternative that allows you both to win. Remember that achieving a new alternative
usually requires at least one person to change his mindset. Use the guidelines for win/win results.
Case Study # 1: Unhappy Customers Revolt
A group of high school students is unhappy about the menu served at school. They decide to
write a letter to the editor of the local newspaper rather than speak directly with the cafeteria
manager or principal. The fiery letter is published! The principal is furious that the newspaper
has published the letter. The cafeteria manager is unaware of the problem until she faces the
angry principal with newspaper in hand. Principal’s position: Do something about this, I don’t
need bad publicity for my school! The principal schedules a meeting for 9AM today with the
unhappy students, the principal, and cafeteria manager.
Principal Wants
Manager Wants
Students Want
New Alternative
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Dealing with Conflict in the Workplace
Handout: Reality Practice: Case Study # 2
Reality Practice: Case Study #2
WIN/WIN Applications
Directions: In these situations, the people involved are trying to come to an agreement about an
issue. Choose one of these situations or choose an actual situation. Take one of the positions.
Look at the deeply felt wants as you work to find a win/win solution. Create a “wish list.” Next
create a new alternative that allows you both to win. Remember that achieving a new alternative
usually requires at least one person to change his mindset. Use the guidelines for win/win results.
Case Study #2: New Manager Tackles a Problem with the Long-Term Custodian
A new manager has set her priorities to improve the cleanliness of the cafeteria. The school has a
long-term and beloved custodian. The custodian believes he does an excellent job with
cleanliness. However, the principal and the manager agree that the custodian does not do a
thorough job cleaning the floors. The custodian takes personally even the slightest criticism of
his work.
Principal Wants
Manager Wants
Custodian Wants
New Alternative
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Dealing with Conflict in the Workplace
Handout: Checking Out: Dealing with Conflict Worksheet
Checking Out: Dealing with Conflict Worksheet
Directions: Circle three techniques you often use to resolve conflict that do not work. Check
one technique you will try to use more often.
Avoid the person or subject
Change the subject
Try to understand the other person’s point of view
Get another person to decide who is right
Play the martyr
Give in
Apologize
Try to identify specifically what you agree or disagree on
Whine or complain to get your way
Pretend to agree
Admit that you are wrong, even if you do not believe you are
Fight it out
Turn the conflict into a joke
Work toward a mutual solution
Consider a win- win agreement you want to create. Remember, it will take more than just you to
create the agreement. Begin thinking about it now. Jot some ideas about how to follow each of
the steps outlined in the worksheet.
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Dealing with Conflict in the Workplace
Handout: Evaluation Form
Please check the response below that best describes your feelings about this program.
Question Agree Unsure Disagree Comments
1. Topic is of interest to
me as a manager.
2. Topic is important to
my job.
3. Content is useful in
my job as a manager.
4. Handouts help me
understand the topic
better.
5. List one or more things you plan to do to deal with conflict in your job after attending this in-
service:
6. My supervisor can help me deal with conflict in my job by:
General Comments:
Thank you for taking the time to complete the evaluation form. Have a great day!
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Dealing with Conflict in the Workplace
Handout: Suggested Readings
Suggested Readings
Adams, B. (1998). Managing people. Holbrook, MA: Adams Media Corporation.
Barisoff, D., & Victor, D. (1998). Conflict management: A communication skills approach.
Needham Heights, MA: Allyn and Bacon.
Belker, L. B. (1997). The first time manager (4th ed.). New York: American Management
Association.
Bernstein, A. J. (1989). Dinosaur brains: Dealing with all those impossible people at work.
New York: John Wiley and Sons, Inc.
Carlson, R. (1998). Don’t sweat the small stuff at work. New York: Hyperion.
Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon and
Schuster.
Elgin, S. H. (1989). Success with the gentle art of verbal self-defense. New Jersey: Prentice-
Hall.
Gabarro, J. (Ed.). (1992). Managing people and organizations. Boston: Harvard Business
School.
Hart, L. B. (1991). Learning from conflict. Amherst, MA: Human Resources Development
Press.
LaBorde, G. A. (1984). Influencing with integrity: Management skills for communications
and negotiation. Ithaca, NY: Syntony Publishing.
Maurer, R. E. (1991). Managing conflict. Needham Heights, MA: Allyn and Bacon.
Wells, T. (1980). Keeping your cool under fire: Communicating non-defensively. New
York: McGraw Hill.
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Dealing with Conflict in the Workplace
Transparency Masters
Transparency Masters
Transparencies are available in two formats. Landscape formatted
transparencies are provided using Microsoft Word
TM
. A PowerPoint
TM
presentation format is also available.
1. Objectives
2. Definitions
3. Personal Check-In: Response to Conflict
4. Icebreaker: Childhood Messages
5. Assumptions About Conflict
6. Causes of Conflict
7. The Value of Conflict: Destructive Conflict
8. The Value of Conflict: Constructive Conflict
9. Assumptions About, Causes of, and the Value of Conflict
10. Cooperation and Assertiveness Styles: Avoid
11. Cooperation and Assertiveness Styles: Accommodate
12. Cooperation and Assertiveness Styles: Compete
13. Cooperation and Assertiveness Styles: Compromise
14. Cooperation and Assertiveness Styles: Collaborate
15. Steps for Positive Resolution
16. Reality Practice: Case Study #1
17. Reality Practice: Case Study #2
18. To Achieve Win/Win Results
19. To Achieve Win/Win Results
20. Checking Out: Dealing with Conflict Worksheet
doc_692050405.pdf