Instructor Manual for Training Course

Arguing at Work: A New Perspective on Conflict

Due: December 13, 2015

Molly McNamara

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TABLE OF CONTENTS

Cover Page p. 1

Table of Contents p. 2

Needs Assessment (Rationale) p. 3

Training Objectives p. 7

Materials Checklist p. 8

Logistics p. 9

Trainer Agenda p. 10

Trainer Lesson Plan p. 11

Participant Materials p. 16

Learning Assessment p. 20

Training Evaluation p. 22

Transfer of Learning Strategy p. 23

Bibliography p. 24

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NEEDS ASSESSMENT (RATIONALE)

When facing conflict in the workplace, how do those involved generally

react? Do they disengage immediately? Do they butt heads—too enamored by the

ego to let it go? Those in managerial positions are usually hard-pressed to define

these interactions, including whether they have actually been of any benefit to the

company as a whole or not. “…Definitely identifying the positive versus the negative

effects of conflict has been notoriously difficult to do, both theoretically and

empirically” (Weingart, Behfar, Bendersky, Todorova, & Jehn, 2015, p. 235). In this

training program rationale, I will discuss what inappropriately handled conflict is,

why handling conflict in this manner is a problem and how it negatively impacts the

employee’s environment, and what methods should be considered in the training to

improve the manner in which conflict is handled. Hopefully, I am able to make an

argument for initiating training for altering the attitudes and conceptions

participants have about conflict.

Conflict is a natural, necessary, and normal occurrence usually signifying a

healthy, productive organization that produces excellent ideas working off of one

another’s various viewpoints and inputs. Some examples may include: heated

discussions on company policy details, varying ideas on what course of action is best

to take, offering evidence that another’s assertions are incorrect, and disagreements

in general, large and small. According to Steven Beebe and John Masterson, authors

of Communicating in Small Groups: Principles and Practices, there are three main

types of conflict: pseudo conflict, simple conflict, and ego conflict (2003, pp. 260-

262). Pseudo conflict occurs when participants agree but do not realize it; simple

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conflict is when people simply disagree about issues; and ego conflict is the defense

of the ego when one feels attacked. Inappropriately handled conflict is difficult to

define, but very easy to identify in the moment. Sometimes there is an underlying

fear of conflict employees share. For our purposes we will focus not so much on

latent conflict that has yet to reveal itself, but more closely on conflict which has

become manifest.

The handling of conflict inappropriately is a problem for organizations. The

process of conflict resolution, when approached in the correct manner, is what’s

supposed to help team members as well as organizations as a whole grow, rather

than become stagnant. There is a definite need for enhancing positive work

behaviors among employees. This “will aid in increasing the performance of

employees, thus inculcating the spirit of growth and healthy competition” (Kaur,

2014, p. 29). There can be an underlying, irrational fear of conflict resonating

throughout the office. Patrick Lencioni, author of the iconic leadership fable, The

Five Dysfunctions of a Team, illustrates that honest, constructive, head-to-head

conflict makes a team productively work. However, many teams seem to be scared

of such an endeavor (2008, p. 65). The intention of this training manual is to diffuse

this attitude by hopefully creating a newfound sense of trust between participants.

The mental wellness of everyone in the office could be at stake. This is a rather

extreme effect, but one to take seriously nonetheless (Douglas, Binder, Kajos, Hyde,

& Li, 2013, p. 979).

Let’s discuss some methods this training may use to encourage trainees to

approach and view conflict in a new light. According to the Society for Human

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Resource Management’s practitioner resources on conflict training, listing some of

the dos and don’ts of conflict management may help give learners a broad idea of

what to expect when facing various forms of conflict (2008, slide 20). For our

purposes, this method may be enlisted in the training program manual. As well,

there are a series of steps offered to learners that can help those in conflict break

down resolutions effectively (slide 23). Jean Lebedun, Ph.D., author of the training

manual Managing Work Conflict, begins her course with a brief self-assessment for

learners, even before the table of contents is listed (1998, p. 5). This is an excellent

way to compare the attitudes and beliefs trainees develop throughout the training

course. Kaur (2014) suggests having managers broaden the roles of those in the

office to reduce conflict from occurring in the first place. This may be touched upon

in our training as well. As Weingart et al. (2015) put it, “…the time is ripe for a new

way to think about conflict” (p. 256).

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Bibliography

Beebe, S. A., Masterson, J. T. (2003). Communicating in Small Groups (7th ed.). New York, NY: Allyn and Bacon.

Douglas, A. N., Binder, K. S., Kajos, J. H., Hyde, J., & Li, Y. (2013). Reading relationships, but seeing betrayal: Impact of relational health schemas on processing of interpersonal conflict. Journal of Social and Clinical Psychology, 32(9), 964-988, doi:10.1521/jscp.2013.32.9.964

Kaur, J. (2014). Organizational citizenship behaviors: Managing interpersonal conflict at workplace. IUP Journal of Organizational Behavior, 13(4), 19-37.

Lebedun, J., (1998). Managing workplace conflict. Virginia Beach, VA: Coastal Training Technologies Corp. Retrieved from http://www.trainingsolutions.com/pdf/wpconflict.pdf

Lencioni, P. (2008). The five dysfunctions of a team: An illustrated leadership fable (Manga ed.) Singapore: John Wiley & Sons (Asia).

Society for Human Resource Management. (2008). Conflict resolution training for supervisors (PowerPoint slides). Retrieved from http://www.shrm.org/templatestools/samples/powerpoints/pages/conflictresolutiontraining.aspx

Weingart, L. R., Behfar, K. J., Bendersky, C., Todorova, G., & Jehn, K. A. (2015). The directness and oppositional intensity of conflict expression. Academy of Management Review, 40(2), 235-262. http://dx.doi.org/10.5465/amr.2013-0124

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TRAINING OBJECTIVES

Purpose/Goal of the Training Program

The overall purpose of this training program is to ensure everyone in the office sees conflict through similar lenses. Sometimes there is an irrational fear of conflict in office environments. Our goal is to not only eradicate this fear, but also equip office employees with the emotional and intellectual tools necessary to handle conflict in the most beneficial, positive manner. Through various discussions lead by the facilitator, we will elicit a newfound sense of trust between employees. Thereby, enabling them to engage in heated, idea-stimulating debate whilst leaving the scene free of ego-bruises or underlying issues. Additionally, we want trainees to understand the importance of striving to learn as much as possible from every instance of conflict at work.

Learning Objectives

1. By the end of the training course, the trainee will be able to compare how they previously felt about the idea of conflict in the workplace versus how they currently feel.

2. By the end of the training course, the trainee will be able to identify various conflict types as they occur in the workplace; furthermore, the trainee will be able to determine whether the conflict is necessary or needless, or positive or negative.

3. By the end of the training course, the trainee will be able to choose and execute any combination of strategies for proper conflict engagement and/or conflict resolution as the need arises.

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MATERIALS CHECKLIST

Facilitator Checklist of Materials(For 20 Trainees)

Material Quantity

3-ring folders (any color) o 20

Copies of participant materials o 20

Stapler o 1

3-ring hole punch o 1

Chairs o 21

Desks o 4

Mechanical pencils o 25

Pack of mints o 20 (plus extras)

Bottles of water o 20 (plus extras)

Box of Kleenex o 1

Name stickers o 20 (plus extras)

Whiteboard for additional notes o 1

Expo markers (assorted colors) o 4

LOGISTICS

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The ideal place to conduct this training is in a private group setting, like a vacant classroom or boardroom. The tables and chairs should be arranged to where everyone must face one another, with the facilitator’s chair at the most obvious head of the arrangement:

There is a section in this course that includes the participants standing in a circle and facing one another, which will require them to be able to comfortably move about the room. If you prefer to leave the tables in the order you found them in until the time for these activities, and have everyone rearrange to face one another, that’s up to the facilitator.

The learning material will ideally have already been printed ahead of time and placed, in order, on each participant’s table. The PowerPoint slides will not be projected on a large screen, but printed along with the other material for the participants to keep.

TRAINER AGENDA

Brief Checklist for Trainer

Facilitator

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Time Task

First 5 Minutes Welcome and introduction

15 Minutes Cover the three main conflict types

15 Minutes Cover the misconceptions on conflict

15 Minutes Describing conflict environments

15 Minutes Conflict styles

45 Minutes Developing trust

Final 15 Minutes Ask attendees to fill out short assessment

Final 15 MinutesAsk attendees to fill out evaluation

anonymously

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TRAINER LESSON PLANSECTION I — PRE-TRAINING CLASS TASKS

Training Date: Friday, December 18, 2015; 3 p.m. – 5:15 p.m.

PREPARATION STAGE — CHECKLIST

TASK TIME

o Reserve the Boardroom in the Annex Building At least one month before date of Training

o Send Calendar Invites to All Attendees At least one month before date of Training

o Order the Catering at Newk’s for snack time At least two days before the date of Training

o Purchase Pack of Mints; Mechanical Pencils; Bottles of

Water; and Box of KleenexAt least one day before the date of Training

o Print 20 Copies of Participant Materials

o a. Handout

o b. PowerPoint Slide Copies

At least one day before the date of Training

BEFORE STARTING — CHECKLIST

TASK TIME

o Send reminder email to all attendees Any time before noon

o Check all technological components of the training

course to ensure they are in working order and ready The earlier, the better (in case IT needs to take action)

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to go

BEFORE STARTING — CHECKLIST CONT.

TASK TIME

o Lay the training material copies out to each of the

spaces with a mint on topAny time before 1 p.m.

o Ensure there are plenty of chairs in the boardroom Any time before 1 p.m.

o Greet and welcome attendees as they arrive The minutes preceding 3 p.m.

SECTION II — TRAINING CLASS

PROCEDURES — CHECKLIST

ESTIMATED TIME KEY POINTS VISUALS

5 minutes3:00 — 3:05 p.m.

Welcome & Introduction

o Everyone introduce themselves

brieflyo Nameo Job Titleo Years of Experienceo Opinion on Conflict

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PROCEDURES — CHECKLIST CONT.

ESTIMATED TIME DIRECTIONS VISUALS

15 Minutes3:05 — 3:20 p.m.

Conflict Types

o Simple Conflict

o Ego Conflict

o Pseudo Conflict

Read the section of the handout titled “Conflict Types”

15 Minutes3:20 — 3:35 p.m.

Misconceptions About Conflict

o That it should be avoided at all

costs

o That it is always negative

o That it all occurs because people

do not understand

Read the section of the handout titled “Misconceptions” followed by discussion

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PROCEDURES — CHECKLIST CONT.

ESTIMATED TIME DIRECTIONS VISUALS

10 Minutes3:35 — 3:45 p.m.

Snack Time / Coffee Break

15 Minutes3:45 — 4:00 p.m.

Metaphors to Describe Conflict Environments

o Metaphors that limit

o Neutral metaphors

o Metaphors that expand

15 Minutes4:00 — 4:15 p.m.

Styles of Conflict

o Non-confrontational style

o Confrontational style

o Cooperative style

45 Minutes4:15 — 5:00 p.m.

Developing Trust

o Circle of Questions activity

o Discuss results

o Team members identify each

other’s greatest contributions

o Everyone answer a short series of

questions about their likes/dislikes/history

See Participant MaterialsHandout

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PROCEDURES — CHECKLIST CONT.

ESTIMATED TIME DIRECTIONS VISUALS

Last 15 Minutes of ClassAsk attendees to fill out short assessment

See Assessment Handout

Last 15 Minutes of ClassAsk attendees to fill out evaluation anonymously

See Evaluation Handout

SECTION III — POST-TRAINING CLASS TASKS

BEFORE LEAVING — CHECKLIST

TASK TIME

Ensure all Questions from Attendees are Answered Immediately Following Evaluation

Thank everyone as they leave Immediately Following Questions

Collect all Trash and Leftover Materials from the Boardroom Any time before 6:15 p.m.

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PARTICIPANT MATERIALS

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Circle of Questions Activity

Begin Circle of Questions by splitting the training group into two equal groups (if there is an odd number, the facilitator can participate to even the sides.) Ask one group to stand in a circle facing outward then ask the second group to create a slightly larger circle around the first one, facing inward.

The facilitator needs to set a timer for 30 seconds.

Have both groups greet each other. Someone in the inner circle begins by asking a question to the person opposite him or her in the outer circle. The one answering will have 30 seconds to give an answer before the timer buzzes.

After the allotted 30 seconds is up, the person in the outer circle will ask the person in the inner circle the same question. After both people have asked each other a question, then the inner circle will move clockwise one place and the outer circle will move counter clockwise one space to find a new partner.

Expect some confusion at first, but after several tries you will get the hang of it. Repeat this exercise by asking more questions; each time alternating which circle gets to ask the question first. Stop the exercise when everyone has asked and answered a question or whenever you get to an appropriate stopping point.

Questions to consider:

What was your first job?Which of your five senses is the strongest?Where would you like to be in 5 years?How would you react to being inconvenienced?What three things do you think of the most each day?What does success look like to you?What is your greatest professional strength?Name two of your biggest pet peeves.What is the best gift you were ever given?

Additionally, participants can come up with their own open-ended questions to ask.

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LEARNING ASSESSMENT

Participant Name: Training

Date:

Directions: Answer the following questions to the best of your ability. Once complete, turn this sheet in to the front desk. You are then free to go.

1. “He has a short fuse. Anytime we find ourselves in disagreement, he blows up. This environment feels like we are on the inside of a pressure cooker.” Which metaphor best describes how conflict is characterized in this situation?

A. Conflict is explosiveB. Conflict is act of natureC. Conflict is animal behavior

2. What type of conflict may arise when someone is criticizing a project you’ve put your whole heart into for weeks?

A. Ego ConflictB. Pseudo ConflictC. Simple Conflict

3. You witness two people’s tone rise as they discuss a touchy subject. You realize the two actually agree with one another, but they do not realize it. What kind of conflict is this?

A. Ego ConflictB. Pseudo ConflictC. Simple Conflict

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Learning Assessment Answer Key

1.) A2.) A3.) B

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TRAINING EVALUATIONArguing at Work: A New Perspective on Conflict

Please do NOT write name. This portion is anonymous.

Directions: Fill out this training evaluation sheet to the best of your ability. Your thorough answers help us improve the content and delivery of this and future training

courses. Thank you for your participation.

1. Describe how you feel about conflict entering versus exiting this course.

2. If there were one thing you could change about this course, what would it be?

3. Are you considering doing anything differently as a result of this training course? If so, what?

4. How engaging did you find the trainer to be and what would be one suggestion for

him or her to improve the transfer of knowledge? (Answer can be continued on

back.)

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TRANSFER OF LEARNING STRATEGY

Examples Given — During the training session, there will be a series of scenarios exhibited for the trainees. These scenarios will go beyond the workplace. The intention is to get trainees thinking about different places in his or her life that this information is applicable.

Get participants excited about utilizing their new perspective and new strategies during their next encounter with conflict

Have participants generate conflict scenarios themselves

Peer Support — During the training session, it is imperative to create an emotionally safe environment from the start. The trainer should generate feelings of trust by getting everyone in the room to step back and remove their shields. This way, when they are exiting the training trainees will have the support of their peers in real-life conflict scenarios.

Have participants share an unknown about themselves

Have participants generate a group goal to reach for

Supervisor Support—In the weeks following the training session, the support of supervisors is crucial to the success of the transfer of learning.

Discuss with the supervisor his or her role in the transfer of learning

Give the supervisor resources to access when in doubt

Be available to answer questions from the participants or supervisors

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BIBLIOGRAPHY / RESOURCE LIST

Dattner, B. (2014). Most work conflicts aren’t due to personality. Harvard Business

Review. Retrieved from: https://hbr.org/2014/05/most-work-conflicts-

arent-due-to-personality/

Huglen, M. (2013). Conflict. Course Journal for Human Relationships and Leadership

(pp. 7-13).

Jones, C. (2015). Three fun team building exercises to energize your employees.

Quality Logo Products. Retrieved from:

https://www.qualitylogoproducts.com/blog/3-fun-team-building-exercises-

employees/

Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco,

CA: Jossey-Bass.

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