Syllabus Entrance
Printer Friendly
Email Syllabus

CA 321 Interpersonal Conflict Solution
Gamet, Sandra R.


COURSE SYMBOL AND NUMBER: CA321

COURSE TITLE: Interpersonal Conflict Resolution

COURSE DESCRIPTOR:

TERM COURSE BEING TAUGHT

NAME OF FACULTY MEMBER: Diane Kyser, Sharon Hannah, and Sandee Gamet,  

TITLE OF FACULTY MEMBER:

FACULTY OFFICE LOCATION:

FACULTY OFFICE HOURS:  By Appointment

FACULTY OFFICE TELEPHONE NUMBER:  816-833-4300, ext. 227

FACULTY PARK EMAIL ADDRESS:

OTHER FACULTY EMAIL ADDRESS: Sharon Hannah – Indep_CMC@yahoo.com

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  :  Aug. 23 – Dec. 19, 2004

CLASS SESSIONS DAYS:  Tuesday and Thursday

CLASS SESSION TIME: 8:45 a.m. – 10:00 a.m

PREREQUISITE(S): None

CREDIT HOURS:  3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: This course presents various strategies for dealing with conflict in a positive manner.  Emphasizes the development and practice of skills of listening, assertiveness, problem solving, conflict management, and mediation.

 

FACULTY’S EDUCATIONAL PHILOSOPHY: The approaches to learning we will use in this course include theory presentations, skill demonstrations, skill practice and critique.  The course involves cognitive and behavioral learning.  The course deals with the nature and theories of conflicts--what it is, how and why it occurs, conflict models and the role of power.  The course includes practice in using conflict resolution skills in various settings. Regular attendance and active participation is essential to learning and personalizing the material.

 

COURSE OBJECTIVES

·        Explore the impact of conflict in daily life.

·        Help students understand themselves in the midst of conflict

·        Learn skills for positively addressing conflicts in daily life

·        Explore conflict and communication

·        Learn cooperative decision-making processes.

·        Experience small group dialogue as a tool for conflict management

 

COURSE TEXTBOOKS

 

William Wilmot and Joyce Hocker.  Interpersonal Conflict. ISBN 0-07-231253-X

 

Roger Fisher and William Ury.  Getting to Yes.  ISBN 0-140-15735-2

 

Susan Gilmore and Patrick Fraleigh.  Style Profile for Communication at Work.

ISBN 0-938070-11-8    This required resource needs to be purchased ($10.00) in class on the first day.

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: Late assignments are docked 1% per class session they are late.

 

COURSE ASSESSMENT:

Requirements for the class is to enhance your learning of the subject.  Reading the textbooks is assumed and the attendance policy of the MetroPark Programs-Parkville Campus is followed.

Attendance and active participation.

A Reflective paper on Style Profile Assessment:   2-3 pages, double-spaced, due Aug. 31.  

      This paper should include a description of your style in calm and storm, how you observe your style in interactions with others, elements in the book’s description of your style that you do not observe in yourself, and day-to-day examples of how you use your style in calm and storm.

Choose one:  3 Reflective papers or Conflict Journal.

      3 Reflective papers: 1-2 pages double spaced

      Discuss personal reflections on learnings gained from class discussion and required readings and how they have impacted your life.

      Papers due:  Nov. 5, Nov. 26, Dec. 10

                  Conflict Journal:  4 entries per week, 5-10 typewritten lines per entry,

due Sept. 2, 9, 16, 23, 30; Oct. 7, 17, 21, 28; Nov 4, 11, 18; Dec. 2, 9, 16..

 

Elements to consider including in journal writing:

·        Name a difference/disagreement with someone you have experienced during the week

·        Identify how your style impacted the situation

·        Explain how you dealt with the disagreement

·        What style of dealing with conflict would identify your behavior, i.e. force, avoid, accommodate, compromise or collaborate

·        What were the consequences of your choice in dealing with the disagreement

·        Name other alternatives you had in dealing with the situation

·        Discuss how you imagine the outcome of the disagreement would have been different had you chose a different means for dealing with the disagreement

A small group project:  participate in presenting a literature review of a chapter of the book, “Nonviolent Communication” by Marshall Rosenberg and submit a one page review.  Material will be provided in class.  Due Dec. 2.

A Final Conclusions to evaluate your learning of the basic concepts and tools of Interpersonal Conflict Resolution. (description attached).  Due Dec. 16, 2004

 

 

CLASSROOM RULES OF CONDUCT:

Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drive crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

8/24

Community Building

Introductions

Group Guidelines (Norms)

2

8/26

“Conflict Is………”

Wilmot/Hocker –

          Pgs. 2-25

             Pgs. 39-47

3

8/31

Continuum

Style Profile For Communication At Work – In The Calm

4

9/2

Style Profile For Communication At Work – In The Calm – Con’t

Work Styles In Storm

 

 

 

5

9/7

Come To My Side

Gender And Power  Issues In Conflict

     Wilmot /Hocker Pgs. 30-37, And      Chapter 4

6

9/9

Choice In Dealing With Conflict

-Wilmot/Hocker – Chapter 5

Work Styles/Conflict Styles Grid

7

9/14

Conflict Activity

Attitudes Helpful In Dealing With Conflict 

Beliefs And Attitudes  About Conflict

8

9/16

Change Activity

Intro To Communication

Communication Activity

9

9/21

 

Types Of Conflict

      -Wilmot/Hocker

            - Pg. 26, Pg. 48-58:

10

9/23

Literature Palaver

11

9/28

TLC Model

Continued Discussion On Communication.

Intent

12

9/30

Feelings

Conflict Escalator/De-Escalator – 

Anger

 

13

10/5

Wilmot/Hocker

    -Pgs 238-247

14

10/7

"I  Messages"

15

10/12

Perspective

16

10/14

Listening

 

10/19

Fall Recess – No Class

 

10/21

Fall Recess – No Class

17

10/26

Bracketing

Paraphrasing

18

10/28

Wilmot/Hocker

     Pg. 258, 259

Interests And Goals     

     -Wilmot/Hocker – Chapter 3

 

 

 

19

11/2

Position And Interests; Commonalities

 

20

11/4

Decision-Making Process

 

Negotiating For Mutual Gain

        -Wilmot/Hocker – Chapter 7

 

21

11/9

Getting To Yes

 

11/11

Veteran’s Day – No Class

22

11/16

Collaborate

 

23

11/18

Wilmot/Hocker

          Pgs. 259-266: Choosing Interaction Formats

24

11/23

Assessing Conflicts

         - Wilmot/Hocker – Chapter 6

 

11/25

Forgiveness And Reconciliation

           -Wilmot/Hocker – Chapter 10

25

12/2

Thanksgiving – No Class

26

12/7

Third Party Intervention

       -Wilmot/Hocker – Chapter 9

27

12/9

Dialogue

28

12/14

Preparation for final

29

12/16

Final

GRADING PLAN: (This section is where you list your course grading plan(s) for assessment measures.  Assigned percentages to each course requirement:

·        Attendance ……………………………...14.5%

            Each student receives .5 pts for attending an entire class session, absences receive o pts.

·        Participation……………………………..17.5%

                  Participation is defined as: exemplifying knowledge of assigned readings, attentiveness, and appropriate verbal participation in group discussions.

                        Each student can receive:

                                    2 pts per class session for quality participation

                                    1 pt per class session for average participation

                                    0 pts for low or no participation

·        Style Profile Reflection paper..………….10%

·        3 Reflection Papers or Conflict Journal….18%

                        Each of the three reflection papers is worth up to 6 pts.

·        Group Project (Literature Palaver)………15%

·        Final Conclusions…….………………….25%

 

Late assignments are docked 1% per class session they are late.

      For grades of A (90%), B (80%), C (70%), D (60%) and F (less than 60%)

 

 

 

Course CA321:  Interpersonal Peacemaking

Final Conclusions Paper

 

 

Purpose:  to reflect your learning of the basic concepts and tools learned in the class.

 

Length of paper: minimum 5 double-spaced pages, maximum 8 double-spaced pages.

 

First Step:  Briefly (2 paragraphs) describe the conflict situation you are using.  Remember that if you choose a “real-life” conflict you are likely to have the best learning experience.  However, you are welcome to create an imaginary conflict sufficiently detailed (in your head) to accomplish the task.

 

Second Step:  Select 6 of the following 8 elements to reflect on the conflict you have chosen.

 

1)  Suggest what “work style profile” (Gilmore & Fraleigh) the parties in your conflict may be working out of and what leads you to that conclusion.

 

2)  Name the components of the TLC process and reflect on what steps in the process have been missed or included in your conflict.

 

3)  Identify at least one “power currency” present in your conflict situation and explain how it was (is being) used constructively or destructively.

 

4)  Describe how one party (“real-life” scenario it would be you) would approach the other party in the conflict to invite them into a discussion about the situation.  Include an “I-message” and other considerations that would invite a positive response.

 

5)  Apply one principle that you learned in the literature palaver to your conflict situation.

 

6)  Apply the Wehr’s Conflict Map or Wilmot-Hocker Conflict Assessment Guide in analyzing the conflict.

 

7)  What specific  behavior might give evidence that forgiveness and reconciliation was occurring in your conflict situation?

 

8)  Select any other concept addressed in class to include in your class analysis.

 

 

 

Please note:  Any quotes used in your paper must be properly footnoted.