COURSE SYMBOL AND NUMBER: CA321
COURSE TITLE: Interpersonal Conflict Resolution
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.
FACULTY PARK EMAIL ADDRESS:
OTHER FACULTY EMAIL ADDRESS: Sharon Hannah –
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
CREDIT HOURS: 3
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
Park University will be a renowned international
leader in providing innovative educational opportunities for learners within the
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.
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
Wilmot and Joyce Hocker. Interpersonal Conflict. ISBN 0-07-231253-X
Fisher and William Ury. Getting to Yes. ISBN 0-140-15735-2
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
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
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.
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.
and active participation.
Reflective paper on Style Profile Assessment: 2-3 pages, double-spaced, due
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.
one: 3 Reflective papers or Conflict Journal.
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
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
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.
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:
Group Guidelines (Norms)
Style Profile For Communication At Work – In The Calm
Style Profile For Communication At Work – In The Calm –
Work Styles In Storm
Come To My Side
Gender And Power Issues In Conflict
Wilmot /Hocker Pgs. 30-37, And Chapter 4
Choice In Dealing With Conflict
– Chapter 5
Work Styles/Conflict Styles Grid
Helpful In Dealing With Conflict
Beliefs And Attitudes About Conflict
Intro To Communication
Types Of Conflict
- Pg. 26, Pg. 48-58:
Continued Discussion On Communication.
Fall Recess – No Class
Pg. 258, 259
Interests And Goals
-Wilmot/Hocker – Chapter 3
Position And Interests; Commonalities
Negotiating For Mutual Gain
-Wilmot/Hocker – Chapter 7
Getting To Yes
Veteran’s Day – No Class
Pgs. 259-266: Choosing Interaction Formats
- Wilmot/Hocker – Chapter 6
Forgiveness And Reconciliation
-Wilmot/Hocker – Chapter 10
Thanksgiving – No Class
Third Party Intervention
-Wilmot/Hocker – Chapter 9
Preparation for final
GRADING PLAN: (This section is where you list your
course grading plan(s) for assessment measures. Assigned percentages to each
Each student receives .5 pts for attending an entire class session, absences
receive o pts.
Participation is defined as: exemplifying knowledge of
assigned readings, attentiveness, and appropriate verbal participation in group
Each student can receive:
2 pts per class session for quality
1 pt per class session for average
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
Group Project (Literature Palaver)………15%
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%)
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
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
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.