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PC 321 Interpersonal ConflictResolution
Kyser, Diane L.


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

PC 321 Interpersonal ConflictResolution

Semester

SP 2009 HO

Faculty

Kyser, Diane L.

Title

Adjunct professor

Degrees/Certificates

MA Conflict Transformation

Office Location

off campus

Office Hours

by appointment

Daytime Phone

816-833-4300 ext. 215

E-Mail

Diane.Kyser@park.edu

Semester Dates

Januray 12 - May 8, 2009

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Prerequisites

none

Credit Hours

3


Textbook:
 

William Wilmot and Joyce Hocker. Interpersonal Conflict. 7th ed.

      ISBN 0-07-313554-2  (needs to be 7th edition)

Marshall B. Rosenberg, Nonviolent Communication: A Language of Life

      ISBN 1-892005-03-4

Susan Gilmore and Patrick Fraleigh. The Friendly Style Profile for People at Work.     ISBN 0-938070-14-2   

Texbooks required in order to pass course. 

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
PC321(CA321)LL Interpersonal Conflict Resolution(LL): 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. 3:0:3
 

COURSE GOALS: Equip students to deal with conflict in daily life in healthy and productive ways.

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.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate the positive value of conflict.
  2. Examine the types of responses to conflict and understand one's personal responses.
  3. Provide skill training in the positive resolution of daily interpersonal conflicts.
  4. Investigate the concepts of mutually constructive negotiation.
  5. Study the relationship of communication skills and group process in building positive conflicts.
  6. Identify the communication behaviors that result in more successful outcomes in conflicts


  Instructor Learning Outcomes
  1. •Analyze the components of interpersonal conflict
  2. •Differentiate a variety of responses individual students may choose in conflict
  3. •Examine and apply skills for constructively addressing conflict.
  4. •Relate conflict resolution to specific communication strategies.
  5. •Design cooperative decision-making processes useful in conflict resolution.
Core Assessment:

Write analytical papers about conflict resolution concepts and a recent or current interpersonal conflicts. Select a real conflict situation where you either a participant in the conflict or a closely related observer. Thoroughly analyze the conflict, prepare a plan for conflict management, implement the plan, and evaluate the outcome. This analysis needs to be substantive and reflect mastery of the key learning outcomes of the course. Length and format are determined by your instructor, although papers are typically a minimum of 10 pages and use American Psychological Association (APA) style format. Please use the following structure for your core assessment assignment:

PART 1: INTRODUCTION. Demonstrate the positive value of conflict. Students should describe the conflict situation, including the people involved; focus on observable facts; and describe the valuable opportunities offered by the conflict. Preview the rest of the paper.

PART 2: ASSESSMENT. Demonstrate examination of the types of responses to conflict and understand one’s personal responses. Students should demonstrate course content knowledge by applying textbook principles and course learning materials to assess the conflict. Students are encouraged to use research-based theory and peer-reviewed journal articles in their external research for the papers. Students may want to discuss personal and other perspectives on the conflict, goals, power, conflict styles and tactics.  

PART 3. PLAN AND IMPLEMENTATION. Demonstrate skill training in the positive resolution of daily interpersonal conflicts. Demonstrate investigation of the concepts of getting to yes and getting past no and the value of win-win outcomes. Demonstrate study of the relationship of communication skills and group process in building positive conflicts. Students should demonstrate course content skills by applying textbook principles and course learning materials to plan for resolution or management of the conflict. Students should discuss problem-solving, conflict resolution, mediation, or other conflict management skills they can employ in the specific situation.   

PART 4. EVALUATION OF RESULTS. Demonstrate identification of the communication behaviors that result in more successful outcomes in conflicts. Students should demonstrate course content analysis and evaluation by describing how they implemented new skills, changed previous behaviors, and worked toward resolutions or management of the conflict.

Link to Class Rubric

Class Assessment:
  Reading the textbooks is assumed and the attendance policy of the MetroPark Programs-Parkville Campus is followed. Assessment will be based on the following:

1. Full attendance and active participation in class. 2 points will be earned for each class attended. Points deducted for arriving late or leaving early. Requests for excused absence (which earns 1pt.) must be submitted by e-mail no later than the completion of the missed class session.

2. Core Assessment Part One - First Paper: Style Profile Analysis (at least 5 full pages)

      This paper should include (a) your assessment scores (b) in your own words describe your style in calm and storm, (c) how you observe your style in interactions with others in both calm & storm (give examples), (d) elements in the texts’ description of your style that you DO NOT observe in yourself, and

      e) comment on your “storm shift” & make observations about your “excess” in storm.   DUE JANUARY 29, 2008.

 

           3. Core Assessment Part Two - Second Paper: The Use of Personal Power

                 (4-5 pages)

                 View one of the following films: Green Mile, The Power of One, Shawshank

Redemption or War of the Roses. After a brief introduction to the movie, analyze the use of personal power it’s key characters including (a) evaluate whether the use of power was constructive or destructive and why, (b) name at least 2 “power currencies” which key characters held and describe how they were used, (c) describe the initial “power balance” between the characters, (d) comment on the specific behaviors by characters which result in a CHANGE in the “power balance” as the movie progresses, (e) exhibit a knowledge of at least one key concepts about power from the Wilmot & Hocker text.  

DUE FEBRUARY 19, 2008

 

4.      Core Assessment Part Three - Third Paper: TLC Personal Reflection (at least 5 pages)

                 Choose a conflict in which you are or have been personally involved. Exhibit

your knowledge of the “TLC Process”: (a) comment on the use of a                thought out and intentional approach to engage the other party in addressing

the conflict (include an “I” message) (b) identify the needs and interests of each party (c) describe the impact of “paraphrasing” the feeling and content of the other party’s message, (d) show the use of collaboration to establish a plan for resolution. DUE APRIL 23, 2008

 

***NOTE: All Assessment assignments will have a criteria paper to guide your written content.  Do not rely on this syllabus for all paper expectations.

5.      Concept exams. Text reading is vital. These exams willassess student comprehension of texts and lectures. DATES: FEBRUARY 12, MARCH 5, April 30, 2009

Grading:
 

·       Full attendance and participation in class.                                               64 pts

·       Core Assessment Assignment                                              175 pts.

          -Part 1: Style Profile Analysis - 50 pts

          -Part 2:Use of Personal Power Essay - 50 pts

          -Part 3: TLC Personal Reflection -75 pts

·          Three Concept Exams - 50 pts. each                                                150 pts

                                                                                                            TOTAL          389 pts
 
  EXTRA CREDIT

       Up to 15 pts of Extra Credit can be earned by

a)      Researching one organization or person (e.g. ACR, VOMA, NAFCM, The Carter Institute, The Joan Kroch Institute, John Paul Lederach, Dorothy Della Noce, Mark Umbreit, Howard Zehr) and writing a 4-5 page essay about their work with interpersonal conflict resolution. At least 3 sources must be sited for 15 pts of credit.

OR

b)      Taking the internet quizzes noted at the end of each chapter of the Wilmot and Hocker text. Each quiz can earn you .5 points if you get an A or B grade on the quiz. The total possible points if you take all the quizzes and get an A or B is 12 points.

OR

c)      Writing a book review on one of the books on reserve in the University Library.

            See the instructors for criteria for a book review.

You can do any combination of the options above. All extra credit turned in will not exceed 15 points.

Extra credit is DUE BY May 1, 2008. (Final grades can only be improved by ONE letter grade through extra credit work.)

Late Submission of Course Materials:
 

Late papers are docked 1% per day they are late.

Classroom Rules of Conduct:

Respect and cooperation are expected for both instructors and students.
Cell phone use (verbal or texting), computer communications, and doing assignments for other classes will result in loss of participation points for class.

Course Topic/Dates/Assignments:
 

Session

Date

Topics/Assignments          

1

1/13

Important: You will need to have purchased the Style Profile booklet, completed the assessment found on page 7 or as an insert and bring it with you for this class.

Introductions, Class Guidelines, Syllabus, Style Profile assessment

Wilmot/Hocker

Chapter 6

Style Profile book

2

1/15

Style Profile - Calm

Style Profile book

3

1/20

Style Profile continued - Storm

SP Analysis paper criteria

4

1/22

Conflict Is

Nature of Conflict

W/H Chapter 1

5

1/27

Finish W/H Chapter 1

Come to My Side

Rosenberg Chapter 1

W/H Chapter 1

6

1/29

First Paper Due: Style Profile Analysis

Perspectives on Conflict

W/H Chapter 2

7

2/3

Choices in Dealing with Conflict

Communication Blocks

W/H Chapter 5

Rosenberg Chapter 2

8

2/5

Observing w/o evaluating

Identifying and Expressing feelings

Rosenberg Chapter 3

Rosenberg Chapter 4

9

2/10

Power

Power analysis paper criteria

W/H Chapter 4

10

2/12

Concept Exam 1

11

2/17

Taking Responsibility for our feelings

Expressing Anger fully

Rosenberg Chapter 5, 10

12

2/19

Second Paper Due: Personal Power

Moderating Conflicts

W/H Chapter 7

13

2/24

Change activity, Intro TLC process, “I” messages,

14

2/26

“I” messages, Purpose stating. Requests

Rosenberg Chapter 6

15

3/3

Tinker Toys, Listening ; Empathy (paraphrase)

Rosenberg Chapter 7

16

3/5

Concept Exam 2

March 9-13 SPRING BREAK

17

3/17

Empathy

Interests and Goals

Rosenberg 8

W/H Chapter 3

18

3/19

Interests and Goals

W/H Chapter 3

19

3/24

TLC process

20

3/26

TLC process cont.

Go over TLC paper criteria

21

3/31

Connecting compassionately

Negotiating for mutual gain

Rosenberg Chapter 9

W/H Chapter 8

22

4/2

Negotiating for mutual gain cont.

Third Party Negotiation

W/H Chapter 8

W/H Chapter 9

23

4/7

Third Party Negotiation cont.

Dialogue survey

W/H Chapter 9

24

4/9

Dialogue introduction

25

4/14

Dialogue experience

26

4/16

Forgiveness and Reconciliation

W/H Chapter 10

27

4/21

Restorative Justice

28

4/23

Protective use of Force

Liberating Ourselves

Third Paper Due: Personal Reflection

Rosenberg Chapter 11

Rosenberg Chapter 12

29

4/28

Expressing Appreciation

Preventing Destructive Conflict

Rosenberg Chapter 13

W/H Chapter 11

30

4/30

Concept Exam 3

31

5/5

Finals week

32??

5/7

Finals week??

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Synthesize information from a variety of sources to demonstrate the positive value of conflict. Use research-based theory and peer-reviewed journal articles to identify seven or more external sources for the papers. Demonstrate the positive value of conflict using text and five or six sources. Fail to make demonstrate the positive value of conflict.  Use opinion-based instead of research-based information. No evidence of synthesizing course information with outside information. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Demonstrate course content analysis and evaluation by describing how they implemented new skills.
Analyze conflict behaviors.
Describe how implemented new skills, changed previous behaviors, and worked toward resolutions or management of the conflict

 
Demonstrate identification of the communication behaviors that result in more successful outcomes in conflicts. Fail to analyze communication behaviors appropriately. No attempt to analyze communication behaviors. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Insightful evaluation of work toward resolutions or management of the conflict using more than five examples. Evaluate progress in conflict management using three or four examples. Fail to analyze personal progress appropriately. Failed to demonstrate personal progress. 
Terminology                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Discuss personal and other perspectives on the conflict, goals, power, conflict styles and tactics. Demonstrate study of the relationship of communication skills and group process in building positive conflicts. Use some terminology inappropriately. Fail to use course terminology. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Demonstrate course content knowledge by applying textbooks principles and course learning materials to assess the conflict and plan for resolution or management of the conflict. Demonstrate examination of the types of responses to conflict and understand one's personal responses. Fail to describe all concepts appropriately. No attempt to use course concepts appropriately. 
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Use research-based theory and peer-reviewed journal articles as well as more than five examples to support the application of negotiation theory and practice.
Demonstrates personal knowledge of and skill in managing personal communication style.  Provides at least five examples to demonstrate skill in applying conflict resolution strategies in a variety of settings.

 
Demonstrate investigation of the concepts of nonviolent communication with four or five examples.

 
Use opinion-based instead of research-based information or fewer than four examples. No attempt to apply course principles. 
Whole Outcome                                                                                                                                                                                                                                              
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Describe the conflict situation, including the people involved. Demonstrate skill training in the positive resolution of daily interpersonal conflicts. Inappropriately use of positive resolution of daily interpersonal conflicts. Fail to use positive resolution of daily interpersonal conflicts. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Substantive analysis:  Exceed instructor length requirement and use instructor required (e.g., APA style format. In depth analysis:  10 pages long using APA style format. Some analysis:  Less than 10 pages or unidentified style manual uses. Lacking analysis:  Less than 10 pages and unidentified style manual uses. 
Assess ones own communication strengths and weaknesses and develop action plans to improve weak areas.                                                                                                                                                     
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Describes personal communication strengths and weaknesses with multiple examples and develops action plan derived from research to improve weak areas.

 
Describes personal communication strengths and weaknesses with one or two examples and develops action plan derived from text to improve weak areas. Fails to link action plan to improve weak areas to described weaknesses. Fails to describe personal communication strengths and weaknesses or to develop action plan to improve weak areas. 
Express thoughts and ideas through spoken and written language in a variety of contexts.                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Substantive analysis:  Exceed instructor length requirement and use instructor required (e.g., APA style format. In depth analysis:  10 pages long using APA style format. Some analysis:  Less than 10 pages or unidentified style manual uses. Lacking analysis:  Less than 10 pages and unidentified style manual uses. 

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Last Updated:12/16/2008 2:49:36 PM