PC 321 Interpersonal ConflictResolution
SP 2009 HO
Kyser, Diane L.
MA Conflict Transformation
816-833-4300 ext. 215
Januray 12 - May 8, 2009
11:35 - 12:50 PM
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
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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
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 RubricClass 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
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
· 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
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.
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.
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:
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
Style Profile book
Style Profile - Calm
Style Profile continued - Storm
SP Analysis paper criteria
Nature of Conflict
W/H Chapter 1
Finish W/H Chapter 1
Come to My Side
Rosenberg Chapter 1
First Paper Due: Style Profile Analysis
Perspectives on Conflict
W/H Chapter 2
Choices in Dealing with Conflict
W/H Chapter 5
Rosenberg Chapter 2
Observing w/o evaluating
Identifying and Expressing feelings
Rosenberg Chapter 3
Rosenberg Chapter 4
Power analysis paper criteria
W/H Chapter 4
Concept Exam 1
Taking Responsibility for our feelings
Expressing Anger fully
Rosenberg Chapter 5, 10
Second Paper Due: Personal Power
W/H Chapter 7
Change activity, Intro TLC process, “I” messages,
“I” messages, Purpose stating. Requests
Rosenberg Chapter 6
Tinker Toys, Listening ; Empathy (paraphrase)
Rosenberg Chapter 7
Concept Exam 2
March 9-13 SPRING BREAK
Interests and Goals
W/H Chapter 3
TLC process cont.
Go over TLC paper criteria
Negotiating for mutual gain
Rosenberg Chapter 9
W/H Chapter 8
Negotiating for mutual gain cont.
Third Party Negotiation
W/H Chapter 9
Third Party Negotiation cont.
Forgiveness and Reconciliation
W/H Chapter 10
Protective use of Force
Third Paper Due: Personal Reflection
Rosenberg Chapter 11
Rosenberg Chapter 12
Preventing Destructive Conflict
Rosenberg Chapter 13
W/H Chapter 11
Concept Exam 3
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.
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 .
Last Updated:12/16/2008 2:49:36 PM