study guide exam 1
study guide exam 1 CACM-11001-011
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This 5 page Study Guide was uploaded by Sabriah Brown on Monday September 28, 2015. The Study Guide belongs to CACM-11001-011 at Kent State University taught by Theresa Repicky in Fall 2015. Since its upload, it has received 154 views. For similar materials see Conflict Management in Behavioral Sciences at Kent State University.
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Date Created: 09/28/15
Con ict Management study guide 1 Deconstructing con ict Con ict 2 or more competing responses to a single event 5 Components of Con ict Expressed struggle 0 Communication is tied to con ict verbal and nonverbal silent treatment triggering event lnterdependent parties 0 Con ict is mutual perceptions of interdependence affect choices how much are we willing to allow each other to control our choices Perceived incompatible goals 0 Real or incorrect goals are similar goals are different Perceived scarce resources 0 Intangible love respect tangible money people in con ict usually perceive Interference o Blocking willfully interfering with needs attribute interference to negative personality traits 2 Perceptions of con ict Age Expe ence Religion Cultural heritage Educa on Class Family history Gender Sexuality 3 Contructive V Destructive con ict Destructive con ict Avoidance patterns ln exibility Villians victims heroes Communication barriers Painful Escalatory spirals Staying stuck in con ict Constructive con ict Flexibility Do not stay stuck in con ict Relationship focus v entirely individual focus 0 O Enhances selfesteem O 0 Learning V protecting Primarily cooperative 4 5 con ict styles Relationship con ict Misperceptions or stereotypes Poor communication Repetitive negative nbehaviors Data con ict Grades 0 Lack of information Misinformation Different interpretations of data parent thinks a C is bad student thinks a C is good 0 Different assessment of procedure Interest con icts when people compete for jobs Perceived or actual competition over substantive interests 0 Procedural interests Psychological interests intangible love respect etc Structural con icts rules policies campus parking Destructive patterns of behavior Unequal control ownership or distribution of resources 0 Geographic physical or environmental factors the hinderstop cooperation Value con icts civil rights wars 0 Different criteria for evaluating ideas or behavior 0 Different ways of life ideas or religion Roadblocks to communication Judging Critizing Name calling Diagnosing Praising evaluately Sending solutions Ordering Threatening Moralizing Excessiveinappropriate questioning Advising Avoiding Diverting Logical argument Reassuring Effects of roadblocks High risk responses 0 Damage relationships people feel shut down parents tes student he can do better it makes a child feel stupid Halts conversation Lowers selfesteem of the speaker Triggers feeling of inadequacy of the speaker Harmful to relationships 0 Used 90 of the time when a problem is present Re ective listening Listening V Hearing 0 Listening is to be engaged during the conversation Hearing is the opposite While hearing your mind has other things going on Importance Of RL 0 The other person feels heard and understood Listener understands Both speaker and listener can come to a conclusion Bene ts for speaker The speaker feels heard and understood Bene ts for the listener The listener understands Other listening skills 0 Attending posture Posture of involvement Appropriate body language Eye contact Nondistracting environment 0 Following Door openers an invitation for someone to talk Minimal encourages saying very little Infrequent questions open questions Attentive silence give a person time to think about it Skills involved in re ective listening Paraphrasing When you give back content in your own words 0 Re ection of feeling When you give back emotion Re ection of meaning When you give back content as well as emotion Summative re ection Both content and emotion given back and go over the main points and feelings of the speaker When to use RL 0 Words are imprecise We tend to code our message Presenting problem may not be the main concern Speaker may be blinded by emotions Listeners are easily distracted Listeners hear through quot lterquot When to not use RL 0 When you are not accepting When you do not trust the other party to nd herhis own solutions 0 When you are not quotseparatequot from the other c When you use listening as a way of hiding yourself 0 When you feel very hassled or deplete Assertion message Bokon Behavior of the other person 0 Limit description to speci c behavior 0 No inference absolutes 0 Be brief 0 Assert about the real issues 0 Assert to the right person Feeling of you 0 Don39t use secondary emotions upset angry use primary like frustrated annoyed o Strive for the degree of feeling 0 Don39t choose quotfeelingquot words laden with judgment Effect the persons behavior ha on you 0 Be concrete 0 State tangible time money effects 0 Do not assert values 0 No third party 0 Harper Describe the others behavior Effect or impact on you Specify what we want Bolton s 6 step assertion process 0 Preparation Write message Test appropriateness Is there a base of trust Assess Send the message Use appropriate body language posture eye contact facial expression and gestures Use appropriate tone of voice SHence Re ective listening to the others defensive response Assists in reducing defensive or hostile responses May modify our need to continue with assertion May discover incompatible needs Provides an opportunity to improve relationship Deal effectively with questions Sidestep debates Manage emotion Recycle steps 24 as often as necessary 0 Focus on a solution Make sure the solution meets your needs Paraphrase the solution Can39t count on an attitude change Thank the person Check to make sure the solution is working
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