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18 Cards in this Set

  • Front
  • Back
Explain the GRIT technique
Graduated and Reciprocated Initiatives in Tension Reduction
Suggest what you can do to deal with issues in order to reduce tension. It is not a trade off, if I do this then you do this. Just say what you will do.
Describe three common negotiation patterns
Tough bargainer - making few and small concessions
Reformed sinner - starts as a tough bargainer but in the end make a big concession
Tit for tat - mirroring what the other person does, if they get tough you get tough and if they avoid then they avoid.
Describe two common negotiation integrative tactics
Expanding the pie - add more issues in order to compromise
Fractioning - break the problem into different pieces and deal with each seperately.
Explain the PPE technique
Jolt people into considering new ideas.
Explain the five step procedure for managing conflict described in your text
A. Issue development
Problem
Positions
Goals

B. Vision
C. Solution Generating
Brainstorming or brainwritting

D. Solution Evaluation

E. Implementation
Who, what, when, where, how
Describe eight criteria for evaluating solutions
1. Do these courses of action meet one or more shared needs?
2. Meet an individual needs without hurting another?
3. Does it favor only one party?
4. Does it improve relationship? (Foster a healthy relationship)
Not a delay
Not a quick fix
Not just a temporary solution
Not an end in itself
Helps build trust and momentum
5. Gain enthusiastic commitment
6. Requires mutual power
7. Usually requires participation of all parties
8. A good chance of being accomplished
List three questions to improve vision
· What would the relationship/group/organization be like if we resolved this conflict?
· How would we feel if we resolved this conflict?
· What other things could we accomplish if we did not have to deal with this conflict?
Explain brainwritting and brainstorming
Brainwriting is a variant of the classical brainstorming procedures. In brainwriting, people are asked to silently write their ideas down for several minutes. Then, just as in regular brainstorming, parties alternately state their solutions, which are on display that all can view. No evaluation of solutions is allowed. Piggybacking is encouraged.
Describe three types of mandates for a third party
Process
Content - only talk about certain things and leave out others.
Motivation - incentives and consequences.
Compare and contrast adjudication, attribution, and mediation.
Adjudication requires only one party to bring a conflict before a judge or jury to decide an issue of law or rules.
The question is whether or not someone did something illegal.

Arbitration: both parties empower a third party to end the conflict by deciding the issues on the basis of strength of argument
Not based on legal issues. May be used for a wide variety of things and may be effective when parties can no longer communicate. Decision to arbitrate must be mutual.

Mediation - a mediator attempts to help parties change their positions and reach agreement; a mediator acts as a catalyst for change.
A mediator is in charge of the process. The mediator does not make any decisions, and if the conflict is so deeply rooted that the parties can not work together it may not be effective.
Explain the eight things a mediator can use to control the process
1. Participants - who should be involved and when. Individual sessions. Join sessions. Caucuses.

2. Locale - What is the best physical setting for the various sessions.

3. Behavioral Guidelines: The rules or behavioral guidelines will be for discussion? What you can and cannot say. How can they be changed?

4. The Plan for the first joint session: What will be the general plan for the first joint meeting.

5. The initial agenda

6. Changing the agenda

7. Skills: What mediator communication behaviors are likely to be most important

8. Dealing with deadlocks
Recall and explain the five stages of mediation
1. Introduction
Actions prior to the first session: assessment and agreement to mediate:
First session: Introduce parties, encourage, explain process

2. Telling the Story
Hear everyone’s side of the story (positions on the issues). Reframe the issues, make sure it is not a pseudo-conflict or misunderstanding.

3. Solving the Problem
Identify the interests
Create problem statement
Create agenda
Brainstorm
Select course of action

4. Reflections and Closure
Save face
Story to tell people (who)
Write contract
Specific and realistic
Guidelines
Signatures
Reinforcement

5. Evaluation
Who reports
How
To whom
How Often
With what consequences
Identify the cultural values that distinguish individualistic cultures from collectivist ones
A collectivistic culture values the group over the individual, an individualistic culture values the individual over the group. All cultures exist on a continuum bounded by the extremes.

Individualism (LOW CONTEXT): individual identity, rights, achievements, and independence
Nuclear family, self-actualization, guilt, equity, learning with students, North America, Europe, American Natives
Verbal, grammatical rules, content cues, explicit, one to one, one to many
Goals, tangible outcomes, direct confrontation, competition

Collectivism (HIGH CONTEXT): Group identity, obligations, concerns, and interdependence.
Extended family, harmony, shame, equality, teaching to students, Asia, Latin America, American Immigrants
Nonverbal, social rules, social cues, implicit, group
Conflict process, face concerns, indirect confrontation, avoidance
Explain how ethnocentrism might influence conflict management
It can lead people to believe their own cultures perceptions and behaviors are superior than others. Ethnocentric people can be judgmental. Ethnocentrism is prideful and may cause face concerns or ego-conflict rather than working on the real issues.
What does it mean to say, “Life is drama”?
Burke argues that this is the major metaphor of life. In order to understand the way life works we have to think of things in terms of actors, sets, scripts, etc.
Distinguish high context communication from low context communication
Low context: text is more important (verbals). Say more.
High context: the nonverbal means more. Say less.
Compare and contrast the assumptions about conflict in an individualistic culture with those of a collectivist culture
Individualistic: They tend to focus more and are more comfortable dealing with goals, outcomes, direct confrontation, open sharing of feelings, objective criteria, and tangible outcomes and plans of action. People from a individualistic culture are also prefer processes that have a monochronic or linear rhythm, they want to deal with one issue at a time in a straightforward manner. Use more competitive tactics than collectivistic cultures.

Collectivistic: They tend to focus on and are more comfortable recognizing face issues, dealing with face issues before tangible outcomes, engaging in mutual Facework, attending to group concerns and feelings. Prefer to deal with many issues at once and to re-visit issues.
Identify six aspects of sex/gender differences managing conflict.
1. Men and women are more similar than different regarding conflict
2. They tend to act the opposite of stereotypes with women being more assertive and men being more passive
3. A common pattern is for women to pursue/demand and for men to withdraw
4. They have similar reactions to common issues
5. They respond to anger in similar ways, except for tears
6. Sex difference tend to be wiped out by more proximal concerns.