1. What comes to your mind when you hear the
word conflict?
2. Think about a conflict you experienced in
your center recently. How would you
describe the conflict?
3. What are some possible reasons that the
conflict occurred?
4. How was the conflict handled?
5. What were the outcomes of the conflict?
ELELS Leadership Session Four: What Is Conflict? activity sheet
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part
of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies
or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are
still in development and refinement and should be used with this caution in mind.
Directions: Read through the behaviors in the chart below
and circle the ones that match your conflict resolution style.
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Adapted by permission of the
publisher, from The Diversity
Training Activity Book by
Jonamay Lambert and Selma
Myers © 2009 AMACOM, a
division of American
Management Association, New
York, New York
www.amacombooks.org
Withdraw into a shell to avoid conflict.
Stay away from issues over which the
conflict is taking place and from those who
are in conflict.
Believe it is hopeless to try to resolve
conflict.
Feel it is easier to withdraw from a conflict
than to face it.
Try to overpower opponents by forcing
them to accept their solution to the
conflict.
Goals are highly important to them and the
relationship of minor importance.
Seek to achieve their goals at all costs and
are not concerned with being accepted or
with the needs others may have.
Have to be the winner.
Feel that relationships are more important
than own goals.
Want to be liked and accepted by others.
Harmony is the most important thing and
they are willing to give up their goals in
order to save relationships.
Highly value their own goals and
relationships.
View conflict as problems to be solved.
Seek solutions where both parties achieve
their goals.
View conflict as improving relationships by
reducing tension between people.
Are not satisfied until an acceptable
solution is found for both parties
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development
and refinement and should be used with this caution in mind.
ELELS Leadership Session Four: Identify Your Personal Conflict Resolution Style activity
sheet
Examining
E amining the Context
Ex
Sample Context:
A high-quality early care and learning center is a place
where both adults and children are committed to:
o
o
o
A shared vision and mission that enhances
children’s development and learning;
Actively working to achieve the vision through
ongoing adult and child learning, active
communication, collaboration, and teamwork; and
Continuously working to improve both individual
and group performance.
What kinds of disagreements may be related to each one of these 3 quality
attributes? Jot down your ideas for each attribute.
Shared vision and mission statements:
Working to achieve the vision:
Continuous improvement:
ELELS Leadership Session Four: Examining the Context activity sheet
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development
and refinement and should be used with this caution in mind.
The Florida Council on Educational Management, Florida Department of
Education developed a set of tools for administrators to use in dealing
with conflict. Called Interaction Management, the program developed
sets of critical steps administrators could use with improving work
habits and employee performance. The following Interaction
Management critical steps may be useful in carrying out workplace
conversations with employees regarding these two issues.
Improving Work Habits
Leaders are often faced with employees who develop poor work habits.
Poor work habits should be addressed as soon as they are observed
for two reasons:
a. Poor habits are easier to change as they are developing rather than
dealing with them after they have become established; and
b. A poor work habit can quickly spread to others.
A workplace conversation that focuses on work habits must focus on
the employee’s behavior. The employee must clearly understand the
reasons for the leader’s concern. Employee’s work habits become a
concern when the behavior:
a. Affects the quality of work being done by the employee;
b. Affects the work of others;
c. Violates organizational policies or procedures; or
d. Becomes too annoying or offensive to overlook.
The workplace conversation should focus on the reasons for wanting
the behavior to change, understand reasons for the behavior, discuss
solutions, and agree on specific actions to correct the situation.
Improving Performance
Leaders are responsible for ensuring center goals are achieved and for
making sure employees maintain a standard of quality that will make
that possible. If an employee is underperforming, leaders must take
action. The key is to handle the situation in a way that motivates the
employee to improve his/her performance. Both leaders and
employees must focus on the performance problem. Asking for the
employee’s help in solving the problem will indicate that you value
their ideas and experience. If the employee comes up with a useful
solution to the problem, try to use the idea. If not, be prepared to
discuss possible solutions that will solve the problem.
ELELS Leadership Session Four: Interaction Management System
handout
Conversation Steps
1. Describe the problem in a non-threatening manner.
2. Indicate why the problem concerns you and that the situation
must be changed.
3. Listen openly to the employee’s explanation and use it as an
opportunity for problem solving.
4. Work together to brainstorm possible solutions.
5. Agree on specific actions to be taken by each of you and set a
specific follow-up date.
Guiding Principles
The Interaction Management program suggests using three guiding
principles when carrying out effective workplace conversations with
employees about improving work habits and performance.
1. Preserve dignity and self-respect by maintaining or
enhancing self-esteem
If our self-esteem is threatened, we tend to become defensive and the
conversation is not likely to be productive. If our self-esteem is
maintained or enhanced, we are more likely to be open to what is
being said. Reinforcing positive behaviors and contributions contributes
to self-esteem. Maintaining self-esteem means telling employees you
know they want to do a good job and pointing out their strengths. It
also means not saying things to put down their abilities, skills, or
integrity as individuals. Enhancing self-esteem means acknowledging
good ideas, expressing confidence in employees’ abilities, and
providing specific concrete praise when appropriate.
2. Listen for understanding and respond with empathy
Everyone has a need to be heard and to be listened to. By listening
and responding with empathy, we communicate that not only have we
heard the “content” of what is being said, but that we understand the
“feelings” that are also being communicated at that moment in time.
Responding with empathy does not mean you agree with the feelings,
but that you acknowledge they exist. Give the speaker your undivided
attention. Show you are listening by nodding, smiling, restating or
paraphrasing what you have heard, and asking clarifying questions.
Use “I” not “You” statements. Avoid using “but” or “however.” These
words imply that what you are going to say is more important.
ELELS Leadership Session Four: Interaction Management System
handout
3. Ask for help in solving the problem/conflict
Everyone likes to be asked for help in solving problems. Asking for
help promotes a more productive conversation and facilitates progress
toward solving the problem. Focus on the issue not the person. Ask
what can we do to fix the problem? If complaints follow, ask the same
question. Focus on actions that can be taken. Asking for ideas on
solving a problem has two benefits: it builds self-esteem and it invites
participation and commitment in solving the problem.
(Note: In employee-supervisor situations, employees can have input
into the problem to be solved even though the supervisor has
responsibility for the final decision.)
Source: Interaction Management System, (1984). State of Florida,
Department of Education, Florida Council on Educational Management,
Tallahassee, Florida
The modules presented here were funded in part by the Office of Postsecondary Education, U.S.
Department of Education as part of the Virtual School Readiness Incubator Project. The content of
these modules does not necessarily reflect the views or policies or imply endorsement by the U.S.
Department of Education and/or the University of North Florida. These prototype materials are still in
development and refinement and should be used with this caution in mind.
!ELELS Leadership Session Four: Interaction Management System
handout
Early Learning Center opens its doors at 7a.m. Children are to be picked up
by 6p.m. and teachers rotate responsibility for staying late until the last
child leaves the center. Children are served breakfast in their rooms at
7:30a.m. and breakfast should be finished at 8a.m. As director of a five-star
center, S. Director places a high priority on maximizing children’s
development across Florida’s school readiness domains: physical health,
approaches to learning, social and emotional, language and communication,
cognitive development and general knowledge, and motor development.
Last Tuesday, as you walked through the center, you notice
that in M. Teacher’s room, children are still eating
their breakfast at 8:20a.m. On Wednesday, you
notice that M. Teacher enters the center at 7:15a.m.
Children assigned to M. Teacher’s room are in the hall
or in T. Teacher’s room across the hall. Early Learning
Center policies clearly state that employees should be
at the center and at their duty stations by 6:45a.m.
You observe M. Teacher arriving late on Thursday
and Friday. When M. Teacher arrives, she
apologizes for being late and thanks T. Teacher for
watching her children. The children in both classrooms
are disrupted when M. Teacher comes into T. Teacher’s room to get her
children.
Circle Time in M. Teacher’s room does not begin until 8:30a.m. on Thursday
and M. Teacher is not prepared for the read-aloud activity as she stumbles
over the book’s title and gives incorrect information to children when they
predict what the story is about. The pattern of coming to work late, asking
other teachers to watch her children, and beginning the day’s learning
activities late continues over the next two weeks.
You, as S. Director, schedule a conference following the observation. You
must diagnose the situation and use the Conversation Planner you learned
about in directors training.
ELELS Leadership Session Four: Scenario A handout
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development
and refinement and should be used with this caution in mind.
Early Learning Center opens its doors at 7a.m. Children are served breakfast
in their rooms at 7:30a.m. and breakfast is finished at 8a.m. As director of a
five-star center, S. Director places a high priority on maximizing children’s
development across Florida’s school readiness domains: physical health,
approaches to learning, social and emotional, language and communication,
cognitive development and general knowledge, and motor development. C.
Smith is the prekindergarten teacher. She has worked at Early Learning
Center for two years and has earned her CDA. This year her prekindergarten
classroom will be a VPK classroom. School has been in session over four
weeks. Over the past few weeks, S. Director has noticed that C. Smith’s
prekindergarten classroom seems to be very noisy at many times
throughout the day. This is S. Director’s third year at the Early Learning
Center.
S. Director decided to observe in C. Smith’s classroom to see how children
were spending their time during the morning block. During the observation,
S. Director does not observe a daily schedule posted in the room. S. Director
also notices that C. Smith spends 12 minutes getting the children to circle
time and focused on the whole group read-aloud lesson. C. Smith spends
time answering specific questions children pose, taking attendance, and
stopping an argument between two children at the block center. On the way
to circle time, C. Smith picks up a book to read from a stack of books on the
desk. C. Smith spends 18 minutes reading the book to the children. C. Smith
asks few questions, and when questions are asked, children shout out
answers. During the read-aloud time, several children are distracted. After
C. Smith finishes reading the story, the children are dismissed and run to
various centers. Four centers are set up: a block center, a housekeeping
center, an art center, and a book center. Activities seem to be unfocused.
After 20 minutes, children become restless and C. Smith tells children to
“freeze” where they are and then told to move to another center. All at once,
children run to a new center with much confusion. During center time, C.
Smith completes a report, cuts out large and small circles from construction
paper, and talks with the assistant. When a disagreement disrupts at a
center, the assistant goes to the center to settle the disagreement. After
observing the second round of center time, S. Director leaves the room.
You, as S. Director, schedule a conference following the observation. You
must diagnose the situation and use the Conversation Planner you learned
about in directors training.
ELELS Leadership Session Four: Scenario B handout
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development
and refinement and should be used with this caution in mind.
Adapted from: Interaction Management
System, (1984). State of Florida,
Department of Education, Florida Council
on Educational Management, Tallahassee,
Florida
Discussion with:
Describe the
problem:
% Improving Work Habits:
Identify the nature
of the conflict:
% Improving Performance:
Critical Issues:
Possible solutions
to suggest:
Anticipated
Obstacles:
1. Preserve dignity and self-respect by maintaining or enhancing self-esteem
Which Guiding
Principles will be
used? When?
2. Listen for understanding and respond with empathy
3. Ask for help in solving the problem/conflict
Time and location
to have a
conversation:
Conversation Steps:
1. Describe the problem in a non-threatening manner.
2. Indicate why the problem concerns you and that the situation must be changed.
3. Listen openly to the employee’s explanation and use it as an opportunity for
problem solving.
4. Work together to brainstorm possible solutions.
5. Agree on specific actions to be taken by each of you and set a specific follow-up
date.
ELELS Leadership Session Four: Conversation Planner activity sheet
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development
and refinement and should be used with this caution in mind.
TASK: Choose an appropriate situation, plan using
the Conversation Planner activity sheet, and engage
in a conversation with the employee, then reflect on
the experience by answering the questions below.
QUESTIONS:
1.To what extent did you meet your objective(s)?
2.What Guiding Principles could you have used
more effectively?
3.Which Conversation Steps could you have
followed more effectively?
4.What will you do differently in your next
conversation?
5.What was the most important thing you learned
participating in this conversation?
ELELS Leadership Session Four: Workplace Conversation activity sheet
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development
and refinement and should be used with this caution in mind.