Test Bank For Working through Conflict: Strategies for Relationships, Groups, and Organizations, 7th Edition

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Test BankTo AccompanyWorking Through Conflict:Strategies for Relationships, Groups, andOrganizationsSeventh EditionPrepared byJoseph P. FolgerTemple UniversityMarshall Scott PooleUniversity of IllinoisRandall StutmanCRA, Inc.Karen RudickEastern Kentucky UniversityKatheryn ParmeterMontana RozmusCRA, Inc.

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3TABLE OF CONTENTSPageI. Sample Syllabus……………………………………………………………………………...…4II.Written and Oral Assignments……………………………………………………………….....8A.Reaction Papers………………………………………………………………………..8B.Group Assignment: Literature Review……………………………………………......9C.Individual Paper Assignment: Conflict Case Study………………………………....12D.Conflict Analysis Paper…………………………………………………………..….14III. CasesA. Teaching With Cases…………………………………………………………..……..16B. Guidelines for Student Participation in Case Discussions……………………..……..18C. Additional Case Studies………………………………………………………..……..201. Consulting Agency……………………………………………………..……...202. Food Distribution Company………...………………………………..……….223. The Radio Station…………….……………………………………………….24IV. ExercisesA. Conflict Fantasy…………………………………………………………….………...27B. Defining Conflict……………………………………………………………………..29C. Explaining Conflict…………………………………………………………….……..31D. Applying Attribution Theory to Conflicts……………………………………………34E. Prisoner’s Dilemma Game…………………………………………………….……...35F. The Verbal Aggressiveness Scale……………………………………………….……40G. Role Play: Verbal Aggressiveness and Argumentativeness…………….………........42H. Role Play: Properties of Conflict Interaction………………………………………...44I. A Relational View of Power……………………………………………………..……46J. Reversal of Power……………………………………………………………………..49K. The Visibility/Credibility Inventory……………………………………………...…..52L. To Kill a Mockingbird………………………………………………………….…….53M. Role Play: Face-Saving………………………………………..……………………. 54N. Person-Centered versus Position-Centered Speech…………………………………..56O. Face-Saving Story Telling………………………………………………..…………..58P. Managerial-Communication Climate Questionnaire…………………………….…....59Q. Conflict-Management Styles Surveys…………………………………………….. ....62R. Coalition Formation…………………………………………………………………..63S. Problem-Purpose Expansion Technique…………………………………………….. 65T. Role Play: Negotiation………………………………………………………………..67U. A Bargaining Simulation……………………………………………………………..69V. Guest Speakers…………………………………………………………………….…73W. Role Plays: One-on-One Conflict……………….…………………………………..74X. Role Play: Lester Braden………………………………………………………….…78Y. St. Joan’s Church……………………………………………………………………..81V. Selected sections from Previous Edition Not Included in Seventh Edition…………………..84VI. Test Questions……………………………………………………………………………...121

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4I. SAMPLE SYLLABUSSYLLABUS FOR A 15-WEEK COURSE (03 HOURS CREDIT)Course Objectives:This course provides students with:An overview of the social science research on conflict processes the factors which areknown to influence conflict escalation.A comparison of conflict theories from different theoretical perspectives.An understanding of the various roles that 3rd parties adopt as they intervene in conflict.The ability to diagnose conflicts in interpersonal, group and organizational settings and tomake recommendations for positive responses and constructive interventions.Enhanced skill at monitoring one's own communication behavior in conflict settings.An understanding of mediation and its potential for positively influencing destructiveconflict interaction.COURSE SCHEDULE & ASSIGNMENT SHEETWeekTopicsReadingsActivities123Introduction to the CourseWhy Study Conflict?Conflict as an InterdisciplinaryPhenomenaConflict and InteractionCommunication and ConflictDifferentiation and Integration4 Properties of ConflictInteractionConfrontations Episodes TheoryQuiz #1 – Introduction andChapter 1 Paper or GroupProject AssignedThe Inner Experience ofConflictPsychodynamic Views of ConflictIntroduction: 1-13Chapter 1: 14-39Chapter 2: 40-52Case 1.1A, 1.1BEx B: Defining ConflictEx A: Conflict FantasyCase 1.1Ex G: Properties of ConflictInteractive Role PlayCase 2.1Case 2.2

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5456789Emotion and ConflictVerbal AggressivenessInner Experience of ConflictSocial Cognition and ConflictCultural Influences on ConflictExpectancy TheoryAttribution TheoryTrained Incapacities in ConflictQuiz #2 – Chapter 2Conflict InteractionStages of Conflict InteractionTypes of InterdependenceReciprocity and CompensationConflict InteractionFraming Issues in ConflictCoordination Management ofMeaningSocial Identity and GroupConflictReview for Mid-Term ExamConduct Mid-Term ExamConflict Styles/StrategyMajor Types of Conflict StylesConflict Styles/StrategyPairings of Conflict StylesChapter 2: 53-73Chapter 3: 74-88Chapter 3: 89-107Chapter 4: 108-122Chapter 4: 123-138Case 2.3Ex F: Verbal AggressivenessScaleEx G: Verbal Aggressiveness &ArgumentativenessEx C: Explaining ConflictCase 2.4Case 2.5Case 2.6Ex D: Applying AttributionTheory to ConflictCase 3.1Case 3.2Case 3.3Ex E: A Prisoner’s DilemmaCase 3.4Case 3.5Case 4.1

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610111213Shifting Styles in ConflictSelecting Conflict StylesCultural and Gender Influenceson Conflict StylesPower and ConflictA Relational View of PowerPower and Conflict InteractionThe Use of Power in ConflictTacticsThe Balance of Power inConflictsWorking with PowerQuiz #3 – Chapters 4 & 5Face Saving and ConflictThe Dimensions of FaceA Threat to Flexibility in ConflictFace Saving Frames in ConflictFace Saving Strategies andWorking With Face Saving IssuesClimate and ConflictInteractionDefining Climate/Types ofClimatesIdentifying ClimatesWorking with ClimatesPaper or Project DueManaging ConflictNavigating DifferentiationChapter 5: 139-175Chapter 6: 176-206Chapter 7: 207-228Chapter 8: 229-252Case 4.2Case 4.3Ex Q: Conflict Styles SurveyCase 5.1A & 5.1BCase 5.2Case 5.3Case 5.4, 5.5 & 5.6Ex I: Relational View of PowerEx J: Reversal of PowerCase 6.1, 6.2 & 6.3Ex M: Roll Playing FaceSavingCase 6.4Case 7.1Ex P: Climate QuestionnaireCase 7.2, 7.3 & 7.4Ex N: Person Centered vs.Position Centered SpeechCase 8.1

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71415Using a Procedure for ManagingConflictSevere Challenges to IntegrationDispute Management SystemsQuiz #4 – Chapters 6, 7 & 8Third Party InterventionThird Party Conflict InteractionSelf-Perpetuation of ConflictConflict Interaction &RelationshipsContext and 3rdParty InterventionReview for Final ExamConduct Final ExamChapter 9: 253-287Ex S: Problem PurposeManagement TechniqueEx Y: St. Joan’s ChurchCase 9.1, 9.2 & 9.3Case 9.4, 9.5

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8II. WRITTEN AND ORAL ASSIGNMENTSA. REACTION PAPERSAt least two types of short papers can be assigned.1.Respond to one or more of the questions at the end of a case.2.Give students a prompt (perhaps based on a short article from a newspaper or magazine)to prepare for class. For instance, “Describe the class climate using a metaphor” or“Describe a conflict in which culture played a part and analyze its impact”.REACTION PAPER ASSIGNMENT GRADE SHEETAll out-of-class written assignments must be (double-spaced) typed or word processed accordingto formats given in class. Work must be submitted on standard size paper (8 ½ X 1) and shouldappear on only one side of the paper, unless otherwise instructed.All work must conform to standard grammar, punctuation and spelling practices. Assignmentswill be lowered one-half letter grade for each spelling error. Some grammar, fact, punctuationand style errors will be penalized as well.Writer’s Name _________________________The strengths and weaknesses of your paper are checked below.NeedsWorkDoneWell__________1. The paper reflects substantial time spent thinking about this issue.__________2. The purpose statement is clear and to the point.__________3. The writing style is interesting and engaging.__________4. The paper integrates class material effectively.__________5. The writing has a clear focus.__________6. The writing is not hindered by stylistic and grammatical errors.__________7. The conclusion is satisfying.I have circled or checked ways your paper reflected weak editing skills.typingspellingunclear sentencesinappropriate word choicerun-on’sverb tensesubject-verb agreementindefinite pronoun reference (it/they)homonyms (their/there)incomplete sentences

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9B. GROUP ASSIGNMENT-LITERATURE REVIEWOne of the primary goals of this course is to have students improve their analysis andunderstating of the communicative conflict behaviors of themselves and others. This assignmentis designed to fulfill this goal. Moreover, this assignment will allow you to fully explore aspecific topic related to communication and conflict. The assignment hasthree parts: 1) a 20-30page paper that surveys the relevant literature of your group’s topic, 2) a 45-60 minute grouppresentation, and 3) a 10 page individual analysis of the group process, with an explicit focus oncommunication and conflict. All group members will receive the same grade for the paper andthe presentation.Part One: The Group PaperOverview: The class will be divided into small groups of four or five members. Each group mustselect a topic related to communication and conflict. The topic must either be a topic that is notdiscussed in the textbook or a topic that received little attention. The group must thoroughlyresearch the topic and write a 20-30 page paper (a minimum of 20 pages of text) that summarizesthe literature in a coherent manner. At least 15 sources must be cited. You will not be conductinga study. You will not be writing an opinion or argument paper. You will be writing an extensiveliterature review.Format: Papers will be typed, double-spaced and conform to APA guidelines.Sources/Citations: Be sure you credit your sources. Plagiarism is not always deliberate; however,failure to properly cite sources will result in severe consequences that are outlined in yoursyllabus. Citations are required for quoting or paraphrasing others’ work, statistics, examples oranecdotes, and any other form of evidence.You are required to cite at least 15 different sourcesin your paper.Grading Criteria: Three general criteria will be used to evaluate the paper.Organization*Was the literature organized in a coherent manner?*Was there an identifiable introduction and conclusion?*Did the introduction and conclusion serve their purpose?*Were headings used?*Were paragraphs fully developed?*Were transitions used?Content*Were up-to-date sources used?*Were all the important and relevant sources used?*Were the sources reputable and academic?*Did you accurately summarize the material?Grammar/Spelling/Style*Did the paper conform to APA format?*Was the paper free from grammatical errors?*Was the paper free from spelling errors?*Was the writing succinct? Were unnecessary words avoided?

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10*Was the paper clear in the expression of ideas?*Did the paper avoid the use of sexist language?Part Two: The Group Presentation-Literature ReviewOverview: During the last three weeks of class, each group must teach its special topic to theclass.Format: The presentations will be 45-60 minutes in length. The group must prepare a detailedoutline. Every group member must participate in the presentation. These are the onlyrequirements. Part of your task as a group is to come up with a way to present your informationin an interesting and meaningful manner.Criteria: There are basic criteria by which any presentation can be evaluated:Professionalism*Did you dress appropriately?*Did your visual aids reflect professional standards?Organization*Was the presentation clearly organized?*Was there an identifiable introduction, body, and conclusion?*Were connectives and transitions proficiently used?Delivery*Was the presentation delivered in a smooth, fluent, extemporaneous and polishedmanner?Time Constraints*Did the speech conform to the time limit?*More than a few minutes below or over the time limit will seriously affect yourgrade.Part Three: Individual AnalysisOverview: After the group project is over you will analyze your group’s conflict. The papershould clearly reflect your awareness and understanding of the material we are studying.Format: The paper will be a minimum of ten pages of text, typed, double spaced, and conform toAPA guidelines.Collecting Data: You will not be able to write this paper unless you have collected data. Thisdata can be in the form of observational notes, interviews with group members, audio or videorecordings, and results from any questionnaires that have been distributed throughout thesemester.Keep notes on all the meetings you have attended. DO NOT RELY ON YOUR MEMORY.These field notes should be written immediately after each meeting or encounter with groupmembers. Try to be as complete as possible. Provide a descriptive account of what happened. Beas detailed as possible.

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11You are encouraged to video tape some of your group’s interaction. If you do hot have acamcorder, the department will loan one to you. Consider audio recording, also. Of course, youhave an ethical obligation to let all group members know when they are being recorded.Writing the Paper: One of the axioms of communication and conflict is the nation of mutualinfluence. That is, what person A says influences what persons B, C, and D say, and so on. Icannot tell you exactly what aspects of communication and conflict you should discuss becauseevery communication event is unique. There are several aspects you may want to discuss. Useyour textbook and lecture notes as a guide and resource.The paper should reflect your understanding of material learned in the textbook and lectures byapplying concepts and theories to a real-life situation – your group experience. Do not merelysummarize your group experience. Do not provide a chronological account. Be sure to provideevidence for any claims you make. You are expected to use the data you have collected.Grading Criteria:Organization*Was the paper organized in a coherent manner?*Was there an identifiable introduction and conclusion?*Did the introduction and conclusion serve their purpose?*Were headings used?*Were paragraphs fully developed?*Were transitions used?Content*Was this paper an analysis rather than a chronological account?*Were theories and concepts from the textbook and lecture used?*Was the data presented to support any claims made of conclusions reached?Grammar/Spelling/Style*Did the paper conform to APA format?*Was the paper free from any grammatical errors?*Was the writing succinct? Were unnecessary words avoided?*Was the paper clear in the expression of ideas?*Did the paper avoid the use of sexist language?

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12C. INDIVIDUAL PAPER ASSIGNMENT: CONFLICT CASE STUDYIn this project you will study a conflict using concepts developed in the course. The objective is toprepare a written analysis of the conflict that includes a description of the conflict, an explanation ofwhat drives the conflict, and practical suggestions for turning the conflict in a positive direction orresolving it. You will present a brief summary of your paper and findings in the last week of class.The ConflictYou may choose any type of conflict you wish, subject the following limitations:1.You must be able to observe or reconstruct the interaction between parties in the conflict.Some of you may want to actually observe groups where there is a conflict or where conflictis likely to develop.In this case you would rely on your own eye-witness accounts and,perhaps, on interviews with group members.Alternatively, you may want to study ahistorical conflict or a conflict reported in newspapers.In this instance, you would wantdetailed eye-witness accounts, histories, journals, diaries, newspaper articles, anything thatwould allow you to reconstruct the situation.2.The conflict must be in an interpersonal group, or organizational context, and it mustinvolve some interpersonal interaction between parties.I realize many of you do not have in-depth backgrounds in research and analysis.Do not let thisdeter you from studying a conflict you are interested in: I can help you figure out how to collect andevaluate evidence.The ReportThe finished paper should be around 5000 words and will consist of two parts. Part A is worth l50points and Part B is worth 50 points.A.Description and Analysis- In this section you should try to give some idea of thedevelopment and flavor of the conflict. The personal conflict analysis sheet attachedto this assignment suggests some questions you might consider in trying tounderstand your conflict. Specific concerns in your report might include:l. What are the issues in the conflict?2. What Psychological, Social and Contextuall factors operate in the conflict?3. Describe the interaction between parties in the conflict. Why do parties interest asthey do? What are consequences of their behavior patterns for the conflict?4. How does the group manage the conflict? Is the conflict productive? Could thegroup do better?Donotjust list answers to these questions in your report.These are some of theissues you might address and I do not want a mechanical analysis. I want tobe able to see that you understand the conflict.

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13Evidence or data supporting your description does not all have to be in the paperitself. You may attach an appendix containing a transcript of the interaction,results of interviews, newspaper articles, etc. and refer to it in your paper.You will, of course, want to make it clear what portions of the appendix youare referencing when you cite it in the paper.Grading Criteria for Part A:l. Insight/Depth: A demonstration that you have a clear understanding of the natureof the conflict process in the group under observation.2. Clarity: Could someone who intended to work in the group reach your report andunderstand the nature of the conflicts the group encounters?3. Evidence: Do you provide evidence for your claims? You should draw on yourobservations to make your points and back them up with data andexamples.B.Diagnosis- Here you would develop suggestions to help the group deal with the conflictmore effectively.This section will consist of general goals or objectives forimprovingthegroupandspecific,concretesuggestionsforachievingyourobjectives.You must substantiate why your measures would work and areappropriate for the group.Grading Criteria for Part B:l. Insight: Have you identified important objectives and made recommendations thatshow a thorough understanding of the conflict? Are your recommendationsadapted to the unique characteristics of the group?2. Utility: Can the group actually implement the recommendations you have made?3. Clarity: Is the section well-organized and clearly written?General ConsiderationsIn selecting your conflict use your imagination.You can study any dyad, group, or organizationwith from 2 to l,000,000 members. The group may handle its conflict successfully, and youmay want to study the reasons why it is a success.Check with me before you choose aconflict, or rule, of one that seems promising.If possible, you should use several different data sources in compiling your reports; most goodreports incorporate several points of view on the conflict.For example, if you observe anactual group, you might combine your own observations with interviews of group members.If you study a historical group, combine historical-biographical data with newspaper reports.

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14D. CONFLICT ANALYSIS PAPERApplying Cognitive and Interactional Theories of ConflictPurposeThe purpose of this paper is to develop your ability to analyze conflict from different theoreticalperspectives.In class we have compared two major perspectives on conflict: the cognitiveperspective and the interactional perspective. Each of these perspectives include different theoriesthat help analyze conflict.These theories help us to understand how conflict develops and toexplain the choices people make when they communicate in conflict situations.This assignmentasks you to draw on your understanding of two different theories and demonstrate that you can usethese theories to gain insight into a conflict you have observed.The TaskThink of an interpersonal conflict that you have been involved or you have seen firsthand. It couldbe a conflict in a family, work, friendship or community setting. Choose the conflict based on twocriteria: a) you know a considerable amount about how the conflict unfolded and b) you areinterested in analyzing the conflict in more detail. Choose ONE of the cognitive theoriesandONEof the interactional theories and analyze the conflict using the two theories.Cognitive Theories:Verbal aggressivenessPsychodynamic TheoryAttribution theoryArousal/Deficit TheoryInteractional Theories:Coordinated Management of MeaningConfrontation Episodes TheoryReciprocity TheoryYour paper should:1. Give a short (1-2) page overview of the conflict itself.Without giving the actual names of thedisputing parties, provide a general description of who is involved and what the conflict is about.(Note:You do not have to give a great deal of detail in the overview because you will be givingadditional information about the conflict as you do your theoretical analysis. Just provide enoughbackground to establish a basis for understanding your application of the two theories you havechosen.)2. Apply oneCognitive Theoryto your conflict (2 pages). How does the theory help to explainwhat happened? What insights does it provide about why people acted/communicated the waythey did in the conflict? How does it help explain the outcomes of the conflict? Be sure to usethe theory in detail, drawing from the specific insights the theory offers.

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153. Apply oneInteractionalTheory to the same conflict (2 pages). How does this theory help toexplain how the conflict unfolded? What insights does it offer about why peopleacted/communicated the way they did in the conflict? How does it help to explain the outcomesof the conflict? Again, be sure to draw from specific details and points in the theory.4. Conclude with a brief comparison of the insights that the contrasting theories offered. Whichwas most useful? Why?Explain why one theory from a cognitive perspective and one from aninteractional perspective. (2 pages)RequirementsThe paper should be typed (double-spaced with 1 inch margins.)Please do not put your papers in afolder or binder, just staple the pages. The paper is due in class on … Late papers will receive a 5point deduction.Evaluation CriteriaThe paper is worth a total of 50 points, and is evaluated according to the following criteria:Understanding of the Theories:How well do you understand the theories you have chosen?How well do you understand why one is within a cognitive perspective and one is within aninteractional perspective?Insight/Application:How well do you apply the two theories to a real-life conflict? Do youprovide appropriate insights that stem from the theory itself? Do you show how you see theconflict differently as a result of applying the theories?Clarity:How clearly is the paper written? Is it well organized, grammatical and easy to follow?Could someone who is unfamiliar with the theories easily learn something from your analysis?Do you use the words "affect" and "effect" correctly?

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16III. CasesA. Teaching with CasesThe case studies placed throughout the book are meant to stimulate class discussion about conceptsand about practical measures that can be taken in response to the situation. Each case is based on areal conflict.Some were gathered by the authors, and others derived from conflict case studiessubmitted by students. The cases illustrate the complexities and “messiness” of actual conflicts andthus provide an antidote to overly simplistic thinking about conflict interaction.Here are some tips on teaching with the cases inWorking Through Conflict:1.The cases work best if students are prepared, so it is a good idea to either assign them aheadof time or make some class time for them to read the case. It is also useful to ask students towrite down their thoughts on the case and bring them to class.2.Questions are provided at the end of each case.However, the cases are rich and open-ended, so many other questions can be asked as well. A useful technique is to ask studentsto prepare their own additional question about the case.3.It is often useful to start the discussion with a brief run-down of the facts of the case, that is,the nature of the situation and what happened. To get the class involved, it is best to elicitthis from the students.4.Rather than trying to provide “answers” for the cases, we believe it is better to ask studentsto generate alternatives and discuss them in an open fashion.5.The cases are also meant to illustrate how conflict interaction unfolds. A useful technique tohelp students understand conflict interaction is to ask for suggestions about what theparticipants should do or what they could have done differently and then ask for more detailor propose reactions. For instance, if a student says, “X should try to get Y to compromise,”one possible way to extend this would be to ask, “How should X do that?” or to pose aproblem, “What if Y will not compromise and digs in his heels? What should X do then?”6.Some pointers about questions:In general, avoid asking yes/no questions and questions that simply ask members torecite or recall a detail from the reading as a check on whether anyone actually readit. Questions that make for more interesting and engaging discussion are those thatask people to clarify, interpret, or extend points made in the reading; to exemplify andapply concepts; to compare and contrast; to offer judgments about the accuracy,relevance, or usefulness of the author’s observations; to agree or disagree withpositions expressed in the reading or in the discussion; and to suggest theoretical orpractical implications.Types of questions include:oComparative questions, which compare the case to other cases or the theoryand findings involved in the case to other theories and findingsoConnective questions, which link the case to student experiences or to theories

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