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

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    Test Bank To Accompany Working Through Conflict: Strategies for Relationships, Groups, and Organizations Seventh Edition Prepared by Joseph P. Folger Temple University Marshall Scott Poole University of Illinois Randall Stutman CRA, Inc. Karen Rudick Eastern Kentucky University Katheryn Parmeter Montana Rozmus CRA, Inc.

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    3 TABLE OF CONTENTS Page I. Sample Syllabus……………………………………………………………………………...…4 II.Written and Oral Assignments……………………………………………………………….....8 A. Reaction Papers………………………………………………………………………..8 B. Group Assignment: Literature Review……………………………………………......9 C. Individual Paper Assignment: Conflict Case Study………………………………....12 D. Conflict Analysis Paper…………………………………………………………..….14 III. Cases A. Teaching With Cases…………………………………………………………..……..16 B. Guidelines for Student Participation in Case Discussions……………………..……..18 C. Additional Case Studies………………………………………………………..……..20 1. Consulting Agency……………………………………………………..……...20 2. Food Distribution Company………...………………………………..……….22 3. The Radio Station…………….……………………………………………….24 IV. Exercises A. Conflict Fantasy…………………………………………………………….………...27 B. Defining Conflict……………………………………………………………………..29 C. Explaining Conflict…………………………………………………………….……..31 D. Applying Attribution Theory to Conflicts……………………………………………34 E. Prisoner’s Dilemma Game…………………………………………………….……...35 F. The Verbal Aggressiveness Scale……………………………………………….……40 G. Role Play: Verbal Aggressiveness and Argumentativeness…………….………........42 H. Role Play: Properties of Conflict Interaction………………………………………...44 I. A Relational View of Power……………………………………………………..……46 J. Reversal of Power……………………………………………………………………..49 K. The Visibility/Credibility Inventory……………………………………………...…..52 L. To Kill a Mockingbird………………………………………………………….…….53 M. Role Play: Face-Saving………………………………………..……………………. 54 N. Person-Centered versus Position-Centered Speech…………………………………..56 O. Face-Saving Story Telling………………………………………………..…………..58 P. Managerial-Communication Climate Questionnaire…………………………….…....59 Q. Conflict-Management Styles Surveys…………………………………………….. ....62 R. Coalition Formation…………………………………………………………………..63 S. Problem-Purpose Expansion Technique…………………………………………….. 65 T. Role Play: Negotiation………………………………………………………………..67 U. A Bargaining Simulation……………………………………………………………..69 V. Guest Speakers…………………………………………………………………….…73 W. Role Plays: One-on-One Conflict……………….…………………………………..74 X. Role Play: Lester Braden………………………………………………………….…78 Y. St. Joan’s Church……………………………………………………………………..81 V. Selected sections from Previous Edition Not Included in Seventh Edition…………………..84 VI. Test Questions……………………………………………………………………………...121

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    4 I. SAMPLE SYLLABUS SYLLABUS 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 are known 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 to make 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 destructive conflict interaction. COURSE SCHEDULE & ASSIGNMENT SHEET Week Topics Readings Activities 1 2 3 Introduction to the Course Why Study Conflict? Conflict as an Interdisciplinary Phenomena Conflict and Interaction Communication and Conflict Differentiation and Integration 4 Properties of Conflict Interaction Confrontations Episodes Theory Quiz #1 – Introduction and Chapter 1 Paper or Group Project Assigned The Inner Experience of Conflict Psychodynamic Views of Conflict Introduction: 1-13 Chapter 1: 14-39 Chapter 2: 40-52 Case 1.1A, 1.1B Ex B: Defining Conflict Ex A: Conflict Fantasy Case 1.1 Ex G: Properties of Conflict Interactive Role Play Case 2.1 Case 2.2

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    5 4 5 6 7 8 9 Emotion and Conflict Verbal Aggressiveness Inner Experience of Conflict Social Cognition and Conflict Cultural Influences on Conflict Expectancy Theory Attribution Theory Trained Incapacities in Conflict Quiz #2 – Chapter 2 Conflict Interaction Stages of Conflict Interaction Types of Interdependence Reciprocity and Compensation Conflict Interaction Framing Issues in Conflict Coordination Management of Meaning Social Identity and Group Conflict Review for Mid-Term Exam Conduct Mid-Term Exam Conflict Styles/Strategy Major Types of Conflict Styles Conflict Styles/Strategy Pairings of Conflict Styles Chapter 2: 53-73 Chapter 3: 74-88 Chapter 3: 89-107 Chapter 4: 108-122 Chapter 4: 123-138 Case 2.3 Ex F: Verbal Aggressiveness Scale Ex G: Verbal Aggressiveness & Argumentativeness Ex C: Explaining Conflict Case 2.4 Case 2.5 Case 2.6 Ex D: Applying Attribution Theory to Conflict Case 3.1 Case 3.2 Case 3.3 Ex E: A Prisoner’s Dilemma Case 3.4 Case 3.5 Case 4.1

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    6 10 11 12 13 Shifting Styles in Conflict Selecting Conflict Styles Cultural and Gender Influences on Conflict Styles Power and Conflict A Relational View of Power Power and Conflict Interaction The Use of Power in Conflict Tactics The Balance of Power in Conflicts Working with Power Quiz #3 – Chapters 4 & 5 Face Saving and Conflict The Dimensions of Face A Threat to Flexibility in Conflict Face Saving Frames in Conflict Face Saving Strategies and Working With Face Saving Issues Climate and Conflict Interaction Defining Climate/Types of Climates Identifying Climates Working with Climates Paper or Project Due Managing Conflict Navigating Differentiation Chapter 5: 139-175 Chapter 6: 176-206 Chapter 7: 207-228 Chapter 8: 229-252 Case 4.2 Case 4.3 Ex Q: Conflict Styles Survey Case 5.1A & 5.1B Case 5.2 Case 5.3 Case 5.4, 5.5 & 5.6 Ex I: Relational View of Power Ex J: Reversal of Power Case 6.1, 6.2 & 6.3 Ex M: Roll Playing Face Saving Case 6.4 Case 7.1 Ex P: Climate Questionnaire Case 7.2, 7.3 & 7.4 Ex N: Person Centered vs. Position Centered Speech Case 8.1

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    7 14 15 Using a Procedure for Managing Conflict Severe Challenges to Integration Dispute Management Systems Quiz #4 – Chapters 6, 7 & 8 Third Party Intervention Third Party Conflict Interaction Self-Perpetuation of Conflict Conflict Interaction & Relationships Context and 3 rd Party Intervention Review for Final Exam Conduct Final Exam Chapter 9: 253-287 Ex S: Problem Purpose Management Technique Ex Y: St. Joan’s Church Case 9.1, 9.2 & 9.3 Case 9.4, 9.5

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    8 II. WRITTEN AND ORAL ASSIGNMENTS A. REACTION PAPERS At 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 SHEET All out-of-class written assignments must be (double-spaced) typed or word processed according to formats given in class. Work must be submitted on standard size paper (8 ½ X 1) and should appear on only one side of the paper, unless otherwise instructed. All work must conform to standard grammar, punctuation and spelling practices. Assignments will be lowered one-half letter grade for each spelling error. Some grammar, fact, punctuation and style errors will be penalized as well. Writer’s Name _________________________ The strengths and weaknesses of your paper are checked below. Needs Work Done Well _____ _____ 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. typing spelling unclear sentences inappropriate word choice run-on’s verb tense subject-verb agreement indefinite pronoun reference (it/they) homonyms (their/there) incomplete sentences

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    9 B. GROUP ASSIGNMENT-LITERATURE REVIEW One of the primary goals of this course is to have students improve their analysis and understating of the communicative conflict behaviors of themselves and others. This assignment is designed to fulfill this goal. Moreover, this assignment will allow you to fully explore a specific topic related to communication and conflict. The assignment has three parts : 1) a 20-30 page paper that surveys the relevant literature of your group’s topic, 2) a 45-60 minute group presentation, and 3) a 10 page individual analysis of the group process, with an explicit focus on communication and conflict. All group members will receive the same grade for the paper and the presentation. Part One: The Group Paper Overview : The class will be divided into small groups of four or five members. Each group must select a topic related to communication and conflict. The topic must either be a topic that is not discussed in the textbook or a topic that received little attention. The group must thoroughly research the topic and write a 20-30 page paper (a minimum of 20 pages of text) that summarizes the literature in a coherent manner. At least 15 sources must be cited. You will not be conducting a study. You will not be writing an opinion or argument paper. You will be writing an extensive literature 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 your syllabus. Citations are required for quoting or paraphrasing others’ work, statistics, examples or anecdotes, and any other form of evidence. You are required to cite at least 15 different sources in 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 Review Overview : During the last three weeks of class, each group must teach its special topic to the class. Format : The presentations will be 45-60 minutes in length. The group must prepare a detailed outline. Every group member must participate in the presentation. These are the only requirements. Part of your task as a group is to come up with a way to present your information in 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 polished manner? Time Constraints * Did the speech conform to the time limit? * More than a few minutes below or over the time limit will seriously affect your grade. Part Three: Individual Analysis Overview : After the group project is over you will analyze your group’s conflict. The paper should 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 to APA guidelines. Collecting Data : You will not be able to write this paper unless you have collected data. This data can be in the form of observational notes, interviews with group members, audio or video recordings, and results from any questionnaires that have been distributed throughout the semester. 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 group members. Try to be as complete as possible. Provide a descriptive account of what happened. Be as detailed as possible.

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    11 You are encouraged to video tape some of your group’s interaction. If you do hot have a camcorder, the department will loan one to you. Consider audio recording, also. Of course, you have 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 mutual influence. That is, what person A says influences what persons B, C, and D say, and so on. I cannot tell you exactly what aspects of communication and conflict you should discuss because every communication event is unique. There are several aspects you may want to discuss. Use your textbook and lecture notes as a guide and resource. The paper should reflect your understanding of material learned in the textbook and lectures by applying concepts and theories to a real-life situation – your group experience. Do not merely summarize your group experience. Do not provide a chronological account. Be sure to provide evidence 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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    12 C. INDIVIDUAL PAPER ASSIGNMENT: CONFLICT CASE STUDY In this project you will study a conflict using concepts developed in the course. The objective is to prepare a written analysis of the conflict that includes a description of the conflict, an explanation of what drives the conflict, and practical suggestions for turning the conflict in a positive direction or resolving it. You will present a brief summary of your paper and findings in the last week of class. The Conflict You 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 conflict is 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 a historical conflict or a conflict reported in newspapers. In this instance, you would want detailed eye-witness accounts, histories, journals, diaries, newspaper articles, anything that would allow you to reconstruct the situation. 2. The conflict must be in an interpersonal group, or organizational context, and it must involve some interpersonal interaction between parties. I realize many of you do not have in-depth backgrounds in research and analysis. Do not let this deter you from studying a conflict you are interested in: I can help you figure out how to collect and evaluate evidence. The Report The finished paper should be around 5000 words and will consist of two parts. Part A is worth l50 points and Part B is worth 50 points. A. Description and Analysis - In this section you should try to give some idea of the development and flavor of the conflict. The personal conflict analysis sheet attached to this assignment suggests some questions you might consider in trying to understand 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 as they do? What are consequences of their behavior patterns for the conflict? 4. How does the group manage the conflict? Is the conflict productive? Could the group do better? Do not just list answers to these questions in your report. These are some of the issues you might address and I do not want a mechanical analysis. I want to be able to see that you understand the conflict.

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    13 Evidence or data supporting your description does not all have to be in the paper itself. 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 you are 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 nature of the conflict process in the group under observation. 2. Clarity: Could someone who intended to work in the group reach your report and understand the nature of the conflicts the group encounters? 3. Evidence: Do you provide evidence for your claims? You should draw on your observations to make your points and back them up with data and examples. B. Diagnosis - Here you would develop suggestions to help the group deal with the conflict more effectively. This section will consist of general goals or objectives for improving the group and specific, concrete suggestions for achieving your objectives. You must substantiate why your measures would work and are appropriate for the group. Grading Criteria for Part B : l. Insight: Have you identified important objectives and made recommendations that show a thorough understanding of the conflict? Are your recommendations adapted 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 Considerations In selecting your conflict use your imagination. You can study any dyad, group, or organization with from 2 to l,000,000 members. The group may handle its conflict successfully, and you may want to study the reasons why it is a success. Check with me before you choose a conflict, or rule, of one that seems promising. If possible, you should use several different data sources in compiling your reports; most good reports incorporate several points of view on the conflict. For example, if you observe an actual 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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    14 D. CONFLICT ANALYSIS PAPER Applying Cognitive and Interactional Theories of Conflict Purpose The purpose of this paper is to develop your ability to analyze conflict from different theoretical perspectives. In class we have compared two major perspectives on conflict: the cognitive perspective and the interactional perspective. Each of these perspectives include different theories that help analyze conflict. These theories help us to understand how conflict develops and to explain the choices people make when they communicate in conflict situations. This assignment asks you to draw on your understanding of two different theories and demonstrate that you can use these theories to gain insight into a conflict you have observed. The Task Think of an interpersonal conflict that you have been involved or you have seen firsthand. It could be a conflict in a family, work, friendship or community setting. Choose the conflict based on two criteria: a) you know a considerable amount about how the conflict unfolded and b) you are interested in analyzing the conflict in more detail. Choose ONE of the cognitive theories and ONE of the interactional theories and analyze the conflict using the two theories. Cognitive Theories: Verbal aggressiveness Psychodynamic Theory Attribution theory Arousal/Deficit Theory Interactional Theories: Coordinated Management of Meaning Confrontation Episodes Theory Reciprocity Theory Your paper should: 1. Give a short (1-2) page overview of the conflict itself. Without giving the actual names of the disputing 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 giving additional information about the conflict as you do your theoretical analysis. Just provide enough background to establish a basis for understanding your application of the two theories you have chosen.) 2. Apply one Cognitive Theory to your conflict (2 pages). How does the theory help to explain what happened? What insights does it provide about why people acted/communicated the way they did in the conflict? How does it help explain the outcomes of the conflict? Be sure to use the theory in detail, drawing from the specific insights the theory offers.

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    15 3. Apply one Interactional Theory to the same conflict (2 pages). How does this theory help to explain how the conflict unfolded? What insights does it offer about why people acted/communicated the way they did in the conflict? How does it help to explain the outcomes of 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. Which was most useful? Why? Explain why one theory from a cognitive perspective and one from an interactional perspective. (2 pages) Requirements The paper should be typed (double-spaced with 1 inch margins.) Please do not put your papers in a folder or binder, just staple the pages. The paper is due in class on … Late papers will receive a 5 point deduction. Evaluation Criteria The 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 an interactional perspective? Insight/Application : How well do you apply the two theories to a real-life conflict? Do you provide appropriate insights that stem from the theory itself? Do you show how you see the conflict 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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    16 III. Cases A. Teaching with Cases The case studies placed throughout the book are meant to stimulate class discussion about concepts and about practical measures that can be taken in response to the situation. Each case is based on a real conflict. Some were gathered by the authors, and others derived from conflict case studies submitted by students. The cases illustrate the complexities and “messiness” of actual conflicts and thus provide an antidote to overly simplistic thinking about conflict interaction. Here are some tips on teaching with the cases in Working Through Conflict : 1. The cases work best if students are prepared, so it is a good idea to either assign them ahead of time or make some class time for them to read the case. It is also useful to ask students to write 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 students to 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 elicit this from the students. 4. Rather than trying to provide “answers” for the cases, we believe it is better to ask students to generate alternatives and discuss them in an open fashion. 5. The cases are also meant to illustrate how conflict interaction unfolds. A useful technique to help students understand conflict interaction is to ask for suggestions about what the participants should do or what they could have done differently and then ask for more detail or 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 a problem, “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 to recite or recall a detail from the reading as a check on whether anyone actually read it. Questions that make for more interesting and engaging discussion are those that ask people to clarify, interpret, or extend points made in the reading; to exemplify and apply concepts; to compare and contrast; to offer judgments about the accuracy, relevance, or usefulness of the author’s observations; to agree or disagree with positions expressed in the reading or in the discussion; and to suggest theoretical or practical implications.  Types of questions include: o Comparative questions, which compare the case to other cases or the theory and findings involved in the case to other theories and findings o Connective questions, which link the case to student experiences or to theories

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