Week 3 - Assignment

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Running Head: CASE DISCUSSIONS Upper Iowa University PA 545-5A-71 Labor Relations Conflict Resolution: Public Sector Week 3 – Assignment

2 Case 4.1 Discussion Questions 1. How did the styles adopted by these two feed into the conflict? In this case of conflict, multiple conflict styles were adopted by both Tim and Jay. From the onset of the conflict, Tim used a competing style with the use of strong language and his payment demand for the damaged done to his moped, and his refusal to consider Jay’s point of view. He answered the confrontations with a firm resistance, and Jay was clearly unwilling to accommodate and attempted to reframe the situation with a statement he made to Tim regarding the parking spot being his (Folger, Poole, and Stutman, 2013). Jay started out with a collaborating style where he was not willing to apologize or give in to Tim, which signaled accommodating or possibly avoiding style. His attempt to explain what happened could have been the foundation for solving the problem. Jay abandoned the collaborating style and switched to a competing style when he told Tim that he was the one with the problem. Also, Jay lashed at Tim by attempting to leave the scene which was taken out of context and probably moved the style from accommodating to avoiding style. Tim grabbing of Jay cemented the competition, and Jay was slugged by Tim, probably because he thought he was losing a grip on the situation. Tim was probably too incensed with his attitude, and if this was true, his violence aggression caused the scuffle in the parking lot (Folger, Poole, and Stutman, 2013). 2. Could Jay have taken a different tact that would have resulted in a more productive conflict? In conflicting situation, it is important to understand the views of the parties involved to recognize seemingly unrecognizable cues of covert psychological responses such as suppressing anger. Taking this into consideration, I would advise Jay as a means of minimizing destructive forms of interaction in conflict scenarios. Jay should have considered Tim’s perspective, and

3 understand that conflict is complex and manage his expectations and attributions (Folger, Poole, and Stutman, 2013). Case5.2 Discussion Questions 1. Give the influence he held, what might undercut Harold’s power? Professor Harold was known as an excellent intellectual person who possessed infinite powers of insight and perspective. Most of the students and his colleagues looked to him to assist them in solving difficult problems, and eventually, he became known as the most powerful person at the college and could decide when he would teach and who he would teach (Folger, Poole and Stutman, 2013). Professor Harold’s social skills could undercut his power because he was perceived as the mystery man. He did not want to attend the ceremony to receive a national award for one of his essays. Over the years stories regarding Professor Harold increased as the mystery and power that surrounded him expanded. His image as an eccentric intellectual, capable of performing remarkable achievements by students and other professors was perpetuated and caught up in his mystery. Professor Harold’s ability to lecture precisely and exactly for an hour is viewed by his students as extraordinary, but if the students can find a reason to leave his class, his ability to lecture may decrease as a source of power (Folger, Poole, and Stutman, 2013). 2. In what ways do political candidates hold influence over voters that are similar to the ways in which Harold holds influence over his students? Political candidates hold influence over voters and inspired to respect them because of their perception and their infinite powers of insight and perspective. Also, they trust and have confidence that the political candidates’ best interest is representing the country and representing the people, like the students trusted Professor Harold’s judgment and his ability to solve complex problems. The voter endorses their favorite candidate as the students and other professors

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4 endorsed Professor Harold’s standards and unfathomable powers of insight and perspective. If the resource party views change so will the basis of the power, redefining the possibilities for moves in the interaction (Folger, Poole and Stutman, 2013). Case 5.3 Discussion Questions 1. How do Tom’s actions demonstrate the potential limits of the use of power? Tom’s move was a turning point in the conflict because it caused the resources that members used to be altered. He moved from using expertise and knowledge, resources common to the members, to putting into effect his already established authority that was exclusively his. Tom’s move put into effect a new resource, their inability to cooperate with superiors, and their ability to operate their projects independently was an ace in the hole for the project directors (Folger, Poole and Stutman, 2013). Power is as good as the authenticity behind it. When Tom lost all his authenticity as a leader, he also lost his power. It did not make a difference in the decision he made, his methods for taking care of the circumstance left everybody with an awful taste in their mouth and that Tom’s power trip was reaching an end. Everybody elected to do whatever they believed was best instead of listening to Tom’s authority. 2. Can you think of organizational situations, such as corporate takeovers or strikes, where reactions to the use of power evoked more resistance than expected – and resulted in the removal of power? A few years, ago a lieutenant graduate of West Point, reported to the unit who thought he simply controlled the infantry. He could not navigate a compass or handle the basic infantry strategies but because of his rank, he thought he was more important than his (NCO) Corps. The Non-commissioned Officer (NCO) Corps decided that we should rally together to put the lieutenant in his place before we were deployed with a specific goal to spare lives because of his

5 extreme. Finally, he concluded that it was presumably a smart thought to listen to his (NCO) Corps and their years of genuine experience, instead of depending on what he learned at the academy. Case 5.6 Discussion Question As a board member, what could you have done to try to resolve the agency conflict constructively? The conflict should have been resolved as soon as it started instead of waiting until it became unpleasant and caused Kathy to resign from the agency. This was an issue for management to handle and not the other employees. It is important to understand the patterns and appearance of conflict, and as a board member, once the conflict was brought to my attention, I would have talked to the workers to pinpoint the problem. The key to resolving complicated conflict is to listen for value to motivate interest and to uncover those values. Ground rules would be established for the workers to agree upon before starting to work through the conflict. To ensure a strong foundation of open communication, it is important to have clear rules regarding confidentiality, respect, and potential ramifications of reaching an agreement and a safeguard to avoid the discussion from straying from the guidelines (Stillman, 2013). I would work out a settlement that agrees with the underlying source of conflict and engages in providing a solution. I would have Lois, Kathy, and Janelle to list their responsibilities and implement a plan based on these responsibilities, and provide a checklist to ensure the responsibilities are carried out. Conflict handled constructively promotes problem- solving and growth.

6 References Folger, Joseph, Poole, Marshall S. & Stutman, Randall K. (2013). Working through conflict: Strategies for relationships, groups, and organization. (7 th ed.). Upper Saddle River, NJ: Pearson. Stillman, Jessica. (2013). 3 secrets of constructive conflict resolution. Retrieved from http://www.inc.com/jessica-stillman/3-secrets-of-constructive-conflict-resolution-from- mediators.html

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