CH-14 Resolving Conflicts – Supervision: Concepts and Practices of Management : Book Guide

Chapter 14 Resolving Conflicts Learning Objectives 1. Recognize that handling disagreements and conflicts in the workplace is a component of supervision. As supervisors manage their departments, it is natural that their perspectives and decisions at times conflict with those of employees or the union. Resolving employee conflicts and handling employees’ complaints and grievances is part of each supervisor’s job. The supervisor’s effectiveness in doing so is another indicator of a supervisor’s overall managerial capabilities. 2. Describe strategies for addressing bullying in the workplace. Incivility in the workplace has gotten worse in the past ten years and is more prevalent than the illegal forms of harassment. Bullying is a recurring behavior that can include yelling, intimidation, humiliation, or sabotage. Although workers who are bullied on the basis of their race, religion, sex, or other protected status can fight back through civil rights laws, at present there is no law to protect all employees from hostile treatment in the workplace. Workplace incivility is a more general term to describe discourteous, rude, or demeaning behavior, which can sometimes escalate to workplace violence—violent acts, assaults, and physical threats directed toward employees. Supervisors should address problem behaviors immediately before they escalate and work closely with the HR department to connect individuals who are behaving in dangerous ways to seek help to deal with personal issues that are contributing to such behavior. 3. Identify and contrast five styles that are inherent in conflict-resolution approaches. An understanding of the five conflict-resolution or negotiation styles can help supervisors address conflicts. The five styles are (1) withdraw/avoid, (2) compromise, (3) accommodate/oblige, (4) compete/force/dominate, and (5) collaborate/integrate/problem-solve. Different issues and individuals in the workplace may require supervisors to use all these styles. The collaborative style is preferred in that it develops a “win–win” mentality, that is, the needs and wants of all parties are fulfilled. This style also is referred to as interest-based negotiations, the process that helps to develop a climate of mutual trust and respect that is essential to attaining long-term departmental objectives. 4. Distinguish between supervisory handling of employee complaints in any work setting and grievances in a unionized situation. A grievance has been defined as a formal complaint concerning the interpretation or application of a union-management labor agreement. Complaints involve any dissatisfaction on the part of one or a group of employees that is communicated to management. Technically, then, there are distinctions between complaints and grievances, although these terms are used as close approximations of each other in the text. 5. Explain the major distinctions between grievance procedures, complaint procedures, and alternative dispute resolution (ADR) procedures. Conflict-resolution procedures have a number of steps that begin at the supervisory level. A grievance procedure in a unionized setting and a complaint procedure in a nonunionized setting differ in two major ways. In the nonunionized setting, the employee normally must make a complaint without assistance; an employee who files a union grievance has the assistance of a steward or some other union representative. Second, the final decision is usually made by the chief executive or the HR director in a nonunionized firm, and some firms use other ways to resolve complaints. In a union grievance matter, an outside neutral arbitrator may make the decision at the final step. Alternative dispute resolution (ADR) procedures take various forms, including mediation, arbitration, and panel, or peer review. ADR is especially used to expedite and resolve discharge and discrimination cases to avoid high litigation costs. Online dispute resolution (ODR) has become a viable option for some dispute adjudication. Some organizations are mandating procedures for processing employee complaints, especially for non-union personnel and salaried staff. These types of procedures may include mandatory arbitration of disputes when preliminary steps do not resolve the issues. 6. Describe the supervisor’s role at the initial step in a resolving complaint or grievance. During the initial step in handling grievances, there should be open, frank communication between the supervisor and the complaining employee and the steward. When the grievance is not settled at this step, the steward probably will carry the grievance further, and it may eventually be submitted to an outside arbitrator. The same need for open and frank communication exists in hearing and resolving employee complaints at the supervisory level. 7. Analyze and understand supervisory guidelines for resolving complaints and grievances effectively. Whether or not employees are represented by labor unions, the supervisor should follow the same general guidelines to resolve complaints or grievances. Among the most important supervisory considerations are to make time available, listen patiently and with an open mind, distinguish facts from opinions, determine the real issue, check and consult, avoid setting precedents, exercise self-control, minimize delay in reaching a decision, explain the decision clearly and sensitively, keep records, and documents, and do not fear a challenge. PowerPoint Presentation Slides 14-2, Learning Objectives Lecture Outline NOTE: Instructors can begin the discussion of the concepts in this chapter with the opening You Make the Call and Team Skill Builder14-1. I. Disagreements and Conflicts Are a Part of the Workplace PowerPoint Presentation Slide 14-3, Disagreement and Conflicts Are Part of the Workplace Perhaps as children people fought with their siblings or with others over whose turn it was to play with a certain toy, or argued with their parents over bedtime hours. These disagreements over what should be done or what should occur are called substantive conflict. Personalized conflict, in which two people simply do not like each other, is laden with emotions. Personalized conflict that cannot be resolved leads to “dysfunctional conflict.” The end result is that communications between individuals break down. The workplace may become politicized as other team members either choose sides or withdraw. Thus, dysfunctional conflict prevents the team from accomplishing its goals because communication breaks down and individual pride becomes more important than team pride. A. Bullies at Work Many people have experienced the playground bully. In some instances, the playground bully has grown up and now works alongside them. The dilemma for many employees is learning to work with such a person. The findings of various studies, which report that “rude behavior is on the rise in the workplace and can undermine an organization’s effectiveness,” are summarized as follows: •Incivility has worsened in the past 10 years. •Thirty-five percent of U.S. workers have been bullied at work, and an additional 15 percent have witnessed bullying. •Bullying is four times more prevalent than illegal forms of harassment. •Women are targeted by bullies more frequently (in 58 percent of cases), especially by other women (in 80 percent of cases). •Rude people are three times more likely to be in higher positions than their targets. Almost everyone has been on the receiving end of a rude person’s temper or a bully’s wrath. Whether the crude or impolite behavior takes place behind closed doors or in the open, it directly affects the recipient and lowers group morale. Psychologist Dr. Michelle Callahan contrasts bullying with the boss having a bad day every once in a while. She describes bullying as a recurring behavior that can include yelling, intimidation, humiliation, or sabotage. At present, workers who are abused or bullied because of their race, religion, sex, or other protected status can confront bullying through existing civil rights laws, and 49 states in the United States have passed school anti-bullying legislation, but no laws exist to prevent or protect all employees from hostile treatment on the job. Twenty-six states have introduced the Healthy Workplace Bill (HWB) and New York advocates have succeeded in bringing it through the state senate. Although some employers fear such a law could lead to frivolous lawsuits, the bill and others like it proposed in 22 states would cover “repeated, offensive, and deliberate abuse done with malice.” See Figure 14.1 When it comes to Resolving Conflict, the Ball is in Your Court! Personal Skill Builder 14-1: You Make the Call! B. Addressing Workplace Incivility Workplace incivility occurs when one acts in a discourteous, rude, or demeaning manner. Bullying is one form of incivility. Verbally abusing, swearing, making fun of you, or giving you impossible jobs for which you either lack the SKAs or the time to get them done are all forms of psychological incivility. Physical incivility occurs when the employee is physically attacked, touched, or threatened. In recent years, workplace violence, defined as violent acts, including physical assaults and threats of assaults directed toward employees at work or on duty, has increased dramatically in both large-scale enterprises and small businesses. The National Census of Fatal Occupational Injuries (CFOI) reported 4,547 fatal workplace deaths in 2010. Supervisors are typically best positioned to identify the warning signals, which include an individual’s extreme interest in weapons or bringing weapons to the workplace. Often, incidents of workplace incivility escalate to violent actions. Disputes may be over trivial matters, or they may involve major disagreements with supervisors or employees. The supervisor should address problem behaviors immediately, before they escalate. Through private counselling sessions with such individuals, the supervisor may be able to uncover the reasons for problem behaviors and to help individuals stop those behaviors. The supervisor should also work with the HR department to determine whether individuals who are behaving in uncharacteristically hostile or inappropriate ways should be referred to the Employee Assistance Program to access additional help and support to deal with personal or mental health issues. C. Slackers Cause Stress The office slacker, or person who withholds effort and could be much more productive but makes a persistent, conscious decision not to be, aggravates and angers hardworking colleagues. High performers who see others loafing, freeloading, sandbagging, or even sabotaging others’ efforts simply because they do not want to put forth more effort can begin to scale back their work, too. If slacker behavior is not addressed by the supervisor and changed through performance management efforts, conflict between employees typically increases and the level of communication and information sharing decreases. Good conflict, often called constructive conflict or “functional conflict,” is healthy for the organization and helps improve performance. Conflict is inevitable, and to some it seems that workplace conflict has increased. In order to effectively deal with the impact of these and other interpersonal aspects of one’s workplace, one will need to develop conflict-resolution strategies. PowerPoint Presentation Slide 14-4, Disagreement and Conflicts Are Part of the Workplace D. Workplace Conflict Must Be Resolved In the workplace, many supervisors become irritated and confused when employee complaints or grievances challenge their authority. Some supervisors find it difficult to function because they feel that disagreements with employees reflect on supervisory performance or perhaps that there is something wrong with their supervisory abilities. Many workplace events can trigger complaints and conflicts. Communication breakdowns, competition over scarce resources, unclear job boundaries, inconsistent policy application, unrealized, and time pressures are workplace events that commonly lead to irritations, disagreements, and complaints. For these and other reasons, many supervisors view workplace conflict as dysfunctional because it distracts and detracts from the completion of objectives. However, employee conflicts, complaints, and grievances should be viewed as expected parts of workplace relationships. Of course, it is undesirable for supervisors to confront a constant flood of employee disagreements because this would probably indicate severe departmental problems. Authors Laura Martin, Meagan Brock, M. Ronald Buckley, and David Ketchen Jr. assert that slacker behavior can be demonstrated in four different ways and that supervisors must address these behaviors differently. •Sandbaggers look like they are working, but are simply holding up the appearance of doing so by attending meetings or carrying papers. •Parasites align themselves with a group and put in less effort than the rest of the members. •Weasels do the minimum amount of work required to complete a task and manipulate work systems to keep output expectations low. •Mercenaries, often engaged in highly structured jobs, waste time with jokes or tardiness and slow down the pace of the whole work process. Supervisors can set up self-managed teams and encourage them to compete with each other to achieve specific outcomes, and teams can direct slackers to stay on task. Supervisors should consider the situation and the individuals involved and use strategies that will help all workers achieve common goals, which will build cohesiveness and reduce the potential for conflict. PowerPoint Presentation Slide 14-5, Disagreement and Conflicts Are Part of the Workplace PowerPoint Presentation Slide 14-6, Figure 14.1 PowerPoint Presentation Slide 14-7, Disagreement and Conflicts Are Part of the Workplace II. Resolving Conflicts Successfully Requires Effective Communication A conflict arises between what the supervisor is willing to sell the product for and what the customer is willing to pay. If the customer is a long-time purchaser of large quantities of the product, the supervisor would be high on the cooperativeness scale. On the other hand, if the customer purchased very little and only purchased when other suppliers could not fill the orders, the supervisor might rate a moderate to low score on the scale. There are five conflict resolution styles include: •Withdraw/avoid: This approach may be appropriate when the issue is perceived to be minor and the costs of solving the problem are greater than the benefits. •Accommodate/oblige: This approach encourages cooperation. The rule that one good turn deserves another in return is known as the reciprocity reflex. •Compromise: This style implies that each side will win a little and lose a little. •Compete/force/dominate: This style is characterized as “I win, you lose.” •Collaborate/integrate/problem-solve: This approach is usually characterized as “I win, you win.” Collaborative problem solving, or interest-based negotiating, means that one first must seek to determine what the other person really wants and then find a way or show that person how to get the desired result. See Figure 14.2 Conflict-resolution or negotiation styles What Have You Learned? Question 1 Personal Skill Builder 14-3: Conflict! Conflict! Conflict! Or Teamwork? PowerPoint Presentation Slide 14-8, Resolving Conflicts Successfully Requires Effective Communication PowerPoint Presentation Slide 14-9, Figure 14.2 PowerPoint Presentation Slide 14-10, Resolving Conflicts Successfully Requires Effective Communication (Cont’d) A. Communication in Resolving Conflicts The objectives of the organization and the needs of the employee may then be met through collaborative problem solving. See Figure 14.3 for suggestions for resolving conflict. It should be apparent that the most effective communication and problem solving take place when people try to share perspectives. When employees are on the same team and want to do a good job—and when supervisors are clear in their objectives and work to improve human relations—there is a better chance of making the organizational climate conducive to the effective resolution of most complaints, grievances, and conflicts that will inevitably occur. PowerPoint Presentation Slide 14-11, Resolving Conflicts Successfully Requires Effective Communication (Cont’d) PowerPoint Presentation Slide 14-12, Figure 14.3 III. Complaints and Grievances in Supervision The terms complaint and grievance are not synonyms. A complaint is any individual or group problem or dissatisfaction that employees can channel upward to management. A complaint can normally be lodged in any work environment, and the term can be used to include legal issues, such as a complaint of racial or sexual discrimination. Typically, a grievance is defined more specifically as a formal complaint involving the interpretation or application of the labor agreement in a unionized setting. This usually means that it has been presented to a supervisor or another management representative by a steward or some other union official. Although the terms complaint and grievance are not synonymous, they are used somewhat interchangeably throughout the text. Whether employees are unionized, every supervisor should handle employee complaints and grievances systematically and professionally. Doing so requires skills and efforts that are major indicators of a supervisor’s overall managerial capabilities. PowerPoint Presentation Slide 14-13, Complaints and Grievances in Supervision Personal Skill Builder 14-2: Technology Tool—Online Dispute Resolution Services IV. Procedures for Resolving Grievances and Complaints Although the procedures for resolving grievances and complaints are similar, there are some important distinctions supervisors should understand. A. Grievance Procedures Virtually all labor agreements contain a grievance procedure, which is a negotiated series of steps for processing grievances, usually beginning at the departmental level. If a grievance is not settled at the first step, it may be appealed to higher levels of management or to the HR department. The last step typically involves having a neutral arbitrator render a final and binding decision in the matter. B. Complaint Procedures A complaint procedure, which may be called a “problem-solving procedure,” is a management-designed procedure for handling employee complaints that usually provides for a number of appeal steps before a final decision is reached. A procedure for handling complaints differ a from union grievance procedures in two primary respects. First, the employee normally must make the complaint without assistance in presenting or arguing the case. Second, the final decision is usually made by the chief executive or the HR director rather than an outside arbitrator. PowerPoint Presentation Slide 14-14, Procedures for Resolving Grievances and Complaints PowerPoint Presentation Slide 14-15, Procedures for Resolving Grievances and Complaints (cont’d) PowerPoint Presentation Slide 14-16, Figure 14.4 C. Alternative Dispute Resolution Procedures Some organizations use outside arbitrators as the final step to resolve complaints. When outside arbitrators are used, all parties agree to abide by the arbitrator’s decisions. The arbitrator is a neutral third party, and policies for the arbitrator’s selection, fee, and hearing procedure are specified and agreed on before the case is heard. A number of firms have combined mediation and arbitration, called “med-arb.” Under med-arb procedures, the parties’ first attempt to resolve a dispute is through some form of mediation. If mediation fails to achieve a satisfactory solution, then there is recourse to an outside arbitrator. Collectively, these approaches have been labelled alternative dispute resolution (ADR), which generally means processing and deciding employee complaints internally as an alternative to lawsuits, usually in discharge or employment discrimination cases. ADR approaches are becoming more common, driven primarily by the desire of employers to expedite dispute resolution and avoid the high costs of litigation. Many organizations and individuals are experimenting with online dispute resolution (ODR) techniques. In a major organizational policy statement, the Society for Human Resource Management (SHRM), a national organization of HR professionals, has strongly endorsed ADR procedures that “provide employees a process that is accessible, prompt, and impartial, and that results in reduced dispute resolution costs and more timely resolution of complaints as an alternative to costly litigation.” In the same policy statement, SHRM has recognized that for ADR to be effective, certain standards of fairness and due process must be met. Included among these standards are: •The opportunity for a hearing before one or more neutral, impartial decision makers •The opportunity to participate in the selection of decision makers •Participation by the employee in assuming some portion of the costs of the dispute resolution •The opportunity to recover the same remedies available to the employee through litigation and confidentiality of proceedings. A review of management literature, particularly arbitration decisions, indicates that many disputes could be prevented if supervisors practiced good communication skills and displayed genuine concern for employee problems. What Have You Learned? Questions 2, 3, and 4 PowerPoint Presentation Slide 14-17, Procedures for Resolving Grievances and Complaints (cont’d) PowerPoint Presentation Slide 14-18, Procedures for Resolving Grievances and Complaints (cont’d) D. Mandatory Arbitration May Increase Some large companies, in an effort to avoid costly litigation, now require private arbitration as part of their mandatory complaint-resolution procedures. The primary objectives of such a procedure are to handle complaints—including discrimination charges—internally and to avoid costly litigation. It is expected that more organizations will adopt such procedures. However, a number a legal issues remain to be clarified by statues or the courts—principally standards for fairness and other elements of basic due-process protection when private arbitration is mandatory. PowerPoint Presentation Slides 14-19, Figure 14.5 V. The Supervisor and the Significant First Step in Resolving Complaints and Grievances The supervisor’s role in handling employee complaints and grievances is often the most crucial part of the outcome. Supervisors also become involved in ADR procedures and in the resolution of other types of conflict at the departmental level. The principles of complaint and grievance handling apply to most workplace conflicts. As the first step in a unionized firm, the departmental steward usually will present a grievance to the supervisor, and the aggrieved employee or employees may be present. The supervisor should listen to these parties very carefully. He or she may speak with the employee directly in front of the steward. It is unusual for an aggrieved employee to present a grievance to a supervisor in the absence of the steward. However, if this should happen, it is appropriate for the supervisor to listen to the employee’s problem and to determine whether the problem involves the labor agreement or the steward, or whether the union should be involved at all. Under no circumstances should supervisors give the impression that they are trying to undermine the steward’s authority or relationship with the employee. When a grievance is not settled at the first step and when the steward believes the grievance is justified, the grievance proceeds to the next step. When a firm is not unionized, some employees may be afraid to bring their complaints to their supervisors, even when the complaints are legitimate. The importance of the supervisor’s handling of employee complaints at the first step cannot be overemphasized. Open and frank communication between all parties is usually the key element in amicable resolution of a problem. When such communication does not occur, disagreement, resentment, and possibly an appeal to higher levels of management are likely. At this point, it may be appropriate to review the schools’ grievance/complaint procedures for faculty, staff, and students. Review the grade appeal procedure in the student handbook. Are students whether they are aware that they have certain rights, including the right to a complaint/grievance procedure? There might be people, instructors as well as students, who may not be aware of this. Under the students’ handbook, what rights do students have to institute a complaint? What is the procedure for resolving complaints? Have any student ever used the procedure? What was the end result? PowerPoint Presentation Slide 14-20, The Supervisor and the Significant First Step in Resolving Complaints and Grievances VI. Supervisory Guidelines for Resolving Complaints and Grievances The supervisor should handle grievances and complaints with the same general considerations and skills. Regardless of the nature of an employee complaint or grievance, a supervisor should fully investigate the problem and determine whether the problem can be solved quickly. It is always better to settle minor issues before they grow into major ones. While some cases will have to be referred to higher-level managers or to the HR staff, the supervisor should endeavour to settle or resolve the issues at the first step. See Supervisory Tips Box Strategies for Addressing Workplace Incivility What Have You Learned? Question 5 A. Make Time Available The supervisor should find time to hear a complaint or grievance as soon as possible. This does not mean the supervisor must drop everything to meet with the employee or steward immediately. Rather, it means making every effort to set a time for an initial hearing. When the supervisor makes it difficult for an employee to have a hearing as expeditiously as possible, the employee could become frustrated and resentful. B. Listen Patiently and with an Open Mind Supervisors become preoccupied with defending themselves and trying to justify their positions. As a result, they fail to give stewards or employees ample time to present their cases. Supervisors should bear in mind that all the principles of communication and interviewing apply to complaints and grievances. When employees believe the supervisor is willing to listen to them and wants to provide fair treatment, problems may seem less serious. Also, the more a person talks, the more likely that person is to make contradictory remarks that weaken the argument. Sometimes, employees simply want to vent frustrations. After allowing them to do so, attention can be focused on the real problem. C. Distinguish Facts from Opinions The supervisor should ask factual, pointed questions regarding who or what is involved; when, where, and why the alleged problem took place; and whether there is any connection between this situation and some other problem.. It is impossible to gather all relevant information at once, which makes it difficult to settle a complaint or grievance immediately. Under such conditions, supervisors should tell the employees or the stewards that they will gather the necessary information within a reasonable time and by a definite date. D. Determine the Real Issue In both union and nonunion work settings, employee complaints are sometimes symptoms of deeper problems. Unless the real issue is clearly defined and settled, complaints of a similar nature are likely to be raised again. E. Check and Consult Checking and consulting are among the most important aspects of a supervisor’s role in handling employee complaints and grievances. In a unionized setting, the supervisor may be unsure whether a grievance is valid under a labor agreement, or the provisions of a labor agreement that relate to the alleged violation might be unclear. In all cases, the supervisor should make decisions only after carefully reviewing the company’s policies and procedures and labor agreement Complaints that involve allegations of discrimination and other aspects of equal employment opportunity (EEO) have legal implications. Whenever a grievance or complaint requires contractual, policy, or legal interpretation, the supervisor should check with the human resources staff or higher management before making a decision. Seeking assistance from HR staff or higher-level managers is not passing the buck or revealing ignorance, nor should it be considered showing weakness. F. Avoid Setting Precedents If an issue has not been encountered before, the supervisor should seek guidance from other supervisors or staff personnel who may have experienced similar, though not necessarily identical, problems. When circumstances require a departure from previous decisions, the supervisor should explain to the employee or steward why, as well as whether any exception will create a new precedent. Unless there is a valid reason, or unless there has been prior approval from higher-level management or the HR department, the supervisor should avoid making exceptions to policies. Exceptions set precedents, and precedents often haunt supervisors and the organization. G. Exercise Self-Control Emotions, arguments, and personality clashes sometimes distort communication between the supervisor and complaining employees. The worst thing the supervisor can do in these situations is to engage in a shouting match or to “talk down” to the employees. Emotional outbursts usually impede constructive thinking. Sometimes, an employee or a steward may deliberately provoke an argument to put the supervisor on the defensive. Even this tactic should arouse no hostility on the supervisor’s part. When supervisors do not know how to handle these types of situations, they should consult higher-level managers or the HR department for assistance. H. Minimize Delays in Reaching a Decision Many labor agreements require grievances to be answered within set periods. The same principle should hold true in nonunion work situations. When an employee raises a complaint, that employee should be entitled to know, within a reasonable time, exactly when management will make a decision concerning that complaint. When the complaint can be handled immediately, and when the supervisor is authorized to do so, this should be done immediately. I. Explain Decisions Clearly and Sensitively The supervisor should make every effort to give a straightforward, clear answer to the complaint or grievance. Even when a complaint is not justified, the supervisor should in no way convey to the employee that the problem is trivial or unnecessary. The employee likely has good reasons for raising the complaint. Therefore, the supervisor should be sensitive to the employee’s perspective. When a labor agreement requires a written reply to a grievance, the supervisor should restrict the reply to the grievance and ensure that the response relates to the case. J. Keep Records and Documents When there is a union grievance, it may go all the way to arbitration. In a nonunionized firm, the firm’s complaint procedures may provide several steps for appeal, which is why it is important for a supervisor to document all evidence, discussions, and meetings. In the appeal process, written evidence is generally superior to oral testimony and hearsay. Keeping good records is especially important when a complaint or a grievance is not settled at the supervisory level. The burden of proof is usually on management. K. Do Not Fear a Challenge A supervisor should make every effort to resolve a complaint or grievance at the first step without sacrificing a fair decision. Unfortunately, supervisors are at times tempted to grant questionable complaints or grievances because they fear challenges or want to avoid hassles. In efforts to settle a complaint or grievance, there will always be gray areas in which a supervisor must use judgment. The supervisor should be willing to admit and rectify mistakes. However, when supervisors believe decisions are fair and objective, they should have the courage to hold firm even when employees threaten to appeal. Some decisions will be modified or reversed during appeal for reasons that may go beyond the supervisor’s responsibility. What Have You Learned? Question 6 Personal Skill Builder 14-1: You Make the Call (If instructors do not begin the chapter discussion with the You Make the Call, instructors can effectively use it here to reinforce the presented in this chapter.) Team Skill Builder 14-2: The Stinky Employee Team Skill Builder 14-3: Nedra “The Negativist” PowerPoint Presentation Slide 14-21, Supervisory Guidelines for Resolving Complaints and Grievances PowerPoint Presentation Slide 14-22, Key Terms Answers to What have you Learned? 1. Why is it important for a supervisor to understand the difference between substantive and personalized conflicts? Before reading this chapter, what did workplace conflict mean to you? Do you view it differently now? Why or why not? It is strategic that supervisors understand the difference between substantive and personalized conflict. Substantive conflict deals with issues that should or could be resolved in the workplace. This type of conflict requires technical skills and may or may not stem from personalized animosity, while personalized conflict is based on the dislike of employees for each other, therefore making it all the more difficult for employees to work with each other. When one is dealing with conflict based on personality, it is much more challenging to resolve. In a personalized conflict situation, understanding personality styles and how best to communicate with each style is imperative. Personality styles in the workplace are different and it is the differences that combined, work to make a team strong and effective. Students’ answers will vary; however, it is important for them to understand and appreciate the differences between the types of conflicts and personality styles. 2. Have you ever had to deal with a bully, either in school or in the workplace? What strategies should a supervisor use to address bullying? What are the dangers of not addressing workplace incivility immediately? Students’ answers will vary. This is a subjective question and may elicit a debate within one or more groups of students. Bullies are encountered in every organizational setup be it schools, colleges, universities, or corporate establishments. One way of dealing with bullies is to bring in better and more stringent legislative measures and to enforce progressive disciplining methods to make it clear what type of behavior will be tolerated and what will not. 3. Why should employee conflicts, complaints, and grievances be considered natural components of supervision? Define and discuss the five conflict-resolution styles. It is indeed a rare work environment that does not have conflicts among employees and between employees and supervisors, etc. Pressures of the job, communication breakdowns, inconsistencies in work assignments, and numerous other sources of irritations or frustrations inevitably lead people to areas of disputes and formal complaints. Conflict and complaints can be very distracting; at the same time, these should be recognized as being thoroughly human in dimension and something which supervisors and managers should strive to keep to a minimum and deal with professionally. Further, as supervisors carry out their responsibilities, at times their perspectives and decisions will conflict with the desires or preferences of their employees. It is a natural thing for employees to protest or complain, and a supervisor should be prepared to handle such complaints as an important element of the supervisory role. Figure 14.2 identifies the five styles of conflict resolution, which are as follows—compete, collaborate, withdraw, accommodate, and compromise. These methods are also referred to as “negotiation styles,” in a graphical depiction that utilizes the degree of assertiveness and the degree of cooperatives as the two axes. The text discusses these five styles, and various examples are provided. It should be obvious that a key to conflict resolution is most likely in seeking an outcome where there is some type of compromise or “win-win” agreement. It is not always possible, however, to have a “win-win” solution, since in some conflict situations there clearly will be someone who comes out as a “winner” and someone who may be a distraught “loser.” 4. Distinguish between a union grievance procedure and a complaint or problem-solving procedure. A grievance is a formal complaint made by a union representative (usually the shop steward) that arises as a result of a misunderstanding, a difference in interpretation of a contract clause, or an alleged violation of the labor agreement. A complaint is usually defined as any individual or group problem usually in relation to employee policies and procedures that employees can channel upward to management personnel. Although there are similarities between a grievance procedure in a unionized firm and a complaint procedure in a nonunionized firm, normally there are two major differences. First, in a nonunionized firm, an employee usually presents the complaint without having assistance in preparing or arguing the complaint. The steps in a union grievance procedure are more formally outlined with the help of a shop steward or other union representative. Second, the final decision in a nonunion complaint procedure usually is made by the chief executive or the human resources director rather than by an outside neutral arbitrator. 5. What is meant by alternative dispute resolution (ADR)? In recent years, some firms have been providing assistance through an ombudsman or other ways for employees to channel their problems and complaints. Some firms use an employee “jury” or panel to decide employee complaints, serving a similar function as an arbitrator. The instructor may wish to have students research and report on such systems, which vary widely in format and structure. Collectively, these types of approaches have been referred to as alternative dispute resolution (ADR). There have been proposals for a uniform ADR statute that would give at-will employees access to a neutral arbitrator to decide certain types of employment disputes. Some organizations are experimenting with ODR—Online Dispute Resolution—and finding it a quick and cost-effective technique. The sources identified in endnotes number 9–13 provide additional information about ADR and its use. Regardless of the ADR approach that is contemplated or utilized, any ADR system must be perceived as being fair. 6. Why should most complaints and grievances be settled by the supervisor at the departmental level? Which complaints and grievances should be referred to higher-level managers or human resources staff? Discuss. Students’ answers will vary. Most complaints and grievances can be adjusted at the first step. This is the place where most small problems can be confronted and resolved before they grow into major problems. The cases that should be referred to higher management or HR staff are those of an unusual nature, that involve legal issues or require interpretation of the meaning of the policy manual or contract, or that contain problems that have not shown up previously. These should be the exceptions, not the rule. A supervisor should not fear the presence of a labor union. Supervisors who perform the managerial functions properly, including observing limits placed by the labor agreement, usually will find that a labor union is not a major obstacle in achieving departmental objectives. In fact, a supervisor who works to develop constructive relationships with the shop steward may find that the union can help obtain the type of relationships and performance that the supervisor is trying to develop, even though the steward files quite a few grievances as part of that relationship! 7. Why is the satisfactory handling of complaints or grievances a major component of effective supervisory management? Students’ answers will vary. A useful exercise is to have students discuss each of these guidelines or principles in the context of both unionized and nonunionized firms. Have them define and analyze where there are similarities and differences for which adjustments have to be made by the supervisor. Ask students to review the Supervisory Tips box in this chapter. The following question serves as a foundation for discussion: “Why are the guidelines presented applicable for any type of organization?” Handling complaints and grievances is another supervisory responsibility that must be studied and approached systematically. Regardless of whether or not they are represented by a labor union, employees need and expect fair treatment. The right to complain or submit a grievance about a supervisory decision is one that employees expect to have open to them, and most supervisors do understand and respond to this reality. Answers to Personal Skill Builders Personal Skill Builder 14-1: You Make the Call! Google could be an endless source of information on similar cases that have occurred elsewhere. Students could also cite other sources to substantiate their answers. This question could appeal to each individual student, which would enable a role play activity to be done in class. Each student will have a specific take on the issue and this may answer why the employee conducted himself the way he did. Personal Skill Builder 14-2: Technology Tool—Online Dispute Resolution Services The chapter provides an excellent understanding of Online Dispute Resolution Services. There is a long list of websites providing ODSR which could be accessed by students. Each website would invariably list a number of issues that employees come up with each day. For a better understanding of the subject, students can read the section titled “Alternative Dispute Resolution Procedures” on page 542. This exercise can be a good premise for a role play activity. Suggested Role-Play Exercise for this Skills Application Have two students role play an interview between a student and a professor. The student is unhappy with the low grade he or she has received on a term paper and is registering a complaint with the professor who graded the paper. This role-play could be structured in any number of formats as determined by the instructor, perhaps including whether an appeal procedure is available to the student if the professor rejects the student’s complaint. Students who observe the role play should be asked to evaluate (a) the effectiveness of presenting the complaint, and (b) the professor’s skill in handling the complaint in reference to the guidelines presented in Chapter 14’s Supervisory Tips box. Personal Skill Builder 14-3: Conflicts! Conflicts! Conflicts! Or Teamwork? This skill builder is a good individual and team exercise. The goal is for students to take advantage of some self-discovery as it relates to their own conflict coping mechanisms. As they select Peanuts cartoons, they will hopefully identify the common themes that cause them stress in conflict situations and life. From there, they can take the information learned from this chapter and reflectively apply it to those situations. After talking with a supervisor or manager, they will finish the exercise with a more realistic perception of the workplace and with some practical knowledge on how to better cope with conflict situations in the future. Answers to Team Skill Building Team Skill Builder 14-1: What to Do with Marty Johnson? Students could assume roles of each character mentioned in the “You Make the Call” section. Each student should be carefully selected bearing in mind the characters involved. The inquiry could then be reenacted in front of the class and the rest of the class could fill-in as the employees of the hospital. This would enable students to analyze all aspects of the issue plaguing CMC and the possible repercussions of the actions of an employee, on the collective morale of the organization. Team Skill Builder 14-2: The Stinky Employee Role-Play # 1: Instructors must carefully select the students for this role-play exercise. I like to take the least likely student to play the role of Molly—this would be the man or woman that is usually impeccably dressed and who takes great pride in their appearance. Without the knowledge of anyone else, instruct her to be defensive and then ask her to leave the classroom. Select someone to play the role of supervisor and another to be the HR manager. The remainder of the class is to play the role of observers BUT first they are to help the “supervisor” and HR manager develop a presentation plan. Then let the role-play begin. Possible actions might include: 1. Do nothing. While this is always a possibility, it is not a good idea in this situation, since the offensive nature of the employee remains a problem. Students are typically squeamish about discussing a personal problem so it may take a little prodding to make them understand that action must be taken. 2. Counseling. Ask the stinky employee if they are aware of the problem. Ask the employee why others might notice an offensive odor and if he or she is aware of it. Do they know that coworkers have complained and are offended by body their odor? Ask how the employee can be corrected. Have the employee suggest corrective actions and also be prepared to offer suggestions. Bathing regularly, using deodorant, washing clothes, and other simple solutions can be offered. If it is an offensive cologne or perfume that is being worn in excess, suggest wearing less or none at all because it is offensive to others. Emphasize willingness to help out and talk about it again if the problem persists or reoccurs. 3. Termination. An apparently easy solution that is not appropriate in this situation. Nothing has been said about poor work performance so there are no grounds for disciplinary action. In addition, the stinky employee may suffer from a medical condition or be taking medications that cause the odor problem. Therefore, there could be possible ADA implications from ill-advised disciplinary actions. Do not ask if they are on medications. An easy way to generate student involvement is to ask if anyone has ever worked around someone with a body odor problem. It seems like there are always a few people in class who have experienced this type of situation. Instructors will get a little laughter and them some comments that can start the discussion. Use these comments as a springboard for developing various approaches to the role-play. With any of the solutions provided, take the opportunity to discuss how the employee can correct the undesirable behavior and be successful. Emphasize the fact that this is an issue to be dealt with by the supervisor, not something to be pushed off on the human resource staff. The human resource staff should provide suggestions and legal counsel. Have the class debrief the success or failure of the encounter. Discuss how this counseling/discipline situation could have been handled more successfully. Then, bring in the second role-play volunteer and repeat the process. Policy statements may need to be written. These statements could include the following wording: •Each employee is expected to bath or shower on a regular basis and use appropriate deodorant to minimize natural body odor. •Excessive use of cologne or perfume is not acceptable. However, even with these statements reasonable accommodation may need to be made if odors are related to documented medical conditions. Role-Play # 2: Instructors may refer only to the second part of this skills application if time permits. Usually instructors may have time only to use one of the options. If instructors use this option, repeat the suggestions for # 1 above. 1This skills application was adapted with permission from Edwin C. Leonard, Jr. and Roy A. Cook, Human Resource Management: 21st Century Challenges (Mason: OH; Thomson Custom Publishing, 2005), pp. 23-24 Answers to Supervision in Action Video Clip 14-1: Mike Boyle’s Strength and Conditioning 1. What is the basis of the gym business as described by Mike Boyle? What is his business model? Students’ answers will vary. Mike Boyle quit his regular job to get into the health and conditioning business. He states that the basis of the business is to target people who under any circumstance, would not turn up. Therefore, he offers limited membership to people who are genuinely interested in health and fitness, who will also attend the gym regularly. 2. Why does Mike Boyle state that he does not hire people who he thinks are narcissists? Students’ answers will vary. Some students may say that narcissists tend to concentrate more on massaging their egos rather than conditioning their customers’ fitness. 3. In what way does Marcos Sanchez’s approach strengthen the workout regimen of the gym? Students’ answers will vary. Sanchez believes in “meeting the mood” of customers and tries to gauge the mood of the customer or patron before deciding on a workout regimen. This tends to suit customers who have had a bad or rough day. It also relaxes the customers who tend to revisit the gym. Thus, by gauging the mood of the customers, the gym is actually making more business by catering to the needs of their customers on a day-to-day basis. 4. How does Mike Boyle address differences of opinion with his younger counterparts, such as Marcos Sanchez? Is this an effective way of avoiding conflicts at the workplace? Students’ answers will vary. Mike prefers to hold an open discussion between him and his staff, especially younger members such as Sanchez. In these discussions, he asks them for their inputs and suggestions. If these suggestions are feasible, they are implemented. In this way, he directly involves his staff in key decision making. This is a very good way of avoiding conflicts and keep the workforce happy. 5. Why does Mike Boyle not interfere too much into the workings of his coaching staff? Students’ answers will vary. Mike believes in the notion that a good coach is like an artist and his or her movements i.e. methods of operation should not be hindered. Additionally, Mike also believes that his people have more potential to change a person’s life like doctors. This approach makes sure there is no bad blood between the employee and the employer. Video Clip 14-2: Conflict Resolution—Jeff Muir 1. What are the different ways in which people react to conflict? Students’ answers will vary. The opening minute of the video shows the various ways in which people react to conflicts. According to the narrator, the first reaction of a majority of people is to avoid it, some people walk away, others get upset, while some may wing themselves and attack, and some others fall sick or go on sick leave. 2. What is the most common hurdle to resolving conflicts, as stated by the narrator in the video? Students’ answers will vary. The narrator recognizes that denial is the main hurdle to resolving conflicts. This is because, most people tend not to react and are drawn into thinking that avoiding a conflict will make it go away. This is not correct, since such an attitude tends to prolong the conflict which will have major consequences in the future. 3. According to the narrator, under what circumstance does a conflict manifest itself? Students’ answers will vary. The narrator states clearly the definition of a conflict. He says that when two people have the same needs and that need is not being met or addressed. Therefore, when two parties are unable to meet common needs, they inadvertently end up in conflict. 4. Explain why moving directly from unmet need to the management of a conflict, avoiding step 1 and step 2 in conflict management, as discussed in the video, tends to be counterproductive. Students’ answers will vary. As discussed in the video, moving directly from unmet need to the management of a conflict tends to undermine the importance of expressing need (step 1) as well as finding out if the need can or cannot be met (step 2). Therefore, when the first two steps are not met, effective communication is hindered, leading to reactions from one or more parties which may include silent treatments, fear, back stabbing, avoidance, and so on. Therefore, skipping step 1 and 2 may prove counterproductive in one or more ways. 5. Describe the flow of events that lead to better conflict management. Have you followed any of the methods mentioned in the video? Students’ answers will vary. Once the unmet need has been expressed i.e. step 1, the process moves to step 2 which involves analyzing if the need can or cannot be met. This is a key step because, if a need can be met the conflict can be resolved. If the need cannot be met, the process goes on to negotiation, failing which it moves onto mediation. These steps ensures the opposing parties are on the same plane and there is no love lost between them that could snowball into all-out war in the future. Video 14-3: TED Conflict Negotiation 1. Explain the significance of the story of the camel, with respect to conflict resolution. Students’ answers will vary. The story of the camel shows how a rational approach by a third party can bring about a holistic approach while addressing a conflict involving multiple parties. The story teaches the viewers to look for the “eighteenth camel” while resolving conflicts. Doing that will not only help even things out, but will also help them to look at the larger picture that encompasses not only the views of the squabbling parties, but also takes into account everything associated with the dispute. 2. Why does William Ury argue that the simplest way to peace is “us”? Students’ answers will vary. Ury argues that every conflict happens between two entities. In which case, it is upon the surrounding community to make sure it takes a holistic approach to conflict resolution. The third side then works in tandem with the conflicting parties to work out a solution acceptable to both parties. Ury suggests that this concept can be applied to the worst conflict zones as a possible way to resolve conflicts. 3. What does Ury mean when he says “help the parties go to the balcony”? Students’ answers will vary. By saying “help the parties go to the balcony,” Ury implies the process of finding the third side of the conflict that could act as a douser to reduce tensions and bring about a peaceful solution to the conflict. Parties typically need to “go to the balcony” when there seems no end to the conflict and no third party in sight. 4. How do peace marches and runs contribute towards enhancing local economy? Students’ answers will vary. Whenever there is an event such as a walk or a marathon, local food, and merchandise vendors make money by selling their produce to the tourists and participants. This way, they tend to make money and solve a few conflicts they may be going through in the absence of the event. 5. Is Ury saying that the world’s conflicts can be resolved by “taking the warring parties to the balcony”? Comment. This is a question that requires students to take a holistic view of the global political scenario. While Ury does not explicitly make a statement to the effect, he does hint at a possible solution where the rest of the world acts as the “third party” and brings the parties to a common agreement. While students may choose to endorse this view, they are also free to debate this version. Solution Manual for Supervision: Concepts and Practices of Management Edwin C. Leonard , Kelly A. Trusty 9781285866376, 9781111969790