13. CONFLICT AND NEGOTIATION REVIEW QUESTIONS: suggested answers Discuss the differences between functional and dysfunctional conflict. Why should a manager understand conflict? Answer: Functional conflict is a healthy, constructive disagreement that can improve relationships and produce innovation. Dysfunctional conflict is unhealthy, diverts attention from goal achievement, and is characterized by threats and deception. The task of the manager is to diagnose conflict as functional or dysfunctional, and encourage functional conflict while preventing or resolving dysfunctional conflict. Identify the structural and personal factors that contribute to conflict. Answer: Structural factors include specialization, interdependence, common resources, goal differences, authority relationships, status inconsistencies, and jurisdictional ambiguities. Personal factors contributing to conflict are differences in skills and abilities, personalities, perceptions, or values and ethics; emotions; communication barriers; and cultural differences. Discuss the four major forms of conflict in organizations. Answer: Interorganizational conflict is the least damaging to the organization, and may even have a solidifying effect on organizational members. Intergroup conflict occurs between two or more groups in an organization, and affects group members much the same way interorganizational conflict affects organizational members. Intragroup conflict occurs within an organizational group, where there are differences in goals or approaches. Interpersonal conflict occurs between two or more individuals, and intrapersonal conflict occurs within a single individual. What defense mechanisms do people use in interpersonal conflict? Answer: Common aggressive defense mechanisms are fixation, displacement, and negativism. The three compromise mechanisms are compensation, identification, and rationalization. Withdrawal mechanisms include flight or withdrawal, conversion, and fantasy. What are the most effective techniques for managing conflict at work? What are some ineffective techniques? Answer: Superordinate goals encourage groups to work through conflicts and resolve issues. Expanding resources allows problem solvers to devote more energy to solving the problem. By changing the personnel or structure, the problem receives a fresh, open look. Nonaction is an ineffective technique that is rarely successful because most problems do not simply melt away. Secrecy eventually mushrooms, like Watergate, and the Exxon spill. Administrative orbiting buys time, but leads to frustration among those who are truly interested in resolution of the problem. Occasionally due process results in nonaction. The lengthy process established to "hear" a problem often defeats the individuals who are most concerned. Identify and discuss five styles of conflict management. Answer: Avoiding is low on assertiveness and cooperativeness. The accommodating style shows concern for others’ goals but not your own. Competing is assertive and uncooperative. Compromising requires that both sides give up something to resolve the issue. The collaborating style is assertive and cooperative and focuses on achieving a “win–win” solution to the conflict. Five Styles of Conflict Management: 1. Avoiding: • Description: This style involves sidestepping or withdrawing from the conflict, choosing not to address it directly. • When to Use: Useful when the conflict is trivial, the timing is wrong, or you need more time to think about the issue. • Advantages: Reduces immediate tension and gives time to gather information or let emotions cool down. • Disadvantages: Can lead to unresolved issues, allowing the conflict to fester and potentially worsen over time. 2. Accommodating: • Description: This style involves yielding to the other party's demands or desires, often at the expense of your own needs. • When to Use: Appropriate when the issue is more important to the other party, to preserve harmony, or when you realize you are wrong. • Advantages: Maintains relationships and harmony, often seen as a cooperative and unselfish approach. • Disadvantages: Can lead to resentment, a lack of respect, and unmet needs if used excessively. 3. Competing: • Description: This style involves pursuing one's own goals or interests at the expense of others, often through assertive or aggressive means. • When to Use: Effective in emergencies, when quick, decisive action is needed, or when defending against exploitation. • Advantages: Provides clear and immediate resolution, asserts authority and control. • Disadvantages: Can create hostility and resentment, damaging relationships and teamwork. 4. Compromising: • Description: This style involves finding a middle ground where each party gives up something to reach a mutually acceptable solution. • When to Use: Suitable when the goals are moderately important, and time constraints require a quick resolution. • Advantages: Ensures that each party is somewhat satisfied, fostering a sense of fairness and cooperation. • Disadvantages: May result in suboptimal solutions that do not fully satisfy either party's needs, and repeated compromises can lead to a loss of trust. 5. Collaborating: • Description: This style involves working together to find a solution that fully satisfies the concerns of both parties, often through open communication and creative problem-solving. • When to Use: Best for complex issues where a win-win solution is possible, and maintaining relationships is important. • Advantages: Leads to mutually beneficial outcomes, strengthens relationships, and encourages trust and respect. • Disadvantages: Can be time-consuming and requires a high level of commitment and cooperation from all parties involved. Summary: Understanding and effectively applying these five conflict management styles—avoiding, accommodating, competing, compromising, and collaborating—allows individuals and organizations to address conflicts in a manner that best fits the situation, leading to more constructive and positive outcomes. DISCUSSION AND COMMUNICATION QUESTIONS: suggested answers What causes you the most conflict at work or school? Answer: Answers are surprising similar, and are often time–management problems. Students should be encouraged to accept their responsibility in managing these conflicts. The causes of conflict at work or school can vary depending on individual experiences and contexts. Here are some common sources of conflict: 1. Miscommunication: • Description: Inaccurate or unclear communication can lead to misunderstandings and disagreements. • Examples: Ambiguous instructions from a supervisor, unclear project goals, or misunderstandings during team discussions. 2. Differing Expectations: • Description: Conflicts often arise when individuals have different expectations about roles, responsibilities, or outcomes. • Examples: Discrepancies between team members' expectations about workload distribution or differing opinions on project deadlines. 3. Resource Scarcity: • Description: Competition for limited resources, such as time, money, or materials, can lead to conflict. • Examples: Conflicts over the allocation of budget funds or scheduling conflicts due to limited availability of shared equipment. 4. Personality Clashes: • Description: Differences in personalities, values, or working styles can create tension and conflict. • Examples: Conflicts between a detail-oriented person and someone who prefers a big-picture approach, or tension between team members with contrasting communication styles. 5. Workload and Stress: • Description: High levels of stress and excessive workload can exacerbate conflicts. • Examples: Frustration and conflict arising from overworked team members, or stress-induced miscommunications leading to disagreements. Personal Reflection: Reflect on your own experiences at work or school to identify the primary source of conflict for you. Consider the situations that most frequently lead to disagreements or tension and analyze what factors contribute to these conflicts. Identifying these causes can help you develop strategies to manage and resolve conflicts more effectively. Identify the different intragroup, interrole, intrarole, and person-role conflicts that you experience. Answer: Some of the roles mentioned might be family, parent, friend, athlete, employee, and student. Person–role conflict is apparent with students who work and attend school full-time, and find themselves asking which role should take precedence. Types of Conflicts Experienced: 1. Intragroup Conflicts: • Description: Conflicts that occur within a group or team. • Examples: • Disagreement on Goals: Team members have differing opinions on project objectives or priorities. • Work Style Clashes: Conflicts arising from differences in how team members approach tasks or manage their time. 2. Interrole Conflicts: • Description: Conflicts that arise from incompatible demands between different roles an individual occupies. • Examples: • Work-Life Balance: Struggling to balance responsibilities between work/school and personal life, leading to stress and conflicts in both areas. • Multiple Commitments: Conflicts between roles such as being a student, employee, and family member, each with competing demands. 3. Intrarole Conflicts: • Description: Conflicts within a single role due to conflicting expectations. • Examples: • Contradictory Instructions: Receiving conflicting instructions from different supervisors or professors, leading to confusion and stress. • Role Ambiguity: Unclear expectations about your role and responsibilities, causing uncertainty and potential conflict with colleagues or team members. 4. Person-Role Conflicts: • Description: Conflicts between an individual’s personal values, beliefs, or needs and the demands of their role. • Examples: • Ethical Dilemmas: Experiencing conflict when asked to perform tasks that go against personal ethics or values. • Job Dissatisfaction: Feeling unfulfilled or misaligned with the expectations of your role, leading to internal conflict and reduced motivation. Personal Reflection: Reflecting on these types of conflicts can help identify specific instances in your work or school life where these conflicts have occurred. For instance: • Intragroup Conflict: You may have experienced disagreements with classmates on how to approach a group project, leading to tension and delays. • Interrole Conflict: Balancing the demands of being a student and a part-time employee, leading to stress and time management issues. • Intrarole Conflict: Receiving conflicting deadlines from different professors or supervisors, causing confusion and frustration. • Person-Role Conflict: Feeling uncomfortable with a task assigned at work that conflicts with your personal values or ethical standards. Understanding these conflicts can help in developing strategies to manage and resolve them more effectively. Which defense mechanism do you see people exhibiting most frequently? Why do you think this is the case? How can you manage this type of reaction to a conflict? Answer: Rationalization is likely to be the most common response, although students may identify other mechanisms as well. Managers can be prepared for employees’ responses and work toward helping them uncover their feelings about a conflict. Common Defense Mechanism: Rationalization Why It’s Common: • Self-Justification: Rationalization helps individuals justify their actions or decisions, protecting their self-esteem and avoiding guilt. • Cognitive Dissonance: People use rationalization to resolve the discomfort that arises when their actions conflict with their beliefs or values. • Social Acceptability: It’s a socially acceptable way to explain away behaviors or decisions, making it easier for individuals to maintain their social image. Managing Rationalization in Conflict: 1. Foster Open Communication: • Strategy: Encourage honest and open dialogue to address the root causes of the conflict. • Action: Create a safe environment where individuals feel comfortable expressing their true feelings and concerns without fear of judgment or retaliation. 2. Encourage Self-Reflection: • Strategy: Help individuals reflect on their actions and the reasons behind them. • Action: Ask probing questions that encourage self-examination and awareness of the real motives behind their rationalizations. 3. Provide Constructive Feedback: • Strategy: Offer feedback that focuses on specific behaviors and their impacts, rather than personal attributes. • Action: Use "I" statements to express how the behavior affects you or the team, and suggest alternative approaches that align with shared goals. 4. Promote Empathy and Understanding: • Strategy: Help individuals see the situation from others’ perspectives. • Action: Encourage empathy by discussing how different actions or decisions might affect others involved in the conflict. 5. Set Clear Expectations and Standards: • Strategy: Ensure that everyone understands the expected behaviors and the reasons behind them. • Action: Establish clear guidelines and standards for acceptable behavior and decision-making processes, making it harder for individuals to rationalize inappropriate actions. Summary: By addressing the underlying reasons for rationalization and creating an environment that promotes honest communication and self-awareness, you can manage this defense mechanism more effectively and resolve conflicts in a constructive manner. Are you comfortable with your preferred conflict management style? Would you consider modifying it? Answer: Individuals whose preferred conflict management style is avoidance or accommodation have the most to gain by testing other approaches. Yes, I am generally comfortable with my preferred conflict management style, which tends to be collaborative. This approach allows for open communication and finding mutually beneficial solutions. However, I recognize that some situations might require a different style, such as compromising or avoiding, depending on the context and urgency. I am open to modifying my style to better suit different scenarios and improve overall conflict resolution. Think of a person with whom you have had a recent conflict. Write a letter to this person, attempting to resolve the conflict. Use the concepts from the chapter to accomplish your objective. Be sure to address whether the conflict is functional or dysfunctional, what styles each party has used, effective strategies for resolving the conflict, and ineffective strategies that should be avoided. Answer: Students should be encouraged to use specific examples from the conflict to support their description of it and their recommendations for dealing with it more effectively. Dear [Name], I hope this letter finds you well. I am writing to address the recent conflict we experienced and to find a constructive way to resolve it. I believe this conflict is important to address because it has impacted our relationship and our ability to work together effectively. Functional vs. Dysfunctional Conflict: First, I want to acknowledge that conflict can be either functional or dysfunctional. Functional conflict can lead to growth, new ideas, and better solutions, while dysfunctional conflict can hinder our productivity and relationship. I believe our recent conflict has elements of both, but if addressed properly, it can become a functional conflict that strengthens our understanding and collaboration. Conflict Management Styles: From my perspective, I noticed that I tend to use a collaborative style, seeking a win-win solution that benefits both of us. On the other hand, I observed that your approach seemed more competitive, focusing on asserting your perspective. While both styles have their merits, they also have their drawbacks. My collaborative approach may sometimes come across as indecisive or too compromising, while a competitive approach might seem confrontational or dismissive of others' input. Effective Strategies for Resolving Conflict: To move forward, I suggest we both try to adopt a more collaborative approach. Here are some strategies we can use: • Open Communication: Let’s set aside time to discuss our concerns openly and honestly, ensuring that we both listen to each other without interrupting. • Empathy and Understanding: We should try to understand each other’s perspectives and the reasons behind our actions. This can help us find common ground and develop mutual respect. • Focus on Interests, Not Positions: Instead of sticking rigidly to our initial positions, let’s explore the underlying interests and needs that drive those positions. This can help us identify solutions that address both our concerns. • Problem-Solving Together: We can brainstorm potential solutions together and evaluate them based on how well they meet both our needs. Ineffective Strategies to Avoid: There are also some strategies we should avoid to prevent the conflict from becoming dysfunctional: • Avoiding the Issue: Ignoring the conflict or avoiding discussions will only let the issue fester and potentially worsen. • Blaming and Accusations: Pointing fingers or blaming each other will create defensiveness and hinder productive dialogue. • Competing for Victory: Trying to win the conflict at the expense of the other’s perspective will damage our relationship and lead to further discord. I genuinely value our relationship and believe that by addressing this conflict thoughtfully, we can improve our understanding and cooperation. I am committed to working with you to find a resolution that benefits us both. Looking forward to our discussion. Best regards, [Your Name] ETHICal dilemma Maria’s options are to keep Jim and Vincent in the brainstorming session despite their conflict or to intervene in the situation by removing them from the session. Using consequential, rule-based, and character theories, evaluate Maria’s options? Answer: Consequential – If Maria keeps Jim and Vincent in the brainstorming session, their conflict is likely to overtake the session and limit the effectiveness of the brainstorming effort, but if they can resolve the conflict they may she will be able to solve the company’s bottlenecking crisis. If Maria intervenes by removing Jim and Vincent from the session, she may not solve the bottlenecking crisis. Rule-based – Maria has a mandate from her boss to solve the company’s crisis. Character – Maria has been trained to intervene and probably has a tendency to take that course of action in situations such as this; however, she also has a need to improve her department’s performance. What should Maria do? Why? Answer: In this situation, the rule-based theory should take precedence. Maria has a mandate to solve the company’s crisis and that is the most important consideration. She should do whatever is necessary to resolve the conflict between Jim and Vincent, which may help her solve the bottlenecking crisis. Maria should intervene by addressing the conflict between Jim and Vincent directly. She should facilitate a brief discussion to resolve their issues and emphasize the importance of collaboration for the brainstorming session. If the conflict remains unresolved, she might consider removing them temporarily to maintain a productive environment. This approach balances conflict resolution with the need to keep the session effective and focused. EXPERIENTIAL EXERCISES 13.1 Conflicts over Unethical Behavior Instructor's Notes: This exercise provides a list of behaviors that employees might engage in when working for a company. Students are requested to answer each of the 18 questions in terms of the best indicator of the frequency with which they would engage in the behavior. After this is completed, they are to re-examine the questions in light of their beliefs about whether their coworkers would engage in the behavior, and put an X next to that category. The third time they review the questions, they should indicate with a check mark if management should monitor this category of behavior. It is useful to ask students for the extremes in their check marks between their own and what they believe their coworkers would do. Another way to gather issues is to ask for the categories that were checked either number 1 or number 5. Remind students to be as honest as possible, rather than answering the way they believe they should answer. 13.2 Where There’s a Will: An Exercise in Distributive and Integrative Negotiation In this exercise, conducted in pairs, you’ll be given a role (either Charles or James) and some background information by your instructor, and you will engage in negotiation with your partner. The scenario is as follows: Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, they hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days previous when they got the call that their father, Carlton, had died suddenly. There are several items in Carlton’s estate, and the brothers must come to agreement on how the estate will be divided.
PURPOSE: 1. To present opportunities for use of different conflict styles and explore their impacts 2. To demonstrate both distributive and integrative bargaining GROUP SIZE: Pairs of students in almost any size class. Allow longer for debriefing in a larger class. APPROPRIATE AUDIENCE: Works well with undergraduate students as well as with graduate students (e.g., evening or fulltime TIME REQUIRED: 30-45 minutes PREPARATION BY INSTRUCTOR: Make 1 copy of each role and the “who receives this item” form for each pair of students. (See Appendix 1 and Appendix 2.) UNIT TIME TOTAL TIME EXERCISE SCHEDULE: 1. Form pairs 5 min 5 min Form pairs and hand one person the “role for Charles” and the other person the “role for James” (see Appendix 1) and ask them to individually read and consider their roles. 2. Begin discussion in pairs 10–15 min 15-20 min The instructor gives each pair the “who receives this item” form (see Appendix 2) and instructs them to “come to a decision as a pair and record your responses.” 3. Post list on the board and discuss 15-25 min 30-45 min For each item to be decided (i.e. desk, phonograph, etc.), the instructor asks and records “How many Charles got the item, how many James and how many were split?” You may want to ask how the items were split. Follow the suggestions in the instructor‘s notes for the discussion and debrief. At the end, the instructor may wish to summarize the points in the “wrap up.” Notes on running the exercise This is quite a simple exercise to run in class. Pass out the roles and let the students come to an agreement. While the students are negotiating, write a list of the nine items on the board (or on a flipchart). When all the pairs are done, begin the discussion by asking “who gets the desk?” and continue with the items from the list. As you collect the choices you can discuss each item as it pertains to various aspects of conflict management. The Summary Worksheet for Instructor (Appendix 3) provides a concise summary that the instructor can refer to during the debrief. Specific notes are in the following section including the experience of having run the exercise in six classes: Experience with the exercise: (includes responses of 47 pairs in six different classes) 1) oak desk—both Charles and James want the desk, it has value and cannot be divided. You might ask how the decision was made about who gets the desk and interpret the answers in terms of the conflict management styles. Frequently, one party may try to use a “forcing” style and drive his brother to also use “forcing.” The desk provides a good example of a “distributive negotiation” with only one person getting it. Charles got the desk in 34 percent of the pairs, James in 53 percent. However, several items may be grouped together (e.g. desk to James and phonograph to Charles) or a side payment made to arrive at an agreement (“compromising” style) which happened 9 percent of the time. You might ask about the sources of conflict here—mostly “shared, scarce resources.” 2) old phonograph—Charles wants the records and phonograph, James does not. Charles got the phonograph in 94 percent of the pairs. James is often willing to use an “accommodating style” or may use a “compromising” style with Charles getting the phonograph as part of a grouping. 3) silver tea service—neither Charles nor James wants to own the item, but because both know its value, often it was sold and the money split as happened 55 percent of the time. Charles got the tea service in 19 percent of the pairs and James in 26 percent. Generally this is a “compromising” style. 4) old vase—Charles thinks it is ugly and has no interest in it. James knows that it is probably worth at least $10,000. Most James‘ got the vase (85 percent). An interesting question is if James told Charles about its value. If not, it provides an example of how withholding information is a form of “forcing.” It‘s also interesting to ask how the relationship between the brothers could be affected in the future by James withholding information about the value of the vase (e.g., if Charles later learns about the true value of the vase). With some students, James collaborates with his brother and provides the value. You can discuss how “limited information” can be a source of conflict. We often skip to #7 to discuss the watch next. 5) gold ring—Both know it has a value of about $300 for the gold and James wants to use it as an anniversary gift. It is particularly important to James to be able to take it with him. James almost always got the ring (98 percent), but because he wants it immediately, some Charles‘ use that in the negotiation. This is often an example of an “accommodating” style. 6) silver pin—Charles has little use for it, but was fond of the grandmother who liked it. He got it in 64 percent of the pairs. James doesn‘t like it and isn‘t sure if his wife will. He got it in 32 percent of the pairs. This is usually not an important item and can be pointed to as not a “scarce resource.” 7) silver pocket watch—James likes the watch and wants to own it, but doesn‘t know about its value. Charles likes the watch and believes it is worth at least $4,000. In the negotiation, Charles got it in 72 percent of the pairs and James in 19 percent. In addition to the question of whether Charles tells James of the value, you can discuss how this compares to the vase which neither person liked (except for its value). It‘s also interesting to ask how the relationship between the brothers could be affected in the future by Charles withholding information about the value of the watch (e.g., if James later learns about the true value of the watch). Also, dysfunctional conflict can be mentioned. 8) painting—Neither likes the painting, but Charles has heard that the artist has a growing reputation, so the painting could have value. But Charles has little idea of how to determine the value or sell it. James has a coworker who collects the artist‘s work, but doesn‘t think it has much value. This was an opportunity for an “integrative” solution by “collaborating.” If both share their available information, they can sell the painting to the coworker or through the coworker as happened 28 percent of the time. If they withheld information, the painting‘s value may not have be realized (Charles got the painting in 32 percent of the pairs and James in 40 percent). In terms of principled negotiation, if the brothers focus on their needs, they are more likely to collaborate. 9) fountain pen—Both really want the pen which does not have great value. The fact that the initials CH are on the pen makes it more natural for Charles to get it which happened in 72 percent of the pairs, but James often bargained hard for it and got it in 28 percent. A range of conflict management styles was used here. 10) cash and bonds—There is $106,000 to be divided. This was most often split evenly (in 85 percent of pairs), although some side bargains for cash (e.g. getting the desk but paying the brother $2,000 or in some cases only $1,000) changed the amounts. After considering the individual items, we summarize how the styles were demonstrated and how both integrative and distributive situations existed. We often follow with a discussion of the role of third parties by asking “how would the presence of a neutral party have affected this negotiation?” We then discuss arbitration and mediation. A variation: To demonstrate how the relationship between the parties impacts on negotiation After an initial experience with the exercise as described above, we created a variation by modifying the relationship between the two brothers (see Appendix 4). In Form 2, Charles and James are not close and are not looking forward to meeting to divide the estate. Part of the problem is that Charles knows that James‘ wife doesn‘t like him. Charles believes that James won‘t think he has much need for many things. James believes that Charles does not like his wife. She has pushed you to “stand up to Charles” to get your fair share. On the other hand, in Form 3, both acknowledge that they haven‘t been close in the past, but the death of their father makes each think fondly about his memories of his brother. Each individually hopes that they can now strengthen the bond between them. In all other respects Forms 2 and 3 are identical. To use this variation, you need to make copies for ¼ of the class size each of: “Role for Charles Form 2,” “Role for James Form 2,” “Role for Charles Form 3,” and “Role for James Form 3.” Continue to use the charts from the Charles and James roles, Form 1. Then when distributing the roles, give approximately half the pairs the Charles and James roles Form 2 and other half Charles and James Form 3. An easy way to do this is to give one side of the room Form 1 and the other side Form 2. In the debrief, when you discuss the vase and the watch, you can observe the differences in responses in the two sides of the room and explain that the people did different role plays. We often ask “how did you feel about your brother?” as a way to surface these differences. Often more of the Form 3 side (with a good relationship) will share information about the value of the vase and watch, but not all do. Similarly, there are interesting differences when discussing the painting, but only some of the pairs (often, but not always from the Form 3 side) develop collaborative solutions. That is, in many, but not all student pairs, having a good as opposed to poor relationship with the other party has a significant and noticeable impact on the negotiation (e.g. a “collaborative” style is used). This variation adds no extra time to the exercise and only a few minutes to the debrief. Student response using the variation has generally demonstrated a difference in the negotiation based on the relationship between the parties. The design of having each side of the room with a different condition provides a clear, visual comparison that has felt like an “ah ha” experience for many. The only limitation is that you need at least a medium-sized class to have enough pairs of students to make the comparisons obvious. Take aways: We have used this exercise to focus on a number of aspects of managing conflict. In particular, we hope the students will: 1) better understand and have the experience of using the various styles of conflict management described in the Thomas (1992) framework; 2) experience both distributive and integrative approaches to bargaining. While integrative bargaining (or principled negotiation) is often discussed, it is harder to demonstrate in the classroom. In this case, a collaborative solution leads to a positive outcome, but is only possible in some of the situations; 3) examine the importance of the relationship between the parties as a factor in negotiating. Will the brothers share information or withhold it? Can they achieve a collaborative solution? “Where there is a will…” Role for Charles—Form 1 Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days ago when they got the call that their father, Carlton, had died suddenly. There were of course no plans or will because Carlton was superstitious about dying. However, there was only one funeral home in town and they knew Carlton wanted to be buried next to their mother who had died ten years earlier. Carlton had few living friends so there would be no funeral. Charles and James made the arrangements and went to Carlton‘s apartment to clean it out. As expected they found carefully organized records, but no will. It looked like there was a total of about $106,000 in Carlton‘s checking and savings accounts and in U.S. Bonds. Carlton had been living in an apartment since his wife had died, mostly on his social security checks and the proceeds from the sale of the house. Most of the furniture was old and almost worthless as were various household items and clothing. Both Charles and James are attorneys and either could handle the probate court at no real expense. They are the only living heirs and will divide the estate between themselves. As they looked around, Charles and James each compiled a list of items that they personally had an interest in getting from the estate. Then they combined the lists: A nice lawyer‘s oak desk (worth at least $2,000) A very old but still working phonograph and about 50 vintage 78 rpm big band jazz records (perhaps worth about $200 total) A silver tea service that belonged to your mother‘s grandparents. You know your dad said it was the most valuable thing he owned and worth at least $8,000 An old painted ceramic vase from your mother‘s grandparent‘s house Your mother‘s wedding ring (probable value of the gold about $300) An old silver pin that had belonged to your grandmother An old silver pocket watch that had belonged to your mother‘s grandfather A painting that your family had over the sofa when you were growing up A nice fountain pen, engraved with the initials CH (for Carlton Henderickson). (A good pen, possibly worth $100) Notes for Charles—You want the desk and know your brother does too. You love music and really want the records. You also know it is difficult to find 78 rpm record players, so this item can‘t be split. The tea service doesn‘t interest you; you would probably sell it. You‘ve always thought the vase was ugly and can‘t imagine why your brother (or anyone else) would want it. You are single, so you don‘t care much about the wedding ring. You don‘t really think the pin is attractive but you know it was a favorite of your grandmother (who you always were very fond of), so you would feel bad about just throwing it or giving it away. You‘ve always liked the watch. Once you saw a similar one in an antique store and were surprised that is was worth over $4,000. You don‘t think your brother knows the value. You don‘t like the painting but you know that it‘s by a local artist whose reputation is apparently growing among some collectors around the country so it might be worth a good deal of money. On the other hand, it would probably be really difficult to track down an interested buyer and determine a fair price for the painting. You don‘t think it would sell well at auction. You would very much like to have the pen and to take it with you. One of your friends was bragging about an engraved pen with his initials and your dad‘s is even nicer; you can‘t wait to show this pen to your friend. What Charles and James Item both know What Charles knows/wants A nice lawyers oak desk Worth at least $2,000 You want the desk and know your brother does too. A very old but still working Worth about $200 You love music and really want the phonograph and about 50 vintage 78 rpm big band jazz records. You also know it is difficult to find 78 rpm record players, so this item can‘t be split. A silver tea service that Worth at least $8,000 This doesn‘t interest you; you would belonged to your mother‘s probably sell it. grandparents An old painted ceramic vase You‘ve always thought the vase was from your mother‘s grandparent‘s ugly and can‘t imagine why your house brother (or anyone else) would want it. Your mother‘s wedding ring Value of gold about $300 You are single, so you don‘t care much about the ring. An old silver pin that had You don‘t really think the pin is belonged to your grandmother attractive but you know it was a favorite of your grandmother (whom you always were very fond of), so you would feel bad about just throwing it or giving it away. An old silver pocket watch You‘ve always liked the watch. that had belonged to your Once you saw a similar one in an mother‘s grandfather antique store and were surprised that it was worth over $4,000. You don‘t think your brother knows the value. A painting that your family You don‘t like the painting but you had over the sofa when you know that it‘s by a local artist whose were growing up reputation is apparently growing among some collectors around the country so it might be worth a good deal of money. On the other hand, it would probably be really difficult to track down an interested buyer and determine a fair price for the painting. You don‘t think it would sell well at auction. A nice fountain pen, Possibly worth $100 You would very much like to have engraved with the initials CH the pen and to take it with you. One (for Carlton Henderickson) of your friends was bragging about an engraved pen with his initials and your dad‘s is even nicer; you can‘t wait to show this pen to your friend. Your father's savings and $106,000 checking accounts + US bonds “Where there is a will…” Role for James—Form 1 Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days ago when they got the call that their father, Carlton, had died suddenly. There were of course no plans or will because Carlton was superstitious about dying. However, there was only one funeral home in town and they knew Carlton wanted to be buried next to their mother who had died ten years earlier. Carlton had few living friends so there would be no funeral. Charles and James made the arrangements and went to Carlton‘s apartment to clean it out. As expected they found carefully organized records, but no will. It looked like there was a total of about $106,000 in Carlton‘s checking and savings accounts and in U.S. Bonds. Carlton had been living in an apartment since his wife had died, mostly on his social security checks and the proceeds from the sale of the house. Most of the furniture was old and almost worthless as were various household items and clothing. Both Charles and James are attorneys and either could handle the probate court at no real expense. They are the only living heirs and will divide the estate between themselves. As they looked around, Charles and James each compiled a list of items that they personally had an interest in getting from the estate. Then they combined the lists: A nice lawyer‘s oak desk (worth at least $2,000) A very old but still working phonograph and about 50 vintage 78 rpm big band jazz records (perhaps worth about $200 total) A silver tea service that belonged to your mother‘s grandparents. You know your dad said it was the most valuable thing he owned and worth at least $8,000 An old painted ceramic vase from your mother‘s grandparent‘s house Your mother‘s wedding ring (probable value of the gold about $300) An old silver pin that had belonged to your grandmother An old silver pocket watch that had belonged to your mother‘s grandfather A painting that your family had over the sofa when you were growing up A nice fountain pen, engraved with the initials CH (for Carlton Henderickson). (A good pen, possibly worth $100) Notes for James—You want the desk and know your brother does too. You can‘t imagine what anyone would do with the old phonograph and records. They‘d probably just take up space in your attic. The tea service doesn‘t interest you; you would probably sell it. You know that the ceramic vase is by a famous potter because you were in a museum and recognized a similar piece. You got a book and think your father‘s piece is worth at least $10,000, but don‘t think your brother knows. You would like the wedding ring to use as a 25th anniversary gift for your wife. You have been having a hard time figuring out what to get her and the anniversary is next week. You would like to take it with you when you leave. Maybe your wife would wear the pin but you‘re not sure and you don‘t think it‘s very attractive. You‘ve always thought that the pocket watch was really nice and kind of elegant and classy. You really don‘t like the painting very much, although you recently discovered that a coworker has been collecting this artist‘s work. You can‘t imagine that it‘s worth much. The pen would be a really nice keepsake and it would always bring back warm memories of your father. APPENDIX 3 APPENDIX 4 “Where there is a will…” Role for Charles—Form 2 Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days ago when they got the call that their father, Carlton, had died suddenly. There were of course no plans or will because Carlton was superstitious about dying. However, there was only one funeral home in town and they knew Carlton wanted to be buried next to their mother who had died ten years earlier. Carlton had few living friends so there would be no funeral. Charles and James made the arrangements and went to Carlton‘s apartment to clean it out. As expected they found carefully organized records, but no will. It looked like there was a total of about $106,000 in Carlton‘s checking and savings accounts and in U.S. Bonds. Carlton had been living in an apartment since his wife had died, mostly on his social security checks and the proceeds from the sale of the house. Most of the furniture was old and almost worthless as were various household items and clothing. Both Charles and James are attorneys and either could handle the probate court at no real expense. They are the only living heirs and will divide the estate between themselves. As they looked around, Charles and James each compiled a list of items that they personally had an interest in getting from the estate. Then they combined the lists: A nice lawyer‘s oak desk (worth at least $2,000) A very old but still working phonograph and about 50 vintage 78 rpm big band jazz records (perhaps worth about $200 total) A silver tea service that belonged to your mother‘s grandparents. You know your dad said it was the most valuable thing he owned and worth at least $8,000 An old painted ceramic vase from your mother‘s grandparent‘s house Your mother‘s wedding ring (probable value of the gold about $300) An old silver pin that had belonged to your grandmother An old silver pocket watch that had belonged to your mother‘s grandfather A painting that your family had over the sofa when you were growing up A nice fountain pen, engraved with the initials CH (for Carlton Henderickson). (A good pen, possibly worth $100) Notes for Charles—You and your brother have not been close for many years. On the few occasions when you visit James, you always feel like his wife doesn‘t like you. They‘re always talking about the joys of marriage and having a family and making comments about your still being single. It seems they think that you‘re not really successful in life until you‘re married with a family. But you enjoy being single and really enjoy your freedom and friends. And you‘ve had some very rewarding romantic relationships that have lasted for several years. You‘re not looking forward to meeting with James to talk about dividing up your father‘s estate. Knowing James, he‘ll probably think you don‘t really need a lot of the items on the list (“because you‘re single”) or that you don‘t deserve them because you had not been close to your father. But neither had James. You want the desk and know your brother does too. You love music and really want the records. You also know it is difficult to find 78 rpm record players, so this item can‘t be split. The tea service doesn‘t interest you; you would probably sell it. You‘ve always thought the vase was ugly and can‘t imagine why your brother (or anyone else) would want it. You are single, so you don‘t care much about the wedding ring. You don‘t really think the pin is attractive but you know it was a favorite of your grandmother (who you always were very fond of), so you would feel bad about just throwing it or giving it away. You‘ve always liked the watch. Once you saw a similar one in an antique store and were surprised that is was worth over $4,000. You don‘t think your brother knows the value. You don‘t like the painting but you know that it‘s by a local artist whose reputation is apparently growing among some collectors around the country so it might be worth a good deal of money. On the other hand, it would probably be really difficult to track down an interested buyer and determine a fair price for the painting. You don‘t think it would sell well at auction. You would very much like to have the pen and to take it with you. One of your friends was bragging about an engraved pen with his initials and your dad‘s is even nicer; you can‘t wait to show this pen to your friend. “Where there is a will…” Role for James—Form 2 Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days ago when they got the call that their father, Carlton, had died suddenly. There were of course no plans or will because Carlton was superstitious about dying. However, there was only one funeral home in town and they knew Carlton wanted to be buried next to their mother who had died ten years earlier. Carlton had few living friends so there would be no funeral. Charles and James made the arrangements and went to Carlton‘s apartment to clean it out. As expected they found carefully organized records, but no will. It looked like there was a total of about $106,000 in Carlton‘s checking and savings accounts and in U.S. Bonds. Carlton had been living in an apartment since his wife had died, mostly on his social security checks and the proceeds from the sale of the house. Most of the furniture was old and almost worthless as were various household items and clothing. Both Charles and James are attorneys and either could handle the probate court at no real expense. They are the only living heirs and will divide the estate between themselves. As they looked around, Charles and James each compiled a list of items that they personally had an interest in getting from the estate. Then they combined the lists: A nice lawyer‘s oak desk (worth at least $2,000) A very old but still working phonograph and about 50 vintage 78 rpm big band jazz records (perhaps worth about $200 total) A silver tea service that belonged to your mother‘s grandparents. You know your dad said it was the most valuable thing he owned and worth at least $8,000 An old painted ceramic vase from your mother‘s grandparent‘s house Your mother‘s wedding ring (probable value of the gold about $300) An old silver pin that had belonged to your grandmother An old silver pocket watch that had belonged to your mother‘s grandfather A painting that your family had over the sofa when you were growing up A nice fountain pen, engraved with the initials CH (for Carlton Henderickson). (A good pen, possibly worth $100) Notes for James—You and your brother have not been close for many years. On the rare occasions when Charles comes to visit, you always feel like he doesn‘t like your wife. Also, he seems to resent the happiness you have found in marriage and having a family, while he‘s still single. Your wife thinks that you should “stand up for yourself” with Charles. She says that you‘re always trying to keep the peace even when Charles doesn‘t reciprocate. She thinks you should be more assertive about your interests and needs. You think she‘s probably right. You‘re not looking forward to meeting with Charles to talk about dividing up your father‘s estate. Knowing Charles, he‘ll probably think you don‘t really deserve several of the items on the list because you had not been close to your father. But neither had Charles. You want the desk and know your brother does too. You can‘t imagine what anyone would do with the old phonograph and records. They‘d probably just take up space in your attic. The tea service doesn‘t interest you; you would probably sell it. You know that the ceramic vase is by a famous potter because you were in a museum and recognized a similar piece. You got a book and think your father‘s piece is worth at least $10,000, but don‘t think your brother knows. You would like the wedding ring to use as a 25th anniversary gift for your wife. You have been having a hard time figuring out what to get her and the anniversary is next week. You would like to take it with you when you leave. Maybe your wife would wear the pin but you‘re not sure and you don‘t think it‘s very attractive. You‘ve always thought that the pocket watch was really nice and kind of elegant and classy. You really don‘t like the painting very much, although you recently discovered that a coworker has been collecting this artist‘s work. You can‘t imagine that it‘s worth much. The pen would be a really nice keepsake and it would always bring back warm memories of your father. “Where there is a will…” Role for Charles—Form 3 Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days ago when they got the call that their father, Carlton, had died suddenly. There were of course no plans or will because Carlton was superstitious about dying. However, there was only one funeral home in town and they knew Carlton wanted to be buried next to their mother who had died ten years earlier. Carlton had few living friends so there would be no funeral. Charles and James made the arrangements and went to Carlton‘s apartment to clean it out. As expected they found carefully organized records, but no will. It looked like there was a total of about $106,000 in Carlton‘s checking and savings accounts and in U.S. Bonds. Carlton had been living in an apartment since his wife had died, mostly on his social security checks and the proceeds from the sale of the house. Most of the furniture was old and almost worthless as were various household items and clothing. Both Charles and James are attorneys and either could handle the probate court at no real expense. They are the only living heirs and will divide the estate between themselves. As they looked around, Charles and James each compiled a list of items that they personally had an interest in getting from the estate. Then they combined the lists: A nice lawyer‘s oak desk (worth at least $2,000) A very old but still working phonograph and about 50 vintage 78 rpm big band jazz records (perhaps worth about $200 total) A silver tea service that belonged to your mother‘s grandparents. You know your dad said it was the most valuable thing he owned and worth at least $8,000 An old painted ceramic vase from your mother‘s grandparent‘s house Your mother‘s wedding ring (probable value of the gold about $300) An old silver pin that had belonged to your grandmother An old silver pocket watch that had belonged to your mother‘s grandfather A painting that your family had over the sofa when you were growing up A nice fountain pen, engraved with the initials CH (for Carlton Henderickson). (A good pen, possibly worth $100) Notes for Charles—You and your brother have not been close for many years. It‘s nothing personal. Each of you has a demanding job and you live in different parts of the country so it‘s not easy to visit. And you haven‘t made as much of an effort to stay in touch as you think you should have. The passing of your father has made you think fondly about all the good times you and James had together when you were growing up. You hope that something good can come out of this otherwise sad event; you‘d like to start a new chapter with your brother and strengthen the bond between the two of you. You want the desk and know your brother does too. You love music and really want the records. You also know it is difficult to find 78 rpm record players, so this item can‘t be split. The tea service doesn‘t interest you; you would probably sell it. You‘ve always thought the vase was ugly and can‘t imagine why your brother (or anyone else) would want it. You are single, so you don‘t care much about the wedding ring. You don‘t really think the pin is attractive but you know it was a favorite of your grandmother (who you always were very fond of), so you would feel bad about just throwing it or giving it away. You‘ve always liked the watch. Once you saw a similar one in an antique store and were surprised that is was worth over $4,000. You don‘t think your brother knows the value. You don‘t like the painting but you know that it‘s by a local artist whose reputation is apparently growing among some collectors around the country so it might be worth a good deal of money. On the other hand, it would probably be really difficult to track down an interested buyer and determine a fair price for the painting. You don‘t think it would sell well at auction. You would very much like to have the pen and to take it with you. One of your friends was bragging about an engraved pen with his initials and your dad‘s is even nicer; you can‘t wait to show this pen to your friend. “Where there is a will…” Role for James—Form 3 Both Charles and James arrived at the funeral home in a small town in central Pennsylvania close to noon. The two brothers haven‘t seen each other for several years and since neither was close to their father, hadn‘t seen him either for at least a year. Each was surprised and somewhat saddened two days ago when they got the call that their father, Carlton, had died suddenly. There were of course no plans or will because Carlton was superstitious about dying. However, there was only one funeral home in town and they knew Carlton wanted to be buried next to their mother who had died ten years earlier. Carlton had few living friends so there would be no funeral. Charles and James made the arrangements and went to Carlton‘s apartment to clean it out. As expected they found carefully organized records, but no will. It looked like there was a total of about $106,000 in Carlton‘s checking and savings accounts and in U.S. Bonds. Carlton had been living in an apartment since his wife had died, mostly on his social security checks and the proceeds from the sale of the house. Most of the furniture was old and almost worthless as were various household items and clothing. Both Charles and James are attorneys and either could handle the probate court at no real expense. They are the only living heirs and will divide the estate between themselves. As they looked around, Charles and James each compiled a list of items that they personally had an interest in getting from the estate. Then they combined the lists: A nice lawyer‘s oak desk (worth at least $2,000) A very old but still working phonograph and about 50 vintage 78 rpm big band jazz records (perhaps worth about $200 total) A silver tea service that belonged to your mother‘s grandparents. You know your dad said it was the most valuable thing he owned and worth at least $8,000 An old painted ceramic vase from your mother‘s grandparent‘s house Your mother‘s wedding ring (probable value of the gold about $300) An old silver pin that had belonged to your grandmother An old silver pocket watch that had belonged to your mother‘s grandfather A painting that your family had over the sofa when you were growing up A nice fountain pen, engraved with the initials CH (for Carlton Henderickson). (A good pen, possibly worth $100) Notes for James—You and your brother have not been close for many years. It‘s nothing personal. Each of you has a demanding job and you live in different parts of the country so it‘s not easy to visit. And you haven‘t made as much of an effort to stay in touch as you think you should have. The passing of your father has made you think fondly about all the good times you and Charles had together when you were growing up. You hope that something good can come out of this otherwise sad event; you‘d like to start a new chapter with your brother and strengthen the bond between the two of you. You want the desk and know your brother does too. You can‘t imagine what anyone would do with the old phonograph and records. They‘d probably just take up space in your attic. The tea service doesn‘t interest you; you would probably sell it. You know that the ceramic vase is by a famous potter because you were in a museum and recognized a similar piece. You got a book and think your father‘s piece is worth at least $10,000, but don‘t think your brother knows. You would like the wedding ring to use as a 25th anniversary gift for your wife. You have been having a hard time figuring out what to get her and the anniversary is next week. You would like to take it with you when you leave. Maybe your wife would wear the pin but you‘re not sure and you don‘t think it‘s very attractive. You‘ve always thought that the pocket watch was really nice and kind of elegant and classy. You really don‘t like the painting very much, although you recently discovered that a coworker has been collecting this artist‘s work. You can‘t imagine that it‘s worth much. The pen would be a really nice keepsake and it would always bring back warm memories of your father. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. alternative EXPERIENTIAL EXERCISE A Case for Constructive Confrontation Instructor's Notes: This exercise is good to do with the entire class, rather than as a group exercise, although it is appropriate for either approach. The answers to the exercise are as follows: 1. Reject solution: This approach will probably elicit a defense mechanism for a response. This is also a win–lose strategy, with a competitive approach of you're wrong, I'm right. 2. Reject solution: Fred might resort to the superagreeables coping tactic. 3. Reject solution: This is avoidance. 4. Amend solution: This is the best solution of the choices. 5. Reject solution: This is ineffective and combines secrecy and administrative orbiting. * SOURCE: Adapted from Conrad Jackson, The University of Alabama, Huntsville. A case for constructive confrontation There have been complaints recently about Fred among several of his coworkers for wasting their time by dropping by their office and engaging them in "conversations" (actually Fred does most of the talking) about various things (usually not work-related). It is difficult to interrupt one of his stories, and he usually takes vaguely polite hints that "the conversation is over" as an expression of interest in what he is saying. ("Well, Fred, that's great. Let me know how that new bowling ball works out."——"Yeah, I've already bowled a couple of games with it. I went Sunday afternoon. You should see all the professional people who go bowling on Sundays. I met this one guy....etc."). Even you endure these interruptions from time to time. Fred's work is generally good in quality, and adequate in quantity. He puts in a full workday, but doesn't work as many hours per week as some of the others in the department. Discuss the pros and cons of confronting Fred in each of the following ways: * For each rejected item, substantiate your opinion by referencing Chapter 13 of your text. * Modify, or write an approach that would be optimal, and list as many of the issues that you can discover from the chapter. 1. Send Fred a memo stating that "some people have complained about him 'visiting' too much." Admonish him to be careful to not waste his own time or anyone else's. 2. Call Fred into your office. Tell him that it has come to your attention that he's been "chatting" with other people in the office a good bit. Tell him that everyone looks pretty busy right now. Ask him if he's sure he is not taking up too much of their time. 3. Drop by Fred's office while walking around. Ask him how things are going. Make a big deal about "I had better get out of here and let you get back to work. I know all of you guys have a lot of work to do." 4. The next time Fred interrupts you with one of his stories, cut him off by saying, "Fred, I hate to interrupt your story, but I'm really busy right now. I run into this problem with you every now and then. I'm reluctant to cut you off, but sometimes I need to let you know that I am in the middle of something important." 5. Send around a memo saying, "It has come to my attention that some of the people in this department are beginning to spend too much time "chatting" with each other during work time. We are all very busy these days, so let me ask you all to take special care to not interrupt one another unnecessarily." extra experiential exercises The following exercises to supplement the material in the textbook can be obtained from: Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and Cases, 6th Ed. South-Western College Publishing Company, 2001. Border Dispute. p. 133-134. Time: 50 minutes minimum. Purpose: To develop both competitive and collaborative behavior. Management of Differences. p. 121-130. Time: 45 minutes. Purpose: To determine which style of conflict resolution students use. Fandt, Patricia M. Management Skills: Practice and Experience. West Publishing Company, 1994. In-Basket Exercise 4: Defending Decisions When Challenged. p. 393. In-Basket Exercise 5: Resolving Conflicts. p. 451. TAKE 2 BIZ FLIX: Welcome Home Roscoe Jenkins PPT Slide 27 Organizations Discussed: Dr R J television show Hollywood talk show host Roscoe Jenkins (Martin Lawrence) returns to his Georgia home for his parents’ fiftieth wedding anniversary. Cultures clash between the big-city Roscoe and other family members. The culture clash becomes even more severe because of the presence of his upper-class fiancée, Bianca Kittles (Joy Bryant), who does not understand this family and feels superior to them. Conflict: It Can Sneak Up on You This sequence starts with Roscoe and his brother, Sheriff Otis Jenkins (Michael Clarke Duncan), carrying a tub of fish and ice from Monty’s butcher shop to Sheriff Jenkins’s pickup truck. It follows the baseball game during which Roscoe hit a ball that struck Mama Jenkins (Margaret Avery) in the head. This sequence ends after Sheriff Jenkins knocks out his brother. What to Watch for and Ask Yourself PPT Slide 32 This chapter defined conflict as “any situation in which incompatible goals, attitudes, emotions, or behaviors lead to disagreement or opposition between two or more parties.” Does the interaction in this film sequence show this definition in action? Give some examples from the sequence. Answer: The film sequence shows a conflict event that fits this chapter’s definition of conflict. Roscoe and Otis disagree about several matters. You can emphasize with students that this film sequence shows destructive conflict although they may enjoy the humor and satire in the scene. Yes, the interaction in the film sequence shows the definition of conflict in action. For example, the characters may have incompatible goals, such as differing priorities for the project outcome. Their attitudes might clash, with one person being overly optimistic and another being cautious. Emotions can run high, leading to frustration and anger. Behaviors such as interrupting or dismissing others' ideas can further exacerbate the disagreement. These elements create a situation of opposition between the parties involved. Does this film sequence show functional or dysfunctional conflict? Give some examples from the sequence. Answer: The casual walking and discussion would not suggest that dysfunctional interpersonal conflict will emerge between the two brothers. Roscoe talks about Otis’ football ability and gives him praise. The conflict slowly starts as Otis makes negative comments about Roscoe’s television career. It becomes more heated after Otis comments on Roscoe’s son and his relationship with him. Antagonistic interaction, which is the basis of conflict, shows after Roscoe says, “Well, don’t let cornbread and chitlins raise yours.” Otis knocks out Roscoe, ending this dysfunctional conflict event. Which conflict management style best fits the behavior shown in this film sequence? Give some examples from the sequence. Answer: The competing style of handling interpersonal conflict best fits what the film scene shows. It is extreme and not what we recommend among people in organizations. Otis ends the conflict event by overwhelming his brother. WORKPLACE VIDEO: Barcelona Restaurant Group Video Case Synopsis When Andy Pforzheimer was in college, he took a road trip to New Orleans that would change his life. The sights and sounds of the Big Easy were thrilling to the nineteen-year-old student, but it was the smells and tastes of the city restaurants that captured his imagination. While discussing the city’s eclectic dining with locals, a chef challenged Pforzheimer to go to France to discover what cooking is all about. Decades after heeding the chef’s words, Pforzheimer is himself a renowned chef and the co-owner of Barcelona Restaurant Group, a collection of seven wine and tapas bars in Connecticut and Georgia. When customers dine at Pforzheimer’s Spanish cuisine restaurants, they experience the local color and personal touch of a neighborhood eatery in Milan, Rio de Janeiro, or SoHo. At Barcelona, life is all about authentic cuisine, exceptional service, and a good time. But delivering this eclectic dining experience involves a serious, sometimes confrontational, approach to restaurant management. The company recruits only self-confident individuals who take complete ownership over the establishment. When Pforzheimer coaches new recruits, he instructs, “This is your restaurant—when customers walk in the door, I don’t want them looking for me, I want them looking for you.” The straight-talking restaurateur is adamant that his staff be willing to take responsibility for their work and success: “Some of our best managers come from highly regulated large restaurant companies where they were told how to answer a phone and how to set a table and how to greet a guest. We don’t do that—we attempt to hire grownups.” The enormous trust Barcelona places in employees is evident during weekly staff meetings. Pforzheimer routinely mixes it up with managers and chefs, and the dialogue gets feisty at times. “I can be difficult to work for,” the owner says candidly. “I’m interested in having other people’s opinions thrown at me. I like managers who talk back, and I like people who self start.” In refusing to micromanage employees, Barcelona takes risks that other dining establishments would rather avoid. Nevertheless, COO Scott Lawton insists that such risks are beneficial: “They might not always make the choice that I would make, but sometimes they make a better one. To give them a correct answer to every question is impossible, and it doesn’t work.” Discussion Questions and Solutions Would you characterize the conflict evident at Barcelona Restaurant as functional or dysfunctional? Explain. Answer: Answers will vary, but students can use the following questions to diagnose the nature of the conflicts: Are the parties approaching the conflict from a hostile standpoint? Is the outcome likely to be a negative one for the organization? Do the potential losses of the parties exceed any potential gains? Is energy being diverted from goal accomplishment? If students answer no to most of these questions, the conflict is probably functional. Based on Barcelona's performance, conflict at the restaurant chain is functional. Functional conflict produces new ideas, stimulates creativity, motivates change, and promotes organizational vitality. In contrast, dysfunctional conflict diverts energy from work, threatens psychological well-being, wastes resources, and creates a negative climate. I would characterize the conflict evident at Barcelona Restaurant as functional. This type of conflict fosters open dialogue, encourages diverse opinions, and promotes innovation, which are all critical for the restaurant's dynamic environment. For example, Pforzheimer values managers who "talk back" and "self start," indicating a culture where challenging discussions are welcome. Additionally, COO Scott Lawton notes that empowering employees to make their own decisions, even if they differ from management's choices, can lead to better outcomes. This approach demonstrates that the conflict at Barcelona drives creativity and improvement rather than hindering performance or morale. What forms of conflict are on display at Barcelona? What structural and personal factors are likely causes of this conflict? Answer: Based on Andy Pforzheimer’s straight-talking, no-nonsense personality and preference for employees who are equally assertive, students should infer that interpersonal conflict is common at Barcelona. Additionally, the conflict on display during the weekly managers meeting may lead students to cite intragroup conflict. Personal factors of conflict seen in the video include Andy Pforzheimer’s confrontational personality, as well as the emotions and perceptions that employees experience when interacting with Pforzheimer. The most obvious structural factor in the video is the authority relationship between the owner and his lower-level chefs and managers. Students may also cite interdependence among employees as another factor, as the video features a brief dialogue on how the poor performance of one Barcelona employee is reflecting negatively on the entire restaurant crew. Which of the five styles of conflict management mentioned in the chapter best characterizes interactions at Barcelona? Answer: Based on Pforzheimer’s assertive, confrontational tone, students may suggest that Barcelona’s managers use a competing style for managing conflict. However, Barcelona intentionally hires employees who are assertive and self-confident, and so the assertiveness of Pforzheimer and COO Scott Lawton is countered by an equal assertiveness from chefs and managers. “I’m interested in having other people’s opinions thrown at me. I like managers who talk back, and I like people who self start,” Pforzheimer explains. This mix of assertive personalities, combined with a culture of open engagement and shared goals, results in a collaborating win-win style that is high on both assertiveness and cooperativeness. It is also worth noting that the organization’s unwavering insistence on customer satisfaction serves as a superordinate goal that unites all employees and helps direct conflict to positive ends. CASE SOLUTION: Customer Service at Nordstrom: A Way to Mitigate Potential Conflict? Linkage of Case to Chapter Material This case focuses on the approach to customer service and customer relationship management taken by Nordstrom, an upscale retailer headquartered in Seattle, Washington. Nordstrom has operated with the same management philosophy for over 100 years: offer the customer the best possible service, selection, quality and value. Nordstrom is famous for its exceptional customer service, which appears to be very accommodative of customers’ needs and desiresapparently even if it means sacrificing Nordstrom’s own interests. However, an analysis of the case facts indicates that this is an illusory and deceptively simplistic view of Nordstrom’s approach to customer service and customer relationship management. To the contrary, Nordstrom seems to be very committed to a win-win situation with its customer service and customer relationship management. The case provides examples that reinforce this win-win perspective while also showing how the perception of an extremely accommodative perspective toward customers could arise. Suggested Answers for Discussion Questions Dealing with dissatisfied and disgruntled customers is, perhaps, one of the greatest sources of conflict for retailers. Is Nordstrom’s approach to customer service and customer relationship management an appropriate way to defuse or prevent potential conflict situations? Explain the reasoning behind your answer. Answer: Not many people enjoy dealing with dissatisfied, even irate, customers. An unhappy, upset, or angry customer can provide both the ignition and the fuel for a very conflict-ridden encounter with a business. Nordstrom is famous for its exceptional customer service. The company goes to extraordinary lengths to ensure that its customers are satisfiedand even makes sure that people who aren’t really customers, like the customer in the Fairbanks, Alaska tire return story, are happy as well. Such seemingly accommodating behavior toward customers could be argued to have the benefit of minimizing, if not eliminating, potential conflicts with customers. However, a more cynical person might be inclined to argue that such extraordinary accommodation of customers could encourage customers to take undue advantage of Nordstrom’s generosity, thereby fueling more conflict situations. This question provides students with an excellent opportunity to explore their own beliefs about the extent to which the “customer is always right” and how the interests of customers ought to be weighed against the interests of the business. Yes, Nordstrom’s approach to customer service is appropriate for defusing or preventing potential conflict situations. Their emphasis on exceptional, personalized service and empowering employees to make decisions fosters a positive customer experience and resolves issues swiftly. By prioritizing customer satisfaction and allowing staff to address concerns proactively, Nordstrom reduces the likelihood of conflicts escalating. This approach helps maintain strong customer relationships and minimizes dissatisfaction. Using the assertiveness and cooperativeness dimensions that underlie the five conflict management styles, explain Nordstrom’s approach to customer service and customer relationship management. Answer: Assertiveness refers to a person’s desire to satisfy his/her own concerns. Cooperativeness refers to a person’s desire to satisfy another’s concerns. Different combinations of these two dimensions define the five fundamental conflict management styles: avoiding (low assertiveness and low cooperativeness), accommodating (low assertiveness and high cooperativeness), compromising (moderate assertiveness and moderate cooperativeness), competing (high assertiveness and low cooperativeness), and collaborating (high assertiveness and high cooperativeness). At first glance, one might be tempted to argue that the accommodating style most aptly describes Nordstrom’s approach to customer service and customer relationship management. The following case examples could be cited to support this view: At the Nordstrom store in Fairbanks, Alaska, a clerk refunded a customer’s money for two snow tireswhich, of course, were not sold by Nordstrom“because that is what the customer wanted.” Nordstrom will replace an item years after its purchasejust to keep the customer happy. Product returns do not have to include a sales invoice or a Nordstrom price tag. Each of these examples clearly reflects a strong desire to satisfy the customer’s concerns. Do these examples also demonstrate little desire to satisfy Nordstrom’s concernsor is such a conclusion actually an illusion? A plausible argument can be mustered that the apparent unassertiveness of Nordstrom’s approach to customer service and customer relationship management is more illusion than reality. Nordstrom appears to be very interested in addressing its own concerns but it does so in a very subtle manner. Consider, for example, the following two quotes from the case: “We really think a reason our customers shop with us is that we stand behind our merchandise.” “Nordstrom knows it’s not the price but the customer service that gains and retains loyal customers that generate strong profits.” Both of these examples point to serving Nordstrom’s own interests by focusing on serving its customers’ interestsan unequivocal win-win or collaborative situation. Drawing on your answer to the preceding question, discuss the advantages and disadvantages of the conflict management approach that seems to characterize Nordstrom’s approach to customer relationship management. Answer: If the students argue that Nordstrom’s uses an accommodating style, the main advantage for Nordstrom’s would be minimizing potential customer dissatisfaction and encouraging customer retention. The primary disadvantage of using an accommodating approach is the risk of “being ripped off” by unscrupulous customers. If the students argue that Nordstrom’s uses a win-win approach, the primary advantage would the generation of problem solutions that substantially benefit both parties. Thus, Nordstrom’s customers benefit by having their concerns addressed and their needs met, and Nordstrom’s benefits with respect to customer loyalty, growing sales, and sustained profitability. The main disadvantage of taking a collaborative approach is the amount of time that can be consumed in in searching for and reaching a mutually acceptable solution. The students should be encouraged to explore other possible advantages and disadvantages for each of these approaches. SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. COHESION CASE: DonorsChoose.org: Inspiring and Empowering Staffers, Teachers, and Donors (C) How would you describe Charles Best’s approach to leadership? Answer: Charles Best can be described as a visionary leader with boundless energy to do “good” on behalf of society. He accepts responsibility and accountability. He is appreciative of what others do and he makes sure others are made aware of his appreciation. He is an extraordinary role model of personal character and integrity for those who would follow him. As a leader, Charles Best possesses “infectious energy [that] reflects the good intentions at the core of [the organization].” These good intentions are expressed in the mission of engaging “the public in public schools by giving people a simple, accountable and personal way to address educational inequity,” and the vision of “a nation where children in every community have the tools and experiences needed for an excellent education.” All the efforts to attain that vision and mission are infused with integrity. Best “is adamant about expressing kindness and gratitude to those who support his cause…Best and his staff don’t let donors slip away into cyberspace after they click to giveThis approach of having the recipients of funds express their appreciation to the donors pays off. Commenting on the strategy of expressing gratitude, Best observes, “You are doing more than turning your customers into advocates. You are turning your advocates into staff.” What type(s) of followers would work well with Charles Best? What type(s) of followers would not work well with Best? Answer: The students’ responses to this question should build on their responses to the preceding question. Followers who would work well with Charles Best are most likely those who have similar attributes and characteristics. They would be more compatible with one another and more likely to be comfortable in working with each other. Followers who would not work well with Charles Best are likely to be very much his opposite in terms of attributes and characteristics. In terms of the suggested response to Question 1, followers who would work well with Best would be highly energetic self-starters who willingly accept responsibility and want to be held accountable for their decisions and actions. The followers would also be able to relate well to other people, to be open and honest with them, and to be sociable rather being loners. Perhaps most importantly, followers would need to be committed to the vision and mission of DonorsChoose and would possess strong personal integrity. The opposites of these attributes would pertain to followers who would have difficulty in working with Charles Best. Charles Best, founder of DonorsChoose.org, would work well with proactive and self-motivated followers who are aligned with his mission and can independently drive initiatives forward. Followers who are innovative and open to new ideas would thrive under his leadership, contributing to the organization’s growth and impact. Conversely, followers who are highly dependent on detailed instructions or resistant to change might struggle, as Best's environment likely requires flexibility and initiative. Why is effective communication essential for the operational success of DonorsChoose? Answer: A fundamental reason for the importance of effective communication is the sheer number of different projects for which funding is being sought; each project must be transparent in and of itselfand as the number of funding requests grows, so does the amount of information for which transparency is needed. Another reason for the importance of effective communication is the provision of adequate information to potential donors so they can make informed choices about the project(s) they wish to support. A third reason for effective communication is the DonorsChoose requirement that classes with funded projects must put together a documentation packet regarding actual use of the funds, with that packet being transmitted to the donor(s) who supported the project. How does DonorsChoose.org empower staffers, teachers, and donors? Answer: The manner in which DonorsChoose empowers staffers is perhaps best demonstrated through the way in which Charles Best leads. His emphasis on personal responsibility, accountability, and integrity is empowering of staffers. His infectious energy is empowering as well. As one observer said, Charles Best possesses “infectious energy [that] reflects the good intentions at the core of [the organization].” These good intentions are expressed in the mission of engaging “the public in public schools by giving people a simple, accountable and personal way to address educational inequity,” and the vision of “a nation where children in every community have the tools and experiences needed for an excellent education.” Not only do the vision and mission express the good intentions of DonorsChoose, the vision and mission give direction to staffers in undertaking the actions necessary to move ahead in fulfilling both. DonorsChoose empowers teachers to be innovative in their pursuit of effective methods for educating their students. One such example of empowerment is provided by Steve Oszust, a Bronx, New York high school science teacher, who is particularly adept at connecting with donors. Oszust has a knack for using catchy headlines on his postings seeking support for projects. “No Bones About It”which headlines a post requesting funds for a model skeletonis but one example of how he captures the attention of potential donors. The major way in which DonorsChoose.org empowers donors is by providing a user-friendly mechanism through which they can help make a difference in public education. DonorsChoose is attractive to donors because it enables them to connect directly with their recipients. As one observer commented: “You browse the requestsand send a donation to the one that appeals to you most. You can kick in part of the funding or all of it. Once the target amount has been met, DonorsChoose buys the materials and ships them to the school.” Part of the empowerment recipe for donors is the transparency of DonorsChoose.orgit provides contributors with ample information about the exact use of their money. Another way in which DonorsChoose empowers donors is through the use of a “Blogger Challenge” wherein Internet bloggers compete to raise money among their readers. For example, Sarah Bunting, “who writes Tomato Nation, a culture and humor blog, offered to shave her head if her readers donated $30,000 to DonorsChoose.orgThe funds were raised within days.” What impact does the empowerment approach used by DonorsChoose have on teachers and donors? Answer: DonorsChoose.org enables teachers to design an innovative or engaging project, or to simply have the books, supplies, and technology for more standard educational efforts. Project funding by DonorsChoose permits teachers to improve and enhance the educational experiences of their students. However, some school superintendents have been reluctant to embrace DonorsChoose because they view it as a way for teachers to sidestep the public school’s authority to provide funding for educational projects. As standard practice, the class that benefits from a donation assembles a documentation packet that includes thank-you notes from the children, a letter from the teacher, and photographs of the entire class using the resource. The DonorsChoose staff then sends the documentation packet to the donor(s). One donor who supported a project that enabled students to visit an Ivy League college was “so touched by the photos and cards [he received,] that he has since become a repeat giver and sent friends to the site.” Commenting on the strategy of expressing gratitude, Best observes, “You are doing more than turning your customers into advocates. You are turning your advocates into staff.” How does the empowerment of staffers influence teamwork dynamics at DonorsChoose? Answer: As indicated in the suggested response to question 4, Charles Best’s infectious energy and his emphasis on personal responsibility, accountability, and integrity are empowering of staffers. These various attributes also likely work in concert to promote effective teamwork among the DonorsChoose staffers. They seem to be committed to working together in an effective and efficient manner to make significant progress in bringing together teachers with educational projects in need of financial resources and donors who wish to support educational projects of their choice at a financial level they can afford. Although there are some critics of DonorsChoose and, by implication, of Charles Best, Jonathan Beyman characterizes Best as follows: “I’ve met lots of software guys over the years his age who are off to make a billion dollars I very rarely meet people who are going straight to heaven. Here’s one of them.” Do you think Beyman’s description of Best is justified? Why or why not? Answer: DonorsChoose was selected as one of the “world’s 50 most innovative companies” and Charles Best was tabbed as one of the “hottest young business leaders on the planet.” Both of these honors are powerful testimony to the success and impact of DonorsChoose and its leader, Charles Best. Moreover, Best’s honorific status is enhanced by his success in fulfilling the vision and mission of DonorsChoose. In short, the organization has significantly influenced opportunities in and the quality of public education by bringing together contributorsmany of quite modest meanswith instructional projects in need of funding. Although a legitimate argument can be made that Best is deserving of accolades, an interesting debate can evolve around the notion of whether Beyman overstates the case for Best’s ascension. Students should be encouraged to consider why any public figurebusiness person, politician, educator, artist, author, actor, athlete, etc.should be “put on a pedestal of adoration.” SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. Solution Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867
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