Aaron Waldrip's Analysis

The conflict can present an opportunity for two-way communication to be established and maintain. It may also ignite deeper conversations and enhance relationships. For the conflict to be constructive, the principal has to ask open-ended questions, questions that help him or her to understand the background of the conflict better. Furthermore, the principal should look for the needs and interests that lie behind concrete positions. It is also important to listen for values, not interests because there are always values motivating our interests. Principals should use the conflict to bring the organization together around the greater purpose which is promoting student

In Cloke and Goldsmith’s Resolving Conflicts at Work, strategy 1 gives us an overview of conflict today and the many factors that influence. The authors also explain the many ways nearly every conflict can be handled. Cloke tells us that differing human perceptions keep us stuck in conflict longer than is necessary and productive. Early family development sets the default settings for each person’s perception of the situations they will face for the rest of their lives. Cloke goes on to say that conflict is unavoidable especially because today’s media continually subjects Americans to conflict following a common injunction, “if it bleeds it leads.”

In today’s organizations conflict and power are important elements to the success of any company but can also create negative long term impacts if not addressed. Organizations require enough power within the leaders to get through conflict and enough conflict within individuals to create new innovations. Not all conflict is bad but when there is conflict individuals with power must assist in aligning conflict resolution to assist in understanding for everyone involved in the conflict. The need for successful conflict resolution is vital for employees so that they are capable of moving on and understanding why the conflict was overcome.

Obvious communication, listening, and understanding the focus of the dispute are the factors for being effective. Nursing managers may often be involved in a conflict as an individual, an administrator, or a unit representative. A manager is expected to confront staff when a discord develops (Sullivan, 2018). It is also imperative a nurse manager abides by her professional responsibilities and executes practical conflict resolution techniques to diminish low morale and stress among her staff (McKibben, 2017). She must modify her conflict management skills to a likely situation (Saeed et al., 2014). In order for the nurse manager to handle the conflict, it is helpful to understand the people involved. Positive management promotes mutual respect, refines working relationship, and restores staff retention (McKibben,

After discussing feelings and emotions generated by conflict and approaches to resolving conflicts constructively, the student will be able to accurately demonstrate techniques to resolving conflicts constructively.

Conflict is one of many challenges in everyday life. It is presented to us in many ways such as trying to figure out how to get your homework done on time, finding a way to win the football game, or something just as simple as trying to get out of doing your chores. However, there are times in everyone's life where your conflict is beyond the norm. These could include standing up to your school bully, trying to save someone’s life, or as many would say the greatest conflict in human history, the Nazis rise to power. There are many ways to solve a conflict in general no matter how morally wrong it is. However, history has shown time and time again that the best way to solve a conflict is to stand up to it while also

As a teacher, I have observed several types of conflict involving students, teachers, parents, and staff. In many situations, the result have not been positive and relationships damaged due to the inability to handle conflicts in a more positive and restorative way, which is something that DTR and Restorative Justice greatly offer. By working on the issue with the goal to make things as right as possible, relationship, trust, order, integrity, dignity, accountability, and hope are restored, and the parts involved grow and learn with the experience.

Often, when the conflict happens, it is more volatile and more debilitating to the organization than it was initially. An open conflict or interpersonal disagreement festers just below the surface in the work environment. It comes up to the surface whenever enabled, and always at the worst possible instant.

W. Johnson and T. Johnson informs, “The first is that by teaching students the skills, competencies, conceptual understandings, attitudes, and values necessary to resolve conflicts constructively, a safe and productive learning climate will be created.” Once students have mastered the competencies and attitudes they need to resolve conflicts, they will then have to face their own conflicts rather than avoid them. Through this process there will be both immediate and long-term goals.

On a crisp autumn day in 2016, while hidden away from the cares of my daily routine in my family room, I was called upon to elaborate on an important aspect of my life. It took some time for consideration to determine how to best portray a journey I have taken in managing conflict, as I am not a young woman. Decades filled with the blessings of being the mother of disabled children, years lived as a single parent, as well as the process of maturation, tempered by the fires of adversity, have molded me into who I am today. As I reflected, I wondered if would I know how to deal with conflict as I do now without the life experiences I have had? Certainly not! The following paragraphs will describe my primary conflict style and why I use it, how I have changed constructively in this area, how the other four styles of conflict management may serve me, and where I hope to arrive as I continue to make my way along the journey of my life.

"Walter's Thing: The NAACP's Hollywood Bureau of 1946--A Cautionary Tale” stressed Thomas Cripps’ belief that the NAACP Hollywood Bureau in 1942 led by Executive director Walter White should serve as a guide to the new bureau the NAACP opened in 2003 as they battle racism and stereotyping in Hollywood. Cripps states “there is a lesson here: perhaps to consult with one’s black clientele at least as much as with white corporations” (117). In an effort to teach that “lesson” Cripps brings attention to the faults within the plans and projects of the original bureau and calls the 2003 bureau to action; hoping the members do not take what is said in the article “as a cautionary tale like Hansel and Gretel” (Cripps 117). Cripps’ argument had strong

One teacher states how the teachers union tells them to “Stay away from conflict!” (Devine 83). Teachers instead of trying to resolve conflict are told by administrators to contact security personnel when trouble occurs. They are not only threatened by the violent environment, but also threatened by potential lawsuits, such as sexual harassment lawsuits, when male teachers try to break up female students fighting. They are encouraged to avoid physical interaction between students.

The initial conflict was started due to an incompatibility of goals by the two parties. Michael wanted to fulfill his work obligation and prioritized that over study hours while the executive board was concerned for obtaining those study hours. Tensions got heated when they confronted him head on after returning home from work, which lead to finger pointing and bickering. The initial conflict interaction ended relatively shortly, but the conflict seemed to push forward over the span of a couple weeks. Evaluating the goals on both sides is crucial to apprehending the communicative process (Berger, 2005). Due to the goals being misconceived, it lead to a standstill. Another important proximal context aspect that directed this conflict was the rules that were at play. Since this conflict was an organizational conflict instead of a social conflict, it created little room for Michael to justify his actions through emotions or other strategies. The organizational goals were not aligned with Michaels prior to the conflict itself, which our textbook would explain that Michael was challenging the rules of the organization through the use of conflict in desire to change the rules and or create new ones (Cupach, Canary & Spitzberg, 2010). It goes without saying, that this conflict did not lead to a successful resolution; but understanding the proximal outcomes and how they shaped the individuals experience is worth noting for future

The American teacher, true to being an individualist, believed that the only way to deal with the problem was to meet the problem head on. Due to the avoidant nature of the Vietnamese teacher, he became frustrated for the lack of physical resolution. In conflict resolution in individual cultures, there is a goal that has to be attained that leads to outcome satisfaction (Ohbuchi, Fukushima, Tedeschi, 1999). For the American teacher, this goal was to confront the school board and since that was never accomplished the conflict was never resolved for

During the confrontation, the cause of the conflict must be determined. After the confrontation, the manager needs to reflect on the discussion and reach an objective solution for both parties to agree upon. There will be times when the parties will not agree: in this case, use your own judgment.