This module addresses communications skills, and requires active use of writing, speaking, and other forms of self-expression as well as providing opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking. The activities provide an opportunity for students to practice collaborative learning and teamwork.
Students should have the following skills prior to using this module:
The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:
Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.
The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction. Provide students with the following information:
Each module contains activities designed to help students learn and practice the concepts presented. Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts. Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice. Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.
The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.
To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.
Open the first file in the module folder to begin the lesson.
This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)
The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used. Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials. Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.
Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.
Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.
In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.
As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments. Including this information in your course syllabus will make it readily available to students.
Following are the assignments embedded in the Conflict Management module:
Activity 1: Reflective questions about personal experiences with conflict management
Activity 2: Reflective questions about managing conflict in the future
Activity 3: Quiz
Activity 4: Reflective question -- Describe a conflict situation
Activity 5: Reflective question - examples of when conflict occurs
Activity 6: Reflective question - evaluate this situation
Activity 7: Reflective question - how does conflict effect the group?
Activity 8: Quiz
Activity 9: Survey - Determine your conflict management style
This module is related to other modules on personal effectiveness, including note taking, active reading, time management, project management, interview skills, peer tutoring, and brainstorming.
In particular, conflict management utilizes skills and principles directly related to:
Break students into pairs or small groups, and have students discuss the type of conflict handling mode(s) they tend to utilize most often. Instruct students to reflect upon the reasons why they use a particular mode more than others. Conclude the activity by having each pair or group share the key points from their discussion, and expanding upon those points in order to reinforce the main points presented in the module content.
Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module.
Conflict is not good or bad. When conflict is not managed properly, it can be destructive and ruin relationships by creating bad feelings. This is true not only in the people directly experiencing the conflict, but also in the people observing the conflict or even hearing about the conflict. However, when conflict is properly managed, it can be healthy. Learning to manage conflict is a necessary skill for all aspects of life.
1. We are becoming a global society. However, even while we benefit from increasing diversity, our differences create more opportunities for conflict:
2. In today's world, we're working in teams more frequently. There are teams in the classrooms and teams in the workplace. Collaboration is happening everywhere. Unfortunately, when people work closely together, conflict can occur more frequently.
3. A family is a kind of team. Can you think of a family that never has disagreements or conflict? When people work closely together, they also get to know each other better. Sometimes when you know people a little better, some of the things they do get on your nerves, and the next thing you experience is conflict.
· Avoiding - usually indicates the person who is avoiding is low on the assertiveness scale and low on the cooperativeness scale. That means that the avoider doesn't take care of his/her needs and doesn't really help the other person either. The avoider would prefer to be somewhere else when conflict occurs.
· Accommodating - usually indicates the person who is accommo dating is low on the assertiveness scale and is high on the cooperativeness scale. That means that the accommodator doesn't take care of his/her needs but sacrifices personal needs to cooperate and satisfy the other person.
· Competing - usually indicates the person who is competing is high on the assertiveness scale and is low on the cooperativeness scale. That means that the competitor takes care of his/her needs first. The competitor cares very little for the needs of others. The competitor does not try to cooperate, therefore is low on the cooperativeness scale.
· Compromising - usually indicates the person who is compromising is at the mid-point on the assertiveness scale and is at the mid-point on the cooperativeness scale. That means that the compromiser tries to take care of his/her needs as well as the needs of others. The compromiser does try to cooperate, but not at his/her personal expense, therefore the location at the mid-point on the cooperativeness scale.
· Collaborating - usually indicates the person who is collaborating is high on the assertiveness scale and high on the cooperativeness scale. The collaborator takes care of his/her needs as well as the needs of others without compromising, or giving something up. The collaborator seeks to understand where the other person is coming from and seeks to arrive at a win-win situation, where neither party loses anything. Collaboration is the best way to manage conflict as well as being the most time-consuming.
Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):
Where |
Domain |
Activities |
% |
iStudy module |
Knowledge |
The learner can identify the reasons for conflict by referring to possible sources of conflicts. |
|
iStudy module |
Comprehension |
The learner can describe the importance of managing conflict by giving his/her examples or experiences related to conflict. |
|
In-class |
Application |
The learner can apply five modes of handling conflict into new problem context after personally interpreting and distinguishing them. |
|
100 |