Conflict Management

E59.1815.001
- MW 2:00pm - 03:15pm KIMM 808
Joseph M. Reagle Jr.
- joseph.2003@reagle.org
- Office hours: by appointment at Cubicle 2 on 7th floor: Wed 3:30-4:45pm
  - Department of Media, Culture, and Communication
  - 239 Greene Street
  - 7th Floor
  - New York, NY 10003
  - (212) 998-5191
Course objectives
- Conflict is commonly viewed as negative situation to be avoided at all costs. Yet, conflict, if done productively, can also be an opportunity to set things right, to achieve mutual understanding and even reconciliation. But the effective management of conflict is not necessarily easy. Perhaps this is why the Chinese characters for conflict are "danger" and "opportunity."
- In this course we'll learn to more effectively manage conflict: mitigating dangers and taking advantage of opportunities. The objectives of this course are for you to learn:
  - How researchers conceive of clinfict: theories, types, and causes;
  - Communication skills for effective conflict management: from confrontation through reconciliation;
  - An understanding of how larger contextual factors influence conflict.
- The Office episode "Dispute Resolution" has many great examples of how not to effectively manage conflict.
Texts
- Deborah Borisoff, David A. Victor
  - Conflict management: a communication skills approach
    - p=Allyn & Bacon a=Needham Heights d=1998 r=20070726
    - A textbook on conflict management that addresses the nature of conflict, communication skills for managing it, and how gender and cultural differences, and writing styles can be a source of conflict.
- Complementary
  - Dudley D. Cahn, Ruth Anna Abigail
    - Managing conflict through communication
      - ed=3 p=Pearson Education a=Boston d=2007 r=20070817
      - A comprehensive undergraduate textbook on conflict management with chapter keywords, summaries, exercises, and a glossary
  - The Beyond Intractability Project
    - Knowledge Base Essays and Articles
      - p=University of Colorado ed=4 d=2007
- Key Concepts

Course requirements

Statement on Academic Integrity
- "... Academic integrity is the guiding principle for all that you do, from taking exams, making oral presentations to writing term papers. It requires that you recognize and acknowledge information derived from others, and take credit only for ideas and work that are yours."
Confidentiality: since this is a course about conflict it is possible we will touch on controversial issues, or we might share information not otherwise disclosed in everyday conversation. No one is required to share personal details, but if you choose to do so in a class assignment and are not comfortable discussing it, write "PERSONAL" on the top of your paper. (This won't affect your grade.) Or feel free to change or obscure information. In our discussions we should be respectful of what others choose to share. We must balance applying what we learn to difficult issues encountered without judging the people involved. We can ask or consider what alternatives might be employed without telling someone what they should've done. Assessment of academic performance is strictly based on the rubric below: a good or poor grade reflects the quality of understanding, analysis, and writing demonstrated and is not a judgement on the character or virtue of the people involved.
Attendance: Your participation and attendance are expected; this entails coming to class on time, with the readings or any other assignments completed.
Absence and late policy: In order to accommodate the inevitable cold or subway jam two "freebies" are given in attendance. Other absences or late assignments will affect the final grade.
Reading: Thorough coverage of the week’s required reading in advance of class is of utmost importance. If it become clear that students have not done the required reading, they may be asked to leave that class. Because I prefer to focus class time on discussing what is novel or confusing to the class, I do not spend a lot of time summarizing the reading. You will have already read the material and should be prepared to offer insights, questions, critiques, and examples. Also, I do not assign an excessive amount of reading so if you're unfamiliar with basic background information, check the available resources! And feel free to ask for clarification in class. All questions are welcome and a really good question is one of the best contributions you can make.
In-class presentation: Students will be presenting based on their assignments; these are intended to provide material for us to reflect upon and apply what we learn; they are not graded.
Papers: There are roughly 6 small assignments, including a take-home final. All papers should demonstrate a close reading of the required texts and exhibit a method of critical analysis.

Grading

Formula

10pts Conflict definition and types
20pts Conflict options and strategies
15pts Film Response Paper
10pts Apology
20pts Intra-cultural environment
25pts Take-Home Final Exam

range	A	B	C	D	F
+		87-89	77-79	67-69
	>=94	84-86	74-76	64-66
-	90-93	80-83	70-73		=<63

Rubric
- In this class' grading scheme, a "B," for example, is not a subtraction from an initial state of an "A," but rather recognition of good and thorough work.
- A = Excellent. Writing demonstrates impressive understanding of readings, discussions, themes and ideas. Written work is fluid, clear, analytical, well-organized and grammatically polished. Reasoning and logic are well-grounded and examples precise.
- B = Good. Work demonstrates a thorough and solid understanding of readings, discussions, themes and ideas. Written work is clear and competent, but is somewhat general, a bit vague, or otherwise lacking in precision. While analytical, writing presents more description than analysis. Arguments are solid but not thoroughly original or polished.
- C = Fair. Work demonstrates a somewhat fragmented understanding of readings, discussions, themes and ideas. Shows acquaintance with readings and ideas, but not intellectual engagement. Written work is choppy and argument somewhat difficult to follow, examples are vague or irrelevant, and ideas are imprecise. Work veers toward underdeveloped ideas, off-topic sources or examples, personal anecdotes, creative writing, memoir, etc.
- D = Unsatisfactory. Work demonstrates little understanding or even acquaintance with readings, discussions, themes and ideas. Written work is choppy, fractured and unclear. Argument follows little logical development, or work presents little discernable argument whatsoever.
- F = Failure / Unacceptable. Work does not demonstrate understanding of topics, ideas and readings. This is also the grade for work not submitted and plagiarized work.
- See Student Evaluations for more

Assignments
- All assignments must be doublespaced and typed; such a page has roughly ~250 words. Page limits specified are minimums, though "more doesn't necessarily mean better." The use of key terms and concepts, if not trivial, should be substantiated or briefly explained in some way rather than vaguely mentioned in passing. This then sometimes means paraphrasing or quoting from a text, and these should be appropriately cited. I don't care about the format (i.e., MLA, APA, Chicago, etc.) and excessive or gratuitous excerpts can be a detriment. (The goal is not to have, say, 4 references and two quotes, but to exercise and engage concepts so as to demonstrate an understanding.)
- 1. Conflict, its definition, and types
  - Consider the situation that has been problematic to you. In your essay address the following questions:
    - How does the situation map to the definitions we encountered? Has your view of this conflict, or in general, changed after our readings?
    - How would you characterize this conflict according to the first three "As," or other attributes (e.g., unproductive, displaced, important, tangible, etc.)?
    - What do you think some of the sources of this conflict might be?
    - How did you attempt to address this issue, and what worked well or what problems would you like to be able to address better in the future?
  - (Due Sep 17 ; ~2 pages)
- 2. Conflict options and strategies
  - Consider a conflict of concern to you and identify some of the behaviours that were exhibited, and the ones that could be applied now. In particular, consider BV's Action, Analysis and (dis)confirming responses; and CA's S-TLC, conflict options and strategies, and effective confrontation.
  - (Due Oct 10 ; ~3 pages)
- 3. Film response
  - Choose a film that illustrates either an interpersonal or social conflict. Briefly identify the sources of conflict (e.g., different types of (in)tangible issues) and consider how social-psychological issues contribute to the dynamics (i.e., f.a.e., reactive devaluation, competition, etc.) -- as discussed in class and from Kahneman and Renshon (2007). What might have been done to mitigate these escalating dynamics?
  - A few films in which conflict is prominent include:
    - John Sayles
      - Matewan
        
        y=1987
    - David Mamet
      - Glengary, Glen Ross
        
        y=1992
    - Sidney Lumet
      - 12 Angry Men
        
        y=1957
  - (Due Oct 24 ; ~2 pages)
- 4. Apology
  - Compose a one page Letter of Apology you would like to send or receive -- we will discuss this class and hopefully get a balance of both. In your second page, I would like you to reflect on the experience and the steps you employed. Did you gain any insights into the conflict or into reconciliation?
  - (Due Nov 14 ; ~2 page)
- 5. Intra-cultural environment
  - We learned that Wikipedia's collaborative culture promotes positive approaches to interaction and conflict (e.g., "good faith" versus Godwin's Law). Consider a social context in which you find structural or cultural influences on conflict. For example, in July 2006 Nicholas Barthas blew up his Manhattan townhouse rather than lose it in a divorce proceeding that had lasted for years. New York is the only state in the country that does not permit "no-fault" divorce is: former partners must find fault with one another in an (already) adversarial legal system. It is argued that this contributes to the estrangement and animosity divorcees feel towards one another -- one can imagine how this further damages their relationship, and it's frightening implications if they share children.
    - Anemona Hartocollis, Cara Buckley
      - Real Estate and Rubble: When Marriages Go Awry
        
        j=The New York Times m=July 12 d=2006 r=20071112
  - Identify a similar case or larger issue where social structure and culture further productive or unproductive conflict behaviors. What resources and norms are available to participants that amplify or mitigate successful conflict? Which behaviors are affected (e.g., attitudes or communications)?
  - Use one outside source. Feel free to send me a one paragraph proposal until November 21.
  - (Due Dec 5 ; 3 pages)
- 6. Take-home final
  - (Due Dec 18 ; 4 pages)
Best Practices
- Balance in discussion
- Some thoughts on presenting
Resources
- NYU
Background
- Introduction
  - What is the structure of the course and how might we begin to think of conflict?
  - Sep 05 Wed
    - Syllabus and defining conflict (BV1:1-4; CA1,2)
- Conflict
  - Right off the bat, what are some of the ways we can effectively respond to conflict?
  - Sep 10 Mon
    - Five step model (BV1:1-20)
  - Sep 12 Wed
    - S-TLC (CA3)
- Group dynamics
  - What psychological and social dynamics affect conflict?
  - Sep 17 Mon
    - (CA8-12)
    - ASSIGNMENT due: Conflict and Types
  - Sep 19 Wed
    - Daniel Kahneman, Jonathan Renshon
      - Why hawks win
        
        j=Foreign Policy m=January d=2007 r=20070108 15:10 UTC
- Communication
  - What are some conflict options and styles for effective confrontation?
  - Sep 24 Mon
    - (BV2)
  - Sep 26 Wed
    - (CA4-6)
    - Conflict styles
- Empathy
  - What role does empathy play in conflict?
  - Oct 01 Mon
    - (BV2:53-63)
    - Janet M. Bennett
      - Sympathy and Empathy
        
        p=Intercultural Communication Institute a=Portland d=2006
    - Marshall Rosenberg
      - Nonviolent communication: a language of compassion
        
        ch=1 a=Encinitas p=PuddleDancer Press d=2003 r=20070116
- Nonverbal
  - How does nonverbal communication affect conflict?
  - Oct 03 Wed
    - (BV3)
    - viniweb
      - Do you ever yearn? Kramer and George talk
        
        p=YouTube m=March 17 d=2007
        
        In the exchange between Kramer and George we can see examples of kinesics (emblems, illustrators, affect displays, regulators, adapters), oculesics (cognitive, monitoring, regulatory, expressive), haptics (touch, proxemics), and paralanguage
  - Oct 08 Mon
    - No class
- CASE
  - Oct 10 Wed
    - ASSIGNMENT due: Conflict Options and Strategies
  - Oct 15 Mon
    - (CASE continued)
Practice
- Mediation and arbitration
  - How can intermediaries help manage conflict?
  - Oct 17 Wed
    - (BV1:21-25; CA14)
  - Oct 22 Mon
    - No class (WikiSym 2007)
- Negotiation
  - What makes an effective negotiator?
  - Oct 24 Wed
    - (CA7)
    - ASSIGNMENT due: Film Response
  - Oct 29 Mon
    - Irene Kim
      - Why cooperating wins: Reputations, expectations and the fine art of negotiation
        
        j=Cornell Enterprise m=Spring d=2007
- Reconciliation
  - What about forgiveness and reconciliation?
  - Oct 31 Wed
    - (BV1:25-28); (CA3)
  - Nov 05 Mon
    - Susie Linfield
      - Trading truth for justice? Reflections on South Africa’s Truth and Reconciliation Commission
        
        j=Boston Review m=Summer d=2000
Issues
- Intra-cultural
  - How can a cultural environment affect conflict?
  - Nov 07 Wed
    - Joseph Reagle
      - The epistemic stance of Neutral Point of View
        
        d=2007 pp=1-14
  - Nov 12 Mon
    - Joseph Reagle
      - The intersubjective stance of good faith
        
        d=2007 pp=15-35
- CASE
  - Nov 14 Wed
    - ASSIGNMENT due: Apology Letter
  - Nov 19 Mon
    - (CASE continued)
- - Nov 21 Wed
    - No class
- Gender
  - How does gender affect communication and conflict?
  - Nov 26 Mon
    - (BV4)
- Cross-cultural
  - What are some of the challenges of cross-cultural communication?
  - Nov 28 Wed
    - (BV5)
- Writing style
  - How can writing style prompt or mitigate unintended conflict?
  - Dec 03 Mon
    - (BV6)
    - Raymond A. Friedman, Steven C. Currall
      - Conflict escalation: dispute exacerbating elements of e-mail communication
        
        j=Human Relations v=56 n=11 pp=1325-1347 d=2003
- CASE
  - Dec 05 Wed
    - ASSIGNMENT due: Intra-cultural environment
  - Dec 10 Mon
    - (CASE continued)
- Wrap up
  - Dec 12 Wed