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Conflict Management
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E59.1815.001
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MW 12:30pm - 01:45pm BOBS LL142
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Joseph Reagle, Ph.D.
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Course objectives
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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."
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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:
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How researchers conceive of conflict: theories, types, and causes.
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Communication skills for effective conflict management: from confrontation through reconciliation.
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An understanding of how larger contextual factors influence conflict.
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Texts
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Dudley D. Cahn, Ruth Anna Abigail
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Managing conflict through communication
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d=2007 ed=3 p=Pearson Education a=Boston r=20070817
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This is referred to as CA#, where "#" corresponds to a chapter number.
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Complementary
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Guy Burgess, Heidi Burgess
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Key Concepts
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Course requirements
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Statement on Academic Integrity
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"... 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."
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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.
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Absence and late policy: In order to accommodate the inevitable misfortune (e.g., a cold, subway jam, or family emergency) three "freebies" are given in attendance. Class starts promptly and three late arrivals count as an absence. Beyond that absences or late assignments will affect the final grade. Only excused absenses are those granted under
NYU's religious holiday policy
.
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Attendance: Your participation and attendance are expected; this entails coming to class on time, with the readings or any other assignments completed. Conspicuous lack of participation will be counted as an absence.
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Reading: Thorough coverage of the week’s required reading in advance of class is of utmost importance. 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.
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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; the second presentation only will be graded.
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Papers: There are roughly 6 small assignments, including a take-home final. All papers should demonstrate a close reading of the required texts, exhibit a method of critical analysis, and substantiate concepts and cite sources where appropriate.
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Grading
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Formula
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10pts Attendance and participation
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10pts Conflict definition and types
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10pts Socio-psycho dynamics (Film analysis)
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15pts Conflict process and behaviors
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05pts Presentation
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10pts Apology and reconciliation
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20pts Cross-cultural, intra-cultural or gender
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20pts Take-home final exam
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range
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A
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B
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C
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D
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F
|
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+
|
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87-89
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77-79
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67-69
|
|
|
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>=94
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84-86
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74-76
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64-66
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|
|
-
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90-93
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80-83
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70-73
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=<63
|
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Rubric
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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.
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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.
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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.
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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.
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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.
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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.
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See
Understanding Assessment Feedback
for how this is reflected in feedback. The
Student Evaluation
guidelines further address attendance, preparation, curiosity, retention, attitude, and talent.
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Students will often ask if I grade on a curve. If everyone did excellent -- something I would like to see and help make happen -- that would correspondingly be reflected. However, assessed grades : typically some work is excellent, a minority is unsatisfactory, and most is quite good.
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Best Practices
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Resources
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Accessing materials: PDFs kept on Blackboard require you to log in there first; other resources may be accessed off-campus via
the library
proxy. I expect writing to be polished and well organized, NYU provides some
resources
, including the
Writing Center
, towards this end.
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Assignments
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All assignments are due at the start time of class on specified date. They must be double-spaced 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. You may choose the format (e.g., MLA, APA, Chicago) but 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.) Imagine you are writing an illustrative exemplar for future students who are not yet as familiar with the material as you.
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1. Conflict, its definition, and types
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Consider the situation that has been problematic to you. In your essay address the following questions:
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How does the situation map to the definitions we encountered? Has your view of this conflict, or in general, changed after our readings?
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How would you characterize this conflict according to what we've learned (e.g., unproductive, displaced, important, tangible, etc.)?
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What do you think some of the sources of this conflict might be?
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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?
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Also, please assess your own assignment with respect to the assessment criteria of engagement, understanding, writing, and scholarly support. (e.g., E: A, U: B, W:B, S: A).
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(Due Feb 08; ~2 pages)
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2. Socio-psycho dynamics
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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? (Make use of specific dialogue if you can.)
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A few films in which conflict is prominent include:
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John Sayles
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David Mamet
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Sidney Lumet
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(Due Feb 22; ~2 pages)
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3. Conflict process and behaviors
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Consider a conflict of concern to you and identify some of the behaviors that were exhibited, and the ones that could be applied now, in the context of the conflict process. Behaviours might include those from the conflict escalation cycle, confrontation response skills, Gibb's supportive or defensive climates, and/or Sillars' collaborative tactics.
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(Due Mar03; ~4 pages)
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4. Apology and reconciliation
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Compose a one page Letter of Apology you would like to send or receive. Employ the steps of explaining (your role and the situation) without justifying/excusing, identifying the transgression's impact, offering an immediate solution and assurances for the future. In your second page, I would like you to reflect on the experience, making use of the texts if approriate, and the steps you employed -- or did not. Did you gain any insights into the conflict or into reconciliation?
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(Due Apr 05; ~3 pages)
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5. Student choice
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Write an essay exploring conflict focussing on material in the latter part of the course, such as issues of cross-cultural, intra-cultural, or gender related conflict.
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For example, with respect to intra-cultural 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" divorces: 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 and further damages their family.
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Anemona Hartocollis, Cara Buckley
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Identify a similar case or larger issue where social structure and culture further productive or unproductive conflict behaviors. (If you are having difficulty coming up with a topic, the "Beyond Intractability" resource has lots of sources and cases on a given conflict topic.) What is the conflict? What resources and norms are available to participants that amplify or mitigate successful conflict? What is the effect, or which behaviors are affected (e.g., attitudes or communications)?
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Use one outside source. Feel free to send me a one paragraph proposal until Apr 14: try to identify your topic/question, your likely argument, and the concepts and readings you will likely employ.
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(Due Apr 26; ~4 pages)
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6. Take-home final
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Classes
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Background
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Introduction
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What is the structure of the course and how might we begin to think of conflict?
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Jan 20 Wed
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Conflict
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Right off the bat, what are some of the ways we can effectively respond to conflict?
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Jan 25 Mon
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Definition and types & S-TLC
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Jan 27 Wed
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Social Psychology
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What psychological and social dynamics affect conflict?
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Feb 01 Mon
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Hawks and doves
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CA8
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Daniel Kahneman, Jonathan Renshon
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Supplementary
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Feb 03 Wed
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Cognitive Dissonance
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Phil Barker
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Science Daily
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Supplementary
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Kurt Gray, Daniel M. Wegner
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Cases
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Feb 08 Mon
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CASE
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Due: Conflict, its definition, and types
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Feb 10 Wed
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Communication
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What are some conflict options and styles for effective confrontation?
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Feb 15 Mon
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Feb 17 Wed
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Feb 22 Mon
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Conflict process, face, and anger
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Due: Socio-psycho dynamics (film analysis)
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Feb 24 Wed
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Climates and environment
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Jack R. Gibb
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Defensive Communication
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d=1991 bt=Trust: a new vision of human relationships for business, education, family, and personal living p=Newcastle Publishing a=North Hollywood
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CA10
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In class exercise
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Mar 01 Mon
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Impression & nonverbal
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Wikipedia
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Malcolm Gladwell
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viniweb
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Do You Ever Yearn? Kramer and George talk
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d=20070317 p=YouTube
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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
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Mar 03 Wed
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CASE
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Due: Conflict process and behaviors
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Mar 08 Mon
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Empathy and Listening
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What role does empathy play in conflict?
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Mar 10 Wed
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Milton J. Bennett
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Richard Salem
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Supplementary
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Wikipedia
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Marshall Rosenberg
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Practice
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Reconciliation
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What about forgiveness and reconciliation?
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Mar 15 Mon
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Mar 17 Wed
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Mar 22 Mon
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Mar 24 Wed
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Negotiation
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What makes an effective negotiator?
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Mar 29 Mon
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Mar 31 Wed
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Negotiation
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Irene Kim
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CA7
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In class negotiation exercise
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Mediation and arbitration
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How can intermediaries help manage conflict?
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Apr 05 Mon
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Third parties
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Due: Apology and Reconciliation
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Issues
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Intra-cultural
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How does social structure and cultural norms shape conflict?
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Apr 07 Wed
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Neutrality
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Joseph Reagle
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Good Faith Collaboration
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d=2010
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I will email a PDF.
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Cross-cultural
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How does conflict arise when cultural boundaries are crossed?
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Apr 12 Mon
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Gender
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Gender differences can be a source of conflict and perhaps affect the way communication and conflict happens
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Apr 14 Wed
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Gender
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Ira G. Parghi, Bianna Cody Murphy
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Deborah M. Kolb, Judith Williams
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Media
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How can the media with which we communicate affect conflict?
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Apr 19 Mon
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Media
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Raymond A. Friedman, Steven C. Currall
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Groups
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Apr 21 Wed
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Michelle Maiese
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Cass Sunstein
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Close
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Apr 26 Mon
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CASE
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Due: Student Choice (e.g., cross-cultural, intra-cultural or gender)
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Apr 28 Wed
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May 03 Mon
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Conclusion
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Due: Take-home final