Course Description : Research has found that workers who experience conflict in their workplace are up to 70% less productive in their jobs. Witnesses to conflict are also up to 40% less productive than if the workplace was stress-free. This course equips students with an understanding of themselves and how their behaviour influences conflict situations. It also looks at coping mechanisms for dealing with criticism, difficult people and attitudes in the workplace and prevention techniques to address potential conflicts before they occur. The course emphasises the importance of communication and looks at different conflict management styles and strategies. It also helps delegates deal with anger and helps them overcome the fear of confrontation. Course Objectives: At the end of the course, the students will be able to:
a. To recognise how your own attitude and actions impact on others
b. To develop coping strategies for managing criticism, difficult people and attitudes.
c. To identify prevention techniques to address potential conflict before it occurs
d. To recognise the importance of good communication in preventing and resolving conflict
e. To develop conflict management strategies and understand your preferred conflict management style
f. To deal with anger in the workplace
g. To overcome your fear of confrontation and conflict
The Term Paper on Operation and Strategy management for Ryanair
Introduction The company chosen in this report is Ryanair in the airline industry. Ryanair is a low cost budget airline travelling across 1600 routes from 57 bases connecting 180 destinations in 29 different countries (Ryanair.com). Ryanair first started its operations in 1985 between Ireland and London. The first year it commuted around 5000 customers but the company really took off in 1990 when ...
Topics to be Covered
Topics
Specific objective(s)
Time frame
Suggested activities
Teaching Strategy(s)
Introduction
Introduction with the students, discussion of the course outline, explanation of case study method. (Analysis) Week 1
Engaging students in discussion
Power point presentation
Chap 1
Defining Negotiations and its Components
Introduction; Human interaction; personal nature of negotiation; conscious and unconscious determinants of negotiation performance; how do develop effective personal negotiating power. Case study 1; Quiz 1
Week 2
Engaging students in discussion
Power point presentation and white board
Chap 2
Personality
Knowing your personality; defining personality; learning theory and assessing yourself. Case study 2; Quiz 2
Week 3
Engaging students in discussion
Power point presentation, white board
Chap 3
Conflict
What is conflict?; personal approach to negotiation and conflict; exercise in attitude; sociological schools of thought on conflict; constructive and destructive conflict; conflict diagnosis example. Case study 3,4; Quiz 3
Week 4,5
Engaging students in discussion
Power point presentation and white board
Chap 4
Negotiation Style
Four Major Negotiation Styles; distribution versus integration; analyzing assessment results; choosing the appropriate styles; learning creativity. Quiz 4, Case 5
Week 6
Engaging students in discussion
Power point presentation and white board
Presentations
Review for Mid Terms
Week 7
MIDTERM EXAMINATION Week 8
Chap 5
Key Negotiating Temperaments
Categorizing personalities; four main alternative preferences; perceiving others; 4 key negotiating temperaments. Case study 6; Quiz 1
Week 9
Engaging students in discussion
The Term Paper on Power Goes To Teachers, Students ,And Discipline
For at least two decades discipline has been at or near the top of the list of public concerns about our schools.1 Nor should this surprise us; developing the mix of foresight, judgement, and self-control that enables (or perhaps just constitutes) "discipline" is an important task of childhood. As long as schools are places where part of a child’s education takes place, helping children develop ...
Power point presentation and white board
Chap 6
Communicating in Negotiation
The communication process; rules for effective listening and speaking in negotiation; filtering; examples of filtering skill building; when conflict arises in negotiation; watching; body language; reflection and practice. Case study 7; Quiz 2
Week 10
Engaging students in discussion
Power point presentation and white board
Chap 7
A Note on Cultural and Gender Differences
Classify country cultures; cultural differences and their effect in negotiation; considering gender differences in negotiation. Case study 8
Week 11
Engaging students in discussion
Power point presentation and white board
Chapter 10 Effects of Power in Negotiation
Types of Power; Real VS Perceived Power; recognizing available power; the manner of using power; psychological games. Case study 9; Quiz 3
Week 12
Engaging students in discussion
Power point presentation and white board
Chapter 11
Asserting Yourself
Assertion Assessment; Passivity, aggression and assertion defined; passive-aggressive behavior and its impact on negotiation; hostile-aggressive behavior and its impact on negotiation; the dynamics of anger; fear; self-esteem; anger management tools. Case study 10; Quiz 4
Week 13
Engaging students in discussion
Power point presentation and white board
Presentation
Presentation of report.
Week
14
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Power point presentation
——–
Review for the Final Examination
Week 15
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FINAL EXAMINATION Week 16
I. Course Requirements: A project template containing the brief outline of the desired final report will be provided. Students are expected to follow the guideline for the report preparation and presentation. Additional course materials, like a standard format of business report, conflict management related journals may be given to students. These are not mandatory materials but will help the students to adorn their learning. The deadline of submission MUST be met.
II. Class behavior & policy:
The Term Paper on Ability Grouping Students Class Groups
Ability grouping is a widely spread practice used among many educators today. Between-class grouping is by far one of the most commonly used types of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students ...
1. Students are expected to attend all the classes and be on time. Students must have 80% attendance of the total number of classes. Otherwise, the students will receive a “UW” grade. It is entirely the responsibility of the students to collect the materials that has been missed due to failure of attending any classes for any reason whatsoever. Let it be reminded that lectures will not be repeated. Withdrawal from class is not automatic. The student who desires to withdraw is responsible for processing the withdrawal.
2. Attendance will be taken at the beginning of the class. Students will be considered as LATE if they come fifteen minutes after the allocated class time. Three LATEs will be counted as ONE ABSENCE. 4 absences will result in student getting a UW.
3. Students are encouraged to actively participate in the class discussion and ask relevant questions.
4. Students MUST turn off their cell phones prior to entering the classroom.
5. Honesty is the best policy. Any sort of academic dishonesty will result in severe consequences and may lead to receiving a failing grade for the course.
6. No BONUS marks will be given.
III. Evaluation
The final grade for this class will be based on the points achieved on the following areas:
Mid Term session
Proportion
Final session
Proportion
Class Participation
5%
Class Participation
5%
Quiz (Best 3/4)
20%
Quiz (Best 3/4)
20%
Case Studies (Best 4/5)
15%
Case Studies (Best 4/5)
15%
Assignment
15%
Term paper
15%
Presentations
5%
Presentations
5%
Mid-term Examination
40%
Final Examination
40%
Total
100%
Total
100%
To be converted into
for contribution to Final grade.
40%
To be converted into
for contribution to Final grade.
60%
IV. Textbook/Reference Materials
Required text
Conflict Management: A Practical Guide to Developing Negotiation Strategies. Corvette, Barbara. Prentice Hall. 2007.
The Essay on Notes From Home Class Students Teacher
Classroom Management Plan for Day one of class (for grades 7-12) Classroom Procedures Entering the Classroom Students will come into the classroom quietly and in an orderly fashion without running. They will unload their backpacks as quickly and quietly as possible and begin to prepare for the day. End of Class Dismissal Students will be allowed to leave the classroom only when the teacher says ...
References
1. Gary Dessler, Human Resource Management, 10th edition
2. Noe and Hollen Beck, Human Resource Management, Gaining a Competitive Edge, 4th edition. In addition some handouts may be given in class from time to time if needed.
Online References
www.12manage.com
www.businessdictionary.com
