1. Developing Management
Skills
Class 6, Chapter 9 and10
Conflict & Negotiation
Making Change
Barbara Fowler at
bfowler@chiefoutsiders.com
McGraw-Hill/Irwin Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved.

2. Introduction
• All conflict is not the same
• There is much evidence regarding
different styles of conflict resolution
• There are few more un-nerving events
for a new manager than to be thrust into
conflict situations and being asked to
mediate between parties
9-2

3. Objectives
• Differentiate between task and
Relationship conflict
• Determine Cause of Conflict
• Identify Your Preferred Style
• Specify Situations that need Specific
Resolution Style
• Facilitate Resolution of Conflict
9-3

4. The US Education System
• As we go through the class today, let’s try
to use examples of conflict, negotiation
and change from some of the issues
facing our education system.
9-4

5. Introduction
• All conflict is not the same
• There is much evidence regarding
different styles of conflict resolution
• There are few more un-nerving events
for a new manager than to be thrust into
conflict situations and being asked to
mediate between parties
9-5

6. Conflict can get Ugly
9-6

7. Conflict & Negotiation
• Is Conflict dysfunctional?
• Is it generally a “personality” problem?
• In Negotiation, is there a winner and a
loser?
9-7

8. Identifying Types of Conflict and
Their Effects
• What is a Task conflict?
• conflict about tasks, ideas, and issues
• What is a Relationship conflict?
• personalized and threatening
9-8

9. Examples?
• Think about a Relationship conflict in
Education. Write one down
• What about a Task Conflict? Write Down
an Example
9-9

10. Positive and Negative Effects of
Conflict
9-10

11. Sources of Conflict
• Relationship-centered disputes
– Can they stem from the past?
– How does the person make you feel?
– Can they always be solved?
9-11

12. Relationship-centered disputes
• When was a time you had a relationship-
centered dispute with a co-worker?
• What sets you off?
9-12

13. Sources of Conflict
• Task-centered disputes
– debates over competing ideas, proposals,
interests, or resources
9-13

14. Task-centered disputes
• When was a time you had a task-centered
dispute with someone you worked with?
9-14

15. Diagnosing Conflict Sources
• After making the first diagnosis between a
task-centered dispute and a relationship
based dispute, one must determine what
the further source of conflict is.
9-15

16. Sources of Conflict
• Informational factors
– come into play when people have developed
their point of view on the basis of a different
set of facts
9-16

17. Sources of Conflict
• Perceptual factors
– exert their influence when people have
different images or interpretations of the same
thing
– each person selects the data that supports
their point of view
– tends to devalue information that does not
support it
9-17

18. Sources of Conflict
• Role factors
– people believe that their roles within an
organization are somehow in conflict
– “turf” associated with their position is being
usurped
– What are some turf wars in education?
9-18

19. Sources of Conflict
• Environmental factors
– scarce resources, uncertainty, degree to
which competition is present
• Mixed-motive situation
– employees are placed in scenarios where
they are rewarded if they compete
aggressively but told that they should work
toward the department’s overall outcome as a
whole
9-19

20. Sources of Conflict
• Personal factors
– incompatible personal values
– different personalities
– differing long and short-term goals
9-20

21. Conflict Example
• Turn to page 294 of your book and look at
the “Manage What?” section.
• What types of conflict do you see in
example 1?
• How would you go about handling this?
9-21

22. Review
What source of conflict involves scarce
resources, uncertainty, degree to which
competition is present?
A. Informational
B. Perceptual
C. Role
D. Environmental
9-22

23. Matching Conflict Styles with
Situations
• Accommodating
• Avoiding
• Compromising
• Competing
• Collaborating
9-23

24. Kilman’s Conflict Resolution Grid
9-24

25. Ineffective Conflict Management
Techniques
9-25

26. Competition
• Dominant and non-supportive
• Individuals pursue their own concerns
aggressively at the expense of others
9-26

27. Competition
When is competition and effective strategy?
When should it be used?
9-27

28. Accommodation
• Supportive and submissive, unassertive
and cooperative
• Individuals neglect their own concerns to
satisfy the concerns of others
9-28

29. Accommodation
• When is it an appropriate strategy?
9-29

30. Using Accommodation Effectively
• Acknowledge the accommodation
• Have a rationale
9-30

31. Avoiding
• Submissive and non-supportive,
unassertive and uncooperative
• People do not immediately pursue their
own concerns or those of others
9-31

32. Avoiding
• What are some guidelines when using an
avoiding strategy ?
9-32

33. Compromising
• People want to find some expedient,
mutually acceptable solution that partially
satisfies everyone involved
• Splitting the difference, exchanging
concessions
9-33

34. Compromising
• When is it an appropriate strategy?
9-34

35. Collaborating
• Dominant and supportive, assertive and
collaborative
• Involves attempting to work with the other
person to find some solution that fully
satisfies the concerns of both people
9-35

36. Collaborating
• When is it appropriate?
9-36

37. Seeking Superordinate Goals
• Superordinate Goals
– objective that is so valuable to both parties
that it transcends the dispute
9-37

38. Collaborating Example
• Look to page 306 in the book to the
example “The Robbers Cave and the
Superordinate Goal”
9-38

39. Effective Negotiations
• Preparation
• Execution
• Evaluation
9-39

40. To Negotiate or Not?
• Important to question whether an issue
that appears to be non-negotiable truly is
• If there is no way to create added value for
yourself, you should not be negotiating
9-40

41. Outcomes of an Ideal Negotiation
1. All parties believe they made a good
deal
2. The relationship is maintained or even
improved
3. Each negotiator’s constituents are
satisfied with the agreement
9-41

42. Integrative (Win-Win) Negotiation
• Focused on cooperative problem solving
• Treat conflict as being separate from the
relationship and that we work to seek a
solution to the conflict that is mutually
acceptable
9-42

43. Win-Win Negotiation
“You say it’s a win-win, but what if you’re
wrong-wrong and it all goes bad-bad?” 9-43

44. Characteristics of Win-Win
Negotiation
9-44

45. The Stages of Negotiation
• Preparation
• Understand needs
• List and discuss options
• Process tactics
• Ending
• Evaluation
9-45

46. Discussion Question?
Which stage of negotiation is most important
in solving conflict the quickest?
A. Preparation
B. List and discuss options
C. Process tactics
D. Ending
9-46

47. Negotiation Preparation
• Organizing the issues
• Talk to other people who have information
you need
• Analyze the parties you’ll be negotiating
with
• Consider your BATNA (best alternative to
a negotiated agreement)
9-47

48. Negotiation Preparation
• Understanding the
needs of other
parties
• List and discuss
possible options
9-48

49. Talk to Other People
• Seek out other people you know who have
conducted similar negotiations
• Talk to your constituents
• Talk beforehand to the other parties
9-49

50. Some Difficult Negotiators
9-50

51. Some Common Forms of Leverage
• Legitimacy
• Timing
• Limited authority
9-51

52. Bluffing Carries a Risk
• Heavy-handed bluffing can strain
relationships
• If the bluff fails, the negotiation can be
over
9-52

53. Actions of Superior Negotiators
9-53

54. Question?
What is an outside party who specializes in
helping people in conflict reach an
amicable agreement?
A. Negotiator
B. Mediator
C. Arbitrator
D. Moderator
9-54

55. Mediation
• Mediator
– outside party who specializes in helping
people in conflict reach an amicable
agreement
9-55

56. Guidelines for Mediation
• Choose a comfortable, neutral space
away from any party’s “turf.”
• Shorter is better—schedule short
meetings and be involved for as short of a
time as possible.
• Listen with an open mind and do not say
much.
• Be respectful and express only positive
opinions of the parties involved.
9-56

57. Guidelines for Mediation
• Emphasize a desire to help. Do not pick
sides.
• Assure parties that all conversations are
held in strict confidence.
• Be a role model and build a strong
reputation for staying on task and doing
what you say.
9-57

58. Effective Mediator
• Is dogged in learning and applying facts
• Frames the disputed claims into the real
issues
• Maintains neutrality
• Seeks to understand the underlying
interests of each party
9-58

59. Objectives
• Learn to Use Models
• Structure Problems to create Change
Initiative
• Collect Feedback to Improve/Readiness
• Implement Interventions
• Evaluate
• Create Environment
9-59

60. Introduction to Making Changes
• The key element in change is people
• Getting people to buy into a new way of
doing anything is difficult
• It inevitably involves resistance
• Continue with our Education Example
10-60

61. Myths of Making Change
• Crisis is a guarantee of change
• Change is best motivated by fear
• Compelling facts are the key to change
• Old dogs can’t learn new tricks
10-61

62. General Models of the Change
Process
• Lewin’s Unfreeze-Move-Refreeze Model
• Bridges Model of Transitions
• Kotter’s Eight Stages of Change
• A Practical Model of Planned Change
10-62

63. Lewin’s Forcefield Analysis
10-63

64. Lewin’s Unfreeze-Move-Refreeze
Model
• Unfreezing
• Moving
• Refreezing
10-64

65. Question?
Which stage of Lewin’s change model
involves overcoming inertia and breaking
down existing ways of thinking?
A. Unfreezing
B. Moving
C. Refreezing
D. Unthawing
10-65

66. Lewin’s Unfreeze-Move-Refreeze
Model
• Unfreezing
– involves overcoming inertia and breaking
down existing ways of thinking
10-66

67. Lewin’s Unfreeze-Move-Refreeze
Model
• Moving
– Refers to when the change intervention is
started and outgoing
– Period of anxiety and tension
10-67

68. Lewin’s Unfreeze-Move-Refreeze
Model
• Refreezing
– New mindset and behavioral pattern is
created for those involved
– Change yields positive benefits for the
organization
10-68

69. Important Questions for Change
1. What is keeping people from change and
why have they not changed up to now?
2. What actions might induce them to
change?
3. How will we sustain new behaviors?
10-69

70. Bridges Model of Transition
10-70

71. Bridges Model of Transition
• Failure to identify and
prepare for the
inevitable human
psychological
transitions that
change produces is
the largest problem
with change initiatives
10-71

72. Kotter’s Eight Stages of Change
• Increase urgency
– get people out of the bunker and ready to
move
• Create a guiding coalition
– need a group of influential, effective
champions
• Get the vision right
– construct a relevant vision that will help
people visualize possible futures
10-72

73. Kotter’s Eight Stages of Change
• Communicate for buy-in
– sending clear and credible messages about
the direction and progress of change
• Empower action
– bolster confidence that the job can be done
– recognize and reward in ways that inspire,
promote optimism, and build self-confidence
10-73

74. Kotter’s Eight Stages of Change
• Create short-term wins
– nourish faith in the change effort
– emotionally reward the hard workers
– keep the critics at bay
– build momentum
• Consolidate gains and don’t let up
– follow-up regularly to ensure that the new
change remains supported
10-74

75. Kotter’s Eight Stages of Change
• Anchor change in your culture
– successful efforts build on the momentum
from one change to stimulate other needed
changes and initiatives
10-75

76. A Practical Model of Planned
Change
1. Problem structuring and contracting
2. Data collection and feedback
3. Implementing interventions
4. Evaluating and sustaining the change
10-76

77. Structuring a Problem
• Who is the customer of the change?
• What is the scope of the change?
• MECE – mutually exclusive and
collectively exhaustive
10-77

78. Contracting With Those Involved in
the Change
• By encouraging people to develop a
shared view of what is wrong or what is
needed, an initial commitment to change
is more likely to be established and
mobilized
• Where are we now?
• Where do we want to be?
10-78

79. Externalize the Threat/Enemy
• Provide an externally caused need for
change
• Competitors, market forces, rapid
environmental shifts, government and
regulation, and higher customer demands
10-79

80. Define Goals in Terms of Results
• Making measurable
results the primary,
immediate goal of a
change project is
perhaps the most
important element
of successful
change
10-80

81. Value of Results-oriented Goals
1. Lead to more direct and urgent strategy
development
2. Lend themselves to more objective and
meaningful evaluation and measurement
3. Promote accountability and produce a
healthy culture of ownership among
those involved
10-81

82. Collecting Data
• Interviews
• Small groups
• Financial or operational data
• Customer surveys
10-82

83. Understand Before You Judge
• Find out who benefits from the current
situation
• Write down everything you do not know
• Use appreciative inquiry
• Discuss the undiscussables
10-83

84. Diagnose Change Readiness
• Identification of the level of felt need
among the people whose approval or
cooperation will be essential for success
• Level of perceived support from
management for the change
• Existing cynicism regarding prior change
initiatives
10-84

85. Look for Small Wins
• Short-term gains and highly-visible rapid
changes will help embed the change and
gather momentum
10-85

86. Question?
Which type of intervention deals with
training and rewards?
A. Strategic
B. Social and human resource factors
C. Structural
D. Technology
10-86

87. Types of Interventions
• Strategic
– involve organization structure, reporting
relationships, target markets and customers
• Social and human resource factors
– deal with culture, teamwork, selection,
performance evaluation, training and rewards
10-87

88. Types of Interventions
• Structural
– deals with work area configurations, workflow
design, and dividing labor
• Technology
– deals with tools, equipment and machinery,
computing systems
10-88

89. Framing, Reframing and Selecting
Interventions
• Structural frame
– relates to how to organize and structure
groups and teams to get results
• Human resource frame
– concerns how to tailor organizations to satisfy
human needs
– improve HR management
– build interpersonal and group dynamics
10-89

90. Framing, Reframing and Selecting
Interventions
• Political frame
– deals with how to cope with power and conflict
– build coalitions
– hone political skills
• Symbolic frame
– focused on how to shape a culture that gives
purpose and meaning to work
– build team spirit
10-90

91. Communicate What You Are Doing
• Think in terms of how you can really reach
the targets of your change
• Authentically address their most frequently
asked questions
• Identify and leverage key people who
might effectively communicate your
message
10-91

92. Discussion Question?
What is the most commonly given reason for
resisting change?
A. Loss of control
B. Loss of face
C. Surprise
D. More work
10-92

93. Why People Resist Change
• Loss of control • Surprise
• Loss of face • More work
• Loss of identity • Past resentments
• Loss of • Unintended
competence consequences
• Excessive personal • Real threats
uncertainty
10-93

94. Strategies for Overcoming
Resistance
• Education and commitment
• Participation and involvement
• Facilitation and support
• Negotiation and agreement
• Manipulation and co-optation
• Explicit and implicit coercion
10-94

95. Factors Influencing Strategy
• Urgency of the need for change
• Degree of opposition or resentment
• Power of the individual/group initiating the
change
• Necessity for information and commitment
10-95

96. Organizational Cynicism
• Cynicism may be entirely rational
• Cynicism’s existence will heighten
resistance
• Cynicism is difficult to overcome if it is
prevalent in the leadership of the
organization
10-96

97. We are Finished with Book
• Next Week: Pages 1-100
• Look at the Study Guide
9-97