General
Welcome to NURS 503!
(2023-24 FA) NURS 503 A - Practice Skills for Conflict Transf
Course Access Dates: Students from 7/29/2023 until 12/14/2026; Faculty from 3/1/2023 until 12/14/2026
Course: (2023-24 FA) NURS 503 A - Practice Skills for Conflict Transf | Moodle
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Orientation: Aug 28 Mon, 7-8 p.m.
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Topics
Assignments and Readings due Aug 29
(Week 1)
Mon
Aug 28
7-8 p.m.
Orientation
- Synchronous Orientation
- Introductions (I am From)
- Questions about the Syllabus
https://zoom.us/j/8781238805?pwd=aVNDLzFWY3NOdnhhaDY3SjBwUEM2UT09
Meeting ID: 878 123 8805
Passcode: 5088Due Aug 28
Come to the synchronous orientation prepared to verbally introduce yourself using the sample below
Review
Written Syllabus (link below). Come prepared to ask questions about the syllabus.
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Welcome to NURS 503!
Please attend the Synchronous Virtual Orientation at this link:
https://zoom.us/j/8781238805Come prepared to introduce yourself in the following way.
Take some time to reflect on where you feel most at home. This may be at a specific place, a house, a region, area, or in a specific relationship. Think of your experience of family while you were young or your experience of family and support now. Answer each of the following questions in sentence form. Be prepared to share your 6 sentences. And don't worry, if you don't have time to craft it, whatever you can come up with on the spot is fine!
Gloria’s example follows each prompt.
I AM FROM familiar sights?.. (construct one sentence of familiar sights from home) I am from corn fields, cows, tomatos and squash ripening in the garden, my purple crepe myrtle, and sunrise AND sunset over the mountains.
I AM FROM familiar smells... (construct one sentence of familiar sounds from home) I am from school bells, clippety clops of horses pulling buggies, tractors roaring up the hill, and ever-present music from classical harpsichord and piano music played in person to kids screaming Kpop, radios blaring gospel and Alexa's gentle evening jazz,
I AM FROM?.. (familiar smells from home) I am from the smells of coffee, recent rain (petrichor), cow manure, chicken manure, pig manure, cut grass, hair gel, litter boxes, vinegar, and yerba mate.
I AM FROM?.. (familiar tastes from home) I am from garden vegetables (especially tomato sandwiches), meat and potatoes, macaroni and cheese, peanut butter and jelly, apple butter, hominy grits, and salsify. And stuffed pig stomach, fried oysters and ham for Thanksgiving and Christmas.
I AM FROM?.. (familiar touch or sensations from home) I'm from bare feet in the grass, snapping green beans, the warm fur of cats and dogs, frosty winter mornings that sting the nose, the jostles and hugs of my 2 kids, and holding hands with my hubby.
I AM FROM?... (familiar ways of handling conflict) What conflict? We don't challenge authority. The father is the head of the home. The church is the head of the family. What they say goes.
I look forward to getting to know you!
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Week 2 Aug 29-Sept 4
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Understanding Conflict
- Introduction to Conflict Transformation and the Nature of Conflict cont.
- Introduction to Analysis
All Due by Sept 4
Forum Response due 8 AM
Read
Cloke: Resolving Conflicts at Work Forward & Introduction (textbook)
Lederach: Conflict Transformation (click here)
Fisher Chapter 1-2 (posted below)
Watch
- Introductory Lecture on Analysis and Understanding the Nature of Conflict (Rhodes) - posted below
- From Conflict Resolution to Strategic Peacebuilding 1:20:00 (optional - see link below)
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Greetings! Welcome to our second forum. As you may recall, two responses make up a forum.
1) The first response is to the instructor's questions and
2) the second response is to a fellow student.
(200-500 words)Forum Responses - Please answer question 1 and either question 2, 3, or 4.
1. Think about the metaphors and words you use when talking about conflict. What are they? Are they primarily negative/bad? For example...." such a tangled mess" "Conflict is like a war"..." absence of love" "to be at daggers drawn". Are you direct with your words about the situation, or more subtle when you are talking about conflict? What are the feelings you associate with conflict? Tense? Fear? Anger? others?
2. What did you learn from your parents/caregivers about conflict (either in words or in actions)? What were you supposed to do about it? What did you do? (Keep track of your thoughts for your Conflict Biography)
3. Give an example of a conflict that hasn't gone well. What characteristics seemed to cause this? What would you do differently if you could?
4. Give an example of a time that you handled conflict well. What qualities did you have, or what things did you do that helped it to go well?
5. Feel free to include other reflections that this generates for you.
6. If you were struck by anything from the conflict transformation article or video, share that here. What was interesting? How does this connect with you? Have you encountered conflict transformation/resolution before? What did it look like?
And you are welcome to give as many details or as few as you like. You can hide the names of people you are talking about, or you can make up names.
I do ask us to follow one guideline -- that what we share in this forum and in this class is confidential. You can talk about the class and the course content, just not the stories that you hear/read unless you have permission from the storyteller. Thank you!
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For more information about the field of conflict transformation and peacebuilding as taught by the Center for Justice and Peacebuilding at EMU. The Center, or CJP, is where Gloria teaches. This is the theoretical and practical background to how and why we teach what we do.
- Introduction to Conflict Transformation and the Nature of Conflict cont.
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Week 3: Sept 5-11
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Sept 11 Mon
6:00-7:30 PM
Understanding
Conflict – the Personal
● Understanding Conflict - Personal Motivations● Enneagram
● The Role Personal, Group, Cultural Identities play in conflict
● Difficult Conversations
Virtual Session (Synchronous)
● Enneagram
● The Role Identities play in conflict - Professional, political, identities of power; What role does race, political or religious identity play in healthcare experiences?
Join Zoom Meeting
https://zoom.us/j/8781238805?pwd=aVNDLzFWY3NOdnhhaDY3SjBwUEM2UT09
Meeting ID: 878 123 8805
Passcode: 5088
Forum Response Due 9/11 by 8 a.m.
Read Stone et al: Difficult Conversations pp 1-128 (or as much as you're able to do)
Read the Word Document posted below called Enneagram Assignment and follow the instructions there.
Watch the video lecture on Identity and Conflict
Watch the video lecture on Enneagram and conflict
Watch the stakeholder mapping lecture
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Greetings on Week Three
We've been getting into reading that talks a lot about why we feel defensive and out of sorts when approaching conflict. For example, the Difficult Conversations book talks about the content of our conversations, our feelings, and our identity. These three components of difficult conversations are also three common reasons for conflict and our feeling that conflict is negative.
For this week's forum post, reflect on the following questions and respond to those that resonate for you, or respond based on concepts that connect for you from the first section of the Difficult Conversations book (you do not need to answer all the questions):
1. Exploring our emotional footprint: How have you developed and determined which feelings are okay to have and express and which are not? What happens when others (particularly in the work environment) have a different emotional footprint than yours? How do you engage with that?
2. What are some ways (verbal and/or behavioral) you can practice acknowledgment of feelings? Why do you think it's important to develop this skill?
3. What did you think of the Identity Conversation? Are the three core identities accurate (would you add anything?)? Think of times when you were "knocked off your balance": what caused that and how did you work towards reestablishing that balance?
4. When the book says "Your intentions are complex": how do you interpret this statement? In the past, have you approached intentions as one-dimensional (both yours and others' intentions)?
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Week 4: Sept 12-18 Understanding Conflict - Personal (Self) and Relational (Conversations with others)
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Sept 12-18
Understanding Conflict and Responding to Conflict: Relational
- Conflict Styles - understanding your style of engaging in conflict
- Difficult Conversations - Ten Questions People Ask
Due
- Forum Response by 9/18 at 8 AM
- Conflict Biography by 9/18 at 8 AM
Read
- Stone: Difficult Conversations pp 129 - 295
- Kraybill Indicator
Watch
- Spotlight Week 4
- Conflict Mapping
- 2 Conflict Styles YouTube Videos
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Greetings and Welcome to Week 4 Discussion
Use the following questions as prompts to get you started. You don't need to answer everything. In general, feel free to write about anything that struck you as interesting, or seemed helpful in some way, or that you disagreed with. Give an example.
After reading/skimming Difficult Conversations Part II
Think about a difficult conversation you need or want to have with someone. Describe the situation very briefly (several sentences). Consider why you think this will be a difficult conversation. Is it because of the "What" conversation, the "Feelings" conversation, or the "Identity" conversation and why?
Consider the variety of tools/responses/strategies available from Difficult Conversations Part II. Based on the conversation you need or want to have, choose one or two of the specific strategies and try to have the conversation using these strategies. Or, describe how you will use one of the strategies if and when you choose to have the difficult conversation you describe. If you do try to have the conversation, describe your strategies and whether or not they were successful. -
Summary:
1. Conflict Biography 5% (personality, culture, identity experience) - (5%)
Who am I? How has my response to conflict been formed? What have I discovered about my personality (such as enneagram), personal conflict style (using Kraybill), and other personal traits? How have these impacted how I engage in conflict? What in my life experience, my family of upbringing, my identity groups or cultures has affected how I respond to conflict?
Possible questions to include:- What personal experiences of conflict and of conflict intervention have affected how you handle conflict (especially work experiences, but also those related to identity and culture in your past)? How has culture of the organizations you've worked in, religious affiliations, regional/geographical cultures, explicit messages while growing up affect how you have approached (or think about) conflict and how it should be handled?
- When have you experienced significant conflicts? When have you experienced interventions from others that were effective or ineffective in helping you deal with the situation?
- How do these experiences and your identity influence how you think about conflict and work to manage conflict?
- Identify the types of conflict situations which you are likely to avoid or delay handling? Why?
- How has an important but unresolved conflict situation affected you?
- Identify justices/injustices (when others have treated you unfairly), traumas (when you have been overwhelmed by human or nature caused harm), healing (from trauma or conflict-caused pain), broken relationships or reconciliation that you have encountered including those that are related to your social identity.
- How are aspects of your social identity empowered and in what contexts? And how are aspects of your social identity disempowered and in what contexts.
- Add anything else from your story of your life that seems to have had an impact on how you engage in conflict.
Submit your paper (2-3 pages single-space or 4-6 pages double-spaced) at this link
Only the instructor will have access to your response. And, as always, share only what you're comfortable sharing. If this assignment or any other assignment in this class brings up difficult feelings for you, or you have trouble completing an assignment because of the content, please contact the instructor. I will work with you on finding appropriate ways to respond or finding additional support/resources if that is helpful to you. - What personal experiences of conflict and of conflict intervention have affected how you handle conflict (especially work experiences, but also those related to identity and culture in your past)? How has culture of the organizations you've worked in, religious affiliations, regional/geographical cultures, explicit messages while growing up affect how you have approached (or think about) conflict and how it should be handled?
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Week 5: Sept 19-25 Motivations - Needs, Trauma, Worldviews
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For our discussion this week, respond to a prompt (or two) below, or create a prompt of your own:
1. In reading Fisher Chapter 3, were the definitions of identity (and gender), culture, power and human needs helpful to your understanding of conflict? What resonated with you or was especially interesting? What of the Critical Issues are present in your workplace or community or family? Give an example. How are people responding or trying to help?
2. We will be continuing to discuss power and especially how it connects to identity. What does power over versus power with mean in your experience? Give an example of where you've experienced one or the other of these. How was your experience transformative in constructive or destructive ways? How have you needed to continue learning or addressing the situation? Again, only share what you feel safe to share.
3. What is coming up for you after several weeks of engaging this content? How are you dealing with the deep emotional work this takes? Can you share about your strategies for connecting and engaging this course content and emotional work even while you are fully busy in your work and life? What do you need in terms of support from your peers and faculty?
Thank you for your continuing engagement.
Gloria
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I've been experimenting with various platforms for recording these spotlight videos. Because some of them are new to me, like Loom this week, I am not very skilled in using them. Sorry for the hiccups and rough going on this one. I will settle (perhaps back to panopto or zoom) very soon.
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Week 6: Sept 26-Oct 2 Understanding Conflict in a Specific Context
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Greetings and welcome to week 6 discussion!
This week we are considering the book Dignity by Donna Hicks. The book is a wonderful, easy read that really connects with the core of what might cause conflict between individuals (in relationships). The book outlines the 10 essential elements of dignity, and the 10 temptations to violate dignity. Then, how reconciliation can be found.
If you are short on time, make sure to read the Intro, pages 1-25, page 93, page 175, and chapters 21-22. Please also watch the lecture on dignity provided by Matt Tibbles, a colleague of mine, and someone I've taught this class with. He recorded this last year.
The following are some prompts to consider as you respond in this week's forum discussion:
- How could the dignity model impact our everyday interactions with others? How would a dignity model change how you interact with your coworkers?
- Can you give an example of how someone has violated your dignity or how someone has preserved your dignity? What kinds of things are dignity honoring to you?
- How does a dignity perspective or lens change or impact your perspective on the case you are studying?
- How do we preserve the dignity of someone who has broken the rules or caused harm to others or to us (accidentally or intentionally)?
- What other insights did you have from the Dignity reading?
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Week 7: Oct 3-9 Understanding Conflict through Analysis
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Week 8: Oct 10-16 Understanding Conflict and Systems
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Your forum response is based on your reading of the Healthy Organizations Little Book. Please craft your own response to what you are learning, unlearning, or relearning from reading about organizations from this viewpoint. Please do not answer each question below.
A few things to reflect on:
1. How does your organization (in whole or part) "measure up" if you use Brubaker's metaphor of a tree as an analytical model for thinking about organizational function?
2. Brubaker talks about culture as always surpassing structure in importance. How have you observed this to be true (or not) in your organization? When have you seen an organization's leadership try to change structure to address an issue only to have it fail because of the organizational culture?
3. What are the artifacts of your organizational culture? At EMU, people sometimes note the flags that are flying about campus each one touting one of our slogans (Lead together) for example. Others note that EMU chapel doesn't have a cross or a US flag up front (the gym doesn't have one either). These artifacts tell a story about the organizational culture.
4. How does your organization (or unit) deal with stress or trauma? Are stressful or traumagenic situations acknowledged? What are the practices that put into place when these happen?
5. Discuss whatever struck you as particularly interesting or important from either reading this week?
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Week 9: Oct 17-23 Understanding Conflict in Systems (Structural)
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Case Study – Assignment # 2: Plan and Action. Action that you could take (or could help make happen) in this situation. This section will be worth 10%. Please organize your plan this way:
•Introduction/Transition – provide a paragraph to connect your analysis to your plan. What opportunities did your analysis help you to see? What did you learn from doing the analysis and getting feedback from someone and also the instructor? Are there specific steps that are suggested from your learning?•Who -- Who should/can take action? If you are not able to take direct action, what supporting roles could you play? What roles are needed and who will play them?•What – What should/could be done? What processes will be used? What ideas have you considered from our various readings?•Why – Why do you think this would be the appropriate action? This is the rationale for your plan. You can also include what you are needing here.•How – How will the plan be carried out? Include the steps to be taken. Discuss, if appropriate, how power will affect the process. Do you have enough power to carry out the intervention? If not, who does, who can you partner with, or how will you gain adequate power?•When – When would be the right time for action? Provide a timeline of the steps to be completed, especially your first step.•Where –Where will the intervention take place? Provide suggested location(s). What cultural characteristics do you need to take into consideration? How does choice of place give power? What location will enhance shared power or power/with rather than power/over?•Include any other concerns/considerations before the plan can be implemented.•Conclusion What is the first step you have taken or will take this semester toward the implementation of your plan (either in a direct or supporting role)? What support will you need to take the step? If you cannot take a step, why not? And, in this case, what do you propose moving forward?
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Week 10: Oct 24-Oct 30 Responding to Conflict
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Please respond to any prompts (a minimum of 3 prompts or paragraphs total - your choice, and I won't be counting) and remember to post a response to a classmate. And as always, you are free to write about whatever was of interest to you, especially if you are able to apply it directly to an experience you have had.
Opportunity to write about Cloke chapters 3-5
1. What did you think of the "Iceberg of Conflict" and the different steps as a tool for better understanding hidden layers and complexities of a conflict? "Underneath the iceberg, there is an "awareness of interconnection", meaning that we all have the capacity, if we go deep enough and do not become stuck on the surface, to experience genuine empathy and awareness of our interconnectedness- including even those who are yelling, insulting, or upsetting us." (p. 66) Would you agree with this statement? Is it an overly simplistic, ambitious view of conflict?
2. Write a short paragraph in response to the conflict assessment on page 104 in the Cloke book.
3. Chapter 5 revolves around the realization that every conflict already contains seeds for resolution. It then employs both a descriptive and prescriptive approach to convey the importance of separating what matters from what gets in the way. From all the different sections on separating what matters from what gets in the way (future from past, people from problems, positions from interests, commonalities from differences, etc.), choose one section you found particularly interesting. Then, explain it in your words. Provide one strength and one critique to the section. Provide an example of an application to the section you choose.
4. What are your thoughts on Douglas's McGregor's paradigm on human behavior? How does each theory (Theory X and Theory Y) mitigate or drive problem-solving in an organizational setting? Use examples from your immediate workplace.
Opportunity to write about Cloke chapters 6-8
1. For this week's forum post, open your Cloke and Goldsmith book to page 214: Take a moment to analyze how you and your organization could be rewarding behaviors you find difficult. Think of a person or entity whose behaviors causes problems for you (and/or your work environment). In a paragraph or two, respond to the questions and prompts on page 214.
2. Consider the "your button" piece in the Cloke reading. Reflect back on some of your buttons and whether you acknowledged they were your buttons or whether you attributed the problem to others. What did you think of the example given in the reading (where the recruiter went back and told the candidate how his comment made her feel- page 221)?
3. From Cloke and Goldsmith's point of view, what's the problem with identifying a difficult person/personality? How could one of Cloke's "Methods for Changing Difficult Behaviors" help you to deal with a difficult situation at work (or even your primary case for this class)?
4. What did you think of the distinction made between leaders as conflict resolvers and leaders as conflict coaches? What type of leader have you normally encountered in your workspace? What type of leader would you prefer to have?
5. "For the coaching relationship to be truly transformational, both have to feel free to choose to work together. If the one being coached resists or refuses to accept the coach's advice, the coach can simply turn resistance into an opportunity to discover new ways of communicating, overcoming defensiveness, and identifying more useful suggestions" (page 262). Have you encountered any situations where a coach was able to turn resistance into an opportunity? If so, what steps and strategies did the coach employ? If not, what happened instead? Consider the strategies offered on page 266/67.
6. Using the definition of transformational leadership, "a process where leaders and their followers raise one another to higher levels of morality and motivation" and the TL principles, what examples have you experienced in someone or yourself demonstrating transformational leadership? What were the results and how did co-workers respond?
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Week 11: Oct 31-Nov 6 Responding to Conflict
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Please respond to two prompts or add your own reflections and remember to post a response to another post:
1. Have you had an experience of mediation in a personal or professional situation? What worked for you, and what wasn't as successful in your situation? What elements of mediation described by Cloke were new to you? And what elements are already in use in your professional setting, by you or others? Anything surprising in this chapter?
2. What would be the most challenging aspects of mediation in your work setting? Consider who would call for it, who would be the mediator, etc.
3. Consider the concept of Collaborative Negotiations. While the book provides quite a prescriptive approach, each process is different depending on circumstances, people, and other external factors. What aspects of the collaborative negotiations process would you consider the most challenging to apply and why? If you've had experiences with collaborative negotiations (or other similar processes), consider similarities to the outline provided in the book. What worked and what did not?
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Week 12: Nov 7-13 Restorative Justice in Healthcare
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Please respond to any of the prompts and remember to reply to at least one other post.
1. Did you know about restorative justice in healthcare settings before this class? If so, what?
2. What do you think of restorative justice as a conflict transformation tool?
3. Can restorative justice be applied in a healthcare setting? Explain why or why not. Provide one strength and one weakness. And/or an example of a situation where you think this could work.
4. What are some questions/concerns you have with RJ?
5. What did you think of the New Zealand video example regarding mesh? The NZ example incorporated indigenous processes appropriate to that cultural context. What types of local, indigenous, or other cultural processes might be appropriate in incorporating RJ into contexts in the US?
6. What did you think of the reconciliation cycle that Gloria presented during the synchronous class? It implies that reconciliation is a 2-way process in which both sides (harmer and harmee in that situation) need to take risks in order to be back in relationship with each other. Do you have an example of a time when a risk taken by either side, was accepted and led to a positive transformation in the relationships? Or vice versa, a time when a risk wasn't received well, was rebuffed, or caused further harm?
Or provide an example where you have taken a role in relation to someone who either harmed or was harmed in order to help the relationship move in a more constructive direction toward reconciliation? What role did you take, and how did it help (or not)?
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New film focuses on healing and learning from health care harm
A new film, Pou hihiri, Pou o te aroha | Healing and learning from harm has been launched and features consumers, clinicians and researchers talking about the benefits of following a restorative approach after a harmful event occurs in health care.
A restorative approach is where those affected by a harmful event come together in a safe and supportive environment to talk openly about what happened and the impact it has had on their lives, and to clarify the responsibility for the actions, for healing and learning.
The focus is on participation, respectful listening and communication, truthfulness, accountability, empowerment and equal concern.
Restorative practice and hohou te rongopai (peace-making from a te ao Māori world view) both provide a response that recognises people are hurt and their relationships affected.
A hohou te rongopai approach is about the restoration of mana and wellbeing, through whanaungatanga. It connects people and provides a pathway for resolving complaints and adverse events, consistent with a Māori understanding of wellbeing.
Note, mana is a Māori word meaning prestige or honour. You can find the meaning for other Māori words you might not be familiar with, by searching in the Māori dictionary here https://maoridictionary.co.nz/
word/3424
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Week 13: Nov 14-20 Learning from each other and reflecting on our learning
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Part 3 - Successful Intervention/Action. Due Nov 20, Mon. by 8 a.m.
We learn as much from our failures as we do our successes. And in truth, most of our efforts towards change may have both positive and negative aspects. Write and submit a paper (2-3 pages double spaced) or a video responding to either A or B below. This section of your project is worth 10%.
A. If you have the ability to attempt any steps of your intervention plan, try it. Then reflect on your efforts. What went well? What worked? How did the other party(ies) respond to your intervention efforts? What will you do next given the outcomes of your first steps? What skills, roles or processes did you use? What skills, roles or processes did/do you need to acquire, develop, or refer to others to be effective in the future?
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B. Or describe one experience in your work or in your life where you have intervened effectively or you have observed someone else in an effective third-party intervention or having taken effective action. Analyze the third party’s role, the process of intervention/action, and your criteria for his/her success. What would you recommend that the intervenor/actor do differently next time? What would you recommend that the intervenor/actor could do now? -
It has been a pleasure to be part of engaging this topic with you this semester. I will miss hearing from you and how you are doing. Please do feel free to contact me if you want to have a conversation, need a second opinion
, or want to strategize! Thanks for all the work you have put into reading and responding, writing and especially trying to practice what we're learning!
Best wishes,
Gloria
For this final forum, please respond to any of the prompts below that you would like to address. You don't need to address all these, or all parts of each prompt. But, I do enjoy hearing what you learned and what you wanted or needed more of. And don't forget to reply to one other post:
1. What is one specific skill and one specific thing you learned (knowledge) that you will carry away from this course and use in your life going forward? Why?
2. Consider the beginning of this class and the competencies you hoped to acquire. Reflect back on what those were. Have you acquired them? Have your expectations changed? Are you on the right track? Why or why not?
3. One semester-long course cannot contain all learning, practice, skill development or account for developmental growth as we make changes etc. But, what else do you wish this course could have contained? What else do you hope to learn in the future? What questions do you still have?
4. Some of you have acknowledged personal and professional shifts and transformations throughout the semester. In some ways these are also part of conflict transformation. Many of these have been shared in your analysis and design papers, only with the instructor (me, Gloria) in papers. Are there any significant shifts for you personally or professionally that have happened in this course that you would be willing to share with all of us?
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Resources and Reference
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Purdue University,
Click https://owl.english.purdue.edu/owl/resource/560/01/ to open resource.
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See https://www.emu.edu/
writing-program/tutors/ for an introduction to the graduate tutor, and to make an appointment. Graduate students are encouraged make use of the writing center, not only to polish writing and address grammar and citation concerns, but also to develop good professional writing skills.graduate-tutors