A. You have been working in a group on a class project and one person has not been pulling her/his weight.
B. Referring to Confirming, Rejecting and Disconfirming responses in the first chapter of Gamble and Gamble, send this person a confirming response, rejecting response, and disconfirming response and briefly speculate on what impact each response would have on your group project.
Sending Confirming, Disagreeing and Disconfirming Responses
You are speaking to the slacker in your on-campus class who has been part of your class project group. She or he says to you, sarcastically: “This has been some semester! I thought this was going to be my blow-off class. Instead, here I am working 30 hours a week, carrying 15 credits, and trying to get caught up with this project by the end of the semester. The work here is unreal! Does (s)he think this is the only class I’m taking? How am I supposed to do all of this and still maintain my sanity? There’s another paper due and everything to learn for the Final Exam. Besides that, I have plans to go to some great parties the next two weekends—and I’m sure not going to give up my fun time. Good grief! I don’t know if I can possibly pull this all off!”
We can choose a number of different ways to respond to any message. Formulate a number of responses to this student-as directed below:
Confirming Response (Your position is that you agree 100% with her/him.):
Impact on project:
Disagreeing (Rejecting) Response (You think that [she or he has been wasting time all semester and would probably be failing if it weren’t for the help of your group.):
Impact on project:
Disconfirming Response (Your position doesn’t matter here.):
Impact on project:
REPORT THE RESULTS IN YOUR PERSONAL JOURNAL
Exercise 8 Perception of Conflict
Purpose: To identify common perceptions of conflict
Instructions:
| Conflict: Positive or Negative? |
| Good 1 2 3 4 5 Bad
Rewarding 1 2 3 4 5 Threatening Normal 1 2 3 4 5 Abnormal Constructive 1 2 3 4 5 Destructive Necessary 1 2 3 4 5 Unnecessary Challenging 1 2 3 4 5 Overwhelming Desirable 1 2 3 4 5 Undesirable Inevitable 1 2 3 4 5 Avoidable Healthy 1 2 3 4 5 Unhealthy Clean 1 2 3 4 5 Dirty |
B. Define the word “CONFLICT.”
C. Ask a few friends, family, and/or co-workers to tell you the first word that comes into their minds when they think of the word “conflict.” Write down what they say.
D. Write down three or four things you believe are worth having a conflict about, i.e., things worth fighting for. What are the implications of this for conflict resolution?
E. Jot down one or two things which others seem to have conflicts over but which you believe are “silly to fight about.” What are the implications of this for conflict resolution?
F. What do the words (at least most of them) have in common? Discuss the implications of this perception for conflict and conflict management.
G. Discuss how conflict can be a beneficial force. Relate this discussion to the textbook identification of types of conflict resolution.
Do you agree or disagree with the following Principles?
1. Conflict has a negative connotation for many.
2. Negative perceptions of conflict make us reluctant to welcome it for its positive value.
3. Conflict is inevitable.
4. Conflict can be a helpful, dynamic force in communication.
5. Perceptions of what is “important enough” to warrant conflict differ from one person to another.
H. Create a summary support.
Please use Understanding Human Communication, 13th Edition, by Ronald B. Adler, George Rodman and Athena du Pre(2017), published by Oxford University Press (ISBN: 978-0-19-029708-4).
Conflict, whether positive or negative, is an inherent aspect of human interaction. The way we perceive and respond to conflict plays a pivotal role in shaping its impact on our relationships and endeavors. This essay delves into various responses to a student facing academic challenges, explores common perceptions of conflict through a rating scale exercise, and reflects on the implications of conflict perceptions for resolution strategies, drawing from “Understanding Human Communication” by Adler, Rodman, and du Pre.
Confirming Response: “I completely understand your frustration. Balancing work, academics, and social commitments can be overwhelming. It’s important to prioritize and manage your time effectively to navigate through this demanding phase.”
Impact on project: A confirming response acknowledges the student’s feelings and emphasizes empathy. While it provides emotional support, it also encourages the student to find solutions without compromising on the group project’s quality.
Disagreeing (Rejecting) Response: “It seems like you may have underestimated the workload from the beginning. Our group has been consistently working, and your contribution has been limited. It’s crucial that we all fulfill our responsibilities to ensure the project’s success.”
Impact on project: A disagreeing response directly addresses the student’s perceived excuses. While it might create tension, it also highlights the importance of accountability and encourages the student to reflect on their commitment.
Disconfirming Response: “Oh well, we all have our struggles. Some of us are managing fine despite our busy schedules.”
Impact on project: A disconfirming response dismisses the student’s concerns and potentially alienates them from the group. It may lead to resentment and hinder effective collaboration.
The rating scale exercise illuminates the multifaceted perceptions associated with conflict. While some perceptions, such as “rewarding” and “constructive,” reflect the potential positive outcomes of conflict, others, like “threatening” and “destructive,” underscore its negative implications. This exercise demonstrates that perceptions of conflict are subjective and can vary widely.
Conflict can serve as a catalyst for growth, change, and innovation. It challenges existing norms, stimulates critical thinking, and fosters creativity. Different perceptions of what is worth having a conflict about underscore the subjectivity of individuals’ priorities. While some issues are universally deemed important, the spectrum of perceptions highlights the diversity of values and priorities among individuals.
Conflict has a negative connotation for many, stemming from its association with tension and discomfort.
Negative perceptions of conflict hinder recognizing its positive potential, leading to avoidance.
Conflict is indeed inevitable due to differing perspectives, values, and interests.
Conflict’s dynamic nature allows for constructive communication, leading to improved relationships and outcomes.
The perception of what warrants conflict varies, underscoring the individuality of values.
The intricate nature of conflict perceptions and resolution strategies underscores the need for open dialogue and empathy. Responses to the student’s dilemma highlight the impact of communication styles on conflict outcomes. The rating scale exercise illustrates the diverse ways people perceive conflict, influencing their approach to resolution. Embracing conflict’s potential as a catalyst for growth and understanding is essential in fostering effective communication and building stronger relationships.
Adler, R. B., Rodman, G., & du Pre, A. (2017). Understanding Human Communication, 13th Edition. Oxford University Press.
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