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Conflicts and Negotiation Discussion
Conflicts and Negotiation Discussion
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Conflicts and Negotiation Discussion
The week’s study entailed a detailed look into the conflicts and negotiation chapter in essentials of organizational behavior. I learned that a conflict only emerges when a party perceives or believes that another party does not treat them well or is negatively affecting what they do.
I also discovered about the different perspectives of conflicts where a functional conflict positively supports the purpose of a group, thus improving the performance, while a dysfunctional conflict negatively affects the purpose of a group. I also discovered that I could be involved in different types of conflict in various situations.
In a task conflict, the aspects that can be disagreed on are usually about the work content or work objectives (Wallensteen, 2018). A process conflict involves the procedure of work, while the worst type is the interpersonal conflict where people have interpersonal differences which may negatively affect work processes.
I also learned that the process leading to a conflict involves five stages. I discovered that in the first stage, a condition for disagreement or incompatibility arises. Then people start recognizing the differences between them, and then they personalize the differences to be their own.
When the differences show up, people will have intentions to have a winning situation by competing, compromising, accommodating, or avoiding (Katz, 2020). When having the intentions to solve the differences, the parties can either be submissive or persistent on their views which results in either increased or decreased group performance. Through this study, I discovered that conflicts could arise in any situation.
However, there are ways of preventing conflicts and solving them if they happen. I consider this study to be worth my understanding and time. The most captivating aspect that I discovered was conflict solving. When a conflict happens, I should recognize that there is one, be open in communication, raise issues, and have areas of common interest from the opposing party.
Discussion Question
When in charge of an organization or a group, decision-making may be quite tough for the individual. Sometimes the members of staff in an organization may not be performing according to the expected way. There are other various reasons that may qualify a person to be demoted or eliminated from an organization. The task lies squarely on the head of a department or group to restore sanity in the organization.
This can be a tough undertaking since, through the company or group’s life, the head may have possibly formed deep interpersonal relationships with the members who may be underperforming. Demoting or eliminating them may thus prove to be an uphill task. However, the head must perform his duties to save the organization. In the intentions stage of the conflict process, Pauline may struggle with the compromising intention of problem-solving.
Compromising is agreeing to keep up with someone or their behaviors instead of doing something that admonishes them (Abdou, 2019). The strong interpersonal relationship formed between Pauline and her staff may tend to affect her decisions. Compromising tries to balance the needs of both sides of a conflict but by giving up on some conditions or behaviors. This will be a time-consuming conflict resolution technique as it involves various people skills and dedication.
Even though this technique can reduce the disagreement, compromise may not resolve all the problems that may have other underlying interpersonal relationships. It also requires courage, and there may be a bigger opposition from the individual or head who told Pauline to eliminate the individuals. She will be in a state of dilemma as to whether to eliminate the individuals or just compromise their behaviors and encourage them to drop the acts or behaviors that may lead to their dismissal.
References
Wallensteen, P. (2018). Understanding conflict resolution. SAGE Publications Limited.
Katz, N. H., Lawyer, J. W., Sweedler, M., Tokar, P., & Sossa, K. J. (2020). Communication and conflict resolution skills. Kendall Hunt Publishing.
Abdou, J. M., & Keiding, H. (2019). A qualitative theory of conflict resolution and political compromise. Mathematical Social Sciences, 98, 15-25.
Conflicts and Negotiation Discussion
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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