Management
Order Description
Case II: Conflict Recognition—Management
The Case of the Misdirected Faculty
Diane C. Hoelscher, D.D.S., M.S.; Robert W. Comer, D.M.D.
Abstract: Early recognition is fundamental to managing conflict. Successful leaders rely upon their ability to recognize conflict before it escalates into crisis. This article reviews the signs and sources of conflict along with related management theories. Conflict management includes understanding the sources and types of conflict as well as the impact potential; in the case presented, the leaders were unaware of conflict. Dr. Forester, the faculty member “in the middle,” was in a precarious position. Her performance evaluation reflected unacceptable accomplishments. However, her self-assessment, based on the hiring agree- ment, was successful. Her requests for guidance and clarification were unproductive. What does she do now? The management theories that apply to the case of “the misdirected faculty” include analysis and discussion of communication, feedback, and expectancy theory. Action alternatives are presented to explore some of the options available to stimulate discussion and to provide readers with an eclectic approach to applying a case analysis.
Dr. Hoelscher is Interim Chairperson, Department of Operative Restorative Dentistry, University of Detroit Mercy, School of Dentistry, and Dr. Comer is Associate Dean for Patient Services, School of Dentistry, Medical College of Georgia. Direct correspondence and reprint requests to Dr. Robert W. Comer, Associate Dean for Patient Services, School of Dentistry, Medical College of Georgia, Augusta, GA 30912-1241; rcomer@mail.mcg.edu.
KCey words: conflict recognition, conflict management, sources of conflict, types of conflict, organizational conflict, faculty development, leadership development, expectancy theory, communication, feedback
onflict is inevitable.1-3 The influences of con- rate with managers to identify the cause, resolve the flict have significant impact on the organi- conflict, or redirect the energy of discord to a posi-
4 zation and may result in either positive or tive outcome.
negative outcomes. Conflict is recognized as the un- derlying power that stimulates innovation, but it is a force with enormous destructive potential.4 In either case, leaders and managers may expect to devote more than one-fifth of their time to conflict-related activities.5
Sources of Conflict
The first purpose of this article is to review the signs and sources of conflict. Second, a case study of “the misdirected faculty” is presented to illustrate a typical academic problem. Finally, the central is- sues in the case are presented along with pertinent management concepts. Readers interested in advanc- ing their leadership skills may use this article as foun- dation material to improve their analytic abilities and conflict management skills.
The basis for recognizing, evaluating, and man- aging any conflict begins with identifying the under- lying causes. Several general sources may precipi- tate conflicts. Tucker identifies potential sources as resource inequities, personality clashes, student/fac- ulty assessment, change, and ideology.6 Montana identifies resource competition, differences in goals, dependence on external constituents, communication, and the organizational structure.7 Taylor’s somewhat novel approach to the sources of conflict includes differences among generations, old versus new knowledge, adapting to new technology, ideological variations, and personalities.8
The question is here
Penalty on plagiarism
The following is the standard plagiarism penalty applied across branches as per Article 11 of the university by-laws:
1) Awarding of zero for a TMA wherein more than 20% of the content is plagiarized.
2) Documentation of warning in student record.
3) Failure in the course to dismissal from the University.
All University programmes are required to apply penalties that are consistent with the University by laws.
Examples of Plagiarism
Copying from a single or multiple sources, this is where the student uses one or more of the following as the basis for the whole, or a good part, of the assignment:
1. Published or unpublished books, articles or reports
2. The Internet
3. The media (e.g.TV programmes, radio programmes or newspaper articles)
4. An essay from an essay bank
5. A piece of work previously submitted by another student
6. Copying from a text which is about to be submitted for the same assignment
Introduction
This TMA has one question with three sub sections. You should answer them all. The questions in this assignment are all about different aspects of the process of exploring a complex situation.
Question 1 (100% marks)
You are strongly advised to use the AOU e-library to locate additional relevant resources which can support your analysis and argument. This will earn you extra points.
(a) Read through the attached article “Case II: Conflict Recognition-The Case of the Misdirected Faculty”, as you read through the article, create one Spray diagram to summarize the different ideas of the article respecting the conventions, and techniques. It is advised that students submit hand drawn diagrams as opposed to computer generated ones. Photocopies of diagrams should not be accepted. Reflect on your diagram in no more than 200 words. (15 Marks)
(b) Based on what you learned in T205A (T552/Diagramming), and on the content of the article, and taking conflict as your system of interest draw a System Map diagram to show all the components of such a system. The system map should include all the components of the system paying special attention to the grouping and the hierarchy. Reflect on your diagram in no more than 200 words (15 Marks)
(c) Based on what you learned in T205A concept file 02, and T551 Linear Programming:
1- Describe what is meant by conflict, its nature and sources. (Word Count 400; 10 Marks).
2- Analyze the type of situations discussed in the case; justify your answer based on what you learned in T551 linear programing (Word Count 400; 10 Marks).
3- Assess the validity of applying each of the three ways of thinking (causal, logical, and reductionist) for understanding the problem discussed in the case. (Word Count 500; 15 Marks).
4- Discuss the different types of contracts which govern the relationship between employers and their employees and assess how each one is manifested in the case. Analyze whether a breach has occurred and what are its causes and effects (Word Count 500; 15 Marks).
5- Analyze the sources of the conflict in the case and assess how and whether applying the systems approach to the problem in the case can improve and enlighten understanding (Word Count 300; 10 Marks).
6- Using a systems’ approach, and relying on concepts covered in concept file 02 including communication, active listening, and conflict resolution, assess possible ways for resolving the conflict taking place. (Word count 350, 10 Marks)
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(2000 words) (70 marks) (Please see guidance below)
General Mark’s deductions of 20% as follows
• PT3 Form (failure to use the PT3 completely filled) (deduct up to 5% marks)
• TMA Presentation and Structure, and word count?(untidy, work way below or above the word count, no display of word count) (deduct up to 5% marks)
• Referencing and in-text citation (poor referencing and in-text citation, without plagiarism, (deduct up to 10% marks).
TMA Guidance to students
(a) Note that the submission for this question requires your rough spray diagrams, and a condensed or tided up version. You should do your best to follow the conventions for the spray diagram as explained in T552. It is also important that the diagram communicates to your tutor, so make sure the writing is legible and not too small. However, don’t redraw your initial rough spray diagrams just to tidy them up; we want to see what you drew as you worked. You need to identify the main idea of the article and include it within your central topic, and then identify the most important points and include them within the subtopics blobs then branch out as explained in T552 appendix (A1.1.)
(b) Here you are required to draw a system map, which includes all the relevant components of the case “Case II: Conflict Recognition-The Case of the Misdirected Faculty” as discussed in the case without neglecting the assumptions. Your tutor’s feedback will be helpful in clarifying to you any misconceptions you might have about drawing the diagram and it will also help in assessing your diagramming skills.
(c) Here you are required to draw back on concepts learned in T551 and Concept file 02 (as relevant) in order to analyze the questions. Please remember that for each section you need to provide a clear theoretical discussion, and then explain how those concepts are applied in the case on hand. Again you are strongly advised to use your own words to discuss the concepts as you understood them. Do not copy material from the books since it will have a negative impact on your grade, and very importantly do not get consumed in a purely theoretical analysis without assessing how these concepts are applied in the case study. Make sure to respect the word count as it is an indicator to you of the depth of analysis required. Please remember that failure to paraphrase, and to reference will also lead to failing the TMA.
There are different ways to tackle and structure your ideas. Please remember that your work should be structured in an essay format with a clear introduction, then possibly different subsections (as needed) to assess each idea and a conclusion.
The introduction should set out the topic of the discussion clearly. For each of the body paragraphs/sub-sections you need to provide a clear theoretical discussion which explains how the relevant course concepts are related to the article on hand. The conclusion should summarize your findings and reflect on your learning. You should not write in the first person (i.e. I think), the third person is more appropriate for college level writing (i.e. we can conclude), but in any case it is preferable to avoid both styles and to state your argument (i.e. instead of saying “this essay will tackle the ways of thinking and the systems thinking approach”, you can start with a statement about system’s thinking in organizations). Similarly in your conclusion you should not use “it could be concluded”, rather simply restate the main points and your findings.
End of TMA Questions
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