BUS 51 - Mosley7e ch12

Part 4

Skill Development

Chapter 12

Managing Conflict,
Stress, and Time

Mosley • Pietri
PowerPoint Presentation by Charlie Cook
The University of West Alabama

© 2008 Thomson/South-Western
All rights reserved.

Learning Objectives
Learning Objectives
After reading and studying this chapter, you should
be able to:
1. Identify the causes of conflict.
2. Discuss conflict management styles and identify when
each would be appropriate.
3. Describe principled negotiation.
4. Explain why modern life makes us particularly
vulnerable to stress.
5. Describe both the costs and the benefits of stress.
6. Explain the major causes of stress.
© 2008 Thomson/SouthWestern. All rights reserved.

12–2

Learning Objectives (cont’d)
Learning Objectives (cont’d)
After reading and studying this chapter, you should
be able to:
7. Compare and contrast Type A behavior and Type B
behavior.
8. Elaborate on personal ways to cope with stress.
9. Discuss some ways to effectively manage time.


12–3

Causes of Conflict
Different Goals
Different Goals
or Objective
or Objective

Change
Change

Communication
Communication

Conflict
Conflict

Structure
Structure

Personal
Personal


12–4

Historical Insight
• Options for Resolving Conflict of Interest
 Voluntary submission of one side
 Struggle and victory of one side over the other
 Compromise
 Integration (joint problem solving)

• The Integration Process
 A conflict resolution strategy in which everyone wins.


Sociologist Mary Parker Follett (1869–1933) believed that the
essence of collaboration and teamwork was creating the
feeling of working with someone rather than over or under
someone—the notion of “power with” rather than “power
over.”


12–5

Source: Oliver Sheldon, The Philosophy of Management (New York: Pitman, 1939; originally published in 1923), p. 2.

Conflict Management Styles
• Avoiding
 An unassertive, uncooperative style in which the

individual’s concern for self and others is low.

• Accommodating
 An unassertive, cooperative style in which the

individual’s concern for self is low while the concern
for others is high.

• Forcing
 An assertive, uncooperative style in which the

individual’s concern for self is high while the concern
for others is low.
12–6

Conflict Management Styles (cont’d)
• Compromising
 A somewhat assertive, cooperative style in which the

individual has a moderate amount of concern for both
self and others.

• Collaborating
 An assertive, cooperative approach in which the

individual has a high concern for self and others.


12–7

EXHIBIT 12.1

Interpersonal Conflict Management Styles


Source: Adapted from Thomas Ruble and Kenneth Thomas, “Support for a Two-Dimensional Model of Conflict
Behavior,” Organizational Behavior and Human Performance, vol. 16 (1976), p. 145. Used with permission of
Elsevier.

12–8

Principled Negotiation
1. Separating the people
from the problem.
2. Focusing on interests,
not positions.
3. Generating a variety
of possibilities before
deciding what to do.
4. Insisting that the result
be based on some
objective standard.


12–9

EXHIBIT 12.2

Contrast of Positional Bargaining and Principled Negotiation

Problem

Solution

Soft ball

Hard ball

Change the Game—Negotiate on
the Merits
Principled

Participants are friends.

Participants are adversaries.

Participants are problem solvers.

The goal is agreement.

The goal is victory.

The goal is a wise outcome reached
efficiently and amicably.

Make concessions to cultivate the
relationship.

Demand concessions as a
condition of the relationship.

Separate the people from the problem.

Be soft on the people and the
problem.

Be hard on the problem and the
people.

Be soft on the people, hard on the
problem.

Trust others.

Distrust others.

Proceed independent of trust.

Change your position easily.

Dig in to your position.

Focus on interests, not positions.

Make offers.
Disclose your bottom line.

Make threats.
Mislead as to your bottom line.

Explore interests.
Avoid having a bottom line.

Accept one-sided losses to reach
agreement.

Demand one-sided gains as the
price of agreement.

Invent options for mutual gain.

Search for the single answer: the
one they will accept.

Search for the single answer: the
one you will accept.

Develop multiple options to choose from;
decide later.

Insist on agreement.

Insist on your position.

Insist on using objective criteria.

Try to avoid a contest of will.

Try to win a contest of will.

Try to reach a result based on standards
independent of will.

Yield to pressure.

Apply pressure.

Reason and be open to reason; yield to
principle, not pressure.

Positional Bargaining: Which Game Should You Play?


Source: “Positional Bargaining: Which Game Should You Play?” chart from Getting to Yes,
2e by Roger Fisher, William Ury and Bruce Patton. Copyright © 1981, 1991 by Roger
Fisher and William Ury. Reprinted by permission of Houghton Mifflin Co. All rights reserved.

12–10

EXHIBIT 12.3

Three-Step Program for Conflict Resolution

STEP 1. EVALUATING CONFLICT STYLE
Self-assessment questionnaires
STEP 2. IDENTIFYING CONFLICT BEHAVIORS
Nonproductive behaviors
Neutral behaviors.
Positive behaviors.
STEP 3. LEARNING POWERFUL CONFRONTATION
REDUCTION SKILLS
Active listening
Empathizing
Disarming
Inquiring
“I Feel” Statements


12–11

What is Stress?
• Definition of Stress
 Any external stimulus that causes wear and tear on

one’s psychological or physical well-being.

• The Costs of Stress
 Two-thirds of all visits to doctors can be traced to

stress-related symptoms.
 Stress is a major contributor to heart disease, cancer,

lung problems, accidents, cirrhosis of the liver, and
suicide.
 Stress-induced systems play a major role in

absenteeism, accidents, and lost productivity.
12–12

What is Stress? (cont’d)
• The Positive Aspects of Stress
 Some amount of stress is

necessary to accomplish
anything meaningful.
 Moderate amounts of stress

improve performance.
 The constructive dimensions of

positive stress can be a powerful
motivator.

12–13

EXHIBIT 12.4

Coping with Difficult Behavior

HOSTILE-AGGRESSIVES:
• Stand up for yourself.
• Give them time to run down.
COMPLAINERS:
• Listen attentively.
• Acknowledge their feelings.
• Avoid complaining with them.
CLAMS:
• Ask open-ended questions.
• Be patient in waiting for a response.


• Use self-assertive language.
• Avoid a direct confrontation.

• State the facts without apology.
• Use a problem-solving mode.

• Ask more open-ended questions.
• If no response occurs, tell clams what
you plan to do, because no discussion
has taken place.

Source: Adapted from Coping with Difficult People, Robert M. Bramson. Copyright © 1981 by Robert M. Bramson. Used
by permission of Doubleday, a division of Random House and Carol Mann Literacy Agency, on behalf of the author.

12–14

EXHIBIT 12.5

Equilibrium and Disequilibrium


12–15

EXHIBIT 12.6

How Stress Takes Its Toll


12–16

Source: Time, Special Issue, “How Your Mind Can Heal Your Body,” January 20, 2003, pp.68–69. Copyright © 2003, Time Inc. Reprinted by permission.

Major Causes of Stress
Personal Psychological
Personal Psychological
Makeup
Makeup

Life Events
Life Events

Stress
Stress
Organizational and
Organizational and
Work-Related Factors
Work-Related Factors


12–17

EXHIBIT 12.7

Sources of Stress

Life Event
Points
Death of a spouse
99
Divorce
91
Marriage
85
Death of close family member
84
Fired at work
83
Pregnancy
78
Marital separation
78
Jail term
72
Personal injury or illness
68
Death of close friend
68
Retirement
68
Change of financial state
61
Spouse begins or stops work
58
Marital reconciliation
57
Christmas
56
Change in health of family member
56
Foreclosure of mortgage or loan
55
Sex difficulties
53
Addition of new family member
51
Change to different line of work
51
Business readjustment
50


Source: Adapted from “The 1990’s Stress Scale,” Albuquerque
Journal, December 16, 1991, p. B1. Reprinted by permission:
Knight-Ridder Tribune Media Services.

Life Event
Points
Mortgage over $10,000
48
(Present-day amount of $80,000)
Change in residence
47
Change in number of arguments with spouse 46
Change in responsibilities at work
46
Begin or end school
45
Trouble with boss
45
Revision of personal habits
44
Trouble with in-laws
43
Vacation
43
Change in living conditions
42
Son or daughter leaving home
41
Outstanding personal achievement
38
Change in work hours or conditions
36
Change in school
36
Minor violations of law
30
Change in eating habits
29
Mortgage or loan less than $10,000
27
(Present-day amount of $80,000)
Change in sleeping habits
27
Change in recreation
26
Change in church activities
26
Change in number of family get-togethers
15

12–18

Personal Psychological Makeup
• Type A behavior
 Is characterized by

(a) trying to accomplish
too much in a short
time and
(b) lacking patience and
struggling against time
and other people to
accomplish one’s ends.


12–19

Personal Psychological Makeup (cont’d)
• Type B behavior
 Is characterized by

(a) tending to be
calmer than someone
with Type A behavior,
(b) devoting more
time to exercise, and
(c) being more
realistic in estimating
the time it takes to
complete an
assignment.

12–20

EXHIBIT 12.8

Behavior-Type Quiz


12–21

Source: A. P. Brief, R. S. Schuler, and M. V. Sell, Managing Job Stress (Boston: Little, Brown & Co., 1981), p. 87. Reprinted by permission of Arthur P.
Brief.

EXHIBIT 12.9

Organizational and Work-Related Factors that Cause Excessive Stress

• A highly centralized organization with decision making concentrated at the top.
• Many levels and narrow spans of control.
• Excessive and continuous pressure from higher levels.
• Conflicting demands on lower levels.
• Lack of clarity with respect to organizational and work objectives.
• Widespread autocratic leadership and close supervision.
• Little or no participation in decision making by supervisor and workers.
• Inconsistent application of company policies.
• Favoritism in decisions regarding layoffs, salary increases, promotions, and the like.
• Poor working conditions.
• Poor communication.
• Lack of structure and job descriptions.
• Widespread permissive leadership.
•
© Technical glitches with computer interfaces.
2008 Thomson/SouthWestern. All rights reserved.

12–22

Major Causes of Stress (cont’d)
• Burnout
 A malady caused by excessive stress in the setting

where people invest most of their time and energy.

• Characteristics of Job Burnout Candidates
 They experience stress caused predominantly by job-

related stressors.
 They tend to be idealistic and/or self-motivated

achievers.
 They tend to seek unattainable goals.


12–23

EXHIBIT 12.10

MBI Subclass and Phases of Burnout

The adapted Maslach Burnout Inventory, or MBI, consists of 25 items, rated on a scale of 1 (very
much unlike me) to 7 (very much like me). There are three subscales.
Depersonalization: Individuals with high scores on this subscale tend to view people as objects
and to distance themselves from others. Example: “I worry that this job is hardening me
emotionally.”
Personal Accomplishment (reversed): Respondents with high scores on this subscale see
themselves as not performing well on a task that they perceive as not being particularly worthwhile.
Example: “I have accomplished few worthwhile things on this job.”
Emotional Exhaustion: Individuals with high scores on this subscale see themselves as operating
beyond comfortable coping limits and as approaching “the end of the rope” in psychological and
emotional senses.
Example: “I feel fatigued when I get up in the morning and have to face another day on the job.”
Emotional exhaustion is considered most characteristic of advanced phases of burnout, and
depersonalization is considered least virulent. Ratings of high or low on the three subscales
determine the progressive phases of burnout, generating an eight-phase model of burnout:
Progressive Phases of Burnout
I

II

III

IV

V

VI

VII

VIII

Depersonalization

Low

High

Low

High

Low

High

Low

High

Personal accomplishment

Low

Low

High

High

Low

Low

High

High

Emotional exhaustion

Low

Low

Low

Low

High

High

High

High


Source: Adapted from Robert T. Golembiewski and Robert F. Munzenrider, PHASES OF BURNOUT Copyright
© 1988, pp. 19–28. Reproduced with permission of Greenwood Publishing Group, Inc. Westport, CT.

12–24

Ways to Cope with Personal Stress
• Methods to Cope with Stress
1. Engaging in physical exercise
2. Practicing relaxation techniques
3. Gaining a sense of control
4. Developing and maintaining good interpersonal

relationships


12–25

A Sense of Control
• Ways to Gain Control:
 Plan. Look ahead, identifying both long- and short-

term goals.
 Get to know and like yourself.
 Perceive situations as challenges rather than as

problems.
 Take a long vacation rather than short vacations.
 Do things for others through a group or by becoming

involved in volunteer work or youth activities.
 Provide yourself with positive reinforcement when you

do a task well.

12–26

EXHIBIT 12.12

Relaxation Techniques

Relaxation Response
Cleansing Breath
Relaxing Postures
Passive Stretches
Imagery
Five—Count ’Em, Five—Tricks.


Source: Adapted from John Carpi, “A Smorgasbord of Stress-Stoppers,” Psychology Today 29(1), January/February
1996, p. 39. Reprinted with permission from Psychology Today Magazine, copyright © 1996 Sussex Publishers Inc.

12–27

EXHIBIT 12.13

Strategies that Make You Feel Great

• Savor the moment.
• Take control of your time.
• Act happy.
• Seek work and leisure that engage your skills.
• Join the movement movement.
• Get rest.
• Give priority to close relationships.
• Take care of your soul.

Source: Adapted from The Pursuit of Happiness by David G. Meyers. Copyright © 1982 by the David G.
and Carol P. Meyers Charitable Foundation. Reprinted by permission of HarperCollins Publishers, Inc.

12–28

Managing Your Time
• Time Management
 Ability to use one’s time to get things done when they

should be done.

• Time Management Techniques
 The time log: where your time goes
 Setting priorities: a “must”
 Handling common time wasters


12–29

EXHIBIT 12.14

The Time Management Matrix


Source: Excerpted from The 7 Habits of Highly Effective People, © 1989 by Stephen R. Covey. The Time Management Matrix
phrase and model are trademarks of Franklin Covey Co., www.franklincovey.com. Used with permission. All rights reserved.

12–30

EXHIBIT 12.15

Daily Time Log

To use a time log most effectively,
one must establish a rating system
for classifying the priority of
activities to be performed in a given
day, such as the following:
1. A activities are the most
important—they are critical to
your job.
2. B activities are of medium
priority—important, but less so
than A’s.
3. C activities are of low priority—
routine and/or relatively
unimportant.


12–31

EXHIBIT 12.16

Eight Common Supervisory Time Wasters

• Distractions and interruptions
• Failure to set priorities
• Procrastination
• Doing routine work that subordinates could handle
• Indecision
• Personal disorganization
• Failure to delegate
• Excessive or unnecessary paperwork

12–32

EXHIBIT 12.17

How to Use Your Time More Effectively

1. Set priorities.
2. Do not procrastinate.
3. Manage the telephone effectively.
4. Make your meetings effective.
5. Learn to delegate.
6. Handle people who drop in.
7. Be decisive.
8. Get organized.
9. Stay on top of paperwork.
10. Avoid distractions and interruptions.


12–33

Important Terms
Important Terms
• burnout
• integration process
• life event
• principled negotiation
• stress
• time management
• Type A behavior
• Type B behavior

12–34

BUS 51 - Mosley7e ch12

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