Conflict is inevitable and complex, involving emotions. It can be a problem if unmanaged, but an opportunity if properly managed through openness, safety, and developing conflict competence. There are two main types of conflict - relationship conflict, which involves negative emotions, and task conflict, which involves positive emotions and robust debate. Differences in personalities, preferences, styles, values, culture, knowledge, needs, and goals can all be sources of conflict. Building trust and psychological safety are important for constructive conflict. Emotions are triggered in the amygdala and modulated in the prefrontal cortex. Cooling down emotions through breathing and reframing is important for managing conflict constructively.
In 3 sentences: Groups function best when members feel part of the group, trust each other, and share common values. Effective groups sort out aims, membership, leadership, decision-making, and address feelings and conflicts openly. High-performing groups achieve synergy where the whole is greater than the sum of individual contributions through trust, flexibility, and members expressing themselves genuinely.
Emotional intelligence (EI) refers to the ability to recognize one's own emotions and understand how those emotions affect relationships with others. It involves self-awareness of one's emotions, self-regulation to control emotions and impulses, empathy to understand others' perspectives, and social skills to build relationships. Characteristics of high EI include self-awareness, self-regulation, motivation, empathy, and social skills. The document provides tips to improve EI such as observing one's reactions to others, self-evaluation, examining reactions to stress, and considering how one's actions affect others.
This document outlines an anger management facilitator certification training program. The training will cover topics like anger assessment, self-awareness, communication skills, and emotional intelligence. Upon completion, participants will be able to recognize unhealthy behavior patterns, develop an understanding of anger and stress responses, and learn new coping skills to handle emotions. The curriculum uses tools like a control log workbook and contrasting wheels of behavior. It teaches skills in self-awareness, self-control, social awareness, and relationship management through psychoeducational exercises and role plays. The goal is to help individuals change unacceptable behavioral patterns by increasing their emotional intelligence.
This document discusses emotional intelligence and its importance. It begins by defining emotions and explaining that emotions are important because they give meaning to our lives. It then discusses the components of emotional intelligence, including self-awareness, self-management, social awareness, and relationship management. High emotional intelligence is linked to greater success in life and work. Developing emotional intelligence skills such as self-awareness, impulse control, and stress management can be learned through practice.
This document discusses anger management. It defines anger as a natural emotion that occurs when plans, desires or needs are prevented. It then lists several causes of anger like frustration, stress, feeling misunderstood. The document outlines different types of anger such as behavioral, verbal, constructive, self-inflicted and paranoid anger. It provides tips to manage anger like counting to ten before speaking, meditation, exercise, spending time with supportive friends and keeping a diary. The document encourages using relaxation techniques, changing negative thinking, problem solving and better communication to overcome anger.
Exercise: Consider the questions in the questionnaire and score yourself out of ten for each one (ten being high).
Consider your responses and notice areas where you scored 'low'. These are your areas for potential growth and may also indicate your personal vulnerabilities and greatest challenges. Also, notice where you confidently scored 'high' - these areas have the potential to support your challenges.
Understanding the Enneagram: The Way Back To Your True SelfKristianna George
Learn about the Enneagram and how to use it as a tool to live your healthiest life, nourish your relationships, and grow in compassion for others.
This is not a self-improvement tool. It’s a way back to your true self - who you were designed to be. Learn how to treat yourself the way you are meant to be treated and how to treat others the way THEY want to be treated. Start living in alignment today!
In 3 sentences: Groups function best when members feel part of the group, trust each other, and share common values. Effective groups sort out aims, membership, leadership, decision-making, and address feelings and conflicts openly. High-performing groups achieve synergy where the whole is greater than the sum of individual contributions through trust, flexibility, and members expressing themselves genuinely.
Emotional intelligence (EI) refers to the ability to recognize one's own emotions and understand how those emotions affect relationships with others. It involves self-awareness of one's emotions, self-regulation to control emotions and impulses, empathy to understand others' perspectives, and social skills to build relationships. Characteristics of high EI include self-awareness, self-regulation, motivation, empathy, and social skills. The document provides tips to improve EI such as observing one's reactions to others, self-evaluation, examining reactions to stress, and considering how one's actions affect others.
This document outlines an anger management facilitator certification training program. The training will cover topics like anger assessment, self-awareness, communication skills, and emotional intelligence. Upon completion, participants will be able to recognize unhealthy behavior patterns, develop an understanding of anger and stress responses, and learn new coping skills to handle emotions. The curriculum uses tools like a control log workbook and contrasting wheels of behavior. It teaches skills in self-awareness, self-control, social awareness, and relationship management through psychoeducational exercises and role plays. The goal is to help individuals change unacceptable behavioral patterns by increasing their emotional intelligence.
This document discusses emotional intelligence and its importance. It begins by defining emotions and explaining that emotions are important because they give meaning to our lives. It then discusses the components of emotional intelligence, including self-awareness, self-management, social awareness, and relationship management. High emotional intelligence is linked to greater success in life and work. Developing emotional intelligence skills such as self-awareness, impulse control, and stress management can be learned through practice.
This document discusses anger management. It defines anger as a natural emotion that occurs when plans, desires or needs are prevented. It then lists several causes of anger like frustration, stress, feeling misunderstood. The document outlines different types of anger such as behavioral, verbal, constructive, self-inflicted and paranoid anger. It provides tips to manage anger like counting to ten before speaking, meditation, exercise, spending time with supportive friends and keeping a diary. The document encourages using relaxation techniques, changing negative thinking, problem solving and better communication to overcome anger.
Exercise: Consider the questions in the questionnaire and score yourself out of ten for each one (ten being high).
Consider your responses and notice areas where you scored 'low'. These are your areas for potential growth and may also indicate your personal vulnerabilities and greatest challenges. Also, notice where you confidently scored 'high' - these areas have the potential to support your challenges.
Understanding the Enneagram: The Way Back To Your True SelfKristianna George
Learn about the Enneagram and how to use it as a tool to live your healthiest life, nourish your relationships, and grow in compassion for others.
This is not a self-improvement tool. It’s a way back to your true self - who you were designed to be. Learn how to treat yourself the way you are meant to be treated and how to treat others the way THEY want to be treated. Start living in alignment today!
We often think of our capacity to experience the suffering of others as the ultimate source of goodness. But new research makes the case that some of the worst decisions made by individuals and nations are too often motivated by honest, yet misplaced, emotions, and specifically empathy. Do we have too little empathy? Or too much?
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC, SPARC, CDRC
Objectives
Explore the function of anger
Identify the costs and benefits of anger
Identify anger triggers
Rejection/Isolation
Failure
Loss of control
The unknown
Explore multiple skills necessary for Anger Management:
Mindful self-awareness
Distress tolerance
Values clarification/Goal setting
Motivational enhancement skills
Cognitive behavioral skills
Cognitive processing skills
Communication skills
Compassion focused skills
Self-esteem building skills
Wellness skills (Vulnerability identification and prevention)
Self-compassion involves being kind and understanding towards oneself, recognizing one's shared human experiences and imperfections, and mindfulness. It consists of three main elements - self-kindness, common humanity, and mindfulness. Research has shown that self-compassion is linked to greater psychological well-being and resilience, as well as increased empathy, altruism, life satisfaction, and emotional intelligence. An 8-week Mindful Self-Compassion program teaches techniques such as mindfulness meditation, compassionate body scanning, and transforming relationships to cultivate self-compassion.
The document provides an overview of Stephen R. Covey's book "The Seven Habits of Highly Effective People". The book has sold over 15 million copies worldwide and outlines seven habits that can help people achieve personal and professional success. The seven habits move individuals through stages of dependence, independence, and interdependence. The first three habits focus on independence and private victories, while the last four habits focus on interdependence and public victories. One of the habits discussed in the book is "Think Win-Win", which involves seeking mutual benefits in all interactions and relationships.
This document discusses the Enneagram personality types and how they relate to leadership. It describes the 9 Enneagram types, providing 1-3 sentences on their core traits and motivations. For each type, it also gives their view of leadership, core strengths and limitations as leaders, and tips for personal development. Famous people of each type are listed. The document promotes using the Enneagram for leadership development through upcoming workshops on self-awareness, the Enneagram, and visioning.
Skills for utilizing Cognitive Behavior Therapy in SUD Treatment. This presentation provides the viewers specific clinical interventions and a working description of CBT techniques.
HUMAN RELATIONS- Principles of Interpersonal Leadership (A Group Report_Enver...Hazel Aguila
This document discusses the concept of win-win thinking and relationships. It defines win-win as seeking mutual benefit in all interactions where solutions benefit all parties. The document outlines six paradigms of human interaction, with win-win being the most ideal approach. It describes the five dimensions of win-win as character, relationships, agreements, supportive systems and processes. It provides details on each of these dimensions, emphasizing integrity, maturity, abundance mentality, trust and focusing on interests, not positions to achieve win-win solutions.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC, SPARC, CDRC
Objectives
Explore the function of anger
Identify the costs and benefits of anger
Identify anger triggers
Rejection/Isolation
Failure
Loss of control
The unknown
Explore multiple skills necessary for Anger Management:
Mindful self-awareness
Distress tolerance
Values clarification/Goal setting
Motivational enhancement skills
Cognitive behavioral skills
Cognitive processing skills
Communication skills
Compassion focused skills
Self-esteem building skills
Wellness skills (Vulnerability identification and prevention)
This document provides an introduction to assertiveness. It defines assertiveness as communicating one's needs, feelings, opinions and beliefs in an open and honest manner without violating others' rights. It discusses how assertiveness originated from civil rights and women's movements. The document contrasts assertiveness with aggression, which denies others' rights, and non-assertion, which denies one's own rights. It asserts that assertiveness simultaneously acknowledges both one's own rights and the rights of others.
I. Self-directed warfare involves waging constant battle against one's own weaknesses and natural resistances. It means facing any enemies, even subtle ones, that work against your objectives as this confrontation can be motivating and teach valuable lessons.
II. Do not rely on past successes, as circumstances constantly change. Maintain flexibility and do not fight the last war.
III. During conflicts, maintain a decisive, confident and detached presence of mind to avoid doubts and loss of resolve. Exposure to adversity through conflict can help develop an internal toughness.
This document provides an introduction to the Enneagram personality typing system presented by Margaret Rahn. It discusses the history and origins of the Enneagram, describes the nine personality types organized into three centers of intelligence (heart, mind, body), explains how to determine one's own type, and provides sources to learn more about the Enneagram.
This document discusses emotional intelligence and emotional self-awareness. It covers the core competencies of emotional intelligence, which are self-awareness, self-management, social awareness, and relationship management. For emotional self-awareness, it outlines 5 key skills: understanding what emotional self-awareness is and its relationship to other competencies, interoception, recognizing and scaling emotions, detecting "iceberg beliefs," and recognizing strengths and limitations through self-reflection. Examples are provided for each skill to help trainees increase their emotional self-awareness before the next training session.
Enneagram and Leadership by Tim CatchimTim Catchim
This document provides information about the nine Enneagram types, including clarifying questions to identify each type, approaches to leadership and giving feedback for each type, and the core passion of each type. For each of the nine types, it lists a clarifying question to self-identify that type, describes how that type typically approaches leadership responsibilities and providing feedback to others, and identifies the core passion associated with that type.
This document defines anger as an emotional state that varies in intensity from mild irritation to intense fury. It discusses anger as a primary and physiological emotion that can have both constructive and destructive impacts depending on how it is handled. The document also provides information on the physiology of anger, anger warning signs, motivational effects of anger, anger management techniques, conflict resolution methods, and questions for managing anger.
This document summarizes key points from a presentation on emotional intelligence. It defines emotional intelligence as including self-awareness, self-regulation, motivation, empathy, and social skill. It discusses the importance of emotional intelligence for leadership in healthcare. Physicians are judged not just on their medical skills but also their ability to handle themselves and others. Developing emotional intelligence can help physicians improve self-awareness, social awareness, and relationship management skills. This in turn can help reduce medical errors by fostering better communication and collaboration between healthcare providers.
This document provides an overview of the Enneagram personality types developed by the Ennea Development Group (EDG). It describes three types - Type 1 "The Perfectionist", Type 2 "The Helper", and Type 3 "The Achiever" - and their key attributes. EDG offers online tests and reports to help individuals identify their type and understand their personality strengths and challenges. The full document provides more details on each type's behaviors and communication styles.
We often think of our capacity to experience the suffering of others as the ultimate source of goodness. But new research makes the case that some of the worst decisions made by individuals and nations are too often motivated by honest, yet misplaced, emotions, and specifically empathy. Do we have too little empathy? Or too much?
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC, SPARC, CDRC
Objectives
Explore the function of anger
Identify the costs and benefits of anger
Identify anger triggers
Rejection/Isolation
Failure
Loss of control
The unknown
Explore multiple skills necessary for Anger Management:
Mindful self-awareness
Distress tolerance
Values clarification/Goal setting
Motivational enhancement skills
Cognitive behavioral skills
Cognitive processing skills
Communication skills
Compassion focused skills
Self-esteem building skills
Wellness skills (Vulnerability identification and prevention)
Self-compassion involves being kind and understanding towards oneself, recognizing one's shared human experiences and imperfections, and mindfulness. It consists of three main elements - self-kindness, common humanity, and mindfulness. Research has shown that self-compassion is linked to greater psychological well-being and resilience, as well as increased empathy, altruism, life satisfaction, and emotional intelligence. An 8-week Mindful Self-Compassion program teaches techniques such as mindfulness meditation, compassionate body scanning, and transforming relationships to cultivate self-compassion.
The document provides an overview of Stephen R. Covey's book "The Seven Habits of Highly Effective People". The book has sold over 15 million copies worldwide and outlines seven habits that can help people achieve personal and professional success. The seven habits move individuals through stages of dependence, independence, and interdependence. The first three habits focus on independence and private victories, while the last four habits focus on interdependence and public victories. One of the habits discussed in the book is "Think Win-Win", which involves seeking mutual benefits in all interactions and relationships.
This document discusses the Enneagram personality types and how they relate to leadership. It describes the 9 Enneagram types, providing 1-3 sentences on their core traits and motivations. For each type, it also gives their view of leadership, core strengths and limitations as leaders, and tips for personal development. Famous people of each type are listed. The document promotes using the Enneagram for leadership development through upcoming workshops on self-awareness, the Enneagram, and visioning.
Skills for utilizing Cognitive Behavior Therapy in SUD Treatment. This presentation provides the viewers specific clinical interventions and a working description of CBT techniques.
HUMAN RELATIONS- Principles of Interpersonal Leadership (A Group Report_Enver...Hazel Aguila
This document discusses the concept of win-win thinking and relationships. It defines win-win as seeking mutual benefit in all interactions where solutions benefit all parties. The document outlines six paradigms of human interaction, with win-win being the most ideal approach. It describes the five dimensions of win-win as character, relationships, agreements, supportive systems and processes. It provides details on each of these dimensions, emphasizing integrity, maturity, abundance mentality, trust and focusing on interests, not positions to achieve win-win solutions.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC, SPARC, CDRC
Objectives
Explore the function of anger
Identify the costs and benefits of anger
Identify anger triggers
Rejection/Isolation
Failure
Loss of control
The unknown
Explore multiple skills necessary for Anger Management:
Mindful self-awareness
Distress tolerance
Values clarification/Goal setting
Motivational enhancement skills
Cognitive behavioral skills
Cognitive processing skills
Communication skills
Compassion focused skills
Self-esteem building skills
Wellness skills (Vulnerability identification and prevention)
This document provides an introduction to assertiveness. It defines assertiveness as communicating one's needs, feelings, opinions and beliefs in an open and honest manner without violating others' rights. It discusses how assertiveness originated from civil rights and women's movements. The document contrasts assertiveness with aggression, which denies others' rights, and non-assertion, which denies one's own rights. It asserts that assertiveness simultaneously acknowledges both one's own rights and the rights of others.
I. Self-directed warfare involves waging constant battle against one's own weaknesses and natural resistances. It means facing any enemies, even subtle ones, that work against your objectives as this confrontation can be motivating and teach valuable lessons.
II. Do not rely on past successes, as circumstances constantly change. Maintain flexibility and do not fight the last war.
III. During conflicts, maintain a decisive, confident and detached presence of mind to avoid doubts and loss of resolve. Exposure to adversity through conflict can help develop an internal toughness.
This document provides an introduction to the Enneagram personality typing system presented by Margaret Rahn. It discusses the history and origins of the Enneagram, describes the nine personality types organized into three centers of intelligence (heart, mind, body), explains how to determine one's own type, and provides sources to learn more about the Enneagram.
This document discusses emotional intelligence and emotional self-awareness. It covers the core competencies of emotional intelligence, which are self-awareness, self-management, social awareness, and relationship management. For emotional self-awareness, it outlines 5 key skills: understanding what emotional self-awareness is and its relationship to other competencies, interoception, recognizing and scaling emotions, detecting "iceberg beliefs," and recognizing strengths and limitations through self-reflection. Examples are provided for each skill to help trainees increase their emotional self-awareness before the next training session.
Enneagram and Leadership by Tim CatchimTim Catchim
This document provides information about the nine Enneagram types, including clarifying questions to identify each type, approaches to leadership and giving feedback for each type, and the core passion of each type. For each of the nine types, it lists a clarifying question to self-identify that type, describes how that type typically approaches leadership responsibilities and providing feedback to others, and identifies the core passion associated with that type.
This document defines anger as an emotional state that varies in intensity from mild irritation to intense fury. It discusses anger as a primary and physiological emotion that can have both constructive and destructive impacts depending on how it is handled. The document also provides information on the physiology of anger, anger warning signs, motivational effects of anger, anger management techniques, conflict resolution methods, and questions for managing anger.
This document summarizes key points from a presentation on emotional intelligence. It defines emotional intelligence as including self-awareness, self-regulation, motivation, empathy, and social skill. It discusses the importance of emotional intelligence for leadership in healthcare. Physicians are judged not just on their medical skills but also their ability to handle themselves and others. Developing emotional intelligence can help physicians improve self-awareness, social awareness, and relationship management skills. This in turn can help reduce medical errors by fostering better communication and collaboration between healthcare providers.
This document provides an overview of the Enneagram personality types developed by the Ennea Development Group (EDG). It describes three types - Type 1 "The Perfectionist", Type 2 "The Helper", and Type 3 "The Achiever" - and their key attributes. EDG offers online tests and reports to help individuals identify their type and understand their personality strengths and challenges. The full document provides more details on each type's behaviors and communication styles.
Les clauses de médiation, d’arbitrage et de règlement de différends : outils ...FMC maintenant Dentons
Présentation de Mes Mélanie Jacques, Catherine Dagenais et Jean H. Gagnon sur les avantages, inconvénients et risques associés à l'inclusion d'une clause d'arbitrage ou de médiation dans un contrat commercial, sur le choix de la clause appropriée à un contrat et sur l'importance d'une rédaction réfléchie pour prévenir des ennuis par la suite, et ce autant du point de vue du rédacteur que de celui du plaideur.
John Peter Weldon, avocat, conférencier et membre de l'Institut de médiation et d'arbitrage du Québec (IMAQ) présente 4 modèles de médiation et les concepts sur lesquelles ils reposent.
Enhancing clients problem solving skillsAthira5Rajeev
Enhancing client's problem solving skills - ASSERTIVENESS TRAINING,SOCIAL SKILL TRAINING,STRESS MANAGEMENT & ENHANCING CLIENT'S SOCIAL SUPPORT SYSTEM. For MSW sutdents
The document provides guidance on responding peacefully to crises and conflict situations using a technique called "5/25". The technique involves practicing a new skill or technique for 5 minutes a day for 25 days to develop a new habit. It recommends using "win-win" guidelines, agreeing to basic rules, and being a problem solver. The key is focusing on the problem, not attacking the person, working together positively, and developing a commitment to resolution. Responding to crises depends more on one's inner stance and emotional response than the situation itself.
This document provides an overview of several major counseling and personality theories, including person-centered therapy, rational emotive behavior therapy/cognitive behavioral therapy, reality therapy, psychoanalysis, individual psychology, and learning theories like classical and operant conditioning and social learning theory. The theories speculate on the origins of psychological distress and how to address it through understanding ineffective thoughts and behaviors and learning new ways of thinking and acting that promote well-being.
This document provides information on conflict management and resolution. It discusses:
- The objectives of understanding conflict, improving communication skills, and enhancing productivity through effective conflict management.
- Definitions of conflict and assumptions people have about it.
- Types of conflict including inner, interpersonal, and group conflict with various roots.
- Strategies for dealing with conflict including lose-lose, win-lose, and win-win approaches.
- Tools and techniques for resolving conflict such as active listening, paraphrasing, asking powerful questions, setting norms, and making interventions.
The document discusses how people make decisions and use logic and emotion. It makes the following key points:
1) We primarily make decisions based on emotions, either moving towards pleasure or away from pain, but then use logic to justify those emotional decisions.
2) Our subconscious mind, which controls up to 97% of our life, assesses situations instinctually based on avoiding pain and reacting, then our conscious mind makes decisions cross-referencing new information with preexisting beliefs.
3) Emotion is the primary driver in decision making, though we think we are being logical. Logic is better used to initially engage people and then appeal to their emotions to motivate action.
4) Building rapport
This document discusses different emotions including happiness, sadness, love, empathy, fear, guilt, and anger. It explains what each emotion is, how it feels physically and mentally, and what typically causes each emotion. The document also provides strategies for interpreting and responding to emotions in a healthy way, such as looking below the surface of what you are reacting to and considering the potential consequences before taking action. Finally, it discusses defense mechanisms that people commonly use to protect themselves from strong emotions, such as suppression, repression, rationalization, regression, denial, compensation, projection, and idealization.
Emotional intelligence @ work place- by Shritheja KShri Theja
It is very important factor to know and control emotions at work place, as an aid to success. High EQ will make a person easily to climb corporate ladder and reach great hights.
Interpersonal Skills include communication skills as persuading, listening, and influencing; Leadership skills as prob;em solving, decision making, conflict resolution and finally Team Management as delegating and motivating
Diversity and culture competence are factors as well
http:/www.saharconsulting.com
anger management presentation for working professionalssureshchethus
This document provides information on anger management. It discusses identifying feelings and triggers of anger, aggressive acts, thoughts prior to anger, and internal cues of anger. It also discusses developing coping mechanisms for anger and expressing anger constructively without loss of control. The document notes that by adulthood, anger often becomes a habit and discusses causes like inborn temperament, family environment, culture and finding anger works in the short-term. It provides tips for managing anger in the moment by calming down and also long-term by applying prevention techniques like controlling thoughts and evaluating solutions.
This document discusses anger management and conflict resolution. It defines conflict and explains the positive and negative aspects. Different types and styles of conflict are described. Causes of anger and triggers are explained. Techniques for managing anger like relaxation, breathing, and conflict resolution strategies are provided. The conclusion emphasizes the difference between anger as an emotion and aggression as inappropriate expression, and learning to express anger appropriately.
The 7 Habits of Highly Effective People- Stephen CoveyRiya Aseef
The 7 Habits of Highly Effective People- Stephen Covey.
The 7 Habits of Highly Effective People, first published in 1989, is a business and self-help book written by Stephen Covey.
This document provides an overview of conflict resolution and crucial conversations. It defines conflict resolution as a process of working through opposing views to reach a common goal. Crucial conversations are discussions where the stakes are high, opinions vary, and emotions run strong. These conversations are typically avoided or handled poorly. The document outlines four key components of conflict resolution: controlling emotional responses, seeking understanding, identifying needs and common interests, and seeking mutual benefit. It emphasizes starting with self-reflection, sharing facts, asking for others' stories, and encouraging dialogue to find mutual purpose. Role-playing exercises demonstrate techniques like contrasting statements to state needs clearly and resolve misunderstandings.
This document provides guidance on conflict resolution in the workplace. It discusses that conflict is a normal part of relationships but can be harmful if mismanaged. The fundamentals of conflict resolution involve recognizing differences in values and needs, examining them with compassion, and finding creative solutions. Successful conflict resolution requires managing stress, emotions, paying attention to others' feelings, and respecting differences. It provides tools for resolving conflict through win-win approaches, empathy, assertiveness, managing emotions, negotiation, mediation, and broadening perspectives.
The document discusses the importance of relationships and effective communication. Studies show relationships influence happiness more than money. Building trust through self-disclosure and seeking feedback can overcome blindspots between people. The document provides guidance on resolving conflicts through needs-based communication, making observations without judgment, and focusing on understanding others' perspectives. Mastering these relationship skills can enhance career success.
Conflict Resolution in the workplace.pptxETManagement
This document provides guidance on managing conflicts in relationships in a constructive manner. It discusses that conflict is a normal part of relationships but can harm relationships if mismanaged. The key is to handle conflicts respectfully and in a way that allows for growth. When differences arise, it is important to recognize legitimate needs, examine issues with compassionate understanding, and find creative solutions that improve trust and strengthen relationships. Successful conflict resolution relies on managing stress, controlling emotions, paying attention to how others feel, and respecting differences.
Organic Communication - De-Escalating ConflictLee K. Broekman
Discover motives in and building blocks of conflict. What is the cost of conflict. How to have constructive conversations about conflict. Explore types of triggers. Models to overcome.
This document provides information about anger management. It discusses understanding anger, triggers of anger, myths about anger, physiological changes that occur, identifying anger cues, and what anger looks like. It also outlines aspects of anger, steps to anger management, and skills to develop including identifying feelings, aggressive acts, consequences, thoughts, internal cues, coping mechanisms, communication, active listening, and stress reduction. The overall message is that anger is a normal human emotion but needs to be managed appropriately through understanding triggers and developing skills to express it constructively.
This document provides information on becoming a conflict capable leader. It discusses:
- The objectives of the session which are to help participants better manage conflict, recognize different conflict styles, assess conflict situations, and learn collaborative conflict resolution methods.
- Key themes around conflict including that it is inevitable, people can change their response style, and the goal is to reduce harmful effects and maximize useful ones.
- Different conflict response categories including perspective taking, expressing emotions, avoiding, yielding, and more. It identifies constructive and destructive responses.
- The Thomas-Kilmann conflict mode instrument which assesses a participant's preferred conflict handling style.
- Getting to yes, a principled approach to conflict resolution which
A summary of theories about work motivation as they relate to behaviour in meetings. Part of a module on Workshop Facilitation on MSc Agile Software Projects
If you are to help other people to be useful in meetings, first you have to be sorted in yourself, Part of a Workshop Facilitation module on MSc Agile Software Development
Tuckman's model outlines 5 stages of group development: forming, storming, norming, performing, and adjourning. Forming involves orientation, storming involves conflict as roles and processes are established, norming involves resolution and agreement on processes, performing involves high productivity, and adjourning involves closing the group. Hargrove outlines 5 stages for reaching dialogue - polite discussion, rational debate, chaotic discussion, community dialogue, and generative dialogue. He also outlines 5 stages for collaboration - clarifying purpose, gathering views, building understanding, creating new options, and making commitments.
This document discusses theories of motivation and their application to improving motivation in workplace settings. It summarizes several prominent motivation theories, including Maslow's hierarchy of needs, equity theory, expectancy theory, and Herzberg's two-factor theory. It then describes Hackman and Oldham's job characteristics model and job diagnostic survey, which drew from prior theories and was used to empirically measure motivational factors in jobs. The document advocates using the job diagnostic survey to diagnose motivation issues, implementing changes, and periodically re-measuring to verify improvements and sustain motivation over time.
This document discusses the lack of empirical evidence around what should be taught for facilitating software projects and working with stakeholders. It notes that most of the existing approaches come from practitioner experiences and consultants/academics observing patterns, but there is little research comparing different methods. The document advocates for more empirical research to determine what facilitation techniques actually work best. It then provides examples from the author's experience between 1967-1979 where different approaches were needed for different projects and contexts. The author reflects on lessons learned around communication, requirements gathering, and developer motivations. The document aims to surface what facilitation practices are most useful based on evidence and experience.
The document discusses different levels of development in groups and different approaches to discussions and decision making. It provides context on dialogue as a process aimed at finding new understanding and ways of thinking through relationships and suspending assumptions. Key aspects of dialogue discussed include allowing new ideas and content to emerge through understanding differences in perspectives, as well as creating something in common.
This document discusses various techniques for improving creativity and innovation in organizations. It argues that it is easier to change an organization's climate than its culture, and that a positive climate can help foster a more creative culture over time. Several key aspects of an organizational climate that supports creativity are identified, including providing time for idea generation, supporting new ideas, encouraging challenge and involvement, trusting relationships, playfulness, and resolving conflicts constructively. Specific techniques described for generating new ideas include brainstorming, the nominal group technique, lateral and parallel thinking, mind mapping, and metaphorming.
This document provides an overview of action research. It describes action research as a method for professionals to improve their own practice and contribute to public knowledge about their field. Action research requires systematic inquiry, action, validation of results. It positions the researcher as central to the process as they are committed to improving a meaningful purpose. While challenging, action research offers opportunities for the researcher to improve their work and contribute new knowledge through an iterative process.
The document discusses models and their relationship to reality. It notes that models are representations of reality, not reality itself, and different people may perceive the same event in different ways. Phenomenologists aim to model human experience and perceptions, rather than just observable behaviors alone. The complexity of human interactions is explored, with various meanings and realities potentially present in the same event. Navigating social situations requires consideration of multiple perspectives and realities that may be in play.
2. DIFFICULTIES that lead to conflict
In a dilemma:
each choice may lead to unacceptable outcomes
In difficult decisions:
the right answer is theoretically possible
but not with the available resources
In wicked problems:
refinements are always possible
because new requirements keep emerging
With multiple viewpoints:
different groups use different values to assess outcomes
4. OUTCOMES of CONFLICT
Conflict can be a problem, or an opportunity
If unmanaged, conflict may lead to:
• Heightened negative emotions
• Lower productivity
If properly managed, conflict can:
• Uncover new ideas, explore and vet alternatives
• Improve team cohesiveness & commitment
• Enhance productivity
5. TYPES of CONFLICT
Relationship Conflict:
• People try to find someone to blame
• Attribute task difficulties to other people’s bad intentions
• Negative emotions: frustration, anger, stress, fear
• > poor productivity, divisiveness and poor decision making
Task Conflict:
• Robustly debating issues, exploring and vetting options
• Positive emotions: opportunity, challenge, energized, learning
• > heightened creativity, aiming for a resolution
Four times as many words describe relationship conflict. Why?
Facilitators aim to turn this round, to develop conflict competence
6. DIFFERENCES: a source of conflict
• Personalities innovative / traditional, confident / diffident
• Preferences for detail / big picture, see Myers-Briggs
• Styles desire to win / conflict avoidance
• Values & Principles equality / excellence
• Culture individualistic / collectivist, expressive / restrained
• Knowledge & Experience not understanding suggestions
• Needs & Goals project / home dept, ambiguous team goals
7. OTHER SOURCES of CONFLICT
• Feeling Incompatible < ? only due to misunderstanding
• Unmet Expectations < no progress reports / task feedback
• Time / Resource Pressures > no time to listen, reverting
• Emotion > outbursts, talking less, feeling hurt, embarrassment
• Misunderstanding & Distrust <> attributing bad motives
• Stereotypes > seeing a profession / disability, not an individual
• Previous conflicts > expect same problems to occur again
8. CONFLICT NORMS:
OPENNESS
• Expect differences
• Don’t avoid conflict
• Value different viewpoints
• Directly state opposing views
• In stating a new view the person has taken a risk
Now they are vulnerable, so take care
• Provide psychological security
9. CONFLICT NORMS:
COHESIVENESS
• Feel jointly responsible for goals
• Feel jointly responsible for consequences
• Share information
• Seek clarity about goals and roles
• Make decisions together
• Develop team rewards, not individual rewards
• Learn from how and when members cooperate
10. BUILD CONFLICT-COMPETENCE
Team must accept that conflict is inevitable
Discuss in advance how to react to conflict
Agree ‘conflict norms’ as to how to behave
11. CONFLICT NORMS:
EMOTIONAL INTELLIGENCE
Be aware of your own emotions around conflict
• Acknowledge your emotions and manage them
• Cool down, slow down
• Reflect on what’s happening
Be aware of other people’s emotions around conflict
• Don’t assume they’ll feel the same as you would
• Seek to understand their perceptions
Talk about emotions. If in doubt, choose to talk.
12. CLIMATE for CONFLICT-COMPETENCE
• Trust
• Safety
• Genuineness
• Emotional Intelligence
• Positive attitudes
• Openness
Does the surrounding organisation provide these?
13. CONFLICT-COMPETENT COMMUNICATION
• Reflective thinking
• Delayed responses
• Listening for understanding
• Expressing emotions
• Staying on-track
14. ATTITUDES
Share assumptions and attitudes about conflict
Isobel thinks this is best done one-to-one at first
• How do we feel about conflict?
• Recall times when conflict was useful
Trust enables people to take risks, be open & honest
Isobel has seen people relieved to ‘tell it as it is’
15. QUOTES from REAL MEETINGS
“Yes, I can see where you’re coming from,
but that would be a problem for us because …”
“I’m sorry, we’ll have to find another word.
We need a word that isn’t your ‘client’, or our ‘patient’.
Why? Erm… What would happen if someone, just
one person, worked full-time on the oldest cases?
Is it just me? I feel as if we’re not understanding each other.
Do I hear you saying …?
16. REQUIREMENTS for TRUST
Trust requires three beliefs:
• Ability Believing the other person can deliver
• Benevolence Believing they care about me
• Integrity Believing they adhere to acceptable principles
Trust also requires ability to trust, which depends on:
• Attributions based on stereotypes, past experience, …
• Moods make it difficult to give people benefit of doubt
• Leaders who are consistent and tell the truth
17. BUILDING TRUST
You want people to believe that you will:
• Have their best interests at heart
• Not harm them when they are vulnerable
• Not speak about people behind their back
• Let them know how you feel
• Admit when you are wrong
• Listen to their side of the story, give them benefit of doubt
• Hold everyone accountable for agreements made
18. TRUST requires COURAGE
Trust requires the courage to:
• Be personally responsible for your own actions
• Share your experiences, ideas and feelings
• Demonstrate your own vulnerability
• Follow through on your promises
• Take the risk of listening to others
• Clarify expectations and explore new ground
• Show concern for the welfare of others
19. REPAIRING TRUST
Any breach of trust rapidly festers >
• Cognitive response: negative attributions > distrust
• Affective response: negative emotions > anger
Any breach must be repaired right away
Perpetrator must take responsibility and apologise
Victim must decide whether to forgive and move on
20. PSYCHOLOGICAL SAFETY
Psychological safety refers to group situations
It describes:
• A feeling of safety that enables people to take risks
• The belief that others won’t embarrass, reject or punish you
It encourages people to:
• Speak up when they are concerned, seek help, admit vulnerability
• Take risks, debate issues, push boundaries, express dissent
It requires openness, trust and mutual respect
21. BEHAVIOURAL INTEGRATION
• Collaborative spirit
• People feel comfortable together
• Don’t expect colleagues to let them down
• Don’t expect colleagues to take advantage
• Avoid covert meetings
• Smaller teams
• Rewarding entire team > focus on joint aims
22. NEUROPHYSIOLOGY of EMOTIONS
Emotions are triggered in the amygdala
Emotions are modulated in the pre-frontal cortex
• Positive emotions: left pre-frontal cortex
• Negative emotions: right pre-frontal cortex
Above a certain level of emotional stress:
• fight-or-flight hormones are released
• rational thinking becomes very difficult
24. THE TRIUNE BRAIN
• Instinctive reactions
come from the brainstem
• Emotional memories
arise from the limbic system
(the Amygdala)
• Rational thought occurs in the neocortex
25. NEUROPHYSIOLOGY of EMOTIONS
Emotions are triggered in the amygdala
Emotions are modulated in the pre-frontal cortex
• Positive emotions: left pre-frontal cortex
• Negative emotions: right pre-frontal cortex
Above a certain level of emotional stress:
• fight-or-flight hormones are released
• rational thinking becomes very difficult
27. TRIGGER
The technical term ‘Trigger’
means an imprint from past traumas,
We experience a trigger when feelings well up.
This is a knee-jerk reaction to past problems.
But we should try to react in the ‘here and now’
28. CONTROL YOUR EMOTIONS
Be aware of your own emotional triggers
What irritates you?
Cool down
Settle your heightened emotions
Reframe:
understand > empathise > nurture
Then you will be ready to look outwards again
29. COOL DOWN
To cool down:
Breathe deep and slow
Centre yourself (just below the navel)
Observe your own emotions, for reviewing later
Be mindful: pay attention to your experiences at present
Look for any subjectivity and de-emphasise it
Meditate: This takes some learning
But it is quite achievable
30. RE-FRAME ATTRIBUTIONS
Look for cognitive empathy:
understand where other people are coming from
Then look for emotional empathy:
feel with the other person’s feelings
(but remember, your reaction may be different from theirs)
And finally: compassionate empathy
are you willing to nurture the other person?
31. LOOK OUTWARDS
With you emotions under control, you are ready for
Cognitive reappraisal:
Look for less sinister motives
(‘You have the power to revoke your estimate of the situation’)
Perspective talking:
Address core concerns:
appreciation, affiliation, autonomy, status, role/purpose
If none of this is working: slow down, call time-out
32. CONFLICT INTENSITY LEVELS
1. Differences – different viewpoints, each understands the
others’ views, no discomfort
2. Misunderstandings – what is understood by some is
different from what is understood by others. ?intent
3. Disagreements – even if people understand, they still feel
discomfort. ?constructive or destructive.
4. Discord – conflict causes relationship difficulties, even
beyond the context of the original conflict.
5. Polarisation – inability to see the other side’s point of view
33. DESTRUCTIVE RESPONSES
Avoidance pushes conflict underground to fester,
leading to infected relationships and poor decisions
Vehement argument may succeed in the short term,
but it jeopardises future collaboration
Yielding generates expectation that you’ll yield again
Sarcasm undermines emotional safety
Blocking pushes conflict underground, like avoidance
34. CONSTRUCTIVE BEHAVIOURS
Perspective Talk express the opposing viewpoint / feelings, as you understand
them
Listen for Understanding seek first to understand, then to be understood
Create Solutions
Express Emotions honest clear description of feelings, implied request for help
Reach Out act to communicate, repair emotional damage, apologise, make amends
Think Reflectively, Delay Responses take time out
Observe and Adapt
35. KNOW YOUR EMOTIONAL TRIGGERS
Know your emotional triggers
Are you particularly irritated by people who are:
unreliable / too analytical / unappreciative / hostile
micro-managing / self-centred / untrustworthy
exploitative / arrogant / sarcastic / ignoring detail
perfectionists / always right / emphasising detail
aloof / abrasive