This document summarizes a meeting that took place in Reykjavik, Iceland in September 2015 about managing conflicts and building key competences. It discusses the eight key competences for lifelong learning in the EU, including social, civic, and intercultural competence. Techniques for conflict resolution are presented, such as reframing conflicts from a "me against you" approach to "us against the problem." The document also provides exercises and activities for practicing conflict resolution skills from various sources.

1. MANAGING CONFLICTS AND BUILDING KEY COMPETENCES
Barbara Lapornik
ERASMUS + PROJECT “INVOLVE ME AND I LEARN”
REYKJAVIK MEETING 14-18 SEPT 2015

2. PART ONE

3. ONE OF THE PILLARS OF EDUCATION POLICY IN EU:
THE EIGHT KEY COMPETENCES FOR LIFE-LONG LEARNING
( Recommendation of the European Parliament 2006/962/EC – and of the
Council of 18th December – Official Journal L394 of 30.12.2006)
fundamental in a knowledge-based society ( Lisbon objective ).
1. Communication in the mother tongue
2. Communication in the foreign languages
3. Mathematical competence and basic competences in science and
technology
4. Digital competence
5. Learning to learn
6. Social and civic competences
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression.
Reykjavik 2015

4. Social competence
“refers to personal, interpersonal and intercultural competence
and all forms of behavior that equip individuals to participate in an effective and
constructive way in social and working life.
It is linked to personal and social well-being.
An understanding of codes of conduct and customs in the different
environments in which individuals operate is essential.”
Civic competence
“ and particularly knowledge of social and political concepts and structures
(democracy, justice, equality, citizenship and civil rights),
equips individuals to engage in active and democratic participation.”
Recommendation of the European Parliament 2006/962/EC –
and of the Council of 18th December – Official Journal L394 of 30.12.2006)
Reykjavik 2015

5. So, INTERCULTURAL COMPETENCE
Is about acquiring a cultural awareness and sensitivity
but also making it a permanent mental attitude and
behavioural practice!
This is what one of my students, Anna , wrote in a report:
“As young people we are particularly interested in this theme.
DIVERSITY units us.
We think that through a greater sensibility
towards cultural diversity
we foster our own sensibility
towards the equal treatment of all people,
first in our own homes and countries, then within the EU
as well as the world.
From SMALL to LARGE CULTURE,
from LOCAL to GLOBAL one
Reykjavik 2015

6. Two different models of culture
From: G.Johnson, M.Rinvolucri,
Culture in our Classrooms,Delta Publishing ,2010
Geert Hofstede’s model
Reykjavik 2015

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From: G.Johnson, M.Rinvolucri,

8. Exercise from:
Derek Utley,
Intercultural Resourse
Pack, CUP, 2013
THOUGHTS:
Reykjavik 2015

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Exercise from:
Derek Utley

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Exercise from:
Derek Utley

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Exercise from:
Derek Utley

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Exercise from:
Derek Utley

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Exercise
from: G.Johnson,

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Fom:
D.M.Stringer, P.A.Cassiday,
52 Activities for improving
Cross-Cultural
Communication,
Intercultural Press, 2009
Think of all possible
scenarios:
e.g.
A man and a woman are
standingat a darker
street corner. She is
leaning againstthe wall.
He is talking to her,
she is looking
the other way.
etc.

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From: Jane Arnold,
Seeds of Confidence,
Hebling, 2009

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From: Jane Arnold,

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PART II: CONFLICTS, CONFLICTS AND MORE CONFLICTS

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1: Conflict resolution techniques
Some basic thoughts (from: Daniel Dana, Conflict resolution, McGraw
Hill, NY, 2003
Conflict : when it becomes personal, emotionally upsetting,
it affects performance, feelings, thoughts, perceptions, actions
Estimated time for conflicts in the working places: up to 42% of the
employees’ time
YET conflict is a resolvable, manageable and preventable process
BUT it is necessary to reframe our instinct reflexes:
the distancing wrong reflex FLIGHT or the coercion wrong reflex FIGHT
NO!! INSTEAD: THINK
Feelings: in every conflict parties’ perceptions of their adversary’s
intentions are distorted.

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WHAT IS NECESSARY IS AN ATTITUDE CHANGE :
- from: ME AGAINST YOU to US AGAINST THE PROBLEM
CENTRAL QUESTION: WHAT IS THERE FOR ME?
BE AWARE OF THE RETAILATORY CIRCLE:
TRIGGER leads to: PERCEPTION OF THREAT (cognition)
that leads to: ANGER ( EMOTION)
that leads to ACTING OUT (BEHAVIOUR)
that leads to REPETITION
NEED TO MAKE A DEAL WHICH IS:
BALANCED,
BEHAVIOURALLY SPECIFIC (who is to do what,when, how,
how long),
WRITTEN!!

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HOW TO MEDIATE:
SOME BASIC RULES for both the negotiators and self- mediators:
• keep the essential process of mediation
• support conciliatory gestures – they must be reciprocal, so an
exchange of conciliatory gestures
• patiently wait for the breakthrough ( also called attitude change)
• accentuate the positive, ignore the negative
• shift from: win-lose or lose - win, or lose-lose, to WIN - WIN
approach and the opportunity to save all the parties’ faces
• record it- fix it- write it down
• come out with a deal: specific, What is there for me – tested,
written
FOR NEGOTIATORS:
• To hear each person’s side of the conflict
• To define specifically the problem to be solved
• To give the information about the meeting

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SELF MEDIATORS:
• Find a time and place to talk – neutral place
• If denied, ask again
• Express appreciation
• Express optimism
• State the issue
• Express the invitation: We cannot not negotiate
• plus : points from 1 – 7
•
TEAM CONFLICT
• Each member takes turn to propose solutions
• Select one third of the total number of ideas
• Come out with an ACTION PLAN, which must be confirmed
by all the members

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Three kinds of ISSUES:
1. SUBSTANTIVE: involving objective self - interest
2. EMOTIONAL: with underlying psychological needs
3. PSEUDO-SUBSTANTIVE: where emotional issues are disguised as
substantive issues
( People feel at risk in areas of power, approval, inclusion, justice,
identity.
These are distortive lens: “ We wage war to acquire, preserve and
protect our state of psychological well being.”)

23. For conflict
resolution techniques
Experts suggest different
strategies, among which:
• Identifying the reason of
conflict:
personal, cultural,
behavioural, situational
• Becoming more flexible
• Understanding different
views
Reykjavik 2015

24. • Focusing on common interests
• Using different communication styles
• Sharing solutions
• Lessening problems
• HOW CAN WE PRACTICE THESE?
BY Roleplays!
Enact. Observe, Discuss, Comment
(at home, at school, with friends..)
- What was the problem?
- Why couldn’t they solve it?
-What could have been done better?
Reykjavik 2015

25. From John Corbett, Intercultural language Activities,
Cambridge, 2010 Reykjavik 2015

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Exercise
from: Arnold

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Exercise from:
Johnson

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From: Johnson,…
Exercise from:
Johnson

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From: Stringer.

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From Stringer.

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From Stringer.

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From Stringer.

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From Stringer.

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Conflict resolution games:
From: Mary Scannell,The Big Book of Conflict Resolution Games,
McGraw Hill. NY, 2010

35. FROM: Scannel,
Reykjavik 2015

36. From Scannel,
::
Reykjavik 2015

37. Bibliography:
Jane Arnold,Seeds of Confidence, Hebling, 2009
John Corbett, Intercultural Language Activities,
Cambridge, CUP, 2010
Daniel Dana, Conflict resolution, McGraw Hill, NY, 2003
G.Johnson, M.Rinvolucri, Culture in our Classrooms, Delta
Publishing ,2010
Mary Scannell, The Big Book of Conflict Resolution Games,
McGraw Hill. NY, 2010
D.M.Stringer, P.A.Cassiday, 52 Activities for improving
Cross-Cultural Communication, Intercultural Press, 2009
Derek Utley, Intercultural ResoursePack, CUP, 2013
Reykjavik 2015

38. Barbara Lapornik
Reykjavik 2015