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OBJECTIVE:
Deploy appropriate influence and conflict resolution techniques for collaborative efforts.
RESPONSE:
In the previous section on emotional intelligence (EQ), I shared a story from LDRS 306 - Leadership and Team Dynamics, where one team member didn’t show up and made no contribution. I reference the End of Semester Peer Evaluation again here on the topic of conflict resolution. Initially, I gave the benefit of the doubt and attempted to resolve the issue with the individual directly. After warning of pending escalation, I finally take the social loafing matter to the professor. As expected, the individual did not return to the course. Thankfully, I had already reassigned the person’s tasks to other team members including myself.
Conflict resolution and collaborate efforts require active listening. In one of the Study Guides for LDRS 306 I talk a little about intervention. Timing is important for determining when best to intervene. The type of intervention must also consider the team’s current stage per the Tuckman model. During the forming stage, if a team was not interacting, a communication intervention may be appropriate. Active listening may be appropriate for a team during the storming phase if they were “talking past each other”, not listening and seeking only to be heard.
Risk leadership is one of the topics that caught my curiosity throughout the program, and it may have been LDRS 450 - Advanced Leadership Behaviors where I first started to pay attention to this style of leadership. In this Integrative Journal, I look at risk leadership from both leader and follower perspectives. Is it mutiny or a grass-roots campaign? It all depends on how it’s planned, communicated, and deployed.
Negotiation could be considered a form of conflict resolution; if not, it’s at least related. In this Integrative Journal for LDRS 450, I talk about different negotiation techniques. I witnessed a range of results in a training course where we participated in an “Ostrich egg” exercise. Some groups failed to reach agreements, most reached amicable agreements, while one group took advantage of their negotiating partner in a manner that would have permanently damaged a real business relationship.
1. Bicknell - 2019S_LDRS306_VC - End of Semester Peer Evaluation FORM.xlsx
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