400 final
The Complex Connections between Culture and Conflict
Professor R. Williams
Agenda
Culture
Review
Creative Reflection
“We are in one of those great historical periods that occur every 200 or 300 years when people don’t understand the world anymore, and the past is not sufficient to explain the future.”
Peter Drucker (1995)
The critic Raymond Williams, in his souped-up dictionary, “Keywords,” writes that “culture” has three divergent meanings:
There’s culture as a process of individual enrichment, as when we say that someone is “cultured” (in 1605, Francis Bacon wrote about “the culture and manurance of minds”);
Culture as a group’s “particular way of life,” as when we talk about French culture, company culture, or multiculturalism; and
Culture as an activity, pursued by means of the museums, concerts, books, and movies that might be encouraged by a Ministry of Culture (or covered on a blog like this one).
https://www.newyorker.com/books/joshua-rothman/meaning-culture
This Photo by Unknown Author is licensed under CC BY
Culture
Edgar Schein’s Three Levels of Organizational Culture
1) artefacts (what you experience with your senses, such as language, styles, stories, and published statements);
2) espoused beliefs and values (ideals, goals and aspirations); and
3) basic underlying beliefs (taken for granted conditions).
How does culture affect our perceptions?
Culture and Negotiations (HBR)
https://www.youtube.com/watch?v=iSPeLrKJLYo
| Emotionally Expressive | Confrontational |
| Emotionally Unexpressive | Unconfrontational |
Cognitive Trust
Task Based
Affective Trust
Relationship Based
The Culture Map Erin Meyer
| Communicating | ||
| Low context | High context | |
| Evaluating | ||
| Direct negative feedback | Indirect negative feedback | |
| Persuading | ||
| Principles first | Applications first | |
| Leading | ||
| Egalitarian | Hierarchical | |
| Deciding | ||
| Consensual | Top-down | |
| Trusting | ||
| Task-based | Relationship based | |
| Disagreeing | ||
| Confrontational | Avoids conflict | |
| Scheduling | ||
| Linear time | Flexible time |
The Culture Map - Erin Meyer
In the United States and other Anglo-Saxon cultures, people are trained to communicate literally and explicitly as possible.
By contrast, in many Asian cultures, including India, China, Japan, and Indonesia, messages are often conveyed implicitly, requiring the listener to read between the lines.
(Meyer, page 31)
Compare and Contrast
China
Describe the culture as it relates to conflict
Canada
Describe the culture as it relates to conflict
How might your awareness of culture influence how you use the course material in China?
Individually (take a couple of minutes to take some notes)
In pairs compare your observations (give each person two minutes to share and then discuss)
Be ready to share with the room
Course Reflection
Communication
Conflict
Crucial Accountability
Principle Based Negotiations
Reflection
Communication may be defined as a process concerning exchange of facts or ideas between persons.
Communication process
What is noise and how does it impact communication?
What is a channel?
What is a message?
Danger words or actions? A couple of examples
Why is feedback important and how do we get it?
RASA
The power of listening 1) you can adjust to what you hear 2) the receiver becomes more open to hearing you
Communication is two-way
Reflection
Self Awareness
3 realities that often blindside us when dealing with conflict (lecture #2)
What does it mean to go to your balcony?
The SDI framework to provide awareness and tools to manage conflict in relationships, both personally and professionally
Conflict happens when we feel our self-worth is threatened because you are not able to live out your motivational values
What are the 5 keys to managing a conflict and what do they mean?
MVS – Motivations change in conflict and strengths overdone become?
Be able to draw and label the 7 point MVS model and go deep on your own personality
Know the 3 conflict stages and define conflict sequence, what is yours? (lecture #3)
Reflection
Crucial Accountability
Before, during and after the crucial accountability conversation
Holding another person accountable or responsible, face to face, for broken promises, violated expectations or bad behavior because there is a gap between what is expected and what the person is doing
What are the three factors that come together that create a crucial conversation?
What conditions create safety?
What do people do when safety is not present?
What and if, what is CPR?
Master our story – see/hear, tell story, feel, act
Label the 6 cell model that helps you analyze the rest of the story
Our behaviours are influenced by both motivation and ability
What is a best practice and give a couple of examples?
Reflection
Principle Based Negotiations
Negotiation is a back and forth communication designed to reach an agreement when you and the other side have some interests that are shared and others that are opposed (as well as some that may be different
What are the three criteria to judge a good negotiation?
What are the three stages of a negotiation?
Why don’t we take a position?
What is a ‘win win’ negotiation?
What is a BATNA and why is it important to have one before you go into a negotiation?
What are the four steps in principle based negotiations and explain them?
What is a soft and hard negotiator?
Course Reflective Creative Response: Infographic Response
Student Experience of Teaching and Learning
Your responses are confidential and anonymous.
You will be given 15 minutes to complete the survey.
Go to: setl.twu.ca. Type this into your browser.
Login using your TWU user name and password.
Click on the SETL for this course.
IMPORTANT: When you finish, hit the SUBMIT button.
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Learning Outcomes
<add the learning outcomes for this course from your syllabus, or show in a document if too long for a slide>
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Student Experience of Teaching and Learning
Your responses are confidential and anonymous.
You will be given 15 minutes to complete the survey.
Go to: setl.twu.ca. Type this into your browser.
Login using your TWU user name and password.
Click on the SETL for this course.
IMPORTANT: When you finish, hit the SUBMIT button.
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Learning Outcomes
1. Knowledge and its application
a. Understanding the leadership competencies associated with emotional and social intelligence, including self-awareness, self-control, empathy, motivation, and collaboration;
b. Identify the typical sources of conflict both internal and external to teams and organizations;
2. Cognitive complexity
c. Examine the importance of social skills and managing emotions to the leader’s practice;
d. Compare and assess the effectiveness of techniques for resolving or managing disputes and methods to keep interpersonal relations in a productive problem-solving mode;
4. Inter- and intra-personal wellness
e. Identify strategies to help people lessen their conflict avoidance behavior and become more aware that holding themselves and others accountable is healthy and productive;
7. Leadership
f. Demonstrate emotional and social skills to motivate and mobilize others to productively work through interpersonal conflicts and develop two-way accountability to accomplish a task, or to think with creativity, vision, integrity and skill for the benefit of all concerned.
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