setting expectations and resolving conflict in graduate education (developing communication and...
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Setting Expectations and Resolving Conflict in Graduate
Education(Developing Communication and Conflict Management Skills to Save
Time and Enhance Productivity)
http://grad.msu.edu/conflictresolution/Program development and implementation are supported in part by grants from: The William and Flora Hewlett Foundation (1997-1999) and the U.S. Department of Education’s Fund for the Improvement of Post-Secondary
Education (FIPSE) (1997-2000)
Setting Expectations and
Resolving Conflict
The Graduate SchoolMichigan State University 2009
Why Focus on Graduate Students?
• Nationwide, only 60% of students entering Ph.D.programs obtain that degree in 10 years. (Denecke, 2006)
• Differences between “early” and “late” leavers (Nerad and Miller, 1996)
– Early leavers (within 2 years): unmet expectations
– Late leavers (after 4 or more years): Faculty-student relationship, lack of departmental integration (Lovitts, 2001)
The Graduate SchoolMichigan State University 2009
Basic Assumptions• Many issues in Graduate Education are
not negotiable (Laws, Contracts, Requirements)
• Conflict itself is neither good nor bad – it’s how conflict is handled that is good or bad
• The power differential between Graduate Students and Faculty will always exist.
• We should not expect 100% retention or completion
The Graduate SchoolMichigan State University 2009
Why Does the Faculty/Student Relationship Matter?
•Research mentor as a key individual
•Decades of continuous interactions via professional societies
•Careers depend on good letters of recommendation
•Faculty Power: stipends, work assignments, resources, advice
•Dependence on a small group of faculty (guidance committees)
•Limited flexibility within a small communityThe Graduate SchoolMichigan State University 2009
then
Options Over TimeO
ptio
ns
Time
The Graduate SchoolMichigan State University 2009
now
ABCDEF
BCDEF
CDE
DE E
Vignettes
• On the Dotted Line
The Graduate SchoolMichigan State University 2009
Strategies to Resolve Conflict
• Avoidance Strategy
• Accommodating Strategy
• Positional Strategy
• Interest-based Strategy
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Positional Approach
A position is a claim that one makes to answer the immediate question (the issue).
• “I want Dr. Roberts on my committee”
• “You will defend in the Fall of 2009”
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A
What I WantB
What I Want
The Positional Approach to Resolving a Conflict
ISSUE
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C
Compromise
The Positional Approach….
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•Narrows options in the beginning to two positions; neither one may be the best answer to the issue.
•May produce a winner and a loser or 2 losers!
•May harm the relationship
•An issue is the immediate question for which you need an answer (it may not be the only basis of conflict but it is the question needing attention now).
- who should be on my committee?- when will I defend my dissertation?
•Both parties must agree on what the issue is.
Identify the Issue
What’s the Question?
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What are Interests?
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Interests are needs that must be satisfied and values that must be preserved.
•Self-esteem•Good working relationships•Research excellence•Financial security•Reputation
A
The Interest-Based ApproachIssue
1234
Interests Options
B
567
ABCDEFG
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Vignettes
• Restacking the Committee
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Evaluation
The Interest-Based Approach
Issue
1234
A
BCD
Interests Options
EFG
567
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“Easy to understand, hard to practice”…WHY?
• Trained to be solution-oriented• Rewarded for defending our solutions
well• Against our “nature”?• Strong emotions are triggered• Faster
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ANGER AND ACTION
Avoidance/Accommodation
Anger
Action
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The trigger event
Anger
• Predisposes one to use a positional strategy.
• Impairs one’s ability to identify interests.
• Compromises one’s rational decision-making abilities.
The Graduate SchoolMichigan State University 2009
then
Options Over TimeO
ptio
ns
Time
The Graduate SchoolMichigan State University 2009
now
ABCDEF
BCDEF
CDE
DE E
Vignettes
• Sunny Skies
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Implicit Expectations
Implicit Expectations: Not stated and rarely understood.
• “What didn’t you understand about what I didn’t tell you?”
• “What part of my silence didn’t you understand?”
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Explicit Expectations
Explicit Expectations:
• Clearly Stated (verbally or in written form)
• Checked for understanding
• Unilaterally or jointly set
The Graduate SchoolMichigan State University 2009
Window of “Negotiable” ExpectationsExplicit
Implicit
Join
tU
nil a
t er a
l
The Graduate SchoolMichigan State University 2009
Window of “Negotiable” Expectations
Explicit
Implicit
Join
tU
nil a
t er a
l
The Graduate SchoolMichigan State University 2009
Interests DecisionIssueContext Options
The Graduate SchoolMichigan State University 2009
Explicit Expectations
are set by jointly examining future situations in this order:
and then checking for mutual understanding
What are the interests you bring to graduate education?
The Graduate SchoolMichigan State University 2009
What issues might graduate students face in their graduate
education program?
The Graduate SchoolMichigan State University 2009
How do you know what the issues might be?
• Compare personal calendar with school calendar • Ask more experienced graduate students• Ask the faculty• Read the graduate program handbook• Review the MSU calendar of events on the website• Review events which will take place in your department
over the next semester• Talk to your class/lab mates about any potential issues
you should be aware of.• Other ways?
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Can We Jointly Set the Expectation(s) and
Check for Understanding?
Vignette
• Sunny Skies
Which options meet the interests and issue?
ISSUE: Time off during semester
INTERESTS OPTIONS
Rest and relaxation
Continuous data collection
Effective communicationwithin lab
Take turns being away from lab
Work extra hard and takedata with you
Find out who will be available to work in lab
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Smooth running lab Close lab for a week
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Evaluate the options!
•Does it meet the interests?• Is it relevant to the issue?
Effective Communication for Setting Expectations
Audience
You as theMessenger/
Receiver
Timing
Goal
Power
Ability to “read”Non-verbals
CommunicationHistory
Environment/Culture
PerspectiveTaking
OthersYour Message-What you say-How you say it
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Vignette
• Double Bind
Your Turn: Script a Meeting
• Discuss the issue at your table
• Write a script which illustrates a discussion between the graduate student and her advisor, jointly setting an expectation around the issue.
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Communication Strategies that Foster Delivery of an Interest Based Approach
• Word choice• Perspective-taking
• Body language• Vocal delivery• Timing and setting
• Self-reflection and constructive evaluation
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