Conflict Identification and ResolutionWe live in a very complex and culturally diverse society. When we bring individuals together from diverse backgrounds in a work environment conflict can arise when expectations are not realized or met. Rather than hoping conflict will go away, this paper will explore and identify the reasons for conflict and how to successfully address them in a team environment.Write a four- to five-page paper (excluding title and reference pages) assessing the components of conflict. The following need to be addressed within your paper:Describe a conflict within an organization or team with which you are familiar.Identify and describe the source(s) and level of the conflict and support with evidence.Describe the steps taken to resolve the conflict or, if it is an ongoing conflict, propose steps to resolve the conflict.Describe a minimum of three conflict outcomes that could reasonably occur as a result of the conflict resolution. Support your reasoning for each possible outcome.Your paper must use a minimum of three scholarly sources, in addition to the textbook, your paper must be formatted according to APA style as outlined in the Ashford Writing Center.Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
week_3___resources__bus610__organizational_behavior__moc1909c_.pdf
week_3_grading_rubic.pdf
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Required Resources
Text
Baack, D. (2017). Organizational behavior
(https://ashford.instructure.com/courses/40466/external_tools/retrieve?
display=borderless&url=https%3A%2F%2Fcontent.ashford.edu%2Flti%3Fbookcode%3DBaack.363
3.17.1) (2nd ed.). Retrieved from https://ashford.content.edu
Chapter 5: Motivation in the Workplace
Chapter 6: Groups, Teams, and Decision Making
Chapter 7: Conflict and Negotiation
BUS610.W3A1.09.2018
Description:
Total Possible Score: 10.00
Describes a Conflict Within an Organization or Team
Total: 1.00
Distinguished – Thoroughly describes a conflict within an organization or team.
Proficient – Describes a conflict within an organization or team. Minor details are missing.
Basic – Partially describes a conflict within an organization or team. Relevant details are missing.
Below Expectations – Attempts to describe a conflict within an organization or team; however, significant details are missing.
Non-Performance – The description of a conflict within an organization or team is either nonexistent or lacks the components
described in the assignment instructions.
Identifies and Describes the Source(s) and Level of the Conflict
Total: 1.50
Distinguished – Identifies and comprehensively describes the source(s) and level of the conflict. Thoroughly supports the
description with evidence from scholarly sources.
Proficient – Identifies and describes the source(s) and level of the conflict. Mostly supports the description with evidence from
scholarly sources. The description is missing minor details.
Basic – Identifies and partially describes the source(s) and level of the conflict. Somewhat supports the description with evidence
from scholarly sources. The description is missing relevant details.
Below Expectations – Identifies and minimally describes the source(s) and level of the conflict. Does not support the description
with evidence from scholarly sources. The description is missing significant details.
Non-Performance – The identification and description of the source(s) and level of the conflict are either nonexistent or lack the
components described in the assignment instructions.
Describes the Steps Taken to Resolve the Conflict or Proposes Steps to
Resolve the Conflict
Total: 1.50
Distinguished – Thoroughly describes the steps taken to resolve the conflict or proposes steps to resolve the conflict.
Proficient – Describes the steps taken to resolve the conflict or proposes steps to resolve the conflict. The description is slightly
underdeveloped.
Basic – Partially describes the steps taken to resolve the conflict or proposes steps to resolve the conflict. The description is
underdeveloped.
Below Expectations – Attempts to describe the steps taken to resolve the conflict or proposes steps to resolve the conflict;
however, the description is significantly underdeveloped.
Non-Performance – The description of the steps taken to resolve the conflict or proposal of steps to resolve the conflict is either
nonexistent or lacks the components described in the assignment instructions.
Describes a Minimum of Three Conflict Outcomes That Could Reasonably
Occur as a Result of the Conflict Resolution
Total: 1.50
Distinguished – Thoroughly describes a minimum of three conflict outcomes that could reasonably occur as a result of the conflict
resolution. The reasoning for each possible outcome is thoroughly supported.
Proficient – Describes a minimum of three conflict outcomes that could reasonably occur as a result of the conflict resolution.
Minor details are missing but the reasoning for each possible outcome is supported.
Basic – Partially describes a minimum of three conflict outcomes that could reasonably occur as a result of the conflict resolution.
Relevant details are missing and/or the reasoning for each possible outcome is minimally supported.
Below Expectations – Attempts to describe at least two conflict outcomes that could reasonably occur as a result of the conflict
resolution; however, significant details are missing and/or the reasoning for each possible outcome is not supported.
Non-Performance – The description of three conflict outcomes that could reasonably occur as a result of the conflict resolution is
either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Content Development
Total: 0.50
Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the
context of the discipline, shaping the work as a whole.
Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a
whole.
Basic – Uses appropriate and pertinent content, but does not apply it toward discovering or developing ideas. Overall, content
assists in shaping the written work.
Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward
the development of the written work, and may distract the reader from its purpose.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Critical Thinking: Explanation of Issues
Total: 1.00
Distinguished – Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information
necessary for a full understanding.
Proficient – Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate
understanding.
Basic – Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.
Below Expectations – Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a
basic understanding.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Reading: Analysis
Total: 0.50
Distinguished – Appraises tactics for relating ideas, text structure, or other textual features in order to gain knowledge or insight
within and across texts and disciplines.
Proficient – Recognizes connections among ideas, text structure, or other textual features, to analyze how they support a
sophisticated understanding of the text as a whole.
Basic – Recognizes the connections among portions of a text in considering how these connections contribute to a fundamental
understanding of the text as a whole.
Below Expectations – Makes an effort to recognize portions of a text as needed to respond to inquiries posed in the assignment.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 1.00
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work
contains only a few minor errors, and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few
errors, which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work
contains major errors, which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.50
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to
distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Total: 0.50
Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted
pages.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Source Requirement
Total: 0.50
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All
sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on
the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be
scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted
correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
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Weekly Lecture
Week Three Lecture
As an employee what do you want from your job? Can flexibility, better pay, shorter hours, and more
benefits be an inducement to perform higher? What truly motivates us with our jobs and how can we
synthesize this to benefit us in the long run? Do you have a work/life balance with your organization?
This week’s topics remind me of working in a corporate environment and not feeling empowered to
share new ideas related to work processes or experiencing poor leadership. Needless to say in this
instance my motivation to continue working at this organization dwindled and ultimately I hired my
skills out to another organization that was able to meet my needs. As a leader I was charged with
motivating others to perform higher to meet set goals and objectives however; this was a daunting task
at times especially when some members regularly ‘went through the motions’ and failed to perform at
a higher standard. One important component to understanding the employee and the working
environment can be linked to the job performance model. The job performance model provides an
example of an integrated approach to conceptualizing motivational processes in the workplace
(Mitchell & Daniels, 2003). The approach accounts for individual characteristics as well as the
organizational context.
The job characteristics model includes skill variety, task identity, task significance (or human interaction), autonomy, and feedback. These connect to the critical psychological states that are associated
with employee motivation, including experienced meaningfulness of the work, experienced
responsibility for outcomes, and knowledge of actual results. These critical psychological states, as a
group, collectively influence personal and work outcomes (Baack, 2012).
At your organization how does management assist workers with goal setting to enhance performance
and ensure the goals are measureable and attainable? Nothing is worse than having unreachable
goals tied to incentives or rewards i.e. pay increase. How does your organization’s pay philosophy or
performance based pay system contribute to your overall performance and motivation to complete
assigned tasks? You may want to ask yourself what your organization could do better to assist you to
perform even higher.
Groups and Teams
Within many organizations there are groups and teams linked with the common goal of meeting goals
and objectives. A group consists of two or more people, interacting, with a common purpose or goal
(Schein, 1980). Two types of groups are present in various companies: formal and informal.
A formal group is established by the organization and seeks to achieve company goals and objectives.
You can find evidence of the existence of a formal group in company documents, including an
organization chart, a management directive to form a group, or group meeting minutes. Three of the
most common types of formal groups are work groups, committees, and project teams (Baack, 2012).
An informal group, or a friendship group, emerges without the endorsement of organizational leaders
and does not have a designated structure or work toward organizational goals other than socialization
and friendship (Shirky, 2004). Three forces tend to bring informal groups together: activities, shared
sentiments, and interactions. How groups determined at your workplace and what are the primary
functions? How does your organization assist the group in maintaining cohesion and functionality?
When teams are functioning one issue that can threaten collaboration involves groupthink. Have you
ever had an idea while participating in a group only to have it dismissed as everyone gravitates
towards collective thought due to pressure? Groupthink results when group pressures for conformity
become so intense that the group avoids unusual, minority, or unpopular views. At the extreme,
groupthink becomes a process by which the group develops a sense of invulnerability, believing it can
function without outside influence or sanction. The group self-censors information and fails to perform
effectively with organizational confines (Janis, 1991). I enjoy this chapter on groups and it contains
some insightful information on how teams can perform or fail depending on the dynamics.
Conflict
Have you been in a situation in the working environment and a disagreement threatens to create a
toxic environment? How do you personally handle conflict? Can a team survive conflict and maintain
cohesion? How would you introduce healthy conflict in your organization and what could be a positive
outcome? In the context of organizational behavior, conflict may be defined as a circumstance in which
one party negatively affects or seeks to negatively affect another party (Thomas, 1992). Conflict can
be observable or perceived (Wall & Callister, 1995), which means that someone may believe a conflict,
exists even when it would be difficult to point out as an observable event. Conflict and negotiation are
closely related concepts, in that both suggest that two parties are involved, and both seek to impose
their will or gain in a disputed situation. I can recall witnessing a team’s implosion as they could not
move past conflict and ultimately had to be reassigned due to lack of performance. Successful
managers should understand the concept behind conflict and identify ways to resolve it or introduce
healthy conflict for the sake of performance.
References
Baack, D. (2012). Organizational behavior. San Diego, CA: Bridgepoint Education, Inc.
Janis, I. (1991). Groupthink. In B. M. Staw (Ed.), Psychological dimensions of organizational behavior.
New York: MacMillan.
Schein, E. H. (1980). Organizational Psychology (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Shirky, C. (2004, February). Watching the patterns emerge. Harvard Business Review, 34–35.
Thomas, K. W. (1992). Conflict and negotiation processes in organizations. In M. D. Dunnette & L. M.
Hough (Eds.), Handbook of industrial and organizational psychology (2nd ed., Vol. 3). Palo Alto, CA:
Consulting Psychologists Press.
Wall, J. A., Jr., & Callister, R. R. (1995). Conflict and its management. Journal of Management, 21(3),
517.
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