Work group Discussion Lead The group shows rudimentary grasp of concepts from the text(s), and generates a discussion question that prompts adequate responding both in class and in the Brief Response Papers. The group demonstrates that they have familiarized themselves with student Response Papers. Group completes student evaluations of Brief Response Papers and posts Discussion Question on time. The group shows good grasp of concepts from the text(s), and generates a discussion question that prompts thoughtful responding both in class and in the Brief Response Papers. The group demonstrates that they have thought through student Response Papers, and tailors discussions to the contents of the papers. Group completes thoughtful student evaluations of Brief Response Papers and posts Discussion Question on time. Group functions cohesively throughout the assignment. The group shows excellent grasp of concepts from the text(s), and generates a discussion question that prompts thoughtful responding both in class and in the Brief Response Papers. The group demonstrates that they have carefully thought through student Response Papers, and tailors discussions to the contents of the papers, pushing students’ thinking beyond what they have written. Group completes insightful student evaluations of Brief Response Papers and posts Discussion Question on time. Group functions cohesively throughout the assignment. Work Group Final Project The tool is reasonable and the project clearly reflects acceptable grasp of course contents. The written report is free of major errors and the class presentation is clear. Each group member completes peer evaluations. The tool is creative and useful, and the project is clearly reflects a good grasp of core ideas from the course. The report is clearly written and the presentation is engaging. Each group member completes thoughtful peer evaluations. Group functions cohesively throughout the assignment. The tool is creative, useful, and “ready for market” in its current form, and the project demonstrates exemplary mastery of course material by integrating across contents to arrive at something truly novel. The report and presentation are well-crafted, easy to follow, and show global coherence. Each group member completes honest, thoughtful peer evaluations and group function demonstrates qualities of a high performing team.
Grading The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the for grade appeal information. Tentative Course Calendar* [Note: Instructors should feel free to rearrange topics/readings as they see fit. This is a suggested course calendar] Week Topics In-class content Assignments prior to class: 1 [Date] Introductions/Overview Introduction to Conflict Assessing conflict styles Read syllabus Reading: DC xxvii-xxxiii 2 [Date] The anatomy of conflict Naïve realism Work group assignments DC pp. 3-82 Individual assessment, Part I 3 [Date] Strategies for navigating conflict styles Introduction to constructive conflict Work group time Yes pp. 1-68 Work Group Discussion Question Individual Brief Response Paper 4 [Date] Managing feelings/identity in conflict Moving toward a shared reality Listening skills Work group time DC pp. 85-128 Yes 75-107 Work Group Discussion Question Individual Brief Response Paper 5 [Date] Managing conflict to foster divergent thinking Affective vs. cognitive conflict Work group time Yes pp. 109-228 Work Group Discussion Question Individual Brief Response Paper 6 [Date] Managing employee conflicts Cultural conflict Work group time DC pp. 131-234 7 [Date] Ethics of conflict Case Discussion Course evaluations Work group time Yes pp. 233-313 Individual case analysis 8 [Date] Implementing a Problem-Solving Approach to Conflict Work group final project presentations Wrap-up Work group final projects Individual assessment, Part II *The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar. **DC refers to readings in Difficult Conversations; Yes refers to readings in Why Great Leaders Don’t Take Yes For An Answer