Faculty Contact Information:
Instructor: Dr. Brett Hamilton
Email Address: bhamilto@ed.umuc.edu, Novantiq@aol.com
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Consultation:
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Tel and Fax: 06434-6222 (1100 hrs - 2100 hrs, 7 days)
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Required Texts and Readings:
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Resolving Conflict at Work: Eight Strategies for Everyone on the Job by Kenneth Cloke and Joan Goldsmith (foreword by Warren Bennis). ISBN: 0-7879-8024-2 Publisher: Jossey-Bass
Getting to Yes, by Roger Fisher, William Ury, and Bruce Patton. ISBN: 0140157352 Publisher: Penguin Books USA
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Supplementary Readings:
On Reserve -- Selected readings in: M. L. Moffitt & R. C. Bordone (Eds.), The Handbook of Dispute Resolution (pp. 279-303). San Francisco: Jossey-Bass. A Publication of the Program on Negotiation at Harvard Law School.
All graduate students should be prepared to utilize the UMUC online library at www.ed.umuc.edu/library . The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students' research and writing skills.
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Recommended Journals:
A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the UMUC online library. The Journal of Organizational Behavior is especially useful in this course.
Dispute Resolution Journal
Ohio State Journal on Dispute Resolution
Yale Law Journal
Management Science
Harvard Negotiation Law Review
Negotiation Journal
Mediation Quarterly
Journal of Dispute Resolution
International Negotiation
Harvard Business Review
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Course Description:
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This course is designed to acquaint the student with the nature of and the problems associated with human conflicts in the context of domestic and international organizations. It explains conflict situations, explores the competitive and cooperative conflict styles, and identifies and describes conflict resolution techniques. This course also discusses the elements of effective negotiations and explains the advantages of added value negotiating.
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Course Goals:
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The purpose of the seminar is to:
1. Develop a framework for understanding disputants, dispute contexts and dispute processes.
2. Show ways of analyzing and applying contemporary approaches in conflict resolution, which are based on personal and organizational learning, creative problem solving, collaborative negotiation, and satisfaction of interests.
3. Show how our choice of paradigms and words can expand our available options.
3. Introduce useful strategies for dealing with personal and professional conflicts.
4. Provide a mediator’s perspective for analyzing and approaching case study conflict situations.
5. Identify the key contemporary issues in Appropriate Dispute Resolution (ADR) research.
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Course Objectives:
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OBJECTIVES: Upon completion of the seminar the participant should be able to:
1. Describe the potential sources and costs of conflict between disputants.
2. Explain the potential impact of various psychological, social and political contexts on the dynamics of dispute resolution.
3. Explain and give examples to support the idea that how we think about conflict will determine the options we consider.
4. Explain in what ways a conflict could be said to have “transformative power”
5. Analyze and apply the method of Principled Negotiation or “Negotiation on the Merits” as described by Fisher and Ury.
6. Describe various strategies to shift from impasse to resolution of conflict.
7. Suggest ways of dealing with difficult or “unreasonable” adversaries.
8. Demonstrate ways to get at issues and interests rather than positions.
9. Define the attitudinal and conceptual shifts necessary to begin the process of creative and collaborative problem solving.
10. Explain the value in knowing one’s BATNA (Best Alternative To a Negotiated Alternative).
11. Analyze conflict scenarios in the workplace from perspectives of the mediator as well as the disputants.
12. Describe recent work on dispute resolution processes through ongoing programs: ADR (Appropriate Dispute Resolution) at the University of Oregon and PON (Program on Negotiation at Harvard Law School).
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Grading Information:
Grades for this course will be assigned as follows:
A 90%
B 80 – 89%
C 70 – 79%
F Below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade F is used to designate academic failure. F(n) is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog. Hard copies of the catalog are available at your local Education Center.
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Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate in classroom discussions 20%
Write graduate level papers or case studies 30%
Orally/visually present prepared material 10%
Complete one or more written examination(s) 40%
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Description of Course Requirements:
Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the face-to-face classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an 8-week term, that is the equivalent of a half-time job. Most 14-week graduate distance education courses require at least 10 hours per week of dedicated time, plus time spent in the virtual classroom.
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of course work from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. Moreover, all students are strongly encouraged to familiarize themselves with current UMUC-Europe/BSU standards regarding plagiarism, as all class papers are subject to being sent to turnitin.com for authentication.
Term Paper Description: A term project will take the form of an analysis of a personal or professional conflict situation using the principles of our readings and classwork to break the impasse and come to a resolution of the problem. The paper of 10-13 pages length will analyze resistance factors and provide mediating or negotiating strategies. The problem selected should be a real-world conflict familiar and important to the student.
Orally/visually present prepared material: You are required to present your analysis in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
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Course Schedule:
MGMT 572 – CONFLICT MANAGEMENT DE COURSE SCHEDULE TERM 1 2007
Week 1: 3-9 September 2007
Reading Assignments: Cloke & Goldsmith, pp. vii-xxxix.
Fisher & Ury, pp. xviii -39.
Influence of Paradigms and Words On How We Think About Conflict
Historical and Contemporary Trends of Conflict
Current Sources of Conflict
Separation of People from Problems
Week 2: 10-16 September 2007
Reading Assignments: Cloke & Goldsmith, pp. 1-34;
Fisher & Ury, pp. 40-55.
Costs and Benefits Resulting from Conflict
Overview of Eight Strategies to Overcome Impasse
Overview of the Fisher & Ury Principles
Week 3: 17-23 September 2007
Reading Assignments: Cloke & Goldsmith, pp. 35-118;
Fisher & Ury, pp. 56-80.
Strategy 1: Change the Culture and Context of Conflict
Strategy 2: Listen Actively, Empathetically and Responsively
Strategy 3: Acknowledge and Integrate Emotions to Solve Problems
Classroom exercises in active listening and acknowledgment of emotional content
Week 4: 24-30 September 2007
Reading Assignments: Cloke & Goldsmith, pp. 119-196;
Fisher & Ury, pp. 81-94.
Strategy 4: Search for Beneath the Surface Issues--Hidden Meaning
Strategy 5: Separate What Matters Most from What Gets in the Way
Get at Issues and Interests Rather than Positions
Sources of Workplace Conflict
How to View Organizational Tensions
Selected Case Studies
Discussion of useful term paper topics
Week 5: 1-7 October 2007
Reserved Reading Assignments: Heen, S & Richardson, J. “I See a Pattern Here and the Pattern Is You”: Personality and Dispute Resolution in The Handbook of Dispute Resolution. M. Moffitt & R. C. Bordone (Eds.)pp. 35-51. Also: Moffitt, M. & Bordone, R. Perspective on Dispute Resolution. pp. 1-26.
The Meaning of “Dispute Resolution”
Dispute Resolution Processes: Modern Applications
Differences Between ADR (Alternative Dispute Resolution) and Consensus Building
Selection of Term Paper Topic – Strategic analysis of personal or professional conflict situation
Week 6: 8-14 October 2007
Reading Assignments:
Patton, B. (2005). Negotiation. In M. L. Moffitt & R. C. Bordone (Eds.) The Handbook of Dispute Resolution (pp. 279-303).
Cloke & Goldsmith, pp. 197-282.
Strategy 6: Stop Rewarding and “Learn” from Difficult Behaviors
Strategy 7: Solve Problems Creatively, Plan Strategically, & Negotiate Collaboratively -- Create Value.
Attitudinal and Conceptual Shifts Necessary to Begin the Process
Movement away from “Win-Lose” Mentality
Allowance for Collaborative Process
Case Studies
Week 7: 15-21 October 2007
Reading Assignments: Fisher & Ury, pp. 97-128.
Reserve Reading Assignments: Shapiro, Daniel. (2005). Enemies, Allies, and Emotions: The Power of Positive Emotions in Negotiation. The Handbook of Dispute Resolution (pp. 66-82).
Designing Systems for Prevention and Resolution
Inventing Options for Mutual Gain
The Value of Knowing Your “BATNA”
What To Do If the Other Side is More Powerful
Dealing with Difficult People
Case Studies
Week 8: 22-28 October 2007
Reading Assignments:
Cloke & Goldsmith, pp. 283-316.
Fisher & Ury, pp. 129-200.
Strategy 8: Explore Resistance, Mediate Between Disputants, & Design Systems for Prevention & Resolution.
Week 9: 29 Oct - 4 November 2007
Reserve Reading Assignments: Freshman, C. (2005). Identity, Beliefs, Emotion, and Negotiation Success. The Handbook of Dispute Resolution. pp.99-117. Also Moffitt, M. Disputes as Opportunities to Create Value. Pp.173-186.
Dealing with Difficult People
The Value of Using Objective Criteria
Week 10: 5-10 November 2007
Presentations of Individual and/or Group Strategic Analyses of Conflict Situations /
Final Exam
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Academic Policies:
The University has a license agreement with Turnitin.com, a service that helps prevent plagiarism from internet resources. I may be using this service in this class by either requiring students to submit their papers electronically to Turnitin.com or by submitting questionable text on behalf of a student. If you or I submit part or all of your paper, it will be stored by Turnitin.com in their database throughout the term of the University's contract with Turnitin.com. If you object to this temporary storage of your paper, you must let me know no later than two weeks after the start of this class. Please Note: If you object to the storage of your paper on Turnitin.com, I may utilize other services to check your work for plagiarism.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi.
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center.
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Faculty Bio:
Dr. Hamilton has provided organization development and management consulting services to civilian, military and academic organizations for over twenty years. He has conducted training research and development in the aerospace industry as well as basic learning research in education. He has delivered OD training for organizations in the United States, Europe and the Middle East.
His twelve year university teaching experience includes the University of California at Los Angeles, the University of Maryland University College, Boston University and the Army Management Staff College.
For the University of Maryland, University College he teaches graduate and undergraduate courses in management theory, organizational behavior, research and evaluation methodology, organization development, communication, conflict management, and organizational change processes.
His research at UCLA experimentally explored key variables in the stage theory of Piaget which are used to assess cognitive development in children. He applied the findings of his research to the development of educational toys and to the design of computer-assisted instructional programs.
His work history includes training research and development with Thiokol Chemical Corporation, Ampex Computer Products Company, McDonnell-Douglas Space Systems Center, Los Angeles County Superintendent of Schools, Kettering Foundation (I.D.E.A. Research and Development), Mattel Toys, Inc., Quark Express, Army Management Staff College, International Training Consultants (Teheran, Iran), the U.S. Army Europe, the American Postal Corporation, and FranklinCovey Europe.
Now living in Germany, Dr. Hamilton has provided management services in change management, professional skills development, and instructional system design. He completed undergraduate work in Psychology and graduate work in Educational Psychology and Instructional Technology at UCLA.
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