1. Conflict Management Strategies for your Toolkit
Dr. Buddy Coleman
UNC Wilmington

2. Strategies for Your Toolkit
Strategy 1: Avoid Emotional High Jacking
Strategy 2: Prevent Conflict
Strategy 3: Resolve Conflict
Sequential Process
Strategy Strategy Strategy 3

3. Strategy 1 – Most Important One Avoid becoming emotionally high jacked
Do not emotionally high jack ourselves
Do not allow others to high jack us

4. Avoid High Jacking Ourselves
Psychodynamic Leadership Theory
Hardwired neurological pathways; aggression and emotional states are driven by the medulla oblongata in our brains
Behavioral patterns
Personality development
Preferences & Orientations
Comfort Zone: what we like rather than dislike
Needs based: satisfying our needs
Resist modifying our behaviors
Doing what we “want to do”
Instead of what we “should do”

5. Do Not Allow Others to High Jack Us
People who are in control of their emotions are in control
Resist giving in to physiological and psychological comfort zone responses
Do not take the “bait” when people and/or situations set off our emotional triggers
Emotional triggers are usually developed from childhood and are our “hot buttons” that can cause us to lose control and overreact

6. Effective Charter Leaders
Operationally defined as individuals who live, work and perform at their very best
They accomplish this by being keenly aware of their strengths and weaknesses
Most importantly, they modify their thinking, behaviors and decisions to think, analyze, listen and “take the high ground” rather than undermining themselves emotionally

7. Emotional Intelligence
Understanding ourselves personally
Understanding our strengths and weaknesses
Maintaining an effective leadership orientation
We are no longer leaders once we become emotionally high jacked
Effectiveness of our actions and decisions are determined by the reactions

8. Emotional Triggers
Defined as behaviors and situations that may cause us to respond more emotionally than rationally
Usually related to childhood events, parental relationships and/or deep feelings about loved ones
The emotional triggers stimulate the medulla oblongata in our brains and result in a “flight” or “fight” response
Example of an emotional trigger

9. Emotional Triggers What kind of things do people do that you dislike?
What are your feelings towards people when they do things that you dislike?
What are some of your emotional triggers?

10. Strategy 2: Prevent Conflict
First we must implement Strategy 1 by always taking the high ground and avoiding being emotionally high jacked by ourselves or others
Second, we must establish agreements based on purpose, mission and goals relative to behaviors and interactions for all charter school stakeholders
Principal/Director, Board Members, Teachers, Parents, Students and Staff
Staff development for Principal and Board Members is critical and should include personality inventories to promote understanding among charter school leaders

11. Preventing Conflict
Establish behavioral agreements for discussions, interactions and decision making
These must be in alignment with charter school mission, purpose and goals
Behavioral agreements must also be congruent with the roles of principal, board members, teachers and parents.
Charter school leaders must focus on managing the interpersonal dynamics of all charter school stakeholders

12. Preventing Conflict Establish and commit to agreements
Written guidelines for interaction
Types of agreements include:
Communication
Behaviors
Assumptions
Trust
Feedback

13. Example of Behavioral Agreements “We agree to…
Open, honest, & regular communication
No silent disagreements
Collaborate with each other…focus on win-win
Anticipate opportunities and issues
Assume positive Intent
Respect each other
Maintain confidentiality
Keep our promises
Provide immediate feedback to anyone who violates an agreement
Support each other to ensure a successful charter school

14. Preventing Conflict
It our responsibility, as charter school leaders, to resolve interpersonal conflicts ASAP in meaningful ways relative to maintaining healthy relationships to work together to stay on point
Leaders must be able to understand and be able to deal with feelings, disagreements and issues
This is our responsibility

15. Preventing Conflict
To be successful, charter school leaders must establish high quality, trusting personal relationships with their teachers, parents and board members
This is accomplished by:
Building relationships based on openness, expertise and a willingness to listen to the views, opinions, and priorities of your stakeholders
Maintaining an even-handed and controlled approach in all interactions.
Guiding stakeholders via personal interactions rather than positional authority and allowing time for them to process issues and decisions.

16. Preventing Conflict Board Members’ Roles Board Members’ Abilities
Preparation: Does the board have a clear sense of how it will conduct oversight of the academic program and fiscal health of the organization?
Board Members’ Abilities
Capacity and Composition: Does the board the have the skills and expertise to govern?
Board Members/Principal Governance
Structure: Is the proposed governance structure in line with best practice?
Clarity: Is there clear delineation of the authority and duties of the board, school leader, parents, teachers, and contractor, such as an education service provider (ESP) or a charter management organization (CMO)?

17. Preventing Conflict
Charter school leader’s ability to maintain a professional, controlled orientation
Effectively use communication and listening skills to promote positive and constructive interactions
Establish formal structures and operationally define roles that are clearly understood

18. Strategy 3: Resolving Conflict
First, Strategies 1 and 2 must be implemented
Next, if conflict occurs…or rather when conflict occurs, then we, as leaders, must take appropriate action to resolve the conflict in meaningful and positive ways
We begin by making sure that we understand conflict

19. Resolving Conflict Is conflict good? Is conflict bad? Neither
How we understand & respond to conflict is the key

20. Resolving Conflict Avoid blame game Avoid getting emotional
Do not take it personally
Effective listening, understanding and communication skills
Make it clear you are there to help

21. Resolving Conflict
Operationally defining conflict as a state of unresolved differences:
Within an individual
Between individuals
An individual and a group
Or two or more groups
Based on caring about something
Difficulty getting or giving something
Between two or more people, locked in an interdependent relationship
What one party does affects the other party

22. Simplest Way to Resolve Conflict
Eliminate the relationship
Leave the interdependent relationship
Refuse to interact with the other person(s)
In many situations this is not practical
As charter school leaders, this is not usually possible
Therefore, we must learn how to address and deal with conflict

23. Types & Sources of Organizational Conflicts
Interpersonal
Exists when people interact in ways to try and achieve goals and objectives
They have different attitudes, personalities, values, backgrounds and experiences
Competition for and/or management of resources
Limited resources
Resource decision making
Standardized Operating Procedures (SOPs)
Controls to manage behavior
Resistance to rules
Line-Staff Relationships
Authority issues
Resistance to control
Different Understandings of Goals

24. Five Ways to Deal With Conflict
Denial/Avoid/Withdraw
Positional Power
Accommodation
Compromise
Collaborating

25. Denial/Avoid/Withdraw Issues are not addressed
Use if – The issues or timing is not critical; a cooling off period is required for both parties; and more information is needed is needed to resolve conflict
Do not use if –The situation requires immediate attention or when one party remains frustrated by the avoidance of the issue

26. Positional Power Authoritative
Use if – Swift action is needed in resolving the conflict
Do not use if - Concern for the parties involved is not clear and the consequences of the action taken have not been considered

27. Accommodation Low on assertiveness, but high on cooperation
Use if – it will allow for a better position to be heard; the preservation of the relationship is more important than the issue; or, the most important one, you are wrong.
Do not use if – the issue is significant and must be resolved sooner than later

28. Compromise Moderately cooperative and assertive
Use if – The issue or goal is of moderate importance and both parties involved feel a compromise would help in the resolution.
Do not use if – Only one party is willing to give up something. Negotiation is not possible.

29. Collaborating Win-Win Approach
Use if – There are shared values or goals, time is available and the power among the parties is balanced; also if there is effective communication and the concerns are too important to compromise
Do not use if – There is no balance of power between the parties, the values and goals are not shared, or poor communication exists between the parties

30. Charter School Conflicts
Tension among board members
Power, accountability and control:
Principal & Board
Principal, Board & Sponsoring District
Principal & Teachers
Principal & Parents
Teachers & Parents
Teachers & Students

31. Conflict Situations Discussion
What are some conflict situations in your charter school?
What do you think is causing these conflict situations?

32. Strategies for Your Toolkit
Strategy 1: Avoid Emotional High Jacking
Strategy 2: Prevent Conflict
Strategy 3: Resolve Conflict
Sequential Process
Strategy Strategy Strategy 3

33. Questions