INTERPRET AND MANAGE CONFLICTS WITHIN

THE WORKPLACE

NQF LEVEL 5
SAQA: 114226
CREDITS: 8
NOTIONAL HOURS: 80

FACILITATOR GUIDE

Name

Contact Address

Telephone (H)

Telephone (W)

Facsimile

Cellular

E-mail
CONTENTS
About the Programme Structure ....................................................................................... 2
1.1 The Programme Pack............................................................................................ 2
1.2 Target group / Occupational link ................................ Error! Bookmark not defined.
1.3 Entry requirements ..................................................... Error! Bookmark not defined.
2. About Assessment .................................................................................................... 2
2.1 Learning Activities ................................................................................................. 2
2.2 Assessment Instrument ......................................................................................... 2
2.3 Fundamentals Assessment - CAT ......................................................................... 3
Appeals & Disputes .......................................................................................................... 3
3. About Delivery ........................................................... Error! Bookmark not defined.
3.1 Notional Hours............................................................ Error! Bookmark not defined.
3.2 Facilitator Credentials ............................................ Error! Bookmark not defined.
3.3 Facilitator Conduct................................................................................................. 3
3.4 Learner Support..................................................................................................... 3
3.5 Standard Administration ........................................ Error! Bookmark not defined.
4. Administration ........................................................... Error! Bookmark not defined.
4.1 Learner Administration .......................................... Error! Bookmark not defined.
4.2 Facilitator Administration ....................................... Error! Bookmark not defined.
4.3 Facilitator Report ........................................................ Error! Bookmark not defined.
4.4 Attendance Register ................................................... Error! Bookmark not defined.
GUIDELINES FOR FACILITATORS ................................ Error! Bookmark not defined.
COMPETENCIES FOR FACILITATORS ......................... Error! Bookmark not defined.
FEEDBACK SKILLS FOR FACILITATORS...................... Error! Bookmark not defined.
PREPARING FOR THE SESSION................................... Error! Bookmark not defined.
Facilitator’s Checklist........................................................ Error! Bookmark not defined.
LESSON PLAN ................................................................ Error! Bookmark not defined.
FORMATIVE ASSESSMENT ........................................... Error! Bookmark not defined.

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About the Programme Structure

This section will orientate the Facilitator on what to expect for the overall unit standard and per
Learning Unit.

1.1 The Programme Pack

Programme Masters:
 Learner Manual
 Facilitator Manual
 Formative Assessment
 Summative Assessment
 Assessor Guide
 Moderator guide
 Unit Standard guide
 Alignment Matrix

2. About Assessment
Portfolio Activity:
Please refer to the overall Assessment Strategy and respective Learning
Units’ Portfolio Guides for details on assessment.

2.1 Learning Activities

In each Learner Guide, several activities are spaced within the content to assist the learner in
understanding the material through application. Please make sure that you review the activities in
preparation for facilitation, and make sure you advise learners that ALL activities in the Learner
Guide must be completed, whether it was done in the contact session, or not!

2.2 Assessment Instrument

Facilitators Note:
It is a SETA requirement that a FSA (Final Summative Assessment) and
FFA (Final Formative Assessment )is conducted on each of the exit level
outcomes per Learning Unit, as well as on the overall qualification at the
end of the learning and assessment period. The candidate will therefore
be required to write (5) FFA assessments in the form of a Test /
Examination and 6 Summative tasks

Candidates are therefore required to complete the following summative assessment activities per
Learning Unit:
 Portfolio of Evidence
 FSA (Final Summative Assessment )

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The Portfolios of Evidence will contain a variety of tasks and activities that are applicable to each
Learning Unit. The assessment activities are standard across all the Learning Units:

Appeals & Disputes

2.3 Tip:
Learners will therefore be able to receive credits towards all or portions of
the fundamental unit standards, depending on the scholastic match they
have to the proposed model above.

The candidate has the right to appeal against assessment decision or practice they regard as
unfair. An Appeals and Disputes procedure is in place and communicated to all assessment
candidates in order for them to appeal on the basis of:
• Unfair assessment
• Invalid assessment
• Unreliable assessment
• Unethical practices
• Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the Training Provider
internal moderator within 48 hours, following the assessment in question. The moderator will
consider the appeal & make a decision regarding the granting of a re-assessment. The learner will
be informed about the appeal-outcome within 3 days of lodging the appeal.

3. Facilitator Conduct

The provider will have a Facilitator Code of Conduct and standard Service Level Agreement that
needs to be discussed and agreement signed before commencement of this learning programme.
Make sure that these legal documents are in place before embarking on the facilitation of this
programme.

Learner Support

Please remember that this programme is Outcomes Based – this implies the following:

• The Learner is responsible for his/her own learning – as Facilitator you are required to make
sure he/she has exposure to structured, highly participative contact sessions, and that he/she
provides input to contact sessions activities where required.

• Activities are learner driven – make sure you assist the learner in using the Learner Guide and
Portfolio Guide in the manner intended, and are familiar with the requirements for summative
assessment.

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• Due to the vocational nature of the qualification / learning programme, the Facilitator is
required to facilitate all practical activities as closely as possible to actual working conditions,
and to cover all formative activities in the Learner Guides.

• Assessment Support – Facilitators are required to provide support to learners in identifying

coaching and mentoring requirements, and provide support to learners between facilitated
sessions. Learners will return to the workplace for a period of time between each facilitated
contact session, and must complete their Portfolios of Evidence as well as FSA in that period.

GUIDELINES FOR FACILITATORS

This Facilitators Guide is a resource, which will help you to:

❑ Understand the programme, as well as its objectives, characteristics and the requirements it
places on you the trainer.
❑ Work through this Leaders Guide thoroughly in the early stages of delivering this
programme.
❑ Develop your confidence and ability to deliver, in a way that is best for you.

You will probably find yourself moving through three stages of your development as a trainer of
the -----------------------------Programme:

❑ Learning: While learning to train this programme you may need to use the Leaders Guide
as it will provide you with a simple and low-risk method for delivering the training.
❑ Prompting: As you become more comfortable with the programme, you may be able to
move onto using the Lesson Plan. This document has been written as a prompt sheet to
remind you of the contents to be covered, the structure and the sequence.
❑ Creating: You will inevitably reach a stage when you experience the facilitators guide as
being "restrictive" and find that you can contribute many additional ideas in the delivery of
this programme, go ahead, keeping to the Lesson Plan.

The notes are generally governed by a key verb. These are usually Explain or Elicit.

❑ Explain: will be followed by information that you need to tell the group.
❑ Elicit: will be followed by information that you need to make clear to the group either by
asking them questions or that they generate information for themselves or by telling them
and seeking their agreement/testing their understanding. How you elicit is up to you, you
will need to plan your own questions, which you may state slightly differently each time that
you train.
❑ A number of other key words have been used, i.e. discuss, model, demonstrate, etc, which
will be self -explanatory.

The way you deliver the programme and the selection of the additional role-plays and exercises will
be affected by the experience of the delegates. Get to know more about them prior to the
training session:
❑ How many people do they do reviews with, i.e. how much time do they spend on
performance management?
❑ When they do reviews (currently), i.e. how much more time do they need to invest in
performance management?
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 ❑ How long have they been doing reviews, i.e. their experience and knowledge of dealing with
employees in this context?
❑ Their style of conducting reviews, i.e. how much participation do they encourage from their
employees?

If you have not attended the programme as a delegate, you should spend time reflecting on your
own experiences of performance reviews, as a Manager or as an Employee.

This will help you to:

❑ Apply the contents of the programme to your own experiences and develop a level of
authority on the subject. Think about the various people who have reviewed your
performance and how they did it. Think about the various people whose performance you
have reviewed and how you went about doing it.
❑ Generate examples and case studies of your own to illustrate points as you make them.

The Facilitators Guide has been compiled using symbols to assist you identifying different
requirements as you work through the manual. The following symbols indicate these different
requirements:

Learning Activities Exercises

Role-plays Case Studies

Outcomes Assessment Criteria

Steps to Follow Glossary

Summary Discussion

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COMPETENCIES FOR FACILITATORS

You will be required to be proficient in the following competencies.

1. Presentation of Content:
❑ Understanding and explaining key concepts.
❑ Effective presentation skills, i.e. use of training aids, verbal and non-verbal
communication.
❑ Summarising key points in an effective and succinct manner.

2. Management of the Group:

❑ Using facilitation skills to promote a positive, comfortable learning environment for
each delegate while maintaining appropriate control of the group process in order to
achieve the learning objectives.
❑ Using questioning techniques that draw relevant information maximise group
participation and check for understanding.
❑ Dealing with unplanned behaviour/events so that the objectives are still achieved.
❑ Managing time.

3. Management of exercises/skills practices:

❑ Providing sufficient rationale/instructions for exercises/skills practices to enable
delegates to carry out the exercises.
❑ Following the procedure in the Leaders Guide in a proper sequence.

4. Feedback Skills:
❑ Analysing behaviours during role-plays accurately.
❑ Representing feedback accurately, meaningfully with appropriate evidences, i.e. using the
same guidelines as in the Workbook.
❑ Presenting feedback that highlights learning, involves delegates in the process, specific
actions are applied.

5. Facilitation of Skills Transfer:

❑ Using relevant examples/analogies to link concepts/skills practices to on the job experience.
❑ Stressing the value of the use of the skills in the workplace and making it easy for delegates
to "transfer" this training.
❑ Drawing out connections from delegates by using knowledge of the organisation, their job
environment and responsibilities.
❑ Modeling the skills with energy and enthusiasm.

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FEEDBACK SKILLS FOR FACILITATORS

As feedback skills are critical throughout this programme, we have provided some guidelines,
which will assist you.

Provide Structure:

Providing structure means telling people what is going to happen next, and what is going to be
expected of them when it happens. This information will help them to relax and to prepare
themselves.

Specifically:

❑ Give an overview of the feedback process at the beginning of the session.

❑ Give clear explanations of the next stage at major shift points; for example: at the end of the
introduction; the end of group feedback; the end of individual feedback.
❑ Summarise the main conclusions reached by the group or individuals periodically for
example; the end of a graph slide, or group feedback; the end of an individual's feedback.

Shift the Focus of Power:

In the face of objective data, the group can feel pretty powerless. The power rests with the data
and with the person presenting it. It is important to shift the focus of power away from the
facilitator/trainer and towards the group.

Specifically:

❑ Providing structure will help the group to feel in some control of the session.
❑ Clarifying the purpose of the feedback will help the group to take some responsibility for the
session (for example the session is to help them make decisions, etc.)
❑ Getting the data up in front of the group as quickly as possible, so that there are no
unnecessary delays (for example over-explanation of behaviour definitions or pieces of
research; or perception gap exercises).
❑ Encouraging the individual and group to take ownership of assessing their own progress
and development.

Be Quick:

One of the advantages of Behaviour Analysis is that it can help someone decide on a practical
action for skill development relatively quickly.

This is because:

❑ It doesn't go for the whole picture.

❑ It doesn't explore in great depth why people behave in the way that they do.
❑ Ensures that you move through feedback at the right speed and do not become "bogged
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 down"
❑ Focuses on the impact of someone's behaviour rather than its causes; understanding of
impact provides the motivation to change.
❑ Moves from problem to solution; having established an area of concern or difficulty, explore
what can be done, behaviourally, that will help.

Use Questions:

The role of the facilitator/trainer should be as a guide. This will involve some explanation;
behaviours; explaining the slides; covering on research models. But the behavioural style should
be primarily a questioning one.

Specifically:

❑ Seek information to encourage the group to discuss the data. In particular use Seeking
Information to help the group evaluate the data, their own and the impact of other people's
behaviour.
❑ Test Understanding to clarify the group's understanding of the data and meaning to them.
Use it also to challenge people whom are avoiding or resisting messages from the data or
from the rest of the group.
❑ Seek Proposals from the group and individuals about how they could improve their
effectiveness.

BE SPECIFIC:

As much as possible, be specific when you are giving feedback.

Specifically:

❑ Give specific examples of people's behaviour when appropriate. This is especially useful of
Defend/Attack behaviour, when it is important to let people know exactly what was said. It is
relevant for other behaviours and helps people to relate the data to what actually happened.
❑ Avoid vague comments such as "That's interesting" or "You might want to think about that".
Comments like these, if left in the air unexplained, create the impression that you're
withholding (negative) information from the group. The locus of power will shift back
towards you and away from the group.
❑ When members of the group are talking, ask them to be specific and give examples. If they
are talking about their job, ask them to give details.

BE NON-EVALUATIVE:

Because the source of the feedback is objective data, the facilitator/trainer cannot afford to be
evaluative or judgmental in any way. Subjective opinion will undermine the data and confuse the
group. When you've just spent an hour observing a group make a complete hash of an activity, or
being irritated beyond measure by the level of someone's Shutting Out behaviour, being non-
evaluative and non-judgmental can be hard.

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Specifically:
❑ Avoid using words which betray your value judgments, for example: "That's a good level of
summarising there"; “If you Shut Out too much you're going to start irritating people". Not
only do these words express your opinion, they suggest to the group that there are "right
answers" that you are judging them against.
❑ Get the group to do their own evaluation. They may feel very differently to you (found the
Summarising tedious or the Shutting Out acceptable). They may feel exactly the same as
you. Either way, how they feel is more important than how you feel.

BE SOLUTION-CENTRED:

Behaviour Analysis feedback is essentially solution-centred. Put it another way; Behaviour

Analysis is about asking: "How could you be more effective?" rather than: "Why are you
ineffective?” A common reason why people initially take a long time giving Behaviour Analysis
based feedback is because they focus too heavily on problems, and often don't switch to solutions
at all, which means that it's difficult to know where to stop! It also means that the person receiving
the feedback has no way forward; they have been left with the problem.
As the facilitator/trainer, your role is to help people to:

❑ Identify areas where they have behaved inappropriately or not as effectively as they could
have.
❑ Ways in which they could change their behavioural strategy so that they are more effective.
❑ Specific skills that they can develop in order to carry out their new strategy and ways in
which they can develop these skills.

BE NON-PRESCRIPTIVE:

The emphasis must always be on the receiver of the feedback identifying his/her own solution.
There may be times when it is blindingly obvious to you what someone should do. If you tell them,
the chances of them actually doing it are reduced. They will be far more committed to the solution
if they identify it themselves.
Specifically use:

❑ Seeking Proposal behaviour to encourage them to find solutions to issues that have arisen.
❑ Testing Understanding to clarify their proposal, and as an alternative to disagreement if you
think it is a poor solution.
❑ Building behaviour to modify the proposal in order to overcome any flaws that you have
identified.

INTEGRATE TO OTHER POINTS:

The same issue will often arise at different points in the session: points raised during group
feedback will re-emerge in someone's individual feedback, or the same point is reflected in two
different graph slide displays. When this happens, try to refer back accurately to what people have
said earlier.
This is important because:

❑ It shows you have heard and respected what they said.

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 ❑ It avoids needless repetition and thus saves time.
❑ It can allow you to go into the issue more deeply, using their earlier responses as a starting
point.

MAKE IT RELEVANT:

With Behaviour Analysis based feedback, it is easy to become absorbed by the data and thus
focus too heavily on the "snapshot" that the data represents. It is important that you use the data,
rather than, as can sometimes happen, the data using you.

Specifically:

❑ Help the group to explore whether the data is typical of their behaviour in other situations.
❑ Explore problems they experience in their job situations, to see if they are reflected by the
data on display.
❑ Explore the ways in which they would like to be more effective in their present (and possible
future) job situations.
❑ Identify action plans that are practical and which will be a step towards achieving greater
effectiveness.

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PREPARING FOR THE SESSION

❑ Use the Session Preparation Checklist (see Addendums) as a guideline to ensure that all
required resources and materials are available prior to the training session.
❑ The lesson plan will also assist in preparing for the session.

NOTE:
❑ The Attendance Register should be completed by all candidates attending the training
session.
❑ The pre and post assessment results must be filled in by the facilitator at the end of the
training session.

Introduction

Welcome everyone to the session. Give a general overview of the training modules you will cover
during the entire training process.

Confirm the training session by showing the OHT.

Exercise - Ice Breaker

To help set the atmosphere and put delegates at ease use one of the following ice breakers.

Explain how you would like delegates to introduce themselves.

Write the following on the flip chart:

❑ Who are you?
❑ What is your current job?
❑ Share some personal information about yourself.
❑ How many employees' performance will you be reviewing?
❑ Suggest a ground rule for the day.
❑ What are your expectations and/or reservations for this session?

Explain what you mean by ground rules. They should think about likes/dislikes about training, i.e.
confidentiality, cell phones off, no interruptions, keep to agreed breaks, etc.

Explain that unless people have thought about what they want to get out of a training session, they
rarely achieve anything of value from the session. Expectations include getting answers to
questions, learning new skills, hearing different opinions etc.

Model how long you want delegates to take by introducing yourself using the questions on the flip
chart. Explain that introductions should not take much longer than one to two minutes. These
introductions can be carried out in a variety of ways.
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Trainer Tip: It is possible that delegates have attended training courses together and know each
other well. Here are a few variations that you can use for the ice breakers.

Option One: Divide the group into pairs. Request the individuals to introduce themselves to their
partners. Ask their partners to introduce them to the group.

Option Two: Ask each individual to introduce themselves to the group.

Option Three: Non-verbal introduction. This icebreaker can be used very effectively if the
delegates know each other very well and do not want to do the usual introductions. Divide them
into pairs. Demonstrate the introduction to them by doing a non-verbal introduction of yourself and
asking them to tell you what you have “told” them about yourself. Give them two minutes each to
introduce themselves. When you have returned to the larger group get the partner to introduce the
individual while the individual evaluates how accurately the partner introduces himself/herself. You
can use this as a short discussion on the importance of non-verbal communication.

Option Four: Unprepared introduction. This introduction may be used to demonstrate that even if
we work with people day after day, we don’t often get to ‘really’ know them. Change the list on the
flip chart to read: Name of person, what is their current job, some personal information about their
family, their hobbies, and their favourite possession. Ask a delegate to introduce another delegate
by using the above topics. The only rule is that they may not ask the delegate the information, they
simply have to guess. Once the delegate has completed the introduction, ask the person he/she
was introducing to supply the correct information where applicable. Also ask them to share a
ground rule and their expectations and capture this on the flip chart. Debrief by explaining how
important it is to get to know your employees in order to manage their performance effectively.

Review the ground rules you’ve captured on the flip chart to ensure that everyone agrees with
them. They can be added onto as needed. Place flip chart on wall.

Summarise the expectations and reservations. If there are any expectations that will not be
covered in the session, highlight them and discuss with the group how best to deal with it, i.e. build
it in, discuss in with the particular delegate, send them follow up information, etc.

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Administrative Arrangements

Explain the administrative arrangements with the group in terms of:

❑ Smoking arrangements;
❑ Breaks;
❑ Meals and refreshments;
❑ Starting and finishing times; and
❑ The importance of attending the full session.

Elicit whether any special arrangements need to be made regarding times, special meals, etc.

Training Methodology

Explain the training methodology of the session, i.e. that the session is practical and experiential:

❑ Minimal theory just enough to cover principles, models and processes;

❑ Experiential by learning as much as possible through participation as individuals (sharing their
experiences in group discussions).

Explain that this session belongs to the delegates and that they should feel free to question, argue
constructively and ensure that they understand the process by the end of the session.

Workbooks

Hand out the workbooks and explain how it is designed and how it should be used.

Tell the delegates that the manuals are theirs and that in order to make their learning effective, they
should feel free to make additional notes, jot down questions they have or simply sketch diagrams which
will help them link information.

Discuss how the workbook is designed and meant to be used by talking them through the information in
the workbook.

Course Contents and Outcomes

Explain the course outcomes and contents in context with the Unit Standard and the Index below

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Facilitator’s Checklist

Preparation Yes no
Content Knowledge
I have sufficient knowledge of the content to enable me to facilitate
with ease.
Application Knowledge
I understand the program matrix and have prepared for program
delivery accordingly.
Ability to Respond to Learners Background and Experience
I have studied the learner demographics, age group, experience and
circumstances, and prepared for program delivery accordingly.
Enthusiasm and Commitment
I am passionate about my subject and have prepared my program
delivery to create a motivating environment with real commitment to
success.
Enterprise Knowledge
I know and understand the values, ethics, vision and mission of the
service provider under whose auspices the program will be
conducted, and have prepared my program delivery, reporting and
administrative tasks accordingly.
Equipment Checklist:
Learner Guides: 1 per learner
Learner Assessment Guides: 1 per learner
Writing material and stationery for facilitator and learner
White board and pens
Flip chart paper
Proxima projector and screen
Notebook computer and program disk
Documentation Checklist:
Attendance register
Course evaluation
Learner course evaluation
Portfolios of evidence

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SECTION A: FORMATIVE ASSESSMENTS

2.2 FORMATIVE ASSESSMENT MARKING MEMO

Answer all questions in this section

Question 1 (SO 1, AC 1, AC 2; SO 3, AC 1)
What do you understand by the following terms: (10)
i) Conflict
ii) Interdependence conflicts
iii) Conflict resolution
iv) Arbitration

ANSWERS
I. Conflict: is friction or opposition resulting from actual or perceived differences or incompatibilities.
It is a struggle or contest between people with opposing needs, ideas, beliefs, values, or goals. In
other words, conflict is the perceived incompatibility of Goals, Actions, and/or Outcomes (GAO),
within a person or between two or more people.
II. Interdependence conflicts. This is where a person relies on someone else's co-operation, output
or input in order for them to get their job done. For example, a sales-person is constantly late
inputting the monthly sales figures which causes the accountant to be late with her reports.
III. Conflict resolution: are intervention aimed at alleviating or eliminating discord
through conciliation.
IV. Arbitration: Arbitration is a more formal process than conciliation. The commissioner listens and
investigates the demands and counters demands of both parties and decides on a final settlement
in a form an arbitration award.
V. Mediation refers to the intervention of a 3rd party to resolve industrial disputes amicably.
Question 3 (SO 3, AC 1, AC 4)
a. Using examples discuss the methods available to resolve conflicts in terms of the Labour Relations
Act. (8)
b. Using examples from your organizations explain the role of policies and procedures in preventing
and/or resolving conflicts. (6)
ANSWERS
a) The Labour Relations Act, 1995, (lra) provides for several mechanisms to resolve and help
prevent conflict between trade unions and employers or employers' organisations. These are

• Mediation
• Arbitration

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 • Conciliation
• Negotiation
b) Using examples from your organizations explain the role of policies and procedures in preventing
and/or resolving conflicts.
Must discuss the roles played by policies in resolving and avoid conflicts. Examples are
• SOP
• Health and safety policy
• Confidentiality Policy (including Data Protection
• Staff Disciplinary procedure
• Staff Grievance procedure.
• Sick Leave Policy and procedure.
• Leave policy and procedure.

Question 4 (SO 1, AC 1, AC3 SO 2, AC1)

a) Identify and explain the different sources of conflicts in the workplace. Give an indication of where
they are most likely to occur. (16)
b) With examples discuss the five conflict-handling modes (8)

ANSWERS
a) Sources of conflicts and an indication of when they are most likely to happen.
I. INTERPERSONAL
Situations where they are most likely to happen
• Interdependence conflicts. Where person relies on someone else's co-operation, output or
input in order for them to get their job done.
• Differences in style. When people preferred way for completing a job is different.
• Differences in background/gender. Conflicts can arise between people because of differences in
educational backgrounds, personal experiences, ethnic heritage, gender and political
preferences. Men and women often perceive situations somewhat differently, based on both
their experiences in the world and socialization patterns that reinforce the importance of
relationships.
• Differences in leadership. Leaders have different styles. Employees who change from one
leader to another can become confused and irritated by the different leadership styles.
• Personality clashes: emotion and perceptions about somebody else's motives and character..
• Serious personal problems, such as death, divorce or parenting concerns, also have a habit of
finding their way into our work lives.

II. Organisational conflicts

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 Situations where they are most likely to happen
• Managerial Expectations: failure to understand and meet the management expactations
• Breakdown in Communication: Failure by different departments to provide sufficient
information. . Some interdepartmental disagreements might trigger a nonresponsive attitude
that can quickly become an internal conflict. Another way of creating this sort of conflict is by
giving a circular response such as an issue being perpetually "under review.
• Misunderstanding the Information: One person may misunderstand information, and that
can trigger a series of conflicts. For example, if the production manager misunderstands the
product manufacturing goals, then the sales manager may not have enough products to sell.
• Lack of Accountability: If something has gone wrong, and no one is willing to take
responsibility for the problem, this lack of accountability can start to permeate throughout the
entire company until the issue is resolved.

III. TRENDS/CHANGE
Situations where they are most likely to happen
• Change-management and downsizing.
• Technological change can cause conflict, as can change work methodologies.
• Constant reorganisation, leads to further stress and conflict.

IV. EXTERNAL FACTORS

Situations where they are most likely to happen
• Economic pressures are caused by recession, changing markets, domestic and foreign
competition, and the effects of Free Trade between countries. Conflict arises with clients
and suppliers effecting customer service and delivery of goods.
• Political pressures and demands from special interest groups. A change in government can
have a tremendous impact, especially on public and non-profit organisations. Funding levels
for workplaces dependent upon government funding can change dramatically. Public
ideologies can have an impact on the way employees are treated and viewed in such
organisations.
• Outside organisations: Companies or government departments that have constant
relationships with outside organisations will find this to be a major source of conflict for
workplace participants.

b) The five conflict modes

• Competing: This is assertive and uncooperative, a power-oriented mode. When competing, an
individual pursues his or her own concerns at the other person’s expense, using whatever
power seems appropriate to win his or her position. Competing might mean standing up for
your rights, defending a position you believe is correct, or simply trying to win.

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 • Accommodating: This is unassertive and cooperative - the opposite of competing. When
accommodating, an individual neglects his or her own concerns to satisfy the concerns of the
other person; there is an element of self-sacrifice in this mode. Accommodating might take the
form of selfless generosity or charity, obeying another person’s order when you would prefer
not to, or yielding to another’s point of view.
• Avoiding: This is unassertive and uncooperative. When avoiding, an individual does not
immediately pursue either his or her own concerns or those of the other person. He or she
does not address the conflict. Avoiding might take the form of diplomatically sidestepping an
issue, postponing an issue until a better time or simply withdrawing from a threatening
situation.
• Collaborating: This is both assertive and cooperative - the opposite of avoiding. When
collaborating, an individual attempts to work with the other person to find a solution that fully
satisfies the concerns of both. It involves digging into an issue to identify the underlying
concerns of the two individuals and to find an alternative that meets both sets of concerns.
Collaborating between two persons might take the form of exploring a disagreement to learn
from each other’s insights, with the goal of resolving some condition that would otherwise have
them competing for resources, or confronting and trying to find a creative solution to an
interpersonal problem
• Compromising: This is intermediate in both assertiveness and cooperativeness. When
compromising, the objective is to find an expedient, mutually acceptable solution that partially
satisfies both parties. Compromising falls on a middle ground between competing and
accommodating, giving up more than competing but less than accommodating. Likewise, it
addresses an issue more directly than avoiding, but doesn’t explore it in as much depth as
collaborating. Compromising might mean splitting the difference, exchanging concessions, or
seeking a quick middle-ground position.

Question 5 (SO 1, AC 2)
Explain the positive and negative characteristics of conflict? (8)

ANSWER
• Unity: When your corporate culture naturally incorporates positive conflict resolution, employees are
unified by the knowledge that everyone is expected to do the "right" thing, to behave like an adult
and to come up with compassionate ways to work with a diversified population. Although conflict is
uncomfortable for many people, resolution feels good for almost everyone. It is in negotiating
conflict that employees find common ground with one another.
• Change: Conflict accelerates change in an organization, especially in small businesses, where it is
easy to formulate and implement new policies. Conflict prompts modification of policies and

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 operation procedures in the organization. In cases of extreme conflict, the organization may
conduct a complete overhaul of its leadership, bringing in managers with fresh ideas.
• Goal Congruence: A review of the goals and objectives of the business to meet the needs of
conflicting parties may result into achievement of goal congruence and coherence in operations.
Employees, departments and groups are interdependent within the organization. Competition for
scarce resources is a major source of conflict due to different interests. Conflict forces the
organizations leadership to realign its objectives towards common goals in order to foster teamwork
amongst competing parties.
• Innovation: Conflict that results into healthy competition cultivates innovation and inventiveness
amongst employees. In times of conflict, there is a high sense of necessity that results into the
emergence of divergent viewpoints amongst employees. It is imperative among the employees to
develop new strategies and ways of conducting business in order to keep up with internal
competition from their colleagues.
• Trust: It's easy to like people with whom you've never had a difference of opinion. However, finding
resolution in the midst of conflict with another employee can help you build trust with that person --
to begin to understand his position. Just like children who argue on the playground only to become
friends later, relationships can be strengthened by shared experiences, both positive and negative.
• Precedent: Perhaps one of the most positive aspects of implementing a policy of positive conflict
resolution in a company is the precedent it sets. After time, existing employees may have trouble
recalling specific conflicts and new employees will never know a time when there wasn't a system in
place to deal with such conflicts.
• Productivity: Positive conflict resolution sets a stage on which individual differences are
appreciated. While in some companies employees might be afraid to stand out, to suggest anything
new or different, a business that promotes a positive workplace also encourages employees to be
innovative.

Question 5 (SO 1, AC 4)
Using a scenario, describe conflicts that arise due to personality differences. (10)
Two supervisors, Bill and Don, had been given instructions to reduce their group size by two people.
Having only 10 people in each group, this was a sizeable reduction. Bill's personality tended to favor
people. He was generally more sensitive to people, and was a caring, thoughtful supervisor. Don was
just the opposite. He was more concerned with group production, and considered people's feelings
secondary to the work.

They met to discuss the staff reduction. Bill discussed that he had assembled his group and discussed
openly with them the need for the reduction. He said the group talked about what could be done for the
people who would be leaving. Could they help with job searches, resume writing, and referrals? The
group even discussed reducing everyone's hours and maintaining the ten people for a while. Bill said

19
that he had finally asked for volunteers, and, in fact, two people said they would allow themselves to be
"downsized" out. Bill was happy with the outcome.

Don was outraged. He couldn't believe Bill had done something so irresponsible. "What," he said "if they
were your two best people, or people you had just invested training dollars in?" He said Bill should be
more concerned with what the group will look like after the dust settles. They argued about how this
downsizing should occur with all the emotion and passion they could muster. It was a real conflict.

This conflict represents the classic personality clash. Bill's "feeling" orientation guided his concern for
group collaboration and how to help those leaving. Don's "thinking" orientation meant that his logic ruled
over his feelings. He was more concerned with the performance of the group after the downsizing.
In fact, both approaches were appropriate, but since both supervisors were so strong in their own
personality preferences, they simply could not see the other's point of view. The ideal solution would
have been for them to combine the two elements of "thinking" and "feeling" to arrive at the best solution.
But they couldn't see this approach and left the discussion thinking ill of each other.
Question 6 (SO 4, AC 3)

List 4 negative attributes that a conflict manager must avoid when resolving conflicts. (8)

• Ineffective Negotiating Tactics.

It is equally important to avoid ineffective negotiating tactics such as the following:
• Threatening or insulting the other side
• Overplaying one’s hand by turning a position of strength into abusive conduct
• Unreasonably high opening demands;
• Unreasonably low opening offers;
• Refusing to respond to a proposal and demanding that the other side bid against themselves;
• Making the other lawyer "look bad" in front of the client.
• Harmful statements
Attacks create enemies. Biting criticism drives people out of the interaction. Making the other person
wrong means reducing the chance that you will ever make anything right. As medical doctors are taught
by the Hippocratic Oath, "Do no harm."
• Forgetting to Listen:
Good conflict managers must avoid interrupting and rehearsing what is going to be said next instead of
truly listening and attempting to understand. This destructs from seeing their point of view, and keeps
people involved from wanting to see yours! Don't underestimate the importance of really listening and
empathizing with the other person.

• Playing the Blame Game:

Conflict managers must avoid handling conflict by criticizing and blaming the other person for the
situation. They must not see admitting any weakness on their own part as a weakening of their

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credibility, and avoid it at all costs, and even try to shame them for being "at fault." Instead, try to view
conflict as an opportunity to analyze the situation objectively, assess the needs of both parties and come
up with a solution that helps to resolve the conflict.

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 SECTION B

SCENARIO 1 (SO1 AC3, S0 4 AC1 AC2)

Tom is a project manager at a dynamic firm who is constantly clashing with one of his staff, Tina, a bright
person who often has ideas that differ from Tom’s. Tom has tried everything he knows to smooth things
out but the two still spar frequently. This chronic pattern has led to disciplinary action by Tom and
complaints to human resources by Tina. Both parties are productive employees who love the company
and their jobs but do not know how to move beyond all this conflict. Tom realizes that in order to build an
effective team he has to have Tina on board but he doesn’t know how to do it. He knows that by using
Tina’s skills and energy he will look better and the company will benefit.
i. What conflict resolution procedures should Tom follow to resolve the conflict? (6)
ii. Which method of resolving a conflict will be appropriate in this situation? Justify your answer. (3)

ANSWER
a) Conflict resolution procedures to be taken by TOM
Following the interest based approach Tom has to ask Tina to sit down and talk. It’s important to
mention first that managers benefit greatly by putting in place some key elements that lead to successful
conversations such as meeting at a mutually convenient time, no distractions or interruptions allowed, no
agendas, a calm environment and unrestricted time to talk. When we set up an environment conducive
to relaxed conversation we create a greater likelihood of success. A small investment in time up front to
talk in depth can more than make up for the countless lost hours and cost devoted to ongoing conflict.

During the meeting the two have to clarify perceptions resulting to the conflict. This includes addressing
parts of the conflict by going to the heart of the matter and avoiding side issues. Additionally, Tom and
Tina need to avoid stereotyping, should listen to each other carefully, respect each other’s needs and
values as well as clearing up misconceptions they have between them.

If negotiation fail to resolve the dispute, the parties will to move the disputes to higher levels with more
senior negotiators involved at each step; and mediation to assist parties where they are unable to
resolve disputes themselves.

b) The best method of resolving is Mediation because:

• The process promotes communication and cooperation.
• It allows the parties, not the court, to make decisions affecting their future.
• It promotes positive family relationships by reducing conflict.
• It is confidential. There is no public disclosure of personal problems or finances, unlike litigation
where both the trial proceedings, as well as all papers filed, are open to the public.
• Mediation usually costs less than litigation.

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Scenario 2 (SO 1, AC 3 SO2, AC1)
What is the most appropriate strategy to resolve conflict in the following scenario?
• A case where the interests of multiple stakeholders need to be addressed and a long terrn
relationship is important.
• A situation where YOU are in a conflict by surprise and you need time to think and collect
information before your act.
• A situation where continued competition would be detrimental and you have no choice.
• A situation where there is threatening of life and a quick resolution is required.
• In cases where parties involved do not know each other well and high level of trust is yet to be
developed.

ANSWERS
• Win Win
• Withdrawal
• Smoothing
• Force
• Compromise

Scenario 3 (SO 3, AC3)

A CASE STUDY
A Marketing and research employee describes a situation where Mrs. Nampa, the new manager came
into their team, at a time of high conflict and low morale due to limited resources.

‘Since January 2011 the marketing department has been a lot of conflicts and staff morale was very low.
The major source of the conflicts was the use and allocation of computers. The department has seven
members who where suppose to share three desk top computers and one laptop. This caused a lot of
arguments, lots of bitching, lots of issues that just were not being addressed and hadn’t been addressed
for a long, long time. On 1ST of April 2012, senior officers Andrew and Charles broke into a fight after
Charles had denied some junior officers the chance to use the machines. Mrs. Nampa was immediately
appointed to the resolve the conflicts and increase sales.

QEUSTIONS
1 If you where the new manager what solutions will you come up with to solve the conflicts? (6)
2 Select one possible solution and come up with an action plan to solve the problem. (5)

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 ANSWERS
1 Solutions may include
• Purchasing of more computers.
• Task allocations. For example data capturing and online marketing be assigned to four members
while the other three perform other duties that do not need to use computers.
• The department may consider sum contacting some of its duties to reduce the burden.

2 Action plan
ACTION PLAN
APRIL 2, 2012

GOAL: Turning the team from being one of the most negative or one of the most unproductive
teams

MOTIVATION: To increase production.

ACTION STEPS
Activity Person responsible Timeframe.
Ascertain the number Manager 1 April -31 April 2012
computers needed
Make a request with finance Manager 1 May 2012-31 May 2012
and approval of request.
Source for quotations Supervisor 1 June-4June 2012
Make recommendations on the Manager/Supervisor 5- 6 June 2012
best option.
Submit the request with Manager 5-6June
quotations and
recommendation attached.
Procurement of the computers Supervisor 10 June 2012
Allocation of the computers. Manger 11-June 2012

Scenario 4 (SO 1, AC 1, SO 2, AC 2, AC 3, SO 3, AC 1, AC 2, AC 3) (8)

ROLEPLAY

You are required to conduct a role play to solve a conflict between two workmates Petunia and Lerato.
After resolving the conflict, develop an action plan to implement the solution.

The following are the required role-players;

• Petunia (senior manager)
• Lerato (Supervisor)

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 • Daniel (HR manager)
• 3 other managers
• Observer (Facilitator or Assessor)

The following is a brief description of the conflict. Where the brief does not give you sufficient details,
make up own facts and assumptions provided they are consistent with the brief.

BRIEF

Petunia is a senior manager in Magic Wonder Call Centre (Pty) Ltd, and Lerato is a supervisor directly
reporting to Petunia. One day Petunia instructs Lerato to make copies of a document for an urgent
meeting. When Lerato does not, Petunia accuses her of insubordination.

Nothing comes of the incident, until two months later when Lerato lodges a grievance that she was
unfairly moved from the window office, accusing Petunia of victimising her. Lerato is offered an
alternative position in another department in response to the grievance, but she refuses to take it, saying
that it would be a boring, ‘dead end’ job. Lerato starts to lobby staff against Petunia’s management style
saying that Petunia ‘has something against strong women’ and giving them mundane tasks to undermine
them. She then starts refusing to take instructions from Petunia saying that she no longer wants to report
to Petunia. Petunia claims she “could not even talk to” Lerato. The tension starts impacting on
performance in Magic Wonder.

Petunia approaches Daniel, the human resources manager to assist in solving the conflict. Daniel
decides to call a meeting to resolve the conflict between Petunia and Lerato. He invited 3 other
managers to assist him.

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 EVALUATION CHECKLIST
NAME: ………………………………………. DATE:
COMPANY…………………………………..
ID…………………………………………….. TIME:

ROLEPLAY- CONFLICT MANAGEMENT

EVALUATION CRITERIONS MET DID NOT MEET COMMENTS OR ACTION

REQUIREMENTS REQUIREMENTS REQUIRED

Ability to;
a) Identify the source of the
conflict

b) Create a conducive
environment for resolving
a conflict

c) Clarify perceptions and

interests of each party

d) Generate possible
solutions to the problem

e) Select the best solution to

manage the conflict

f) Display good conflict

management attributes

g) Develop an action plan

GENERAL COMMENTS:

Date…………………….. Time started……………….. Time completed……………….

FACILITATOR NAME FACILITATOR SIGNATURE ASSESSOR ENDORSEMENT

(SIGNATURE)
……………………………… ……………………………………. ………………………………….

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2.3 SUMMATIVE ASSESSMENT MARKING MEMO

SECTION A: KNOWLEDGE QUESTIONNAIRE

Answer all questions in this section

QUESTION 1 (SO 2, AC 2; SO 3, AC 2)
How do you cope with conflict in your workplace? (8)
ANSWER
a) How do you cope with conflict in the workplace?
I’m proactive. In other words, I monitor situations closely to prevent minor problems from escalating
into major ones. In most cases, minor problems can be resolved by simply meeting individually with
affected parties. It’s not a good idea to ignore a problem in hopes that it will resolve itself. Some
managers avoid confrontation, which frequently results in bigger problems that are more difficult to
handle. Effective leaders are also aware of many factors, including jealously, individual differences,
and other issues that create conflicts among employees. Therefore, effective managers must meet
individually with feuding employees and suggest workable solutions.

QUESTION 2 (SO1 AC1, AC4; SO2, AC 3)

Identify a situation where you had conflict with your superior; (10)
• Describe the conflict
• Explain how it was resolved.

ANSWER
I have had differences of opinion with previous managers. Our disagreements were not significant, but
some had to be confronted and resolved. I have learned that two parties typically quarrel when each one
refuses to consider the other’s perspective. Therefore, I asked the manager I disagreed with to explain
his or her perspective and consider my point of view. This way, we were able to take into account each
other’s perspective and come to an agreeable compromise. When a compromise could not be reached, I
accepted my manager’s decision. Regardless of individual perspectives, managers are responsible for
setting policy, and subordinates are responsible for executing it.

QUESTION 3 (SO2, AC2, AC 3)

Give a detailed account of a situation in which you helped two workmates to solve their conflict. Outline
the steps that you took to resolve the conflict. (8)

ANSWER
I was responsible for resolving a conflict between two team members who could no longer work
effectively together. Their relationship began affecting the productivity of other employees. The first thing
I did was separate them to calm the situation. I then proceeded to meet together with both parties to

27
discuss the problem in a calm and controlled setting. I assumed control of the discussion since emotions
frequently trump reason during disputes between two people and made it clear that a compromise must
be reached. One of my main objectives during the meeting was to understand the perspectives of both
parties without siding with either one. At first, this was difficult since each party presented their
arguments without considering other perspectives. To counter this, I made it clear to each party that
changes must be made since the status quo was unworkable. Shortly thereafter, we agreed to a
workable solution. Before concluding the meeting, I emphasized that during future disagreements each
party must act considerably and professionally and avoid getting emotional. After our meeting, work
resumed as normal and the overall work atmosphere became more pleasant.

QUESTION 4 (SO 4, AC 1)
Identify the positive attributes of a good conflict manager. (6)
ANSWER
• Negotiation Skills
• People Analysis Skills:
• Communication Skills
• Listening Skills
• Emotional Awareness:
• Quick Stress Relief

QUESTION 5 (SO4, AC 3)
Identify and explain the negative attribute which should be avoided or controlled by an effective conflict
manager. (6)

ANSWER
• Ineffective Negotiating Tactics.
• Harmful statements
• Being Defensive:
• Over generalizing:
• Being Right:
• Psychoanalyzing" / Mind-Reading:
• Forgetting to Listen:
• Playing the Blame Game:
• Making Character Attacks:
• Stonewalling:

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QUESTION 6 (SO1 AC 3; SO 2, AC 1)
Identify and explain with examples the underlying sources of organizational conflicts. (8)

ANSWER
• Managerial Expectations: It is the job of an employee to meet the expectations of his manager,
but if those expectations are misunderstood, conflict can arise. Managers need to spend time
clearly communicating their goals to employees and then confirming those goals in writing. A
manager should also encourage her employees to ask questions about their goals, and hold
regular meetings to discuss the goals and how best to reach them.
• Breakdown in Communication: If a department requires information from another department in
order to do its job, and the second department does not respond to the request for information, a
conflict can arise. Some interdepartmental disagreements might trigger a nonresponsive attitude
that can quickly become an internal conflict. Another way of creating this sort of conflict is by
giving a circular response such as an issue being perpetually "under review." When people or
departments are late in responding to information requests, or they are withholding information
on purpose, it is best to address the situation immediately with a personal meeting with both
sides to resolve the situation.
• Misunderstanding the Information: According to mediation expert Robert D. Benjamin, writing on
Mediate.com, internal conflict can sometimes arise as the result of a simple misunderstanding.
One person may misunderstand information, and that can trigger a series of conflicts. In order to
deal with this kind of situation, it is best to have the person admit her misunderstanding and work
with the affected parties to remedy the situation. For example, if the production manager
misunderstands the product manufacturing goals, then the sales manager may not have enough
products to sell. Taking responsibility for a mistake can quickly defuse a potential organizational
conflict.
• Lack of Accountability: Organizational conflict might arise from frustration. One source of
frustration is a lack of accountability. If something has gone wrong, and no one is willing to take
responsibility for the problem, this lack of accountability can start to permeate throughout the
entire company until the issue is resolved. One way to combat a lack of accountability is to have
anyone who comes into contact with a document sign his name to it and include the date. The
paper trail may sometimes find the source of the problem, which can then be addressed.

QUESTION 7 (SO 3, AC 1)
State whether the following statement is true or false.

Collective bargaining, conciliation and facilitation are the key methods of resolving conflicts in terms of
the labour relations Act.

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True
QUESTION 8 (SO 1, AC 2, SO 3, AC 3)

Read the following story and

I. Identify the negative effects of this conflict. (4)
II. Develop an action plan to resolve the conflict. (4)

Fred is intuitive and relishes group brainstorming sessions. He just loves proposing new ideas. Sue, on
the other hand, is good with detail and analysis, but not as strong in idea-generating. During one of their
team meetings, Fred proposed several new ideas to the team. Sue's detail orientation was easily able to
pick apart some flaws in Fred's ideas, before they even had a chance to be discussed adequately.
Actually, without saying it, Sue thought Fred's ideas were ridiculous and that he was irresponsible for
proposing them before thinking them through.

Each time his new ideas were attacked by Sue, Fred became more agitated. Finally, after proposing his
last idea toward the end of the meeting, Fred turned to Sue and, red-faced and angry, said "OK, now tell
me what's wrong with this idea!" Feeling attacked in front of the team, Sue responded defensively. Back
and forth they went until open conflict erupted, and the meeting ended on a sour note.

Negative effects include;

• Drop in idea generation
• Low team morale
• Sabotage and antagonism
• Drop in productivity

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 SECTION B
Answer all tasks
TASK 1(SO 3, AC4)
You are required to conduct a research on policy and procedures that are used in your organization to
prevent and resolve conflicts.
I. Identify and describe the purpose of any five policies and procedures in your organisation. (5)
II. Explain how each policy and/or procedure (mentioned above) can be used to prevent and resolve
conflicts. (8)

ANSWER
i. Examples of policies
• Standard Operating Procedures (SOP)
• Health and safety policy
• Confidentiality Policy (including Data Protection
• Staff Disciplinary procedure
• Staff Grievance procedure.
• Sick Leave Policy and procedure.
• Leave policy and procedure.

ii. Roles of policies and procedures

• Policies and procedures define employee’s roles. Policies create expectations and guides for action.
Procedures provide the means by which the actions can be carried out by management and by
employees. The segregation of duties established within the organisational structure can be used as
guide to conflict resolution.
• Policies and procedures are considered internal controls. They play a decisive role in reducing
intentional and unintentional exposure to errors in accounting records and reports used for the
management of funds, determining the accountability of asserts, making of decisions that affect both
the internal environment of the organisation and the external world as well preventing conflicts.
• Every job has constraints surrounding it. Without written policies and procedures, employees would
be on their own to discover these by trial and error which may result in conflicts at the workplace. The
organisation would become disorganised and its managers would not have the means to direct and
harmonise their staff activities.
• Policies and procedures enable managers and their subordinates to clearly understand the individual
and group responsibilities including the boundaries within which they have to work and the demands
upon them.
• Policies and procedures set clear boundaries for jobs so that each employee knows in advance what
response he will get from others when making decisions.

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• Policies and procedures create baseline to which subsequent change can be referred and through
which the way things are done is enabled.
• Policies and procedures enable managers to decide whether a subordinate’s improper action or
decision was due simply to poor judgement or to infringement of rules. If no rules exist the
subordinate cannot be criticized for using his judgement, however poorly he may use it. If a rule
exists, management have to establish whether it was accidentally or deliberately broken for the later
is disciplinary offense. Without written policies and procedures, employees would not know where
they stand any decision may result in conflicts.
• Policies and procedures enable managers to control events in advance. Before the action begins the
employees know the rules and are more likely to produce the right result the first time. Without
policies and procedures, management is forced to control events after they happen and the results
may cause dissatisfaction and conflicts.
• usually results in conflict since employees will not feel free to ac

TASK 2 (SO 4 AC 2)

Conduct a skills audit to identify the skills that you need to develop to be an effective conflict manager.
Use the attached conflict self assessment questionnaire. (8)

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 Conflict Resolution Skills Audit Questionnaire

Self Assessment of Current Capability Your overall comments Improvement and development
and feelings about your actions
Conflict Resolution Capability
current skill level
Do you:

Sometimes

Always
Never
• I see conflict as an opportunity 1 2 3

• Address conflict openly, without avoiding 1 2 3

or ignoring it.

• Speak directly to the key person in a 1 2 3

conflict (rather than complaining to a
third party).

• I listen patiently to the other side in a 1 2 3

conflict (I don’t interrupt).

• I separate the issue of the conflict from 1 2 3

the feelings.

• I express my views without making 1 2 3

personal on the other person.

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• I use emotional self-control during a 1 2 3
conflict

• I remain non-defensive even when 1 2 3

someone attacks me

• I am flexible in negotiating , when it’s

appropriate

• I hold firmly to my position, when that’s 1 2 3

appropriate.

Now score your responses:

Never = 1 point each; Sometimes = 2 points each; Always = 3 points each
27-30 points: Congratulations! You manage conflict effectively.
18-26 points: You have room for improvement.
17 points or less: You have major challenges in learning to manage and benefit from conflict.

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35