Conflict Resolution Through Emotional Competence
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Scenario:
A team of highly competent members has become adept at organizing and managing itself. The self-sufficiency of the team is appreciated by senior leadership who assumes the team can respond to challenges without support or guidance, given the team’s legacy of success. Recent challenges incited the team to request assistance; when assistance was not provided, the team began to make independent decisions. The team members believed they were the only ones who understood their work and avoided asking for help. The leaders involved believed that no news equaled good news. Neither the leaders nor the team members considered their work within the context of the entire organization. As a result, the team’s level of emotional competence decreased, along with their productivity.
Consider this scenario and address the following.
Identify three strategies to reduce friction and build unity between the parties using emotional competence as the framework.
What outcomes would you identify to measure the effectiveness of each strategy?
Consider an adversarial relationship that exists between leaders and departments in your organization. How does the culture of the organization affect the situation? What knowledge, skills, and attitudes do you bring to the organization? What would others say are your leadership strengths? How can these strengths be used to reduce the adversarial relationship?
| Discussion Criteria | Highest Level of Performance A | Very Good or High Level of Performance B | Acceptable Level of Performance C | Failing Level of Performance F |
| 10 points | 9 points | 8 points | 0 points | |
| Application of Course Knowledge: Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week. | Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. | Does not address the initial question(s). |
| 10 points | 9 points | 8 points | 0 points | |
| Engagement in Meaningful Dialogue With Peers and Faculty: The student responds to a student peer and course faculty to further dialogue. | Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. | Responds to a student peer AND course faculty furthering the dialogue by adding some depth to the discussion. | Responds to a student peer and/or course faculty, adding minimal depth to the discussion. | No response post to another student or course faculty. |
| 10 points | 9 points | 8 points | 0 points | |
| Integration of Evidence: Includes assigned readings, or weekly module content, or outside scholarly sources. Includes three A scholarly source is defined on page 2 of these guidelines. These sources may be evident across the 3 postings. | Sources are credited.* At least 3 sources to support posts. | Sources are credited.* At least 2 sources to support posts. | Sources are credited.* At least 1 source to support posts. | No scholarly source provided to support posts. |
| 10 points | 9 points | 8 points | 0 points | |
| Professionalism in Communication | Presents information using clear and concise language in an organized manner (0–1 error patterns in English grammar, spelling, syntax, and punctuation). | Presents information using clear and concise language in an organized manner (2–3 error patterns in English grammar, spelling, syntax, and punctuation). | Presents information using understandable language; information is not organized 4-5 error patterns in English grammar, spelling, syntax, and punctuation). | Presents information that is not clear, logical, professional, or organized to the point that the reader has difficulty understanding the post 6 or more error patterns in English grammar, spelling, syntax, and/or punctuation). |
| 5 points | 0 points | |||
| Participation Wednesday Response: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. MT. | Posts a substantive response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT. | Does not post a substantive response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT. | ||
| 5 points | 0 points | |||
| Total Participation Responses: Participates in the discussion thread at least three times on at least 2 different days. | Posts in the discussion at least three times AND on two different days during the discussion week. | Posts fewer than three times OR does not participate on at least two different days during the discussion week. | ||
| NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday. A zero is the lowest score that a student can be assigned. Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality. * Using APA style and formatting, in text citations are included for all sources. Matching references are included for all in-text citations. Due to the formatting constraints of Canvas, references included in the discussion must include complete information. Canvas will not allow a hanging indent; it is not required. |
(Rev 6_5 Subcommittee, Rev 10/9/19 faculty/subcommittee, Rev 10/23/19 DNP Faculty meeting )
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