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Case Study #7: Empowered Process---Skilled Leadership: Diffusion, Party Capacity & Speaking Truth to Power

• Erbe, Nancy

This is the seventh case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

Introduction to Conflict Case Studies

Case Study #1: Neutral Fact-Finding and Empowerment Within Conflicted Systems

Case Study #2: Intrapersonal Approaches to Conflict: Cognitive and Perceptual Biases

Case Study #3: Negative Intergroup Influence

Case Study #4: Empathy: Effective Response with Escalating Aggression

Case Study #5: Assessing Covert Bad Faith and Power Abuse

Case Study #6: Cultural Competence: Ethical and Empowered Response With Discrimination

Case Study #7: Empowered Process---Skilled Leadership: Diffusion, Party Capacity and Speaking Truth to Power

Case Series #8: Empowered Process: Multicultural Collaboration

Case Study #2: Intrapersonal Approaches to Conflict: Cognitive & Perceptual Biases

This is the second case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

This is the first case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

This series, Holding These Truths: Empowerment and Recognition in Action, presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying this introduction. Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided here is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

This is the sixth case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

This is the third case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

This is the fourth case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

Case Study #5: Assessing Covert Bad Faith & Power Abuse

This is the fifth case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

Case Study #8: Empowered Process: Multicultural Collaboration

This is the eighth case study in the series Holding These Truths: Empowerment and Recognition in Action. This series presents case studies for a future conflict resolution textbook. It has been successfully piloted with several international classes. Those, who benefit most, stress the importance of carefully studying the introduction. (See Introduction to Conflict Case Studies, Nancy D. Erbe). Because the case study format is intentionally unique, written in an interactive and non-linear workbook style, unlike many introductions, the information provided there is required for understanding the case studies. Readers are encouraged to send comments and critiques directly to the author. Because of the deliberate one-of-a-kind format of the text, detailed page-by-page comments and questions are welcome. A list of the entire series is included below.

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Appendix A: Case Studies

List of case studies, case study 1: handling roommate conflicts, case study 2: salary negotiation at college corp, case study 3: oecollaboration, case study 4: the ohio connection, case study 5: uber pays the price, case study 6: diverse teams hold court.

Chapter Reference: Section 2.2 Approaches to Conflict

Whether you have a roommate by choice, by necessity, or through the random selection process of your school’s housing office, it’s important to be able to get along with the person who shares your living space. While having a roommate offers many benefits such as making a new friend, having someone to experience a new situation like college life with, and having someone to split the cost on your own with, there are also challenges. Some common roommate conflicts involve neatness, noise, having guests, sharing possessions, value conflicts, money conflicts, and personality conflicts (Ball State University, 2001). Read the following scenarios and answer the following questions for each one:

• Which conflict management style, from the five discussed, would you use in this situation?
• What are the potential strengths of using this style?
• What are the potential weaknesses of using this style?

Scenario 1: Neatness. Your college dorm has bunk beds, and your roommate takes a lot of time making their bed (the bottom bunk) each morning. They have told you that they don’t want anyone sitting on or sleeping in the bed when they are not in the room. While your roommate is away for the weekend, your friend comes to visit and sits on the bottom bunk bed. You tell your friend what your roommate said, and you try to fix the bed back before your roommate returns to the dorm. When they return, your roommate notices that the bed has been disturbed and confronts you about it.

Scenario 2: Noise and having guests. Your roommate has a job waiting tables and gets home around midnight on Thursday nights. They often brings a couple friends from work home with them. They watch television, listen to music, or play video games and talk and laugh. You have an 8 a.m. class on Friday mornings and are usually asleep when they returns. Last Friday, you talked to your roommate and asked them to keep it down in the future. Tonight, their noise has woken you up and you can’t get back to sleep.

Scenario 3: Sharing possessions. When you go out to eat, you often bring back leftovers to have for lunch the next day during your short break between classes. You didn’t have time to eat breakfast, and you’re really excited about having your leftover pizza for lunch until you get home and see your roommate sitting on the couch eating the last slice.

Scenario 4: Money conflicts. Your roommate got mono and missed two weeks of work last month. Since they have a steady job and you have some savings, you cover their portion of the rent and agree that they will pay your portion next month. The next month comes around and your roommate informs you that they only have enough to pay their half of the rent.

Scenario 5: Value and personality conflicts. You like to go out to clubs and parties and have friends over, but your roommate is much more of an introvert. You’ve tried to get them to come out with you or join the party at your place, but they’d rather study. One day your roommate tells you that they want to break the lease so they can move out early to live with one of their friends. You both signed the lease, so you have to agree or they can’t do it. If you break the lease, you automatically lose your portion of the security deposit

Works Adapted

“ Conflict and Interpersonal Communication ” in Communication in the Real World  by University of Minnesota is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Ball State University. (2001). Roommate conflicts. accessed June 16, 2001, from  http://cms.bsu.edu/CampusLife/CounselingCenter/VirtualSelfHelpLibrary/RoommateIssues.asx.

Chapter Reference:  Section 2.4 Negotiation

Janine just graduated college, she’s ready to head out on her own and get that first job, and she’s through her first interviews. She receives an offer of a $28,000 salary, including benefits from COLLEGE CORP, from an entry-level marketing position that seems like a perfect fit. She is thrown off by the salary they are offering and knows that it is lower than what she was hoping for. Instead of panicking, she takes the advice of her mentor and does a little research to know what the market range for the salary is for her area. She feels better after doing this, knowing that she was correct and the offer is low compared to the market rate. After understanding more about the offer and the rates, she goes back to the HR representative and asks for her preferred rate of $32,500, knowing the minimum that she would accept is $30,000. Instead of going in for her lowest amount, she started higher to be open to negotiations with the company. She also sent a note regarding her expertise that warranted why she asked for that salary. To her happy surprise, the company counter offered at $31,000—and she accepted.

• What key points of Janice’s negotiation led to her success?
• What could have Janice done better to get a better outcome for her salary?

“ Conflict and Negotiations ” in Organizational Behaviour by OpenStax is licensed under a Creative Commons Attribution 4.0 International License .

“Good & Bad Salary Negotiations,”  Salary.com , April 19, 2018, https://www.salary.com/articles/good-bad-examples-of-salary-negotiations .

Herner, M. (n.d). 5 things HR wishes you knew about salary negotiation. Payscale.com, accessed October 21, 2018, https://www.payscale.com/salary-negotiation-guide/salary-negotiation-tips-from-hr .

Chapter Reference:  Section 3.2 Creating, Maintaining, and Changing Culture

At OECollaboration, a technology company that develops virtual collaboration software for new companies, Mike Jones is a new manager. One of the biggest challenges he has faced is that the team that he is managing is well established and because he is an outsider, the team members haven’t yet developed trust in him.

Two weeks into his new employment, Mike held a meeting and discussed all of the changes to the remote work agreements as well as implementing new meeting requirements for each employee to have a biweekly meeting scheduled with him to discuss their projects. The team was outraged, they were not excited, and the following days he wasn’t greeted in a friendly way; in addition, his team seemed less engaged when asked to participate in team functions.

Tracy James is also a new manager at OECollaboration who started at the same time as Mike, in a similar situation where she is a new manager of an existing team. Tracy was able to hold a meeting the first day on the job to listen to her team and get to know them. During this meeting she also told the team about herself and her past experiences. Additionally, she held one-on-one meetings to listen to each of her team members to discuss what they were working on and their career goals. After observation and discussion with upper management, she aligned her own team goals closely with the skills and experiences of her new team. She met with the whole team to make changes to a few policies, explaining why they were being changed, and set the strategy for the team moving forward.

Because she got her team involved and learned about them before implementing her new strategy, this was well received. Her team still had questions and concerns, but they felt like they could trust her and that they were included in the changes that were being made.

• What challenges can a new manager encounter when starting to manage an existing team?
• What strategies can a new manager implement to ensure that their new team is engaged with them and open to change and growth?

Adapted Works

“ Organizational Power and Politics ” in Organizational Behaviour by OpenStax is licensed under a Creative Commons Attribution 4.0 International License .

Giang, V. (2013, July 31). The 7 types of power that shape the workplace. Business Insider. https://www.businessinsider.com/the-7-types-of-power-that-shape-the-workplace-2013-7

Morin, A. (2018, June 25). How to prevent a workplace bully from taking your power. Inc. https://www.inc.com/amy-morin/how-to-prevent-a-workplace-bully-from-taking-your-power.html

Weinstein,  B. (n.d.). 10 tips for dealing with a bully boss,” CIO , accessed October 13, 2018, https://www.cio.com.au/article/198499/10_tips_dealing_bully_boss/.

Chapter Reference:  Section 4.1 Power

Janey worked as an executive assistant to a product manager at her company: Ohio Connection. Overall, she loved her job; she was happy to work with a company that provided great benefits, and she and found enjoyment in her day-to-day work. She had the same product manager boss for years, but last year, her manager left Ohio Connection and retired. Recently her new manager has been treating her unfairly and showcasing bullying behavior.

Yesterday, Janey came into work, and her boss decided to use their power as her manager and her “superior” to demand that she stay late to cover for him, correct reports that he had made mistakes on, and would not pay her overtime. She was going to be late to pick up her son from soccer practice if she stayed late; she told him this, and he was not happy.

Over subsequent days, her boss consistently would make comments about her performance, even though she had always had good remarks on reviews, and created a very negative work environment. The next time she was asked to stay late, she complied for fear of losing her job or having other negative impacts on her job. Janey’s situation was not ideal, but she didn’t feel she had a choice.

• What type of power did Janey’s boss employ to get her to do the things that he wanted her to do?
• What negative consequences are apparent in this situation and other situations where power is not balanced in the workplace?
• What steps should Janey take do to counteract the power struggle that is occurring with her new manager?

Chapter Reference:   Section 5.1 Interpersonal Relationships at Work

Uber revolutionized the taxi industry and the way people commute. With the simple mission “to bring transportation—for everyone, everywhere,” today Uber has reached a valuation of around $70 billion and claimed a market share high of almost 90% in 2015. However, in June 2017 Uber experienced a series of bad press regarding an alleged culture of sexual harassment, which is what most experts believe caused their market share to fall to 75%.

In February of 2017 a former software engineer, Susan Fowler, wrote a lengthy post on her website regarding her experience of being harassed by a manager who was not disciplined by human resources for his behavior. In her post, Fowler wrote that Uber’s HR department and members of upper management told her that because it was the man’s first offense, they would only give him a warning. During her meeting with HR about the incident, Fowler was also advised that she should transfer to another department within the organization. According to Fowler, she was ultimately left no choice but to transfer to another department, despite having specific expertise in the department in which she had originally been working.

As her time at the company went on, she began meeting other women who worked for the company who relayed their own stories of harassment. To her surprise, many of the women reported being harassed by the same person who had harassed her. As she noted in her blog, “It became obvious that both HR and management had been lying about this being his ‘first offense.’” Fowler also reported a number of other instances that she identified as sexist and inappropriate within the organization and claims that she was disciplined severely for continuing to speak out. Fowler eventually left Uber after about two years of working for the company, noting that during her time at Uber the percentage of women working there had dropped to 6% of the workforce, down from 25% when she first started.

Following the fallout from Fowler’s lengthy description of the workplace on her website, Uber’s chief executive Travis Kalanick publicly condemned the behavior described by Fowler, calling it “abhorrent and against everything Uber stands for and believes in.” But later in March, Uber board member Arianna Huffington claimed that she believed “sexual harassment was not a systemic problem at the company.” Amid pressure from bad media attention and the company’s falling market share, Uber made some changes after an independent investigation resulted in 215 complaints. As a result, 20 employees were fired for reasons ranging from sexual harassment to bullying to retaliation to discrimination, and Kalanick announced that he would hire a chief operating officer to help manage the company. In an effort to provide the leadership team with more diversity, two senior female executives were hired to fill the positions of chief brand officer and senior vice president for leadership and strategy.

Critical Thinking Questions

• Based on Cox’s business case for diversity, what are some positive outcomes that may result in changes to Uber’s leadership team?
• If the case had occurred in Canada, what forms of legislation would have protected Fowler?
• What strategies should have been put in place to help prevent sexual harassment incidents like this from happening in the first place?

“ Diversity in Organizations ” in Organizational Behaviour by OpenStax is licensed under a Creative Commons Attribution 4.0 International License .

Della Cava, M. (2017, June 13). Uber has lost market share to Lyft during crisis. USA Today. https://www.usatoday.com/story/tech/news/2017/06/13/uber-market-share-customer-image-hit-string-scandals/102795024/

Fowler, T. (2017, February 19). Reflecting on one very, very strange year at Uber. https://www.susanjfowler.com/blog/2017/2/19/reflecting-on-one-very-strange-year-at-uber.

Lien,  T. (2017, June 6). Uber fires 20 workers after harassment investigation. Los Angeles Times.  http://www.latimes.com/business/la-fi-tn-uber-sexual-harassment-20170606-story.html

Uber (2017, February). Company info. https://www.uber.com/newsroom/company-info/

Chapter Reference:  Section 5.3 Collaboration, Decision-Making and Problem Solving in Groups

Diverse teams have been proven to be better at problem-solving and decision-making for a number of reasons. First, they bring many different perspectives to the table. Second, they rely more on facts and use those facts to substantiate their positions. What is even more interesting is that, according to the Scientific American article “How Diversity Makes Us Smarter,” simply “being around people who are different from us makes more creative, diligent, and harder-working.”

One case in point is the example of jury decision-making, where fact-finding and logical decision-making are of utmost importance. A 2006 study of jury decision-making, led by social psychologist Samuel Sommers of Tufts University, showed that racially diverse groups exchanged a wider range of information during deliberation of a case than all-White groups did. The researcher also conducted mock jury trials with a group of real jurors to show the impact of diversity on jury decision-making.

Interestingly enough, it was the mere presence of diversity on the jury that made jurors consider the facts more, and they had fewer errors recalling the relevant information. The groups even became more willing to discuss the role of race case, when they hadn’t before with an all-White jury. This wasn’t the case because the diverse jury members brought new information to the group—it happened because, according to the author, the mere presence of diversity made people more open-minded and diligent. Given what we discussed on the benefits of diversity, it makes sense. People are more likely to be prepared, to be diligent, and to think logically about something if they know that they will be pushed or tested on it. And who else would push you or test you on something, if not someone who is different from you in perspective, experience, or thinking. “Diversity jolts us into cognitive action in ways that homogeneity simply does not.”

So, the next time you are called for jury duty, or to serve on a board committee, or to make an important decision as part of a team, remember that one way to generate a great discussion and come up with a strong solution is to pull together a diverse team.

• If you don’t have a diverse group of people on your team, how can you ensure that you will have robust discussions and decision-making? What techniques can you use to generate conversations from different perspectives?
• Evaluate your own team at work. Is it a diverse team? How would you rate the quality of decisions generated from that group?

Sources: Adapted from Katherine W. Phillips, “How Diversity Makes Us Smarter,” Scientific American, October 2014, p. 7–8.

“ Critical Thinking Case ” in  Organizational Behaviour by OpenStax is licenced under a Creative Commons Attribution 4.0 International License .

Conflict Management Copyright © 2022 by Laura Westmaas, BA, MSc is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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A Case Study on Conflict: Restoring Safety in Student Relationships

Tier 1: building self-capacity, tier 2: managing conflict, tier 3: participating in conflict, restorative practices in action.

• From your point of view, what happened?
• What do you remember thinking at the time?
• How have you and others been affected?
• What feelings or needs are still with you?
• What would you like to happen next? (Clifford, 2015, p. 52)

Clifford, M. A. (2015). Teaching restorative practices with classroom circles. Center for Restorative Process.

Fronius, T., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2016). Restorative justice in US schools: A research review. San Francisco, CA: WestEd Justice and Prevention Training Center.

Wachtel, T. (2016). Defining restorative. International Institute for Restorative Practices.

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A Case Study of Conflict Management and Negotiation

There is a lot to be learned from this case study of conflict management and negotiation..

By PON Staff — on January 22nd, 2024 / Conflict Resolution

Group negotiations are a fact of managerial life, yet the outcomes of teamwork are highly unpredictable. Sometimes, groups cohere, reaching novel solutions to nagging problems, and sometimes infighting causes them to collapse. This is where you may find a case study of conflict management helpful.

How can you predict when the conflict will emerge in groups, and what can you do to stop it?

The following is drawn from a case study of conflict management and negotiation involving multi-party negotiation scenarios. Dora Lau of the Chinese University of Hong Kong and Keith Murnighan of the Kellogg Graduate School of Management at Northwestern University have examined group conflict in terms of fault lines the cracks that result when groups split into homogenous subgroups according to demographic characteristics.

For instance, in a four-person group made up of two white males in their forties and two African American females in their twenties, a very strong fault line would exist, one clearly defined by age, gender, and race. In a group consisting of one white male, one Asian male, one Hispanic female, and one African American female, all in their thirties, fault lines would be less evident.

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A Case Study of Conflict Management – Divisions in Group Negotiation

Recently Katerina Bezrukova of Rutgers University and her colleagues compared the effects of fault lines based on social categories (e.g., age, race, or gender) with those based on information (e.g., education or work experience). Their negotiation research found that groups with strong information-based fault lines perform better than groups with strong demographic-based fault lines.

While the latter create dysfunctional conflict within the group, information-based fault lines provide the diversity of information needed for effective performance – in other words, they provide functional conflict .

These studies provide useful hints on how diversity can be effectively managed. Specifically, when forming teams, avoid obvious demographic fault lines that would allow group members to split into categories. When broader diversity exists, fault lines can simply disappear.

Related Conflict Resolution Article:  Conflict Management and Negotiation: Personality and Individual Differences That Matter – How much do personality differences matter in negotiations? Negotiation research has found that negotiators perform similarly from one negotiation to another negotiation and that performance was only slightly impacted by other variables at the bargaining table like personality traits. Unchanging traits, like gender, ethnicity, and level of physical attractiveness, were not tied to negotiation performance. Some traits did affect negotiating performance, however, and in this study, those factors identified by the latest negotiation research are outlined and discussed. How can your beliefs about negotiation impact your ability to negotiate? Read more for negotiation skills and negotiation techniques a negotiator can do to mitigate the impact of these variables on her negotiating performance.

What is your favorite case study of conflict management? Let us know in the comments.

Originally published in 2012.

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I would love to consider the details of the research that suggests that “demographic fault lines” produce dysfunction in groups. The conclusion has a very subtle bias that could benefit from further investigation. Is it at all possible that the information and proposals are considered differently by people operating in different social contexts and that by “avoiding obvious demographic fault line” the management practice is to simply allow the internal power dynamics – which often have differential impacts along certain demographic fault lines – to play out unimpeded?

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University of California, Irvine - Intercultural Conflict ~ A Case Study_Final Assignment

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Intercultural Communication Studies

Hsin-I Sydney Yueh

This study explores how the teaching of intercultural communication is embodied through syllabi in the U.S. classroom. A syllabus is the initial communicative tool for the instructor to display his or her central concerns of the subject, and this is a personal, or a political, statement of the instructor’s academic stance in approaching the specific communication issues and views. Through emails and an online search, this study collected and reviewed 90 intercultural communication syllabi. Based on three major research paradigms—social science, interpretive, and critical, we coded key words and assignment types to make sense of these syllabi. The result shows that the majority of the syllabi allow students to understand intercultural communication through practice, self-reflection, and participation. Moreover, “practical” assignments were often adopted if interpretive or critical pedagogies were applied. It is also worth noting that exams were still a popular means of assessment despite instructors’ awareness of the importance of increasing students’ everyday intercultural experiences. This study reveals that most instructors take a context-based approach in teaching intercultural communication and seven types of assignments are commonly adopted in an intercultural communication class.

Ingrid Brand

Abstact The purpose of this study is to explore the factors influencing the development of intercultural competence among business students at a Canadian university. A sequential mixed methods methodology is utilized which includes: 1) a survey designed specifically for the current study, the Intercultural Competence among Canadian Business Students survey (ICCBS), 2) the Cultural Intelligence Scale (CQS) (Ang, Van Dyne, Koh, Templer, Tay, & Chandrasekar, 2007), and 3) telephone interviews conducted with study participants. The research results indicate that although the university's business program does feature international content, few program components per se raise intercultural awareness. According to participants, program components that explicitly raise their awareness about cultural differences, however, do improve their intercultural competence. The following program variables have the strongest positive association with study participants' self-ranked and reported intercultural competence development: comparisons of business practices in different cultural contexts; textbooks, articles, or videos originating from other countries; and extra-curricular activities. Participants view the university's diverse setting as a valuable natural resource. However, the majority of students interviewed identify other students' attitudes as the key barrier to intercultural competence development. Data gathered in response to open-ended survey items and through interviews illuminate missed opportunities for developing intercultural competence, among business students. The CQS findings underscore the need for including more intercultural learning opportunities. Research findings surprisingly indicate no statistical association between participants' self-ranked intercultural competence and their composite CQ, even though CQ is measured with high reliability and the self-ranked competence seems subject to little social desirability. Together, these research results have important implications for business curriculum and co-curricular development, intercultural competence assessment and development, and future research.

Bertha Du-Babcock

Tessah Clark

Intercultural training program developed for the staff of Cowichan District Hospital.

Cultus: the journal of intercultural mediation and communication

Marián Morón

In a global world, it is a recognised fact that exchanges are needed. We exchange products, services, people, expertise, knowledge… The EU was created to ease communication and exchanges, and mobility has proven to be a guarantee for the future of the Union, now the key element behind the reform of the European Higher Education system. Within the training of Communication and Translation experts, mobility has been considered a core element, not only due to the need for language exchange, but also a compulsory element in the training of those professionals wishing to operate in transcultural and interlingual communication events (Mayoral and Kelly, 1997, among others). However, as Noreiko wondered in 1990, we might have assumed too much when throwing students into the mobility waters... Given the framework of new degree structures, the phenomenom of renaming and redesigning of national higher education degrees within the convergence process, the complete integration of Erasmus in university students’ life, flexibility in the labour market, transcultural societies and a constantly moving world, this paper will try to address how translation and language trainees look at their transnational exchange of experiences to reflect on their future integration into the open society and the labour market as experts in intercultural communication. The value of transcultural training and long-term effects of mobility will be analysed, while also considering their impact in the mobile subjects’ development (personal, academic and professional) as perceived by the participants in the study carried out by the author since 2006. Using a mixed-method approach and online research instruments, the author will summarize key findings of her study and will challenge traditional research methods in Translation Studies.

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Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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4 Conflict Resolution Worksheets for Your Practice

As a therapist, counselor, or coach, your main job is to help clients identify the situations that are troubling them – the conflicts in their lives – and guide them through to win–win solutions.

Mutually satisfying outcomes can prevent anger, anxiety, and depression, and enable individuals, couples, and families to live together productively and in peace (Christensen & Heavey, 1999; Cummings, Koss, & Davies, 2015).

In this article, we’ll share some powerful conflict resolution worksheets that can teach parties the pathways to win–win outcomes, converting conflict into shared problem solving. Participants feel like they are sitting on the same side of the table, working together against the problem, instead of against each other.

Before you continue, we thought you might like to download our three Positive Communication Exercises (PDF) for free . These science-based tools will help you and those you work with build better social skills and better connect with others.

This Article Contains:

2 useful conflict resolution worksheets, 4 tools for resolving conflicts at work, worksheets for student conflicts, 2 best worksheets for couples’ conflicts, teaching conflict resolution: 4 lesson plans, 5 positivepsychology.com toolkit resources, a take-home message.

Conflict – problems, issues, troubles, dilemmas, tough decisions, etc. – generally emerge in one or more of the following three areas (adapted from Kellermann, 1996):

• Intrapsychic conflicts – pulls and tugs within a person’s array of feelings, desires, thoughts, fears, and actions
• Interpersonal or intergroup conflicts – situations in which two or more preferred action plans seem to be incompatible
• Situational conflicts – situations in which adverse circumstances such as illness, financial difficulties, or other factors collide with each other or with what participants want

Differences can quickly spark arguments when parties believe that the outcome will result in either winning or losing. That is why the word “conflict” usually suggests fighting. These worksheets, by contrast, teach pathways to win–win outcomes.

By guiding both conflict resolution and cooperative problem solving in the same process, solution building for any decision, issue, or dilemma becomes a combined effort. The idea of winning versus losing is removed, and a win–win outcome negates previous conflicts.

Win–Win Waltz Worksheet

The process that leads to win–win outcomes is referred to as the win–win waltz because the process involves three essential steps.

The Win–Win Waltz Worksheet explains the key terms, core concepts, and essential ingredients for using the exercise successfully.

1. Knowing when to use the win–win waltz

The win–win waltz guides the way to cooperative solution building in situations when there seems to be conflict with underlying or overt tension and a feeling that two sides feel in opposition.

Also, the win–win waltz guides the process in any situation that calls for problem solving.

In both instances, the tone needs to stay calm and cooperative. There needs to be an awareness of the dilemma that participants need to solve and a willingness on both sides to seek a solution that will be responsive to the concerns of all parties.

2. Core concepts: solutions versus underlying concerns

Solutions are potential plans of action.

Concerns , by contrast, are the factors to which the solution needs to be responsive.

For instance, a problem/conflict is that I am hungry, but at the same time, I don’t want to eat – two alternative and seemingly opposed courses of action.

My underlying concern might include wanting to lose weight, to alleviate my hunger, to minimize my intake of calories, and to find an immediate solution. The solution options may be to eat some yogurt, distract myself by phoning a friend, or to exercise as that too tends to alleviate feelings of hunger.

3. One list for both people’s concerns

That assumption differs significantly from the usual two-list way of thinking (e.g., my way versus your way or pros versus cons).

4. What if there are seemingly too many underlying concerns?

Paradoxically, the more concerns that have been identified, the more likely it becomes that the ultimate solution will be excellent, even though a long list of concerns may appear daunting.

The trick is for each participant to step back and reflect: “ Of all of these concerns, what one or two concerns are most deeply felt? ” Start the solution-building process by responding to these concerns first. Add additional elements to the solution set until all the underlying concerns have been answered.

For instance, Gil and Angela want to find a new apartment. Stepping back from their list of 20 concerns concerning what apartment to choose, they realize Angela’s primary concern is location. She wants an apartment close to her mother, while Gil’s primary concern is the price. With just two variables to attend to for starters, Angela and Gil can quickly start apartment hunting.

Once they find apartments that met their initial criteria, they add their other concerns.

5. It is for me to look at what I can do, not to tell you what to do.

Solution generating works best if each participant looks at what they can offer toward a win–win solution, and especially toward a plan of action responsive to the other person. Offering suggestions about what the other could do can undermine solution building.

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In the workplace, conflict resolution skills enable managers to keep their work environment positive.

They also enable colleagues to work together harmoniously (Johansen, 2012; Korabik, Baril, & Watson, 1993).

Whereas conflict breeds tension that erodes work quality, cooperation maximizes productivity and, at the same time, keeps employees enjoying their work.

Fortunately, the Win–Win Waltz Worksheet works wonderfully in workplace situations too.

The additional tools below also merit attention when conflicts arise in the business world.

Early intervention. It’s best to address potential tensions as soon as you become aware of them.

Participation. It is generally best to bring together all the parties involved in any given dispute and to have them learn to do the win–win waltz together.

Identify those who, even with guidance, cannot think in terms of win–win.

If one or more parties appear to be unable to look for mutually satisfying solutions, a top-down or powering-over decision may be necessary.

Some parties simply cannot get past looking out for themselves only. Others invest more in seeking to hurt the other party rather than to find benefits for both sides. They would rather create a lose–lose outcome than see the other side receive any aspect of what they want.

Keep the problem, the problem.

The vital principle comes from the work of Fisher and Ury (1991). They rightly identify that talking about people and feelings can be inappropriate in work settings.

The problem, for instance, is not that ‘she is an intrusive person.’ The problem is that roles and responsibilities may be unclear. The problem is not that ‘he is lazy.’ The problem is an unclear division of labor. The problem is not that ‘he works too slowly;’ rather, how to speed up the work process so that deadlines can be met.

14 Effective conflict resolution techniques – BRAINY DOSE

Students can benefit from using the Win–Win Waltz Worksheet when they face conflict situations with roommates, friends, and teachers.

Students also are likely to experience conflicts within their own thoughts and preferences.

For instance, these intrapsychic conflicts can arise when they want to go out with friends but also know they need to study for an exam. The win–win waltz recipe works well for any of these situations.

From my way , No my way , to OUR way is for practicing win–win conflict resolutions on issues that can arise at home. The worksheet is from Susan Heitler’s (2003) book The Power of Two Workbook . (Available on Amazon .)

The Anger Exit and Re-entry Worksheet offers guidance for stepping back and calming down when anger begins to emerge.

When people become angry, they cease to be able to hear each other’s concerns. They are likely to disregard all their cooperative-talking skills and instead resort to blame, criticism, and attempts to control.

In the face of irritation or anger, it is essential to have a self-calming ability as part of the conflict resolution process.

It generally is best to begin the self-calming process by stepping back or out of the anger-inducing situation. For this reason, couples need to develop mutual exit/re-entry routines.

In a collaborative marriage, partners respect each other’s ideas; they avoid dismissing or steamrolling over each other’s viewpoints. But what happens when couples have differing opinions regarding a future decision? Both spouses may want the decision to go their way. Fortunately, both can win.

Exercise 1: The Win-Win Waltz

One hallmark of a true partnership is the effectiveness of two people’s shared decision making.

“Effective” means their ability to make decisions that are responsive to the full range of concerns of both partners.

These steps of the win–win waltz can be used in a group to demonstrate how to make decisions about upcoming events (shared decision making) and to change things that are not working (fix-it talk). The only difference is that fix-it talk begins with two initial steps.

• Learn the signs and costs of unilateral decision making in a partnership.
• Learn to make shared decisions.
• Practice division of labor decisions so that they do not keep re-occurring.
• Identify pitfalls to avoid and keys to success.

Cue cards – Write one step each on three separate pieces of paper:

• Express initial positions.
• Explore underlying concerns.
• Create win–win solutions.

Win–Win Waltz Situation Cards Win–Win Waltz Worksheet : distribute one copy to each participant.

Place the three cue cards so that they are visible to all the group members (e.g., facing the group, propped on chairs in front of the group). Spread the cards/chairs out so there is room for two people to stand next to each.

Explain that a waltz has three steps, as does collaborative problem solving, pointing to the step on each cue card as you explain it.

Walk through the following example to be sure that everyone understands the difference between concerns (fears, values, motivations) and positions and solutions (plans of action). The leader plays both Pete and Mary.

Step 1: Express initial positions.

Peter and Mary want to buy a car. Peter says, “ Let ‘s buy a Ford. ” Mary says, “ No. I want a Toyota. “

Step 2: Explore underlying concerns.

Ask the group what Peter’s concerns might be. Peter might say: “ The prices are reasonable, and the dealership is close by, so it will be easy to take care of maintenance and repairs. “

Stress that both sides need to explore their underlying concerns, and ask then for what Mary’s might be. Mary might say: “ I don’t want to have to keep taking the car back to the shop; I want as much room as we can get for passengers for our kids and their friends. “

Step 3: Create a plan of action responsive to both.

Go with the information generated by the group. Peter and Mary might say: “ Let’s get a Consumer’s Report guide to cars so we have full information on repair rates, roominess, and prices. Let’s also find out which dealers have repair facilities near us. “

Hint: Encourage thinking in terms of solution sets that are multi-piece answers.

Now, invite one couple in front of the group to try the “waltz” sequence. Use the situation of a couple deciding where to go for dinner.

Emphasize the difference between concerns and positions (which are action plans or specific solutions).

Make one list of all of their concerns and a list of three possible solutions: one partner’s idea with modifications, the other partner’s idea with modifications, and at least one new solution (possible final solution).

Invite the group to look at the difference between concerns and solutions.

Have a different couple come to the front and traverse the three steps on their own to the dilemma: “ What should we do for vacation this summer? ”

To be sure they follow the three steps, use the Win–Win Waltz Worksheet where they can write out the three steps.

Pass out additional Situation Cards and invite other couples to try the win–win waltz in front of the group.

• Most couples have systems for making decisions together, such as taking turns on who gets their way, whoever feels most strongly about the issue gets their way, or they compromise (they both give up some). How do these three options compare to the win–win waltz?
• What was most satisfying about this style of problem solving?
• What will be the hardest part of actually using the win–win waltz?

Conclusions

With the win–win waltz, virtually any decision becomes easy and mutual. Both big and little choices – where to live and what to eat for lunch – become simple and shared. The more skilled a couple becomes, the faster the decision making and the more satisfied you both feel with the resulting plan of action.

Exercise 2: Win–Win Worksheet

Applying the win–win waltz successfully, even under challenging dilemmas, requires practice. It often helps to write out your process on particularly tough decisions.

Use the Win–Win Waltz Worksheet as a guide for working through the process of making collaborative decisions.

Two copies of the Win–Win Waltz Worksheet for each participant.

Couples facing each other, with some space between each couple, so that each couple will be able to work semi-privately.

• Hand out two worksheets to each participant. Explain that one is to use now, and the second is for them to take home.
• Ask participants to look at the worksheet. What do they notice about the boxes on the page?
• They start with two different boxes, then merge into one list of concerns for everyone. In other words, each individual’s interests become the concern of the partnership.
• There are four different suggestions for ways to generate solution sets. Generating multiple solution sets helps in two ways. First, it fosters creative thinking. Second, evaluating between solution set options often gives rise to identifying additional underlying concerns.
• Have each couple work together to complete the worksheet. Suggest they pick from one of the following topics:
• Saving for retirement
• If you should join a new sports club (or some other organization)

How did the worksheet help to structure your decision-making process?

Using the worksheet can help keep track of the details, emphasizing that all underlying concerns are important.

Exercise 3: Traps and Tips

People sometimes say, “ I tried the win–win waltz, and it didn’t work. ” Usually, that means they fell into one of several common traps.

By contrast, if they said, “ The win–win waltz works great! ” odds are they utilized certain techniques that facilitate success.

One copy of the Traps to Avoid and Tips for Success Worksheet One copy of the Win–Win Waltz Situation Cards

1. Recognize at least three potential traps (listed in Procedure, below).

2. Recognize three techniques for success (below).

Briefly explain each Trap to Avoid and Tip for Success.

• Frozen thinking (saying the same thing over and over, and not taking in new information) versus absorbing information from each other
• Attachment to a position and pushing for that solution, evident in attempts to debate, persuade, and convince
• Criticizing the other’s concerns instead of trying to understand them

Tips for success:

• Be an example to each other and listen to learn!
• Create one list for concerns, a shared data pool, so both partners’ concerns become of equal import.
• Emphasize the elephant: Tell the story about the blind men and the elephant. Each blind man felt one part of the animal. The one who touched its side described the elephant as something like a wall. The one who felt the tail described the animal as like a hose. The trunk felt like a tree branch, the leg like a tree trunk. Putting all of their perspectives together was essential for them to be able to appreciate the whole elephant. Similarly, emphasize that both partners have legitimate views; each of them tunes into different aspects of a dilemma.
• Ask the last question—” Is there any piece of this that still feels unfinished? “
• Think out of the box and be creative when exploring possible solution sets.
• Exit now; talk later. When you get too stuck, drop the dialogue and resume later, when everyone is calmer.

Now, pick one situation from the Situation Cards . Ask for one volunteer (A) to try to be a reasonable spouse. In a way that the rest of the group can’t see, point to one of the trap for another participant (B). This participant will use this style of thinking. The group’s role is to be on the alert for recognizing each trap B demonstrates.

As soon as the group identifies a trap, B needs to let go of it and return to productive mode. A’s role is to try to be so effective that A and B reach a consensus despite the traps.

Debrief by noting what A did that was effective even if B was persisting in a trap.

Ask for two new participants to be A and B. Repeat using a different trap.

Ask participants to help you come up with a potentially tricky decision a couple might have to make. Have two participants come to the front and discuss this question with the tips in front of them. Have the rest of the group pay attention to what tips they used and the impact of them.

What would you like to be able to do if you find yourself or your partner in a trap?

With enough skills, couples can avoid slipping into an adversarial stance. If not, take a break from the discussion, and try another time. Using the tips will often make it easier to come to a consensus on complicated dilemmas.

Exercise 4: Costs of Unilateral Rather Than Shared Decision Making

Depression and anger both indicate flaws in shared decision making. Notice the connection in the following story.

• Understand the relationship between unilateral decision making, anger, and depression.
• Experience the concept “ Depression is a disorder of power. “

Tell the following story:

Once upon a time, in a kingdom not far away, a lovely lady named Linda married a handsome man named Len. Linda and Len lived in Louiston, where Linda grew up and was a town she loved.

One day Len said to Linda, “ I don’t seem to be able to find employment here that is as good as what I could get if we were to move. ”

Linda felt crushed. “ I love Louiston. I love my job here, my family, my friends. I don’t want to move, as much as I do understand that the job market is better in other areas. ”

Len answered, “ Linda, I’m sorry that you’re so against the idea. But I have already taken a job several states away. We need to move if we’re ever going to get ahead in life. That’s that. The decision has been made. ”

Continue reading the following instructions to the group, pausing after each, but saving the answers until the visualization has been completed:

• Close your eyes and picture yourself as Linda.
• Notice what emotions you are experiencing. Notice who seems more prominent, more powerful – yourself or your partner – as you put yourself into the role of the two partners.
• What did you experience?
• Now have two participants role-play this scenario using their best win–win waltz skills. What is different?

Discussion and conclusions

What have you learned about the relationship between anger, depression, and unilateral (one-sided) decision making? The powerless person experiences either anger or depression. The more critical the decision, the more potent the anger/depression.

17 Exercises To Develop Positive Communication

17 Positive Communication Exercises [PDF] to develop help others develop communication skills for successful social interactions and positive, fulfilling relationships.

Created by Experts. 100% Science-based.

Our toolkit contains invaluable tools for practitioners, coaches, and other professionals. In fact, the Positive Psychology Toolkit© contains over 400 tools, many of which are highly applicable to conflict resolution.

Below we will briefly mention some of these tools that are designed to assist with conflict resolution.

1. Giving Negative Feedback Positively

In any relationship, there are the inevitable ‘hard topics’ to breach, and by avoiding these topics, more harm is done to the relationship. To approach these discussions in a healthy way, our Giving Negative Feedback Positively worksheet guides you through eight constructive steps for a positive conversation and successful relationships.

2. How to Apologize

This exercise also focuses on positive communication in relationships , guides clients in how to apologize effectively to build trust and prevent further conflict.

3. Hot buttons

When Hot Buttons Are Pushed is a coping exercise to help clients become aware of their ‘hot buttons’ that cause unhelpful and impulsive actions. This exercise will help them respond more effectively once they know what their hot buttons are.

4. Difficult people

Looking at Difficult People from a Strength Perspective  is an exercise to guide a client’s thinking about a ‘difficult’ person. Once the client can see the strengths of that person and focus on positive aspects, they’ll be less affected by less desirable aspects.

5. Improving Expression and Understanding

This couples therapy exercise is geared toward Improving Expression and Understanding and is a formatted guide with prompts to encourage positive communication.

6. 17 Positive Communication Exercises

If you’re looking for more science-based ways to help others communicate better, this collection contains 17 validated positive communication tools for practitioners. Use them to help others improve their communication skills and form deeper and more positive relationships.

Conflict leads to emotional distress, turmoil, depression, unhappy relationships, and separation.

But it does not have to be that way.

Being able to manage conflict constructively can instead create opportunities to reach many mutually beneficial decisions. The conflict resolution process can bring you and your partner closer together; allow you to learn from each other; and get to know, understand, love, and respect each other even better.

As long as there are differences of opinion, there will always be conflict. But knowing how to manage it productively and turn it into a win–win situation is the key to a healthy relationship , friendship, and family.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Communication Exercises (PDF) for free .

• Christensen, A., & Heavey, C. L. (1999). Interventions for couples.  Annual Review of Psychology ,  50 (1), 165-190.
• Cummings, E. M., Koss, K. J., & Davies, P. T. (2015). Prospective relations between family conflict and adolescent maladjustment: Security in the family system as a mediating process.  Journal of Abnormal Child Psychology ,  43 (3), 503-515.
• Fisher, R., & Ury, W. L. (1991). Getting to yes. Penguin Books.
• Heitler, S., & Hirsch, A. H. (2003). The power of two workbook: Communication skills for a strong & loving marriage. New Harbinger.
• Johansen, M. L. (2012). Keeping the peace: Conflict management strategies for nurse managers.  Nursing Management ,  43 (2), 50-54.
• Kellermann, P. F. (1996). Interpersonal conflict management in group psychotherapy: An integrative perspective.  Group Analysis ,  29 (2), 257-275.
• Korabik, K., Baril, G. L., & Watson, C. (1993). Managers’ conflict management style and leadership effectiveness: The moderating effects of gender.  Sex Roles ,  29 (5-6), 405-420.

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Heitler, S. (2020). Conflict resolution checklist [Worksheet]. PositivePsychology.com . Retrieved from: https://positivepsychology.com/wp-content/uploads/Conflict-Resolution-Checklist.pdf

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A Step-by-Step Guide to Writing a Conflict Resolution Case Study

Author : Benny Carter

If you're working on a conflict resolution case study, then you should know that it can be difficult to present all the information in chronological order. There is also a lot of detail that must be included. With this step-by-step guide, you will be able to follow along with each stage of adding important information as well as learn how to write an effective case study summary.

Writing a case study summary is an important part of your business. It should be written with the same attention to detail as any other piece of writing that you do. To write a good conflict resolution case study, you will need to consider all the different aspects involved in the situation. You may also need to understand the background of the case as well as the facts. This will help you to write a case study summary that is accurate and thorough. Once you have all your information together, it's time to start writing your conflict resolution case study summary.

What Should You Focus on When Drafting Your Case Study on Conflict Resolution?

The techniques you will use in this post will take you a matter of minutes to put together and create, bringing you much more value than a lot of other resources online. The Conflict Resolution Case Study is one of the most important essays. If you want to beat your competitors, you have to understand how the business should be run, what the main issues that arise along the way are, and how to solve them.

In a conflict resolution case study, one of the main things you need to focus on is how the conflict was resolved. You also need to make sure that you include all the details about how it happened and what steps were taken by both parties involved for them to come up with a solution that worked out well for both sides.

Another thing that you need to focus on is how the conflict was handled in the first place. Did both parties agree on a solution right away? Did they have to compromise and make sacrifices for them to come up with a solution? What were some of the problems that arose during the process of conflict resolution?

What are the Important Components of a Conflict Resolution Case Study?

Conflict resolution case studies can be a great tool to help people learn more about conflict resolution. However, writing a good one is not easy. It takes a lot of effort and expertise. To write a conflict resolution case study, you should consider the components of a conflict resolution case study. Below are five components that make up an effective conflict resolution case study.

Conflict resolution case studies are an essential part of any business's training and development program. They provide managers with insight into how they can improve their skills when dealing with employee conflict.

• To write a conflict resolution case study, first, you'll need to identify the problem. In a real-life situation: What was the conflict between your manager and employee? What was the reason for the conflict? What could've been done differently? How did your manager deal with this situation? You should also provide a brief overview of what happened and how it affected both parties involved.
• Next, you'll need to break down the problem into its parts. What was the cause of the conflict? What was their effect on both parties? How did this impact other parts of your organization? You'll need to write a brief background of the situation, including the cause and effect of the conflict. Next, you'll need to explain how this case study applies to other situations. What can your readers take away from this example? How can they improve their skills when dealing with similar conflicts in their workplaces?
• Finally, you should summarize your findings in a short paragraph or two. This summary must be as succinct as possible so that it doesn't take up too much room or time on paper. It's also important that your summary is written in the first person and reflects the voice of a professional. This will help you sound more credible when presenting your case study to others.

Just Follow These Simple Steps

• Identify the conflict: Conflict is the state of disagreement or incompatibility between two parties. In a case study, you will have to identify the conflict first before developing your solution. It is important that you write a conflict resolution case study that identifies a real-life problem. You should also try to be as specific as possible when identifying the problem so that it's easier for anyone else reading your case study to understand the issue at hand.
• Identify the problem: Once you have identified the conflict, it's time to identify the problem. The problem is the cause of your conflict and can be anything from poor communication to a lack of trust in each other. In a business case study, identifying the problem is important because it helps you understand what caused this particular conflict and how to fix it so that it doesn't happen again.
• Identify the parties involved in the conflict: Once you have identified the problem, it's time to identify the parties involved. The parties in a conflict are those who are causing it or attempting to resolve it. In business case studies, this can be your customers or suppliers, and sometimes even employees within your own company.
• Describe the current situation: Once you have identified the parties involved in the conflict, it's time to describe the current situation. This includes describing why there is a problem, who else is involved, and how they are affected by it. This is the most important part of a case study because it gives you an idea of what to do next. You need to be able to identify the problems and how they can be resolved.
• Describe what needs to happen for the conflict to be resolved: Once you have described the current situation and what needs to happen to resolve it, you should list possible solutions. This can be done by listing specific actions that can be taken by different parties involved in the conflict. You should now have a clear idea of what needs to happen for the conflict to be resolved, and how you can help ensure that happens.
• Establish your goals for this conflict resolution case study: Before you begin writing the case study, you should establish your goals. This will help ensure that your final product is effective. Possible goals include:
• To increase understanding of the conflict resolution process.
• To provide an example of how to resolve a conflict in a specific situation.
• To provide an example of how conflict resolution can be applied in real situations.
• To illustrate the importance of listening to both sides of a conflict.

Are You Stuck with Your Conflict Resolution Case Study?

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Conflict Management Case Studies Samples For Students

33 samples of this type

During studying in college, you will inevitably need to write a bunch of Case Studies on Conflict Management. Lucky you if linking words together and transforming them into meaningful text comes easy to you; if it's not the case, you can save the day by finding a previously written Conflict Management Case Study example and using it as a model to follow.

This is when you will certainly find WowEssays' free samples catalog extremely helpful as it embodies numerous professionally written works on most various Conflict Management Case Studies topics. Ideally, you should be able to find a piece that meets your requirements and use it as a template to develop your own Case Study. Alternatively, our competent essay writers can deliver you an original Conflict Management Case Study model written from scratch according to your custom instructions.

Conflict Management Strategy In Negotiation With Russian Firms Case Study Samples

Introduction, aggressive/defensive styles case studies example, hayward healthcare systems, inc.: case study analysis case study sample, what seems to be the cause of the conflict.

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Exemplar Case Study On Conflict Resolution To Write After

Benefits and compensations case study.

1. a) Describe the socialization process that Turner experienced at MLI

Free Relationship Of The Conflict Experience And The Course Text Case Study Example

Personal case study.

Communication Personal Case Study

Interpersonal Conflict

Closing case: strategy implementation at dell computer case study samples.

- Use electronic and non-electronic sources to find out how Dell utilized its different kinds of organizational structures over time in capturing the following performance area: - Motivation / Goal Setting Process - Decision making/ Problem solving process - Conflict Resolution - Team building/ team process

Designation Dell utilized its different kinds of organizational structures over time in capturing motivation and goal setting process, decision making, conflict resolution and team building in the following manner.

Motivation / Goal Setting Process

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(Student’s Full Name) Implementing Solutions to Deal With Negative Comments from Customers in the Commercial Food Service Industry

Example Of Kenneth Ravenel V. Frederick L. Burnett Case Study

Free case study on organizational behavior, part 1: group dynamics3section 1: working in groups and team.3.

Section 2: Conflict and negotiation.5 Section 3: Management and leadership.6 Part 2: The organization system.7Section 1: Organization structure7 Part 2: The organization system.9Section 1: Organization structure..9

Section 3: HR policies & practices11

Conclusion...12

References13

Good case study on system thinking: strategic planning, interviewing and resume revisions case study examples, q: how would you describe your ideal job.

A: My ideal job is becoming a nurse so that I can help treat soldiers. I reckon that this is my way of acknowledging their sacrifice, hard work and dedication to duty so that we can enjoy freedom and peace.

Q: Why did you choose this career?

Cross-cultural management case study example, performance appraisal case study examples, lola’s performance evaluation, case study on  delivering bad news tactfully and effectively, delivering bad news tactfully and effectively, case study on and batch.

Undertaking (does not require signature): By Submitting this assessment, the student hereby declares that the attached assignment is his/her own work and s/he has not knowingly or unknowingly plagiarized or colluded with another student. The student understands that any form of cheating on the assessment is not acceptable by the Centre for Executive Education and could lead to failure in the assessment in the first instance.

Core issues of IMP

The following are the major questions that must be asked of the IMP Company with regard to issues facing the organization.

What were the language policy and the nature of employee relations in the company? Did they respect one another?

Self-analysis paper case study examples.

Analysis Section

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Conflict Management Case Study: Assignment

Added on   2019-09-16

   Added on  2019-09-16

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