Communication Strategies For Managing Conflict 2nd Edition Mary Lou Higgerson - Solutions

What information, if any, would you share with the five tenured full professors in the department? How might they be helpful to you in safeguarding the department’s reputation and your leadership credibility?
What documentation would you pull together to answer the provost’s concern about Dr. Yang receiving sufficient notice of what she needed to do to meet the criteria for promotion to full professor? Would you request a meeting to review the matter with the provost or wait until contacted again by
What information would you gather in preparing for the possibility of a grievance hearing? Would you plan to call witnesses, and, if so, who would you call to testify?
Should Dr. Yang decide to grieve the decision, do portions of the letter offer ammunition for a grievance? If so, please identify the troubling statements, and indicate how each may license Dr. Yang to grieve the negative recommendation.
Anticipate Dr. Yang’s reaction to the letter. Will it likely help Dr. Yang’s understanding of the department’s negative recommendation? If not, underline the statements in the letter that might be rewritten to promote better understanding of the department’s negative recommendation.
Did the chair provide sufficient documentation to justify the department’s negative recommendation? If not, what would you add to the letter?
Your next task is to draft a letter that details the department’s recommendation against promotion. Keep in mind that although your letter will be addressed to the university tenure and promotion review board, it will eventually reach the provost, and policy requires that you send a copy to Dr.
Would you attempt to talk further with Dr. Yang? If so, how would you approach her, and precisely what would you say? What would you hope to accomplish?
In what ways would your approach to the meeting with Dr. Yang be different from the approach used by Jeremy Wilson in Case 6.2?Would your approach have netted a better outcome with a quickly defensive Dr. Yang? Why?
The previous question is difficult to answer without knowing more about Dr. Yang’s personality and the existing rapport between Dr. Yang and the department chair. What factors would you consider to determine the advisability of sharing information about the previous promotion application with Dr.
Would you share anything about the discussion surrounding Dr. Yang’s application for tenure and promotion to associate professor with Dr. Yang at this point in time? If so, specifically what information would you share? When and how would you present this information during the meeting?
Assume you decide to meet with Dr. Yang and schedule a meeting to discuss her promotion application. How would you frame and present the news that all of the tenured full professors of the department are unanimous in believing that her application for promotion to full professor is premature?
How would you deliver the news? Would you communicate in writing? If so, would you send a letter or opt for a less formal communication channel such as email? If you decide to talk with Dr. Yang, would you schedule a meeting or wait for a chance meeting to discuss the issue. If you opt for a
What will it take for the director to rebuild leadership credibility with the dean?
Has the new director lost leadership credibility with the dean?
What, if anything, can the director do to build leadership credibility with the faculty?
What might the director do now to ease the conflict with the faculty?
Is the new director’s conflict with the faculty inevitable? If not, how might she avoid creating the described faculty conflict?
When and how did the new director get sideways with the business faculty? Identify the specific instances when she acted in a way that contributed to the conflict with the faculty.
What might you do to safeguard your leadership credibility with the college dean in moving forward? For example, he may perceive a plan to address faculty perceptions of chair leadership as a justification to halt efforts to secure curriculum revision.
Would you seek the college dean’s reaction to your plan for addressing faculty perceptions of department chair leadership? Why or why not?
Charley and others might interpret a discussion of the characteristics of effective department chair leadership as an indictment of Charley’s leadership. What might you do to minimize a defensive reaction from Charley and other faculty members? For example, would you spend time educating the
Would you interrupt work on curriculum revision to address faculty perceptions and expectations for department chair leadership? If yes, think through how you would address faculty perceptions and expectations for chair leadership. Would you, for example, discuss the issue directly or indirectly?
Would you advise David to accept the position? Why or why not?
Do the phone conversations help inform how David should proceed with each constituency should he accept the position? If yes, how?If no, how might David have approached the phone conversations to obtain more insight for how to work with each constituency?
What does David learn from the phone conversation with the faculty about the support he would have from the faculty for reviewing and revising the curriculum?
What does David learn from the phone conversation about the support he would have from the college dean?
What, if any, additional issues would you raise in these phone conversations that David does not mention? For example, would share more of the college dean’s perspective when talking with the faculty? In talking with the college dean, would you discuss all three of the concerns raised by the dean
Review David’s phone conversation with the three faculty members, and note where are you would use different language. For example, does David risk losing faculty support when he asks if they would be willing to conduct their own review of the curriculum to identify strengths and areas for
Review David’s phone conversation with the college dean, and note where you would use a different approach or language. For example, in talking with the dean, David challenges his thinking when he points out that there is a big difference between requesting curriculum revision and eliminating the
What else might David do to assess the likelihood draft he can be successful in the new position?
How might you assess the willingness of the college dean and the political science faculty to consider perspectives that differ from their own?
What might you do before reaching a decision about the job offer to get a better understanding of the political science faculty members’perspective of the college dean and the dean’s change agenda for the department?
What might you do before reaching a decision about the job offer to get a better understanding of the college dean’s perspective of the political science department and the dean’s change agenda for the new department chair?
Would you accept the position? Why or why not?
Make a two-column list of the pros and cons—including those not listed in the case—you would consider in making this decision. Then prioritize the items in each column. Do all the pros and cons have equal weight? Why or why not?
Would you discount the emotional aspect in making this professional decision? If yes, how would you go about detaching from the emotional component of David’s decision? When, if ever, should emotion influence decision making?
Are there others you would inform about the creation of the task force? For example, would it be helpful to brief the faculty senate on the augmented procedure being used to assess the feasibility and desirability of a possible new program before expending faculty time and other scarce resources to
Would you inform the department faculty of the creation of the task force? If yes, how would you communicate this to the department faculty? Would you send an email from the dean, the department chair, or both? Would you call a department faculty meeting?
Would you seek permission from the central administration before creating the task force? Why or why not? If not, would you alert the central administration to the creation of the task force? If yes, how would you communicate the creation of the task force to the central administration (e.g.,
Draft the specific charge you would give to task force. Would you, as dean, chair the task force? If not, whom would you appoint to chair the task force? Does it matter that the department faculty and the central administration perceive the task force composition, leadership, and finding credible?
What, if anything, would you change about the dean’s plan to create a task force of professionals? What types of professional expertise would you invite to serve on the task force? For example, would you consider inviting practicing nurses, directors of nursing education, hospital administrators,
Is the dean’s plan to create a task force of health-care professionals likely to serve its intended purpose? Why or why not?
As department chair, would you welcome the dean’s proposed involvement in, and plan for, moving forward? Why or why not?
What would be your goal for the first faculty discussion? Would you consider it sufficient to raise the issue and invite all to give the matter more thought? Or would you hope to take a preliminary vote as to whether the faculty members believe it is a good idea to explore the feasibility of adding
Assume that your preliminary work yields information that makes a strong case for developing a program in nursing. How would you frame the issue for the faculty? Be specific. How would you word this issue on the meeting agenda? Would you have preliminary discussions with any in the department?
Is there other information you would obtain before talking with the department faculty? If yes, delineate the information you would seek and the source for that information.
What, if any, changes would you make to the department chair’s plan? Consider, for example, if you would review relevant policy before talking with the dean. Are there steps you would add or delete from the chair’s plan? Are there other perspectives you would solicit to determine the
Think ahead to your discussion with the faculty, and outline the points that the chair should make. How much would you share about your assessment of the department’s vulnerability to losing faculty positions and programs? What evidence would you present to substantiate your assessment?
Assuming you reach the same decision about moving forward, what department and campus policies would you review to inform how to proceed? For example, campus policy may stipulate criteria for dismissing tenured faculty or program elimination. Existing policy may also stipulate a provision for
Are there data and perspectives that you would gather beyond what the chair examined to inform the decision to move forward? If yes, be specific in listing what information you would use to reach a decision.
What would you do first, second, third, and so on? Be specific is choreographing the steps you would take.
Should you decide to not move forward, what steps would you take to strengthen the department against the possibility of position cuts?Would you involve the faculty? If so, how would you involve faculty? How would you frame the issue for faculty consideration?
Should you decide to move forward, what steps would you take to minimize the risk to your leadership credibility? Would you, for example, discuss the fiscal challenge facing the institution with the faculty and involve them in thinking through the probable and possible consequences of a budget
List the pros and cons of not moving forward with the idea to develop a nursing program. Distinguish between probable and possible risks and benefits. For example, how likely is it that the department would lose faculty positions? What factors and data would you consider in assessing the
List the pros and cons of moving forward with the idea to secure faculty support for the development of a nursing program. Distinguish between probable and possible risks and benefits. For example, is the demand for an accelerated nursing program sufficient to provide fiscal relief if added? What
Is there a way you might champion the proposed reorganization without losing credibility with the faculty? As department chair, you have a credible perspective from which to describe the difficulty of tending to leadership responsibilities as one might manage teaching or other overload assignments.
If you were persuaded that the proposed reorganization would be advantageous to the department faculty, would you attempt to persuade faculty who are opposed to the proposed reorganization to consider the college dean’s proposal? If yes, how would you address their existing concerns about the
Would you offer an assessment of the pros and cons of the proposed reorganization when discussing the issue with the faculty? If yes, what evidence would use to assess the college dean’s proposal?Would you, for example, seek the perception of faculty colleagues in the education, business, and
Would you allow the anticipated faculty resistance to the proposed reorganization temper your presentation of the college dean’s comments? Why or why not?
What might you do to identify and address the other faculty concerns? Would you ask faculty to list their concerns? How would you respond to the fear of having a division director who is not from the discipline? How would you address the faculty who enjoy the power of electing a department chair
How would you demonstrate the hardship resulting from the current organizational structure? It could prove detrimental to document that the 12-month administrative directors are more successful in obtaining resources for their divisions than are the 9-month department chairs. Similarly, it would
What arguments would you make for making the department into a school? Do your arguments take into account the administration’s current perspective and priority for growing enrollment at the institution? Do your arguments take into account current fiscal constraints?
What factors would you examine to determine the feasibility and desirability of reorganizing the department into a school? Would you, for example, need to know the current institutional distinction between department and school status? Would you assess your department’s similarity to other
How would you document the need for additional resources?Would it be sufficient to show the additional staffing needed to offer the proposed program expansions? When institutions experience declining enrollment, it is insufficient to argue the need for additional staffing to staff new courses.
How might you get a preliminary sense of the administration’s receptivity to the proposal? Would you, for example, inquire whether the institution is in a position to invest in new programming that holds promise for increasing the institution’s enrollment?
Assume that the faculty share the director’s reservations about the proposal, and give careful consideration to how you would report this perspective to the administration. Would you, for example, present the reservations as your own, the art faculty’s, or both? How might you object to the
How would you frame the issue when presenting it to the art faculty? For example, would you share that the provost and college deans believe it is a good plan for all involved? Would you share your opinion of the proposal? If yes, would you share your thoughts early or later in the discussion, and
What information would you gather to consider the merits of the proposal? For example, would you request the professional credentials of the two faculty members in visual art and design? Would you talk with the two faculty members in visual art and design? If yes, what would you hope to accomplish
The art faculty members have a high regard for the director’s leadership ability. Place yourself in the role of art school director, and describe how the faculty members’ trust in the director’s leadership would influence your handling of the situation. For example, would you use it as
Do you agree that the director should study the proposal and its implications for the School of Art before discussing it with the faculty? If not, why not?
Assume you secure unanimous support from the math and computer science faculty for the proposed reorganization. Consider what, if any, changes you would make to the proposal before forwarding it to the central administration. What concerns, if any, would the central administration have that may not
If you would begin by preparing a proposal for faculty review, delineate the content you would include in the proposal. Would you, for example, limit the proposal to anticipated benefits of the proposed reorganization or would you include comparative data for each program on enrollment, faculty
Currently, math and computer science faculty meet together as one department. Would you raise the issue at the department meeting or talk separately with math and computer science faculty? What factors would help you decide on a particular approach? For example, would the level of collegiality
Would you first raise the issue informally or draft a full proposal for faculty review? If you decide to raise the issue informally, how and when would you raise the issue? Be specific in saying how you would frame the issue. For example, would you begin by describing the benefits of having
Believing that the proposal will not be approved, would you work to persuade the faculty that the proposed minor is not a good idea?Or would you forward the proposed minor and wait to receive the anticipated negative feedback from the central administration?How would you protect your leadership
How would you help the faculty understand the larger context that will govern how the proposal is viewed beyond the department without appearing to dismiss or devalue the faculty proposal?
How would you broach the subject of fiscal constraint with the faculty? Would you talk first with only those faculty members who developed the proposal for a new minor? Or would you invite the entire department to discuss the proposed minor?
Consider whether the department chair’s goal for the meeting is appropriate. Would you have the same goal? If not, what would your goal be? Please script how you envision achieving your goal.
Review the department chair’s management of the meeting, and edit her remarks where your approach would differ from the one used in Case 2.3.
Is there other preparation you would do before the meeting? If so, what would you do and why? What, if any, preparation done by the department chair do you consider unnecessary and why?
Review the dialogue in Case 2.2, and substitute your own words for the department chair’s remarks. How would you were approach alter the outcome?
In Case 2.2, we learn that department chair Pat O’Malley is a woman. Based on the information and dialogue presented in Cases 2.1 and 2.2, do you believe the department chair’s gender influences the situation described? If yes, how?
What, if anything, would you do prior to the meeting to have the faculty more receptive to part B of the central administration’s request? Would you preview the issue with individual faculty members? If yes, how would you broach the issue with faculty members?How might you uncovered faculty
Would you be content with the summary document prepared by the department chair? If not, what would you add to the document? Would it be important to you that the faculty assume a more active role in drafting the department’s reply to part A of the central administration’s request? If yes, how
Review the meeting discussion and determine when you would have responded differently from the chair in the scenario. Be specific in scripting what you say and why. Based on comments made by faculty during the meeting, anticipate how Mike, Suzanne, June, and Marvin might respond to your comments.
How would you present the central administration’s request? How might you engage the faculty in considering the substance of the issue before it is presented as a request or mandate from the central administration?
What would be your goal for the meeting? How would you structure the meeting to achieve your goal?
Is there anything you would have done before the meeting to prepare for the discussion? For example, would you learn how other departments in the humanities plan to approach the request? Would you share your conversation with students who have left the program to pursue other majors that they
What, if anything, would you do in advance of the meeting to minimize the negative faculty reaction to the central administration’s request? Would you have done anything prior to the meeting to help manage the anticipated reaction from a few of the more senior faculty members, and, if so, what
Take a moment to anticipate how this particular student might react to each of your comments, and consider how you would manage the student’s response.
What, if any, support would you offer for your comments? For example, would you provide salary data or give the student an article to read that espouses the benefits of a baccalaureate degree in computer science?
How would you script the chair’s remarks from this point forward?Be specific in deciding what language you would use and how you would frame the points you would make.
At what point in the conversation would you change what the chair says to the student?
Would you advise the department chair in this case scenario to develop a departmental policy about how and when faculty members should converse with parents? If yes, what provisions would you recommend? What provisions would you make for faculty development that would prepare them to meet the new
What, if any, information would you share with Ms. Stevens to debrief her on the meeting with Patrick and his parents? Would you share a copy of the file presented in Case 1.3 with Ms. Stevens?Could you convert this experience into a professional development exercise for the department faculty
What, if anything, would you do as department chair to improve the chances that the institution retains Patrick Bukowski? If this scenario played out on your campus, whom else might you involve to enhance the likelihood that Patrick remains enrolled at the institution and advances successfully to
How would Ms. Stevens’s refusal to meet with Patrick’s parents alter your plan for structuring and conducting the meeting with Patrick and his parents? For example, how would you explain Ms. Stevens’s absence to Patrick and his parents? Please be specific.
How would the conversation with Ms. Stevens alter your preparation for the meeting with Patrick and his parents? Would you, for example, request a copy of Ms. Stevens’s email notes to Patrick?What other information would you ask her to supply? Would you, for example, want a copy of the course
Would you accept Ms. Stevens’s refusal to meet with Patrick and his parents? If not, please describe how you would persuade Ms.Stevens to participate in the upcoming meeting with Patrick and his parents if doing so is not stipulated in her employment contract.

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Communication Strategies For Managing Conflict 2nd Edition Mary Lou Higgerson - Solutions

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