This is a Conflict Resolution class. Please make the answer descrptive and lenghty

CASE: "READING" OTHERS OBJECTIVE To practice "reading" another's verbal, nonverbal, and para-verbal messages. PROBLEM After his lecture on the three channels of communication during his Managing Conflict in Work and Life class, Professor Timothy Justice proposes a real-life demonstration of the verbal, nonverbal, and para-verbal mes. sages people send and a "test" of the students' ability to "read" other people. He asks for a volunteer who would be willing to share aspects of his or her life and work. Joe volunteers. Before beginning the demonstration, Professor Justice asks Joe to briefly describe the matters he will be discussing and the feelings associated with them. Joe describes five matters: 1. He feels angry with an employee, Tina, for accusing him of treating her unfairly and for not performing up to the expectations of her job. 2. He feels badly about yelling at Tina concerning these matters. PART II: Interpersonal Communication Skills For Resolving Conflict 84 3. He feels stressed about the angry customers he must deal with at times. For example, a customer yelled at him for refusing to replace an old lawn mower with a brand new one, even though the mower had been abused and the warranty had expired. 4. He is excited that his wife will soon give birth to their second child. 6. Though stressed by his job, he likes the growth potential it provides. Professor Justice proposes that Joe talk freely about these matters. As he does so, Professor Justice will ask appropriate questions to help Joe clarify and expand on them and his feelings. He further asks the class to focus on the verbal, nonverbal, and para verbal messages that loe sends. PROCEDURE or ask another student to take on that role. Ask for a volunteer to assume the role of Joe. The instructor should either assume the role of Professor Justice The selected student discusses his or her work and life as Joe based on the issues identified and his or her understanding of Joe's role profile. The student should feel free to expound on the matters identified and interject his or her own personality into the character to the extent he or she feels comfortable. If a female student is selected, she should feel free to modify the factual situation to adapt the role to a female perspective. The student should be seated and should speak, use body movements, and engage in other natural communi- cation patterns, as appropriate. The instructor or selected second volunteer should ask appropriate clarifying questions as needed to encourage the student to "open up." Divide the remainder of the class into three groups. Ask the first group to observe Joe's verbal communi- cation, the second group nonverbal communication, and the third para-verbal communication. Students should take notes of particular messages, communication patterns, and other aspects they consider to be significant. Joe and the instructor should spend no more than fifteen minutes in discussion. Alternative procedure: Rather than have a student assume the role of Joe, ask if anyone would be comfortable talking about his or her own work and life. If so, engage in the same process of inquiry and observation as outlined previously, Case Questions In class, discuss the specific messages that Joe sent through the three communication channels. 1. What were the verbal, nonverbal, and para-verbal messages? 2. Were nonverbal and para-verbal messages consistent or divergent from the verbal messages sent? 3. Did the groups "read" Joe correctly, or were the messages received different from the messages Joe intended to send? 4. What do these observations tell you about the challenges and complexities of communication or about the challenges you might encounter when addressing a conflict