Training Module Template Created by: Dr.

Amphie Vedua-Dinagsao

1. Training Program Title 2. Overall Description of the Training

Bridges Not Walls: Managing conflict by turning walls into bridges A Workshop on Conflict Resolving Skills The training is a whole day activity that will be conducted on the 19th of September, 2010, with Xavier Universitys School of Education First Year students as audience. Registration will start at exactly 8:00am, provided that preregistration forms are already filled up by the participants two weeks before the training (a week after the room-to-room campaign). The training will focus on the topic of conflict which the participants have more or less experienced in their daily lives and will be encountering when they become teachers in the near future. The facilitators will give inputs on conflicts as experienced in interpersonal relationships, its definition and nature. Personal conflict styles will also be tackled to find out what the participants styles are and how they face or address conflicts in their lives. They will be taught of the clear message format, that is, assertion without aggression. Furthermore, methods of conflict resolution will be introduced to them, giving emphasis on the win-win communication skills. Hence, the training will consist of individual, dual and group activities to further improve the skills of the participants in conflict resolution, with a short skit and reporting as their final output at the end of the training.

3. Rationale

Conflict is a fact of life in every relationship. One of the venues where it is most challenging and most important to turn communication walls into bridges is in conflict. Although it is natural and a normal part of every work, family, roommate and dating relationship, few people enjoy it, and even fewer believe that they manage conflict well. Conflict is the interaction of interdependent people who perceive incompatible goals and interference from each other in achieving those goals (Hocker and Wilmot 1985). It arises in almost all social settings. Most people learn at a very young age that conflicts arise in families, playgrounds, classrooms, scout troops and cheerleading teams. Even as relationships become more complex and people become more involved in diverse and public settings, conflicts remain to be constant and existing just like those experienced in childhood. In turn, adults also encounter conflict in casual work relationships and emotionally intense, intimate relationships as well as in close friendships or in political rivalries. It is likewise encountered in decision-making groups, organizational bodies, government and non-government agencies, thus making it diverse. Given the vastness in which conflicts are typically encountered, what often is of most concern is how much is at stake in any conflict and how it is handled, managed and resolved. To work through conflicts is not to minimize its disadvantages, or to emphasize much on its positive functions, but to accept both, understand how they move in

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

destructive or productive directions, and how they should be properly addressed. In this workshop, conflict will be explored and discussed together with the participants within their context. It cannot be argued that conflicts arise in a classroom or an office setting. This may come in the form of teacher vs. student, teacher vs. superior, teacher vs. co-teacher, teacher vs. parent or teacher vs. his/her personal life with partner, family and friends. Hence, it is imperative that management of these conflicts be introduced to the participants in order for them to use conflict in a constructive way. In addition, they will also learn how to resolve conflicts by formulating win-win solutions, where both parties in a conflict end up getting what they want without compromising each others worth and capabilities. This workshop will try to bring out the creativity of the participants by introducing exercises (individuals, dyads and groups) where they will discover their individual styles of conflict, try to interpret their behaviors in conflicts, name feelings that conflicts cause, understand their conflict rituals and choose the most appropriate method of addressing conflicts. As for their final output, the participants will be asked to identify perceived conflicts that may arise in their profession as teachers, they will then make a short skit on how they will manage these conflicts using the skills learned in the duration of the workshop and finally, they will report their skit or roleplay for evaluation. 4. Learning Outcomes/ Objectives At the end of this workshop, the participants will be able to develop their win-win solution skills. Specifically, they should be able to: 1. Identify subjects that are likely to trigger conflicts with other people in their profession (teacher vs. students, teacher vs. co-teacher, teacher vs. superior or teacher vs. personal life); 2. Make a short skit presenting a win-win solution over the identified conflicts (see no. 1); and 3. Conduct a reporting on the steps used to arrive at their win-win solution.

5. Expected Output

The participants will be able to produce the following on specific topics: Lecture 1: Conflict Defined o Self-evaluation essay identifying personal conflict styles (Individual) Lecture 2: Personal Conflict Styles o Short Skit on the different conflict styles (Dyad) Lecture 3: Using the Clear Message Format o Sentence Construction in using the clear message format Lecture 3: Methods of Conflict Resolution o Awareness on the different methods of Conflict Resolution Lecture 4: Win-Win Communication Skills o Major Output: Short skit using win-win communication skills (group) Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

o 6. Length of Training 7. Training Time 8. Target Learners

Major Output: Reporting on the steps used in short skit presentation (group)

One (1) day September 19, 2010 (Sunday), 8:30 AM - 12:00 NN and 1:00 PM - 4:00 PM The participants will be First Year students of the School of Education, Xavier University. Twenty-four (24) is the ideal number of participants for the training. Those who have experienced conflict in their lives, as students, members of a family, groups and other organizations, and will continue to be confronting conflicts later on in their lives are invited to join this training.

9. Participant Requirements 10. Instruction al Material and Aids Needed

There is no prerequisite skill that the participant should have possessed before the start of the training. As long as they have been able to experience conflict in their lives or have heard of it, at the least. Below are the materials and equipment necessary for the implementation of the training: Classroom availability Laptop computer Digital Light Processing Projector (DLP) Electric fans Tables for registration, snacks and certificates Cartolinas Brown Envelopes Manila Papers Pentel Pens Pencils Ballpens Crayons Bond papers The following are the major topics to be addressed in the training with their length of time per session, description and the learning methods to be used: 1. Managing Conflict by Turning Walls into Bridges (20 minutes) - In this topic, conflict will be defined, as well as its nature and beneficence will be tackled. Learning Methods: Verbal-Linguistic and Interpersonal (discussions visual-aid materials) Intrapersonal (essay-writing and self-evaluation) with

11. Content Outline

2. Personal Conflict Styles (20 minutes) - In this topic, the different conflict styles will be discussed so that the participants the kind of styles they have when they are in conflict with other people. Learning Methods: Verbal-Linguistic and Interpersonal (discussions visual-aid materials) Interpersonal (dyad activity on conflict styles) with

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

3. Assertion without Aggression: The Clear Message Format (20 minutes) - In this topic, the clear message format will be introduced to the participants to give them a view on how to deal with conflicts and how to approach people they are in conflict with. Learning Methods: Verbal-Linguistic and Interpersonal (discussions with visual-aid materials) Interpersonal (game on sentence construction, by group) 4. Methods of Conflict Resolution (20 minutes) - In this topic, four conflict resolution methods will be presented to the participants. Learning Methods: Verbal-Linguistic and visual-aid materials) 5. Interpersonal (discussions with

Win-Win Communication Skills (30 minutes) - Zeroing on the win-win communication as the best method for conflict resolution, skills will be taught to the participants so as to arrive to a win-win situation. Learning Methods: Verbal-Linguistic and Interpersonal (discussions visual-aid materials) Bodily-Kinesthetic (role-playing and short skit) Interpersonal (sharing and reporting) with

12. Trainer Notes

Questions that the participants might ask: 1. What is there to know about conflict and why are we here? Do we really need this? 2. What conflict is this training talking about? 3. What skills will we be able to develop in this training? Detailed answers and explanation: 1. Although conflict is a normal part of our life, providing numerous opportunities for growth through improved understanding and insight, there is a tendency to view conflict as a negative experience caused by abnormally difficult circumstances. Disputants tend to perceive limited options and finite resources available in seeking solutions, rather than multiple possibilities that may exist 'outside the box' in which we are problem-solving. You are here to know what kind of possibilities lay behind conflicts and learn how to properly address them to arrive in a win-win solution. You need this because, as future teachers, conflicts against your students, your co-teachers, your superiors or your personal/family life. 2. The kind of conflict that this training is talking about is the kind of conflict that arises in interpersonal relationships, between two or more people. 3. At the end of this training, the skill that you will more or less develop is the win-win communication skill wherein both parties in conflict will get what they want.

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

Below are the detailed content of the training: 1. Managing Conflict by Turning Walls into Bridges i. Conflict Defined ii. Conflict is Natural iii. Conflict Can Be Beneficial 2. i. ii. iii. iv. v. Personal Conflict Styles Nonassertive Behavior Direct Aggression Passive Aggression Indirect Communication Assertion

Which Style is the Best? 3. Assertion Without Aggression: The Clear Message Format i. Behavior ii. Interpretation iii. Feeling iv. Consequence v. Intention 4. Methods of Conflict Resolution a. Win-Lose b. Lose-Lose c. Compromise d. Win-win 5. a. STEP b. STEP c. STEP d. STEP e. STEP f. STEP Win-Win Communication Skills 1 Identify Your Problem and Unmet Needs 2 Make a Date 3 Describe Your Problem and Needs 4 Consider Your Partners Point of View 5 Negotiate a Solution 6 Follow Up the Solution

Detailed Discussion of the Content of the Training: 1. Managing Conflict by Turning Walls into Bridges i. Conflict Defined It is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce rewards, and interference from the other party in achieving their goals. (Hocker and Wilmot 1985) Expressed Struggle A conflict can exist only when both parties are aware of a disagreement. Perceived Incompatible Goals All conflicts look as if one partys gain would be anothers loss. Perceived Scarce Rewards People believe there isnt enough of something to go Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

around. Interdependence However antagonistic they might feel, the parties in conflict are usually dependent on each other. The welfare and satisfaction of one depends on the actions of another. Interference from the Other Party No matter how much one persons position may differ from anothers, a full-fledged conflict wont occur until the participants act in ways that prevent one another from reaching their goals. ii. Conflict is Natural Every relationship of any depth all has conflict. No matter how close, how understanding, how compatible you are, there will always be times when your ideas or actions or needs or goals wont match those of others around you. And just as conflict is a fact of life, so are the feelings that go along with it hurt, anger, frustration, resentment, disappointment. Because these feelings are usually unpleasant, there is a temptation to avoid them or pretend they dont exist. But as sure as conflicts are bound to arise, so are the emotions that go with them. iii. Conflict Can Be Beneficial Since it is impossible to avoid conflicts, the challenge is to handle them well when they do arise. Effective communication during conflicts can actually keep good relationships strong. 2. Personal Conflict Styles i. Nonassertive Behavior Nonassertion is the inability or unwillingness to express thoughts or feelings in a conflict. Sometimes nonassertion comes from a lack of confidence. In other cases, people lack the awareness or skill to use a more direct means of expression. Sometimes people know how to communicate in a straightforward way but choose to behave nonassertively. Forms of Nonassertion: Avoidance either physical (steering clear of a friend having an argument), or conversational (changing the topic, joking or denying that a problem exists) Accommodation deal with conflict by giving in, putting the others needs ahead of their own. Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

ii.

Direct Aggression Direct Aggression occurs when a communicator expresses a criticism or demand that threatens the face of the person at whom it is directed. It may be in the form of character attacks, competence attacks, physical appearance attacks, maledictions (wishing the other ill fortune), teasing, ridicule, threats, and swearing. Direct Aggression can have a severe impact on the target. Recipients can feel embarrassed, inadequate, humiliated, hopeless, desperate or depressed. Unlike other conflict styles, direct aggression is judged incompetent by virtually everyone who encounters it.

iii.

Passive Aggression Passive aggression occurs when a communicator expresses hostility in an obscure way. In several of his works, psychologist George Bach terms this behavior crazymaking. Crazymaking occurs when people have feelings of resentment, anger or rage that they are unable or unwilling to express directly. Instead of keeping these feelings to themselves, the crazymakers send these messages in subtle, indirect ways, thus maintaining the front of kindness. This amiable faade eventually crumbles, however, leaving the crazymakers victim confused and angry at having been fooled. Types of Crazymakers: o The Avoider refuse to fight. When a conflict arises, they eave, fall asleep, pretend to be busy at work, or keep from facing the problem in some other way. The Pseudoaccommodator refuse to face up to a conflict either by giving in or by pretending that theres nothing at all wrong. The Guiltmaker Instead of saying straight out that whey dont want or approve of something, the guiltmakers try to make their partners feel responsible for causing pain. The Subject Changer escape facing up to aggression by shifting the conversation whenever it approaches an area of conflict. The Distracter Rather than come out and express their feelings about the object of their dissatisfaction, distracters attack other parts of their partners life.

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

The Mind Reader Instead of allowing their partners to express feelings honestly, mind readers go into character analysis, explaining what the other person really means or whats wrong with the other person. The Trapper Trappers play an especially dirty trick by setting up a desired behavior for their partners and then when its met, attacking the very thing the requested. The Crisis Tickler almost bring whats bothering him to the surface, but never quite come out an express themselves. The Gunnysacker These people dont respond immediately when angry. Instead, they put their resentment into a gunny-sack, which after a while begins o bulge with both large and small gripes. Then, when the sack is about to burst, the gunnysacker pours out all the pent-up aggressions on the overwhelmed and unsuspecting victim. The Trivial Tyrannizer Instead of honestly sharing their resentments, they do things they know will get their partners goat. The Beltliner Everyone has a psychological beltline, ad below it are subjects too sensitive to be approached without damaging the relationship. In an attempt to get even or hurt their partners, beltliners will use intimate knowledge to hit below the belt, where they know it will hurt. The Joker because they are afraid to face conflicts squarely, the jokers kid around when their partners want to be serious, thus blocking the expression of important feelings. The Blamers are more interested in finding fault than in solving conflict. The Contract Tyrannizer will not allow their relationships to change from the way they once were. The Kitchen Sink Fighter These people are so named because they bring up things that are totally off the subject (everything but the kitchen sink): the way another person behaved last New years Eve, the unbalanced checkbook, bad breath, anything. The Withholder Instead of expressing their anger honestly and directly, they punish their partners by keeping back something courtesy, affection, good cooking, humor or sex. The Benedict Arnold These characters get back

o o

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

at their partners by sabotage, by failing to defend them from their attackers and even by encouraging ridicule or disregard rom outside the relationship. iv. Indirect Communication Indirect Communication conveys a message in a roundabout manner, in order to save face for the recipient. Although indirect communication lacks the clarity of an aggressive or assertive message, it involves more initiative than nonassertion. It also has none of the hostility of passive-aggressive crazymaking. The goal is to get what you want without arousing the hostility of the other person. v. Assertion Assertion occurs when a message expresses the speakers needs, thoughts and feelings clearly and directly without judging or dictating to others. Which Style is Best? A competent, successful communicator will choose the most effective style for a given situation. How can you decide which style will be most effective? There are several factors to consider. The Situation The Receiver Your goals

3. Assertion Without Aggression: The Clear Message Format Knowing when to behave assertively isnt the same as knowing how to assert yourself. A complete assertive message has five parts. i. Behavior A behavioral description describes the raw material to which you reach. A behavioral description should be objective, describing an event without interpreting it. ii. Interpretation Interpretation is the process of attaching meaning to behavior. The important thing to realize about interpretations is that they are subjective. That is, there is more than one interpretation that we can attach to any behavior. iii. Feeling

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

Reporting behavior and sharing your interpretations are important, but feeling statements add a new dimension to a message. iv. Consequence A consequence statement explains what happens as a result of the behavior you have described, your interpretation, the ensuing feeling, or all three. There are three types of consequences: v. What happens to you, the speaker What happens to the person addressing What happens to others

youre

Intention Intention statements are the final element of the assertive format. They can communicate three kinds of messages: Where you stand on an issue Request of others Description of how you plan to act in the future

4. Methods of Conflict Resolution When faced with a disagreement, the parties have three choices: They can accept the status quo. They can use coercion physical, social and economic to impose a settlement. They can reach an agreement by negotiating. Negotiation occurs when two or more parties discuss specific proposals in order to find a mutually acceptable agreement. a. Win-Lose In win-lose problem solving, one party gets what he or she wants, whereas the other comes up short. People resort to this method of resolving disputes when they perceive a situation is being an either-or one: Either I get what I want or you get your way. Power is the distinguishing characteristic in winlose problem solving, for it is necessary to defeat an opponent to get what one wants. Real or implied force isnt the only kind of power used in conflicts. Those who are in authority of many types engage in win-lose methods without ever threatening physical coercion. Intellectual or metal power can also be a tool for conquering an opponent. Everyone is familiar with stories of how a seemingly weak hero defeats a Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

stronger enemy through cleverness, showing that brains are more important than brawn. There are some circumstances in which the winlose method may be necessary, as when there are truly scarce resources and only one party can achieve satisfaction. A final and much less frequent justification for trying to defeat another person occurs when the other party is clearly behaving in a wrong manner and were defeating that person is the only way to stop a wrongful behavior. b. Lose-Lose In lose-lose problem solving, neither side is satisfied with the outcome. Although the name of this approach is so discouraging that its hard to imagine how anyone could willingly use it, in truth lose-lose is a fairly common way to handle conflicts. In many instances the parties will both strive to be winners, but as a result of the struggle, both wind up losers. c. Compromise

Unlike lose-lose outcomes, compromise gives both parties at least some of what they wanted, though both sacrifice part of their goals. People usually settle for compromises when it seems that partial satisfaction is the best they can hope for. d. Win-win In win-win problem solving, the goal is to find a solution that satisfies the needs of everyone involved. Not only do the parties avoid trying to win at the others expense, but they also believe that by working together it is possible to find a solution that goes beyond a mere compromise and allows all parties to reach their goals.

5. Win-Win Communication Skills Win-win problem solving is clearly superior to the winlose and lose-lose approaches. a. STEP 1 Identify Your Problem and Unmet Needs Before you speak out, its important to realize that the problem that is causing conflict is yours. Realizing that the problem is yours will make a big difference when the time comes to approach your partner. Instead of feeling and acting in an evaluative way, youll be more likely to state your problem in a descriptive way, which will not only be more accurate but also reduce Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

the chance of a defensive reaction. Once you realize that the problem is yours, the next step is to identify the unmet needs that make you dissatisfied. Sometimes, the task of identifying your needs isnt as simple as it first seems. Behind the apparent content of an issue is often a relational need. As youll soon see, the ability to identify your real needs plays a key role in solving interpersonal problems. For now, the point to remember is that before you voice your problem to your partner, you ought to be clear about which of your needs arent being met. b. STEP 2 Make a Date Destructive fights often start because the initiator confronts a partner who isnt ready. There are many times when a person isnt in the right frame of mind to face a conflict, perhaps owing to fatigue, being in too much of a hurry to take the necessary time, being upset over another problem or not feeling well. At times like these its unfair to jump a person without tice and expect to get full attention for your problem. If you do persist, youll probably have an ugly fight on your hands. After you have a clear idea of the problem, approach your partner with a request to try to solve it. If it isnt the right time to confront your partner, find a time thats agreeable to both of you. c. STEP 3 Describe Your Problem and Needs Your partner cant possibly meet your needs without knowing why youre upset and what you want. Therefore, its up to you to describe your problem as specifically as possible. The best way to deliver a complete, accurate message is to use the assertive behavior-interpretation-feeling-consequence-intention format. d. STEP 4 Consider Your Partners Point of View After stating your problem and describing what you need, its important to make sure your partner has understood what youve said because theres a good chance especially in a stressful conflict that your words will be misinterpreted. Its usually unrealistic to insist that your partner paraphrase your statement, and fortunately there are more tactful and subtle ways to make sure youve been understood. For instance, you might try saying, Im not sure I expressed myself very well just now maybe you should tell what you heard me say so I can be sure I got it right. In any case, be absolutely sure that your partner understands your whole message before going any further. Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

Once you have made your position clear, its time to find out what your partner needs to feel satisfied this issue because it is important to discover your partners needs. You can learn about your partners needs simply by asking about them: Now Ive told you what I want and why. Tell me what you need to feel okay about this. Once your partner begins to talk, your job is to listen. e. STEP 5 Negotiate a Solution Now that you and your partner understand each others needs, the goal becomes finding a way to meet them. This is done by developing as many potential solutions as possible and then evaluating them to decide which one best meets everyones needs. Probably the best description of the win-win approach has been written by Thomas Gordon in his book Parent Effectiveness Training. The following steps are a modification of this approach. 1. 2. 3. 4. Identify and define the conflict Generate a number of possible solutions. Evaluate the alternative solutions. Decide on the best solution.

f. STEP 6 Follow Up the Solution You cant be sure the solution will work until you try it. After youve tested it for a while, its a good idea to set aside some time to talk over its progress. You may find that you need to make some changes or even rethink the whole problem. The idea is to keep on top of the problem, to keep using creativity to solve it. Win-win solutions arent always possible. There will be times when even the best-intentioned people simply wont be able to find a way of meeting all their needs. In cases like this, the process of negotiation has to include some compromises. But even then the preceding steps havent been wasted. The genuine desire to learn what the other person wants and to try to satisfy those desires will build a climate of goodwill that can help you find the best solution to the present problem and also improve your relationship in the future. 13. Activities Plenary Discussions: Lectures and Inputs will be given by the facilitators in an interactive way where participants can also raise their comments and questions. Individual Exercise: Self-evaluation will be done in the training. After which, participants will make an essay about their styles of personal conflict. Dyad Exercise: Sharing of the essay made will be done by two. They will then present a short skit presenting conflicts and how they usually manage them. Role Plays: A group of at least six (6) members will present a short skit on the skills they learned from the Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

training. Group Exercise: After the short skit presentation, the group will report on the steps they used to come up to a win-win solution. 14. Trainers and trainees Agenda Trainers Agenda Activity Time Registration Opening and Introduction s Expectation -setting 8:00am 8:30am 8:30am 8:50am 8:50am 9:00am Material Roster Trainers Opening Notes Trainers Opening Notes Invocation and Getting-toknow-you activity Group activity on their expectation s for the seminar, facilitators and themselves Interaction with resource person Selfevaluation essay in identifying personal conflict styles Participant s Activity Resourc e Person/s

Lecture 1: Managing Conflicts by Turning Walls into Bridges Individual Activity

9:00am 9:20am

PowerPoi nt presentat ion Activity Handouts

Pauline Mae P. Araneta

9:20am 9:40am

Snacks

9:40am 10:00a m 2: 10:00a m10:20a m 10:20a m10:40a m 10:40a m11:00a m

Lecture Personal Conflict Styles Dyad Activity

Snacks prepared by the facilitator s PowerPoi nt presentat ion Activity Handouts

Interaction with resource person Short skit using the clear message format Interaction with resource person

Rhyl Mark Terence T. Daraman

Lecture 3: Assertion without Aggression: The Clear Message Format

PowerPoi nt presentat ion

Rondell Chaz C. Mabunga

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

Group Activity

11:00a m11:30a m

Activity Handouts

Game on Sentence Constructio n of the clear message format

Lunch Break

11:30a m1:00pm 1:00pm 1:10pm 1:10pm 1:30pm 1:30pm 2:00pm 2:00pm 2:20pm 2:20pm 2:50pm

Recap of morning session Lecture 4: Methods of Conflict Resolution Surprise

Lunch prepared by the facilitator s Trainers Notes PowerPoi nt Presentat ion Drama prepared by the facilitator s PowerPoi nt Presentat ion Bond papers, pens and crayons

Interaction with the team leader Interaction with the resource person

Sheena Marie L. Pagtalun an

Lecture 5: Win-Win Communica tion Skills Group Activity

Group Activity

2:50pm 3:10pm

Whole Group Activity

3:10pm 3:20pm

Interaction with the resource person Make some props for their role playing and visual aids for reporting Role play presentatio n and reporting on the steps taken to arrive at the win-win communica tion Open Forum

Ma. Carmel Rowena T. Neri

Facilitato r: Pauline Mae P. Araneta and Ma. Carmel Rowena T. Neri

Recounting of the expectation s Evaluation

3:20pm 3:30pm 3:30pm 3:50pm

Notes on expectati onsetting Evaluatio n Form

Participants will answer the form given by

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

the facilitators Giving of Certificates and Closing 3:50pm 4:00pm Trainers closing notes

Trainees Agenda Time 8:00am-8:30am 8:30am-8:50am 8:50am-8:55am 8:55am-9:00am 9:00am-9:20am 9:20am-9:40am 9:40am-10:00am 10:00am10:20am 10:20am10:40am 10:40am11:00am 11:00am11:30am 11:30am-1:00pm 1:00pm-1:10pm 1:10pm-1:30pm 1:30pm-2:00pm 2:00pm-2:20pm 2:20pm-2:50pm 2:50pm-3:10pm 3:10pm-3:20pm 3:20pm-3:30pm 3:30pm-3:50pm 3:50pm-4:00pm 15. Investment Budget Particulars Equipment DLP Projector Electric Fans Tables Materials Cartolina Brown Envelopes Manila papers Pentel pens Pencils Crayons Bond Papers Ballpens Venue A 408 Rental

Activity and Major Topics Registration Getting-to-know-you games Invocation Words of Welcome Lecture 1: Managing conflicts by turning walls into bridges Individual Activity: Reflection Paper Snacks Lecture 2: Personal Conflict Styles Dyad Activity: Short skit on Conflict Styles Lecture 3: Assertion without Aggression: The Clear Message Format Group Activity: Sentence construction Lunch Break Recap on Mornings Session Lecture 4: Methods of Conflict Resolution Surprise prepared by facilitators Lecture 5: Win-win communication skills Group Activity: Preparation for role play and reporting Presentation of role plays and reporting Open forum Recounting of the expectations if met Evaluation of the Seminar Giving of Certificates and Closing

Quantity 1 pc 2 pcs 2 pcs 5 pcs 25 pcs 6 pcs 6 pcs 5 pcs 5 boxes 50 sheets 30 pcs

Unit Cost (Php) *N/A 50.00 *N/A 6.00 3.00 3.00 45.00 6.00 15.00 0.50 5.00 *N/A

Price (Php)

Php 100.00

30.00 75.00 18.00 270.00 30.00 75.00 25.00 150.00

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

Food Morning Snacks Lunch Afternoon Snacks TOTAL

30 pax 30 pax 30 pax

20.00 50.00 20.00

600.00 1,500.00 600.00 Php 3,473.00

16. Training Evaluation Tool

Note: *N/A (Not Applicable) means that these materials/equipment/rental is available within the facilitators team. There is no need to pay for them. Name:________________________________ Date: _______________ Instruction: Encircle the number which most closely matches you answer to the following questions. 1 being the least and 5 being the highest 1. Has the training matched your needs? 1 2 3 4 5 2. Has the training provided you with additional or new knowledge? 1 2 3 4 5 3. Was the 1 2 3 4 5 4. How would you facilitators/speakers? training rate the worthwhile? knowledge of the

1 2 3 4 5 5. How would you rate the learning methods, techniques and processes? 1 2 3 4 5 6. How would you rate the learning materials/aids used? 1 2 3 4 5 7. How would you rate the learning environment? 1 2 3 4 5 8. How would you rate the program facilitation? 1 2 3 4 5 9. What is your overall evaluation of the training? 1 2 3 4 5 10. What did you like most about the training? 11. What did you least like about the training?

12. What suggestions would you like to make to improve future trainings? 13. Other comments you would like to make?

Thank you for your cooperation. 17. Poster Design 18. Certificates for Participants Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

19. Facilitators ID 20. Script of the 2-minute Ad of the Room-to-room campaign

Characters: Maam Shee: Sheena Marie Pagtalunan Student: Ma. Carmel Rowena Neri Advertiser: Pauline Mae Araneta Videographer: Rondell Chaz Mabunga Photographer: Rhyl Mark Terence Daraman ------------------------------------------------------------------------------------------------(Maam Shee gets inside the classroom where the Education students are and is about to write the assignments on the board when a student comes rushing inside.) Student: Maam, maam, pass ko ug assignment, Maam. Maam Shee: Miss Neri, the deadline for this assignment was just yesterday. Im afraid I cant accept this. Student: Pero Maam Maam Shee: Cant you see Im having a class right now? Student: Maam sige na gud maam. Maam Shee: No, Carmel, I wont accept that. Student: Maaaaaaaaaaaam (Advertiser walks in) Advertiser: CONFLICT is a fact of life. Everyone has experienced it and will still continue to experience it, right? You, as future teachers, will experience conflict between you and your students, you and your superiors, you and your coteachers or you and your own personal family life. But dont you worry. Theres a skill in resolving conflict. That is why we are here to invite you to join our seminar on conflict resolving skills titled Carmel: BRIDGES NOT WALLS: Managing conflicts by turning walls into bridges. Sheena: Which will be on September 19, 2010, at A 408 from 8:30am-4:00pm. Pauline: Conflict! Sheena: Face it! Carmel: Deal with it! Pauline: Get over it!

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

Chorus: Thank you and see you there!

Training Project Name: ____Bridges Not Walls: Managing conflict by turning walls into bridges________ Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___