Program Design

  Narrative Learning Program Design – Managing Conflict in the Workplace

Group Members	Roles	Commented On
Tashiana Avery	Write Program	Experiential Learning
Elizabeth (Betsy) Fish	Group Leader, Rationale – Ideas from the literature	Self-Directed Learning - Group 3
Ezohn Smith	Rationale – Ideas from the practical program
Crystal Stone	Intro and reflection, compile and edit	Group 4 - Behaviorist Learning

Introduction

            Conflict will occur, and at one time or another everyone will have to have a conversation they may not be comfortable with. We have designed a program titled “Managing conflict in the workplace: Using narrative learning and stories to resolve conflict”. The purpose of this program is to give attendees the ability to have meaningful conversations and handle conflict in the workplace. Our goal is to provide attendees of this workshop with tools and skills to be able to understand the other side of a conflict, diffuse a tense situation and have a meaningful conversation that will resolve the conflict in a way that satisfies everyone involved. Our target audience are all those that have had to deal with conflict and difficult conversations in the past, or that may have to in the future. These could include managers needing to have a difficult conversation with a subordinate, co-workers that are dealing with a conflict or even a subordinate that needs to address a difficult topic with their boss. The objectives of the program are for attendees to be able to identify that a conflict is occurring, to connect with others involved in the conflict to find common ground, to understand their personal conflict style, and to understand how to share their stories in a constructive manner.

 Rationale

Ideas from the literature:

Our group is very interested in narrative learning. We intend to use the main ideas of narrative learning to frame our program design. This work will focus on the main themes of narrative learning such as narrative learning as a framework, identification, meaning making through the narrative, and acknowledging that the narrative can be constructive or destructive. Within our program, we will implement these ideas and themes into the overall design.

            Narratives are often used as a framework to facilitate learning. It can improve both retention and understanding by allowing the individual to relate it back to their own personal experience (Clark and Rossiter, 2008).  This creation of a framework ties it together for the individual. Narratives provide a connection between new and existing knowledge, ultimately creating a bridge, but also a framework to build upon existing information. Merriam, Caffarella, and Baumgartner (2007) write, “when we are learning something new, we’re trying to make sense of it…we work a story into it, to make this new idea coherent to ourselves…the construction of that narrative is how we see our understanding come together and make sense” (p.210).  This creation of a framework for information allows the learner to connect with the new information.

            As the learner connects with the new information and uses the narrative to frame their knowledge, the learner often identifies with the information. These narratives are an important part of the human experience, connecting individuals. According to Merriam, Caffarella, and Baumgartner (2007) narrative learning “is also a powerful means of making connections not only with ideas but with other learners, perhaps ultimately creating a learning community” (p.210). The theme of identity is present throughout the literature on narrative learning. Foote (2015) writes, “identity construction is rooted in the stories humans believe about themselves. Change the story, change the human’s identity” (p.116). Additionally, Clark and Rossiter (2008) write, “narrative is also how we craft our sense of self, our identity” (p.31). Ultimately, identities are intertwined with narratives (Clark, 2010). Identity is integrally linked with the narrative learning process.

            Meaning making is an integral theme of the narrative learning process. Narratives can be very powerful and can become very impressionable to the individual. Clark and Rossiter (2008) write that narratives “draw us into an experience at more than a cognitive level; they engage our spirit, our imagination, our heart, and this engagement is complex and holistic” (p. 61).  Narratives develop meaning at a macro and micro level. Narratives create meaning through describing the overarching cultural values, or on the micro level, connect one individual to another. The world is shaped by meaningful narratives (Clark, 2008). These meaningful narratives help us answer the questions that we feel need answered, helping us make sense of our very existence.

            Narratives are powerful. The narrative can be constructive or destructive. Through narratives, some voices can be heard, where others can be silenced. It is important to frame narrative learning discussions to ensure that participants are able to share power and resources. Narratives can be used as a tool for persuasion. Maddox (2016) writes, “at their most basic, these narrative operations are premised upon enduring brinkmanship between two opposing forces that are usually intent on securing sovereignty or land, often despite popular distaste for violence. Provocation occurs because an aggressor sees the need to develop a narrative justifying his own unpalatable, violent intentions” (p. 67). Narrative learning has a great deal of power depending on how it is used. This power can be constructive or destructive and it is important to critically approach the narrative that is being presented.

Ideas from Practical Program

Practical reviews provide evidence that narrative can be used as an effective framework to facilitate learning. The use of narrative in the workplace can provide individuals with reflective learning experiences that can lead them on a path to a rewarding career. According to Merriam, Caffarella, and Baumgartner, adults construct and interpret their experiences (2007). A positive experience can provide an adult with satisfaction and create a sense of loyalty. A negative experience can create low morale and contribute to a low-trust environment.

The Career Cycles method provides an example of narrative framework in the workplace. Its focus is on the career narratives of adults. The Career Cycles “method seeks to collaboratively identify and understand clients’ career and life stories” (Zikic & Franklin, p. 180). This method emphasizes Merriam, Caffarella, and Baumgartner’s reference to narrative learning as a vehicle for learning (2007). Adults are supported with opportunities to reflect. The reflections are framed positively in a manner that encourages an adult to attract opportunities that align with personal ambitions. The Career Cycles method has a desired outcome of producing adults with enriched personal and professional experiences. These experiences can create a different world view for an adult. We believe this model will assist us as we develop our program.

An adult’s work experience contributes to the perception of success or failure. Adults can benefit from opportunities to re-story their experiences in the workplace. This can be used as a strategy for empowerment. Restorying involves reflection of a negative situation and an openness to identify its positive aspects. JoAnne Yoo refers to this as reconstructing an identity defining moment. Yoo shares her experience with restorying as a teacher in the Austrian Journal of Teacher Education (2011), where she states teachers must learn from the most negative situations (p. 115). Using this theory with adults will create opportunities for adults to reconstruct their identity and empower them. We have some choice in how we interpret the circumstances of our lives (Merriam, Caffarella, and Baumgartner, 2007). Mezirow refers to this as perspective transformation. A transformed perspective can also be the catalyst for revised mean making.

            A journal provides a safe environment for students to develop reflection skills (Boden, Cook, Lasker-Scott, Moore & Shelton, 2006). Reflective journaling provides opportunities for fragmented ideas to evolve into thought provoking, life-changing moments. Dr. Carrie J. Boden provides insight on the power of adult journaling in the article Five Perspectives on Reflective Journaling. Dr. Boden states that journaling has a lasting effect on students (p.1). She interviewed four students “several months” after a Foundations of Adult Learning Class ended (p.1) interviewing and including statements from former students. Deborah Cook stated that journaling provided her with a voice (p. 12). Another participant, Tennille Laske-Scott, realized she ostracized herself from others (p.13) and began to change this narrative. Sylvia Moore stated journaling “creates opportunities to connect observations with participation, which leads to application of learned skills and/or concepts in new situations” (p.13). Finally, Debbie Shelton discusses how learning became more valuable to her because of journaling. Journaling was chosen as an activity to provide participants with a potentially life changing experience.

Program

Our Workshop will be a one day 10am-3pm workshop targeting adults in the workforce. Our goal is to teach adults how to manage conflict through narratives. Using narratives as a framework for growth, learners will be able to identify what role they played in the conflict, connect to the reason for conflict, and learn about the constructive and deconstructive power of conflict.

Conflict starts when the main character of a story is stopped from reaching a goal. In the workplace, it may be a difference of opinion, personality, performance expectations not being met, lack of resources, dress code, etc. In the work environment, we are the main characters of our story and many of us, on more than one occasion, have been involved in a conflict.

There are several types of conflict: man versus self, man versus man, man versus society, man versus machine, man versus nature, man versus fate. Our focus will be on the most common type of conflict- man versus man.

Through story-telling, discussion, role-play, and videos we will help learners identify conflict and provide them the tools necessary to manage it.

·         Introductions- 5 mins

·         We are all made up of stories: Our group is no different and we all have our own stories. While different, each story does have some things in common. Our team is made up of Ezohn, Betsy, Crystal, and Tashianna. We are Grad Students at Ball State working toward earning Master’s Degrees in Adult and Community Education and or Executive Development for Public Service. Our goal here today is to identify and manage conflict using narratives. Narratives are stories that help us make meaning of situations and connect to those around us. We have four hours here together, and there will be two breaks and a lunch. Sound good? Great! Now let’s get to know you…

·         Exercises

·         Speed dating intros-30 mins

o   Partners will introduce themselves saying name, type of work or workplace, what brought them to the workshop

o   Partner A will have two minutes to share their greatest workplace conflict with a partner b. After two minutes, partner b will share their perspective on the conflict for one minute; then partner b will share their greatest workplace conflict for two minutes and partner b will share their perspective. For the last two minutes, partners will discuss anything that may have come up for them. (Possibly 3 rotations)

·         Small groups-60 mins

o   Attendees will be placed in small groups; size of groups depends on number of attendees (our goal is 30 minimum attendees with small groups of 4-6)

o   in small groups, learners will share their greatest conflict or share one they heard from the speed dating introductions. As a group, learners will choose one conflict and identify the theme, plot, characters, and setting of the conflict. Once the group has identified the main elements of the conflict they will prepare to reenact it for the class

·         While viewing the role plays, learners will reflect on the following questions:

o   Have you ever been in a similar conflict?

o   Which character did you identify with in the conflict? why?

o   How was the conflict resolved?

o   Were you satisfied with the resolution?

Break-10 mins

·         Movie clip reflection- https://youtu.be/RGYCK_nr-O0 (three minutes)

o   Who do you relate to in the video?

o   Why do you think that is?

o   There are several conflicts which stood out to you and why?

·         View how to manage conflict video (https://youtu.be/QLbGHQo4qnA) (two minutes)

o   Were you aware that conflict can be destructive?

o   Were you aware that conflict can be constructive?

o   In your group share a workplace conflict that was constructive. What were the results?

o   In your group share a workplace conflict that was destructive. What were the results? Was the conflict resolved?

Lunch-30 mins

·         Team exercise-30 minutes

·         If your group was leading a conflict resolution workshop how would you approach the topic? Make a sixty-second commercial marketing the workshop.

·         Roles

o   Timer-responsible for making sure the commercial is sixty seconds

o   Marketer-responsible for marketing materials

o   Scribe-responsible for commercial script

·         Did your group experience conflict? Was the conflict destructive or constructive? What was the result?

·         There are five conflict styles. How do you currently manage conflict?

o   Ask learners to take brief assessment (https://www.usip.org/public-education/students/conflict-styles-assessment) (10 mins)

·         There are five conflict management styles.

·         Reflective journaling-45 minutes

o   What does your style say about you?

o   What is the story you believe caused your conflict style?

o   How did you deal with conflict growing up?

o   Do you deal with conflict the same today?

o   Accommodation-an individual puts the needs of the other person first

o   Competition-an individual sees their needs as more important than the other person's needs

o   Avoidance-an individual insists on not discussing the conflict thinking that not bringing it up will make it go away

o   Collaboration-Both parties’ needs are met through discussion and partnership

o   Compromise-each individual gives up something to gain something

Break (10 minutes)

·         Ways to manage conflict

o   Talk about the conflict

o   Discuss how to work together more effectively

o   Focus on behavior and or events, not the person

o   Get to know the individual; different ways of thinking

·         View how to manage conflict video (https://youtu.be/QLbGHQo4qnA)

o   Were you aware that conflict can be destructive?

o   Were you aware that conflict can be constructive?

·         Share a workplace conflict that was constructive. What were the results?

·         Share a workplace conflict that was destructive. What were the results? Was the conflict resolved?

·         Conflict Management reenactment-30 minutes

·         Learners have identified their conflict style, how their conflict style started, and the effects it has on others. Now they will reenact the management process to the conflict that the group acted out earlier. Make sure to include the elements of the conflict, the conflict style, and the conflict resolution

·         Debrief-15 minutes

·         Are there any questions about today’s workshop?

·         Anything you wish we would have touched on but didn’t?

·         Anything you’d like to check?

·         Program evaluations distributed

Reflection

            Through the reading and program design each member of the group has had the opportunity to examine our own narratives. Using the literature and our experiences we have developed a program that will give participants the opportunity to experience using narrative to resolve conflict in the workplace. Some of the key takeaways that we learned while developing the program are that narratives help to create a framework for learning and can help put meaning to individual and group experiences. Another key learning through developing the program is that narratives can be very powerful and can have both a positive or negative effect. A program such as ours, designed to help individuals learn to manage conflict through narrative needs to be carefully monitored to ensure that all participants share power, information and resources equally for the best results.

REFERENCES

Boden, C. J., Cook, D., Lasker-Scott, T., Moore, S., & Shelton, D. (2006). Five Perspectives on Reflective Journaling. Adult Learning, 17(1-4), 11-15.

Clark, M. C. (2010). Narrative learning: Its contours and its possibilities. New Directions for

Adult and Continuing Education, 126, 3-11. doi:10.1002/ace.367

Clark, C., & Rossiter, M., (2008). Narrative learning in adulthood. New Directions for Adult

Continuing Education, 119,  61-70.

Foote, L. S. (2015). Re-Storying life as a means of critical reflection: The power of narrative

learning. Christian Higher Education, 14, 116-126. doi:10.1080/15363759.2015.1028580

Maddox, J.D. (2016). How to start a war: Eight cases of strategic provocation. Narrative and

Conflict: Explorations in Theory and Practice, 3, 66-109.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2008). Learning in Adulthood: a

Comprehensive Guide. San Francisco: Jossey-Bass.

Yoo, J. (2011). Revisiting and Rewriting Early Career Encounters: Reconstructing One "Identity Defining" Moment. Australian Journal Of Teacher Education, 36(3), 105-120.

Zikic, J., & Franklin, M. (2010). Enriching Careers and Lives: Introducing a Positive, Holistic, and Narrative Career Counseling Method that Bridges Theory and Practice. Journal Of Employment Counseling, 47(4), 180-189.

 Table 2. Summary of the literature review

	The main themes/ideas in the  literature (Check General Themes)	Application of the main ideas in practice (check Implications)
Idea 1	Narratives create the framework for learning.	Creating the framework can tie everything together.
Idea 2	Identification - learning through narrative-hearing, sharing, and recognizing.	Provide opportunity for learners to hear, tell, and connect with stories by sharing and identifying their narratives with others.
Idea 3	Meaning making-narratives are developed after an experience to try to make sense of the experience.	Encourage learners to write in a journal or write an autobiography. Encourage them to ask questions and find connections.
Idea 4	Narrative can be constructive or destructive.	Framing the discussion to ensure that participants share power, information, and resources.

   

Table 3 - Summary of Program Design

Rationales	Purpose/ objective of the design	Learning environment	Activities	Methods/tools/ strategies
Meaning making	To connect to the narratives of others and help learners make sense of past or present conflict	An environment with internet and projectors to allow for videos to be used	Learners use stories to share conflicts and receive different perspectives and reenact the narrative	Story-telling and role play
Narratives as a learning framework	To use the power of narratives to help learners connect with conflict and discuss ways to manage it	Safe, inclusive, calm environment for promoting vulnerability and connection	Arrange seats for small groups in circles for inclusivity	Sharing real-life stories of workplace conflict in multiple ways; story-telling, journaling, videos
Identification	To encourage learners to learn something new about themselves and connect it to their conflict style	Would need to be quiet so learners can truly think about the assessment to get accurate results	Learners will take a conflict styles assessment	After the assessment learners will have the opportunity to reflect on their conflict style by journaling
Constructive and destructive narrative	Show the power of narrative in connection with conflict	Small group setting encourages sharing	Learners watch videos and reflection experiences	Discussion/ reflection after viewing a video