Setting Expectations and Resolving Conflict in Graduate Education

1. Setting Expectations and Resolving Conflict Setting Expectations and Resolving Conflict in Graduate Education (Developing Communication and Conflict Management Skills to Save Time and Enhance Productivity) http://grad.msu.edu/conflictresolution/ Program development and implementation are supported in part by grants from: The William and Flora Hewlett Foundation (1997-1999) and the U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE) (1997-2000) The Graduate SchoolMichigan State University 2009

2. Why Focus on Graduate Students? • Nationwide, only 60% of students entering Ph.D.programs obtain that degree in 10 years. (Denecke, 2006) • Differences between “early” and “late” leavers (Nerad and Miller, 1996) • Early leavers (within 2 years): unmet expectations • Late leavers (after 4 or more years): Faculty-student relationship, lack of departmental integration (Lovitts, 2001) The Graduate SchoolMichigan State University 2009

3. Basic Assumptions • Many issues in Graduate Education are not negotiable (Laws, Contracts, Requirements) • Conflict itself is neither good nor bad – it’s how conflict is handled that is good or bad • The power differential between Graduate Students and Faculty will always exist. • We should not expect 100% retention or completion The Graduate SchoolMichigan State University 2009

4. Why Does the Faculty/Student Relationship Matter? • Research mentor as a key individual • Decades of continuous interactions via professional societies • Careers depend on good letters of recommendation • Faculty Power: stipends, work assignments, resources, advice • Dependence on a small group of faculty (guidance committees) • Limited flexibility within a small community The Graduate SchoolMichigan State University 2009

5. Options Over Time A B C D E F B C D E F Options C D E D E E then now Time The Graduate SchoolMichigan State University 2009

6. Vignettes • On the Dotted Line The Graduate SchoolMichigan State University 2009

7. Avoidance Strategy Accommodating Strategy Positional Strategy Interest-based Strategy Strategies to Resolve Conflict The Graduate SchoolMichigan State University 2009

8. Positional Approach A position is a claim that one makes to answer the immediate question (the issue). “I want Dr. Roberts on my committee” “You will defend in the Fall of 2009” The Graduate SchoolMichigan State University 2009

9. The Positional Approach to Resolving a Conflict ISSUE A What I Want B What I Want C Compromise The Graduate SchoolMichigan State University 2009

10. ThePositional Approach…. • Narrows options in the beginning to two positions; neither one may be the best answer to the issue. • May produce a winner and a loser or 2 losers! • May harm the relationship The Graduate SchoolMichigan State University 2009

11. An issue is the immediate question for • which you need an answer (it may not be the • only basis of conflict but it is the question • needing attention now). • - who should be on my committee? • - when will I defend my dissertation? • Both parties must agree on what the • issue is. ? Identify the Issue What’s the Question? The Graduate SchoolMichigan State University 2009

12. What are Interests? Interests are needs that must be satisfied and values that must be preserved. Self-esteem Good working relationships Research excellence Financial security Reputation The Graduate SchoolMichigan State University 2009

13. Issue A B The Interest-Based Approach Options Interests A 1 B 2 C 3 D 4 E 5 F 6 G 7 The Graduate SchoolMichigan State University 2009

14. Vignettes • Restacking the Committee The Graduate SchoolMichigan State University 2009

15. Issue A The Interest-Based Approach Options Interests 1 Evaluation 2 B 3 C 4 D 5 E 6 F 7 G The Graduate SchoolMichigan State University 2009

16. “Easy to understand, hard to practice”…WHY? • Trained to be solution-oriented • Rewarded for defending our solutions well • Against our “nature”? • Strong emotions are triggered • Faster The Graduate SchoolMichigan State University 2009

17. ANGER AND ACTION Avoidance/Accommodation Anger Action The trigger event The Graduate SchoolMichigan State University 2009

18. Anger • Predisposes one to use a positional strategy. • Impairs one’s ability to identify interests. • Compromises one’s rational decision-making abilities. The Graduate SchoolMichigan State University 2009

19. Options Over Time A B C D E F B C D E F Options C D E D E E then now Time The Graduate SchoolMichigan State University 2009

20. Vignettes • Sunny Skies The Graduate SchoolMichigan State University 2009

21. Implicit Expectations Implicit Expectations: Not stated and rarely understood. • “What didn’t you understand about what I didn’t tell you?” • “What part of my silence didn’t you understand?” The Graduate SchoolMichigan State University 2009

22. Explicit Expectations Explicit Expectations: • Clearly Stated (verbally or in written form) • Checked for understanding • Unilaterally or jointly set The Graduate SchoolMichigan State University 2009

23. Explicit Window of “Negotiable” Expectations Joint Implicit Unilateral The Graduate SchoolMichigan State University 2009

24. Explicit Window of “Negotiable” Expectations Joint Implicit Unilateral The Graduate SchoolMichigan State University 2009

25. Explicit Expectations are set by jointly examining future situations in this order: Decision Issue Options Context Interests and then checking for mutual understanding The Graduate SchoolMichigan State University 2009

26. What are the interests you bring to graduate education? The Graduate SchoolMichigan State University 2009

27. What issues might graduate students face in their graduate education program? The Graduate SchoolMichigan State University 2009

28. How do you know what the issues might be? • Compare personal calendar with school calendar • Ask more experienced graduate students • Ask the faculty • Read the graduate program handbook • Review the MSU calendar of events on the website • Review events which will take place in your department over the next semester • Talk to your class/lab mates about any potential issues you should be aware of. • Other ways? The Graduate SchoolMichigan State University 2009

29. Can We Jointly Set the Expectation(s) and Check for Understanding?

30. Vignette • Sunny Skies

31. ISSUE: Time off during semester Which options meet the interests and issue? INTERESTS OPTIONS Take turns being away from lab Rest and relaxation Work extra hard and take data with you Continuous data collection Effective communication within lab Find out who will be available to work in lab Smooth running lab Close lab for a week The Graduate SchoolMichigan State University 2009

32. Evaluate the options! • Does it meet the interests? • Is it relevant to the issue? The Graduate SchoolMichigan State University 2009

33. Effective Communication for Setting Expectations Ability to “read” Non-verbals Perspective Taking Goal Timing Your Message -What you say -How you say it Others You as the Messenger/ Receiver Environment/ Culture Communication History Power Audience The Graduate SchoolMichigan State University 2009

34. Vignette • Double Bind

35. Your Turn: Script a Meeting • Discuss the issue at your table • Write a script which illustrates a discussion between the graduate student and her advisor, jointly setting an expectation around the issue. The Graduate SchoolMichigan State University 2009

36. Communication Strategies that Foster Delivery of an Interest Based Approach • Word choice • Perspective-taking • Body language • Vocal delivery • Timing and setting • Self-reflection and constructive evaluation The Graduate SchoolMichigan State University 2009