Conflict Resolution & Problem Solving in Theological Education

1. Conflict Resolution& Problem Solving in Theological Education When Working Together is not Working !

2. Objectives of our Session • Ideas on how to manage conflict as CAOs • Examine the roots of conflict and its prevention • Reflect on guidelines to resolve conflicts • Think through a conflict case study together • Develop a paradigm for creative thinking & problem solving (not necessarily conflictual)

3. Definition • « A sharp disagreement, as of interests or ideas » (Webster)

4. A Biblical Case Study • « They [Paul & Barnabas] had such a sharp disagreement that they parted company … » (Acts 15:39) • We will take a closer look at this passage further on in our session.

5. Is Conflict Always Bad?

6. SMALL GROUPS • “Conflict itself is not good or bad, it just is. However, how it is expressed and handled may cause good or harm.” • “Without conflict there is no major personal change or social progress. On the other hand, runaway conflict (such as modern war) can destroy what men intended to save by it.” (Harvey Seifert, social scientist, and Howard Clinebell, Jr., pastoral counsellor) • Would you agree/disagree with the statements above, and why? • How is conflict viewed in your institution? How is it expressed? In what ways is it handled?

7. Is Conflict Always Bad? • When it is bad: • Messy, unpleasant, hurt, lives damaged & sometimes destroyed because of resentment and bitterness. It is rarely well-handled • When it is good: • The issue is not conflict, but how it is managed. • Conflict is necessary for change • Conflict proves that we exist !

8. The Roots of Conflict • Real Conflict vs. Perceived Conflict • Real Conflict stems from Opposing: • Needs, Goals, Values • Perceived Conflict stems from: • ignorance • error • historical tradition • prejudice • poor organizational structure • displaced hostility • need for tension release, etc.

9. Preventing & Controlling Conflict • At the Personal level: • Reflective listening • Respect • Acceptance • Assertion • At the Organizational level: • structural changes of the organization • non-defensive leadership • win/win climate of the group (art of compromise) • well conceived/clearly stated policies and procedures • controlled degree and method of change introduction

10. CASE STUDY • Situation: Leadership Conflict in a mid-size indigenous Bible Institute in Europe: • Questions: a) What are each person's feelings? b) What are the issues involved? c) What needs to be considered in handling their disagreement? d) Suggestions for dealing with this situation? e) Evaluate this European example in light of your own cultural situation

11. Conflict in Theological Education • Between the Board and the Principal (between governance & management) • Between the Principal and the Dean of Studies • Between the Faculty and the Dean of Studies • Within the Faculty or Staff • Between the sponsoring Church or mission and the college • Etc.

12. 3.0 RESOLVING CONFLICT 3.1 Aspects of conflict: • emotions: anger, distrust defensiveness, scorn, resentment fear, rejection • substance (issues/content): conflicting needs, disagreements over policies and practices, differing conceptions of roles and use of resources When feelings are strong, deal with the emotional aspects of conflict first!

13. RESOLVING CONFLICT (2) Ways of dealing with conflict: • Denial (avoidance) → conflict remains; • Capitulation (domination) → resentment (occasionally appropriate, but avoid repeated use) • mutual resolution and collaborative problem solving

14. 4.0 A CONFLICT RESOLUTION METHOD Step 1: Treat the other person with respect • An attitude conveyed by specific behaviours that either convey my respect or communicate disrespect. • What communicates respect and disrespect in your culture?

15. Conflict Resolution Method (2) Step 2: Listen, until you “experience the other side” • Understand the content of the other’s ideas or proposal, the meaning it has for him, and the feelings he has about it. • However, in your culture, does listening and reflecting back what you hear convey interest or agreement?

16. Conflict Resolution Method (3) Step 3: State your views, needs, and feelings Guidelines: • State your point of view briefly • Say what you mean and mean what you say • Disclose your feelings appropriately These steps can be taken face-to-face, Or with a 3rd person as facilitator Or with a 3rd person as mediator

17. 3 Kinds of Conflict • Conflict of emotions • Conflict of values • Conflict of needs

18. COLLABORATIVEPROBLEM-SOLVING • Define the problem in terms of needs • Brainstorm possible solutions. • Select solution(s) best meeting both parties’ needs and check possible consequences. • Plan who will do what, where, and by when. • Implement the plan. • Evaluate the problem-solving process and, at a later date, how well the solution turned out.

19. 5.0 CREATIVEPROBLEM SOLVING • Sometimes we fail to solve problems because of our lack of imagination or creativity. • We sometimes do not see beyond traditional solutions or previously-used parameters. • This method may help us to envision some new ways of thinking.

20. STEP : Formulation • Clearly formulate the question to be answered or the problem to be solved. (This is often 90% of the battle for solution)

21. STEP : Enumeration Clearly enumerate the causes of the problem as stated above.

22. STEP :Theoretical Solutions Enumerate the theoretical solutions, from one extreme to the other on the gamut of possibilities. Do NOT exclude any possibility at this stage, but let your mind attempt to think through all the possibilities.

23. Brainstorming • Close the school • Move to new country • Close & re-open • Curricular reform • Status quo • Only graduate school • Change language • Merge w/other school(s)

24. STEP : Exclusion TOGETHER: Exclude the options that are not realistic or desirable and give the reasons why.

25. STEP : Selection Retain the best option decided upon TOGETHER and give the reasons why.

26. STEP Implementation & Evaluation Implementation the solution retained and evaluate its results (perhaps after a pilot test).

27. Other helpful notions • Consultant: an outside person does an objective analysis of the conflict and proposes solutions (cognitive level) • Mediator: a neutral person, well thought of by both sides, helps the conflicting parties understand each other’s point of view and come to a solution • Arbitrator: both parties agree that they will abide by his/her decision

28. CONCLUSION • “The body is a unit, though it is made up of many parts; and though all its parts are many, they form one body. So it is with Christ. For we were all baptized by one Spirit into one body – whether Jews or Greeks, slave or free – and we were all given the one Spirit to drink. Now the body is not made up of one part but of many. ... there should be no division in the body, but ... its parts should have equal concern for each other.” 1 Corinthians 12 (NIV) • “Behold, how good and how pleasant it is For brothers to dwell together in unity! It is like the precious oil upon the head, Coming down upon the beard, {Even} Aaron's beard, Coming down upon the edge of his robes. It is like the dew of Hermon coming down upon the mountains of Zion; For there the LORD commanded the blessing--life forever.” (Psalm 133)

29. Further Resources • Peacemaker Ministries: www.peacemaker.net