A Case Study on Conflict Management

Shirley and Abdul both work for a software development company. The manager of the new
product division was originally the leader of the project team for which she interviewed and hired
Abdul. Shirley, another project team member, also interviewed Abdul, but strongly opposed
hiring him for the project because she thought he was not competent to do the job.

Seven months after Abdul was hired, the manager left the project to start her own company and
recommended that Abdul and Shirley serve as joint project leaders. Shirley agreed reluctantly
with the stipulation that it be made clear she was not working for Abdul. The General Manager
consented; Shirley and Abdul were to share the project leadership.
Within a month Shirley was angry because Abdul was representing himself to others as the
leader of the entire project and giving the impression that Shirley was working for him.
Now Shirley and Abdul are meeting with you to see if you can resolve the conflict between
them.
Shirley says:
"Right after the joint leadership arrangement was reached with the General Manager, Abdul
called a meeting of the project team without even consulting me about the time or content. He
just told me when it was being held and said I should be there. At the meeting, Abdul reviewed
everyone's duties line by line, including mine, treating me as just another team member working
for him. He sends out letters and signs himself as project director, which obviously implies to
others that I am working for him."
Abdul says: "Shirley is all hung up with feelings of power and titles. Just because I myself as
project director doesn't mean she is working for me. I don't see anything to get excited about.
What difference does it make? She is too sensitive about everything.
I call a meeting and right away she thinks I'm trying to run everything. Shirley has other things to
do other projects to run, so she doesn't pay too much attention to this one. She mostly lets
things slide.
But when I take the initiative to set up a meeting, she starts jumping up and down about how I
am trying to make her work for me."

Question Regarding This Conflict

1. Abdul and Shirley seem to have several conflicts occurring simultaneously. Identify as many
of these individual conflicts as possible.

2. What are the possible ways to deal with the conflict between Abdul and Shirley (not just the
ones that you would recommend, but all of the options)?

3. Given all the benefits of retrospection, what could or should have been done to avoid this
conflict in the first place?
of authority (as Abdul mentions in his summation of the conflict)
Case Study #2
Mrs. Ortiz checks in to the WIC clinic for her appointment. She is Spanish-speaking. Mrs. Ortiz
has brought her children with her to the clinic. While in the waiting room before the session
begins, the children are noisy and begin running through the waiting area. Rebecca is trying to
work at the front desk and is getting frustrated. She begins speaking in English to another WIC
employee, loudly enough so that some people in the waiting room can hear what she is saying.
She is overheard saying, “These people (referring to Mrs. Ortiz) don’t know how to control their
kids.” Rebecca tells the participant, “If you don’t get control of your children, you’ll have to
reschedule your appointment for another day and get your checks then.” Mrs. Ortiz leaves
the clinic without getting her checks. Mrs. Ortiz later calls the state WIC office and states that
she was discriminated against and was denied WIC services. Mrs. Ortiz says that Rebecca
thought she couldn’t understand English, but in fact she heard what Rebecca was saying about
her family.
Questions to consider:
1. Write a new statement for Rebecca to use when talking with Mrs. Ortiz about her children’s
behavior. (Hint – try using the Win/Win Approach)

Julia has been staying in a hotel on a business trip. When she checks out, the hotel’s computer
isn’t working, so the receptionist makes a bill by hand from the receipts, totalling $471.

Julia thinks she has been overcharged, so she checks the itemised bill carefully.
Room: 4 nights at $76.00 per night
Breakfast: 4 at $10.00 each
Dinners: 3 at $18.00 each
Telephone: 10 units at $1.70 per unit
Bar: various drinks totalling $23.00
Laundry: 3 blouses at $5.00 each

It appears that the receptionist miscounted one of the items when adding up the total. Which
item has Julia been charged too much for?

The SuperSave supermarket sells Sudsy washing up liquid for $1.20 a bottle. At this price they
are charging 50% more than the price at which they buy the item from the manufacturers. Next
week SuperSave is having a ‘Buy two get a third free’ offer on this item. The supermarket does
not want to lose money on this offer, so it expects the manufacturers to reduce their prices so
SuperSave will make the same actual profit on every three bottles sold.
By how much will the manufacturers have to reduce their prices?
A 1/6, B ¼, C 1/3, D ½, E 2/3
Petra’s electricity supply company charges her a fixed monthly sum plus a rate per unit for
electricity used. In the most expensive quarter last year (January to March), she used 2000
units and her bill was $250.

In the least expensive quarter (July to September), she used 600 units and her bill was $138.

She is now adding extra insulation to her home which is expected to reduce her overall
electricity consumption by 25%. What can she expect her January to March bill to be
next year (if there are no increases in overall tariffs)?

Woods’ problem-solving model

1. Define the problem

The system. Have students identify the system under study (e.g., a metal bridge subject to
certain forces) by interpreting the information provided in the problem statement. Drawing a
diagram is a great way to do this.

Known(s) and concepts. List what is known about the problem, and identify the knowledge
needed to understand (and eventually) solve it.

Unknown(s). Once you have a list of knowns, identifying the unknown(s) becomes simpler.
One unknown is generally the answer to the problem, but there may be other unknowns. Be
sure that students understand what they are expected to find.

Units and symbols. One key aspect in problem solving is teaching students how to select,
interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop
a habit of using appropriate units and symbols yourself at all times.

Constraints. All problems have some stated or implied constraints. Teach students to look for
the words only, must, neglect, or assume to help identify the constraints.

Criteria for success. Help students to consider from the beginning what a logical type of
answer would be. What characteristics will it possess? For example, a quantitative problem will
require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an
optimization problem requires an answer in the form of either a numerical maximum or
minimum.

Think about it

 “Let it simmer”. Use this stage to ponder the problem. Ideally, students will develop a
mental image of the problem at hand during this stage.
 Identify specific pieces of knowledge. Students need to determine by themselves the
required background knowledge from illustrations, examples and problems covered in
the course.
  Collect information. Encourage students to collect pertinent information such as
conversion factors, constants, and tables needed to solve the problem.

Plan a solution

o Consider possible strategies. Often, the type of solution will be determined by

the type of problem. Some common problem-solving strategies are: compute;
simplify; use an equation; make a model, diagram, table, or chart; or work
backwards.

o Choose the best strategy. Help students to choose the best strategy by
reminding them again what they are required to find or calculate.

Carry out the plan

o Be patient. Most problems are not solved quickly or on the first attempt. In other
cases, executing the solution may be the easiest step.
o Be persistent. If a plan does not work immediately, do not let students get
discouraged. Encourage them to try a different strategy and keep trying.

Look back

Encourage students to reflect. Once a solution has been reached, students should ask
themselves the following questions:

o Does the answer make sense?

o Does it fit with the criteria established in step 1?
o Did I answer the question(s)?
o What did I learn by doing this?
o Could I have done the problem another way?