Setting Expectations and Resolving Conflict in Graduate Education

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)

Setting Expectations andResolving Conflict

The Graduate SchoolMichigan State University 2009

http://grad.msu.edu/conflictresolution/

http://msu.edu/index.html

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)


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


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 communityThe Graduate SchoolMichigan State University 2009

then

Options Over TimeO

ptio

ns

Time


now

ABCDEF

BCDEF

CDE

DE E

Vignettes• On the Dotted Line


Strategies to Resolve Conflict

• Avoidance Strategy • Accommodating Strategy • Positional Strategy • Interest-based Strategy


Positional ApproachA 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”


A What I Want

BWhat I Want

The Positional Approach to Resolving a Conflict

ISSUE


C Compromise

The Positional 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

•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?


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

A

The Interest-Based ApproachIssue

1234

Interests Options

B

567

ABCDEFG


Vignettes

• Restacking the Committee


Evaluation

The Interest-Based ApproachIssue

1234

A

BCD

Interests Options

EFG

567


“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


ANGER AND ACTION

Avoidance/Accommodation

Anger

Action


The trigger event

Anger

• Predisposes one to use a positional strategy.

• Impairs one’s ability to identify interests.

• Compromises one’s rational decision-making abilities.


then

Options Over TimeO

ptio

ns

Time


now

ABCDEF

BCDEF

CDE

DE E

Vignettes

• Sunny Skies


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?”


Explicit Expectations

Explicit Expectations:

• Clearly Stated (verbally or in written form)

• Checked for understanding

• Unilaterally or jointly set


Window of “Negotiable” ExpectationsExplicit

Implicit

Join

tU

nila

t era

l


Window of “Negotiable” Expectations

Explicit

Implicit

Join

tU

nila

t era

l


Interests DecisionIssueContext Options


Explicit Expectations are set by jointly examining future situations

in this order:

and then checking for mutual understanding

What are the interests you bring to graduate education?


What issues might graduate students face in their graduate

education program?


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?


Can We Jointly Set the Expectation(s) and

Check for Understanding?

Vignette

• Sunny Skies

Which options meet the interests and issue?

ISSUE: Time off during semester

INTERESTS OPTIONS

Rest and relaxation

Continuous data collection

Effective communicationwithin lab

Take turns being away from lab

Work extra hard and takedata with you

Find out who will be available to work in lab


Smooth running lab Close lab for a week


Evaluate the options!

•Does it meet the interests?• Is it relevant to the issue?

Effective Communication for Setting Expectations

Audience

You as theMessenger/

Receiver

Timing

Goal

Power

Ability to “read”Non-verbals

CommunicationHistory

Environment/Culture

PerspectiveTaking

OthersYour Message-What you say-How you say it


Vignette

• Double Bind

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.


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


Setting Expectations and Resolving Conflict in Graduate Education

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