Activity 3.3 | Moving through Conflict
| Site: | RRU Open Educational Resources |
| Cours: | Learning to Lead |
| Livre: | Activity 3.3 | Moving through Conflict |
| Imprimé par: | Visiteur anonyme |
| Date: | dimanche, 11 mai 2025, 18:21 |
Encountering Conflict
As a program manager or leader, you can be sure that you will encounter conflict in your workplace sooner or later.
Conflicts may start in a small way and become more significant, or they may resolve more easily as staff has time to calm their feelings.
An ECE leader or manager can take a few steps to determine how a conflict can be resolved:
Evaluate the situation. Look at the scenario objectively, take note of behaviours and actions to try to identify the issues to be addressed.
Address the issue as early as possible. This helps to protect workplace relationships and ensure employee well-being.
Set up a private meeting with each of the persons involved in the conflict. If there is someone connected to your workplace, such as an Elder, who can act as a mediator you might consider inviting them too. Find a comfortable space and have water and tissues available.
Look for the problem, considering that one incident may not be the only reason but may be an accumulation of scenarios and indiscretions. Give the person the time to talk about their feelings without interrupting.
Practice active listening. Be attentive of your body language, keeping a neutral expression and avoiding actions that appear hostile. Try to see the other person’s perspective; their values and experiences may be different from your own.
Provide feedback after the person has finished talking, using “I” instead of "you” if the person is upset and has hurt feelings.
Seek solutions together. Sometimes an apology is necessary. Sincere apologies cannot be overstated because they may not be accepted if a person feels it is insincere. While looking for solutions do not make promises that cannot be kept as it will worsen the situation and harm your credibility (Deterline, 2016).
Create an action plan with input from others involved in the conflict. Follow up with everyone involved after a set period of time.
Look for shared commonalities (or common ground) to focus on rather than differences. This is often a more effective way to start to address more entrenched conflict.
Ask parties to perspective-take, i.e., to share how they assume the other party has experienced the conflict. This is often a good way to build common ground and to dispel incorrect assumptions.
References
Deterline, B. (2016, August 26). The power of forgiveness at work. Greater Good Science Center. https://greatergood.berkeley.edu/article/item/the_power_of_forgiveness_at_work
Scenario
Sandra and Joan are both educators at Sunshine Child Care Centre. Sandra has been an educator for nearly twenty years, completing her diploma after high school. She has worked exclusively in caring for young children but in several different centres. She cares deeply about children and is very connected to their families. She feels comfortable with schedules and believes children need routines to feel safe. Joan is a more recent graduate and worked in outdoor programs before deciding to become an early childhood educator. She also cares deeply about the children and believes being outdoors as often as possible is important for their well-being.
The two educators are respectful about their differences in philosophy, but Sandra has started to feel resentful that Joan stays outdoors, allowing the children to continue to engage in free play and self-directed interests and disrupting the planned indoor activities.
Joan has noticed that Sandra does not communicate as openly as before and is often abrupt in conversations. The program manager has noticed that their relationship seems to be deteriorating but isn’t sure why.
Consider:
- How do their pedagogical practices differ in the image of the child/learner and the role of the educator? What are some shared practices?
- How does each educator appear to understand inquiry-based learning?
- Explore strategies to foster better collaboration. Who might be involved?
- How would you incorporate the Code of Ethics in this situation?
Early Childhood Educators of British Columbia. (2021). Code of ethics. https://www.ecebc.ca/resources-merchandise/code-of-ethics
The Six Thinking Hats Approach
The "Six Thinking Hats" approach is a technique developed by Edward de Bono, widely used to investigate different perspectives of an issue.
Each of the hats represents a different way of thinking. It helps a team to find solutions by understanding several points of view. With practice, an individual can also consider other ways of finding solutions. It helps organize thinking and improves creativity. In a group, active listening and inclusivity are promoted. We can also think of it as being similar to reframing a question.
Each hat represents a different way of thinking
Blue hat | Organization and planning—conductor’s thinking | The focus is on controlling thinking and managing the process. You have an agenda, get summaries of information and make a decision. |
Green hat | Creative thinking | You want to explore different ways of finding a solution. Considers new concepts and alternatives. |
Red hat | Coming from the heart | Expressing feelings and instincts without having to be logical. |
Yellow hat | The optimist | Positive thinking, seeing values and benefits in the ideas. |
Black hat | Risk assessment—judge’s thinking | A powerful hat that is cautious and avoids risks. Explains concerns carefully. Used most frequently so don’t allow it to dominate. |
White hat | Factual thinking | Gathering information. What knowledge is available and what is missing? |
Try on each of the hats to decide what to do in this scenario:
It is the warmest time of the year, and three educators have planned to take the children on a field trip to the petting farm at the park. The children previously travelled on the city bus as a group, and all went well. Parents have given consent. A child who recently joined the program has frequent meltdowns when frustrated or fearful of a new situation. The mother wants the child to be included in all activities. One of the educators worries that the child will lose control and upset the others, or something worse could happen. The educator has come to the manager for advice.
Step One
Consider the scenario from the viewpoints of each hat and write out possible solutions in your journal.
Step Two
After considering the scenario from the perspective of each hat, take a moment to reflect on a conflict you have experienced, whether in a professional setting, within a team, or in your personal life.
Think about how different perspectives, emotions, and priorities may have influenced the situation:
- Were specific "hats" more dominant in the conflict?
- Did any perspectives exaggerate the issue or create barriers to resolution?
Use this opportunity to explore how shifting perspectives or encouraging others to "try on a different hat" might have led to a more constructive outcome.
Record any additional thoughts in your journal, considering how the Six Thinking Hats approach could be valuable in managing future conflicts.
Referencede Bono, E. (1985). Six thinking hats. Little, Brown and Company.