Training Module Bridges Not Wall

8/3/2019 Training Module Bridges Not Wall

http://slidepdf.com/reader/full/training-module-bridges-not-wall 1/19

Training Module Template Created by: Dr. Amphie Vedua-Dinagsao

1. TrainingProgram Title

Bridges Not Walls:Managing conflict by turning walls into bridges

A Workshop on Conflict Resolving Skills2. Overall

Description of the Training

The training is a whole day activity that will be conductedon the 19th of September, 2010, with Xavier University’sSchool of Education First Year students as audience.Registration will start at exactly 8:00am, provided that pre-

registration forms are already filled up by the participants twoweeks before the training (a week after the room-to-roomcampaign).

The training will focus on the topic of conflict which theparticipants have more or less experienced in their daily livesand will be encountering when they become teachers in thenear future.

The facilitators will give inputs on conflicts as experiencedin interpersonal relationships, its definition and nature.Personal conflict styles will also be tackled to find out whatthe participants’ styles are and how they face or addressconflicts in their lives. They will be taught of the clearmessage format, that is, assertion without aggression.Furthermore, methods of conflict resolution will be introducedto them, giving emphasis on the win-win communication skills.

Hence, the training will consist of individual, dual andgroup activities to further improve the skills of the participantsin conflict resolution, with a short skit and reporting as theirfinal output at the end of the training.

3. Rationale Conflict is a fact of life in every relationship. One of thevenues where it is most challenging and most important toturn communication walls into bridges is in conflict. Althoughit is natural and a normal part of every work, family,roommate and dating relationship, few people enjoy it, andeven fewer believe that they manage conflict well.

Conflict is the interaction of interdependent people whoperceive incompatible goals and interference from each otherin achieving those goals (Hocker and Wilmot 1985). It arises inalmost all social settings. Most people learn at a very youngage that conflicts arise in families, playgrounds, classrooms,scout troops and cheerleading teams.

Even as relationships become more complex and peoplebecome more involved in diverse and public settings, conflictsremain to be constant and existing just like those experiencedin childhood. In turn, adults also encounter conflict in casualwork relationships and emotionally intense, intimaterelationships as well as in close friendships or in politicalrivalries.

It is likewise encountered in decision-making groups,organizational bodies, government and non-government

agencies, thus making it diverse. Given the vastness in whichconflicts are typically encountered, what often is of mostconcern is how much is at stake in any conflict and how it ishandled, managed and resolved.

To work through conflicts is not to minimize itsdisadvantages, or to emphasize much on its positivefunctions, but to accept both, understand how they move in

Training Project Name: ____Bridges Not Walls: Managing conflict by turning wallsinto bridges________

Training Lead: ____A workshop on Conflict Resolving Skills_________ Date: ___September 19, 2010___




destructive or productive directions, and how they should beproperly addressed.

In this workshop, conflict will be explored and discussedtogether with the participants within their context. It cannotbe argued that conflicts arise in a classroom or an officesetting. This may come in the form of teacher vs. student,

teacher vs. superior, teacher vs. co-teacher, teacher vs.parent or teacher vs. his/her personal life with partner, familyand friends.

Hence, it is imperative that management of these conflictsbe introduced to the participants in order for them to useconflict in a constructive way. In addition, they will also learnhow to resolve conflicts by formulating win-win solutions,where both parties in a conflict end up getting what they wantwithout compromising each other’s worth and capabilities.

This workshop will try to bring out the creativity of the

participants by introducing exercises (individuals, dyads andgroups) where they will discover their individual styles of conflict, try to interpret their behaviors in conflicts, namefeelings that conflicts cause, understand their conflict ritualsand choose the most appropriate method of addressingconflicts.

As for their final output, the participants will be asked toidentify perceived conflicts that may arise in their professionas teachers, they will then make a short skit on how they willmanage these conflicts using the skills learned in the durationof the workshop and finally, they will report their skit or role-play for evaluation.

4. LearningOutcomes/Objectives

At the end of this workshop, the participants will be ableto develop their win-win solution skills. Specifically, theyshould be able to:

1. Identify subjects that are likely to trigger conflicts withother people in their profession (teacher vs. students,teacher vs. co-teacher, teacher vs. superior or teachervs. personal life);

2. Make a short skit presenting a win-win solution over theidentified conflicts (see no. 1); and

3. Conduct a reporting on the steps used to arrive at theirwin-win solution.

5. ExpectedOutput

The participants will be able to produce the following onspecific topics:

• Lecture 1: Conflict Definedo Self-evaluation essay identifying personal

conflict styles (Individual)

• Lecture 2: Personal Conflict Styleso Short Skit on the different conflict styles

(Dyad)

• Lecture 3: Using the Clear Message Format

o Sentence Construction in using the clearmessage format

• Lecture 3: Methods of Conflict Resolutiono Awareness on the different methods of Conflict

Resolution

• Lecture 4: Win-Win Communication Skillso Major Output: Short skit using win-win

communication skills (group)






o Major Output: Reporting on the steps used inshort skit presentation (group)

6. Length of Training

One (1) day

7. Training Time September 19, 2010 (Sunday), 8:30 AM - 12:00 NN and1:00 PM - 4:00 PM

8. TargetLearners

The participants will be First Year students of the School of Education, Xavier University.

Twenty-four (24) is the ideal number of participants forthe training.

Those who have experienced conflict in their lives, asstudents, members of a family, groups and otherorganizations, and will continue to be confronting conflictslater on in their lives are invited to join this training.

9. ParticipantRequirements

There is no prerequisite skill that the participant shouldhave possessed before the start of the training. As long asthey have been able to experience conflict in their lives orhave heard of it, at the least.

10. Instructional Materialand AidsNeeded

Below are the materials and equipment necessary for theimplementation of the training:

Classroom availabilityLaptop computerDigital Light Processing Projector (DLP)Electric fans

Tables for registration, snacks and certificatesCartolinas

Brown EnvelopesManila PapersPentel PensPencilsBallpensCrayonsBond papers

11. ContentOutline

The following are the major topics to be addressed in thetraining with their length of time per session, description andthe learning methods to be used:

1. Managing Conflict by Turning Walls into Bridges (20minutes)- In this topic, conflict will be defined, as well as its

nature and beneficence will be tackled.

Learning Methods:Verbal-Linguistic and Interpersonal (discussions withvisual-aid materials)Intrapersonal (essay-writing and self-evaluation)

2. Personal Conflict Styles (20 minutes)- In this topic, the different conflict styles will be

discussed so that the participants the kind of stylesthey have when they are in conflict with other people.

Learning Methods:Verbal-Linguistic and Interpersonal (discussions withvisual-aid materials)Interpersonal (dyad activity on conflict styles)






3. Assertion without Aggression: The Clear MessageFormat (20 minutes)- In this topic, the clear message format will be

introduced to the participants to give them a view onhow to deal with conflicts and how to approach peoplethey are in conflict with.

Learning Methods:Verbal-Linguistic and Interpersonal (discussions withvisual-aid materials)Interpersonal (game on sentence construction, by group)

4. Methods of Conflict Resolution (20 minutes)- In this topic, four conflict resolution methods will be

presented to the participants.

Learning Methods:Verbal-Linguistic and Interpersonal (discussions withvisual-aid materials)

5. Win-Win Communication Skills (30 minutes)- Zeroing on the win-win communication as the best

method for conflict resolution, skills will be taught tothe participants so as to arrive to a win-win situation.

Learning Methods:Verbal-Linguistic and Interpersonal (discussions withvisual-aid materials)Bodily-Kinesthetic (role-playing and short skit)Interpersonal (sharing and reporting)

12. TrainerNotes

Questions that the participants might ask:1. What is there to know about conflict and why are we

here? Do we really need this?2. What conflict is this training talking about?3. What skills will we be able to develop in this training?

Detailed answers and explanation:1. Although conflict is a normal part of our life, providing

numerous opportunities for growth through improvedunderstanding and insight, there is a tendency to viewconflict as a negative experience caused by abnormallydifficult circumstances. Disputants tend to perceivelimited options and finite resources available in seekingsolutions, rather than multiple possibilities that mayexist 'outside the box' in which we are problem-solving.

You are here to know what kind of possibilities laybehind conflicts and learn how to properly addressthem to arrive in a win-win solution. You need thisbecause, as future teachers, conflicts against yourstudents, your co-teachers, your superiors or yourpersonal/family life.

2. The kind of conflict that this training is talking about isthe kind of conflict that arises in interpersonalrelationships, between two or more people.

3. At the end of this training, the skill that you will more orless develop is the win-win communication skill whereinboth parties in conflict will get what they want.






Below are the detailed content of the training:

1. Managing Conflict by Turning Walls into Bridgesi. Conflict Definedii. Conflict is Natural

iii. Conflict Can Be Beneficial

2. Personal Conflict Stylesi. Nonassertive Behaviorii. Direct Aggressioniii. Passive Aggressioniv. Indirect Communicationv. Assertion

Which Style is the Best?

3. Assertion Without Aggression: The Clear

Message Formati. Behaviorii. Interpretationiii. Feelingiv. Consequencev. Intention

4. Methods of Conflict Resolutiona. Win-Loseb. Lose-Losec. Compromised. Win-win

5. Win-Win Communication Skillsa. STEP 1 – Identify Your Problem and Unmet Needsb. STEP 2 – Make a Datec. STEP 3 – Describe Your Problem and Needsd. STEP 4 – Consider Your Partner’s Point of Viewe. STEP 5 – Negotiate a Solutionf. STEP 6 – Follow Up the Solution

Detailed Discussion of the Content of the Training:

1. Managing Conflict by Turning Walls into Bridges

i. Conflict Defined

It is an expressed struggle between atleast two interdependent parties who perceiveincompatible goals, scarce rewards, andinterference from the other party in achievingtheir goals. (Hocker and Wilmot 1985)

Expressed Struggle – A conflict can exist onlywhen both parties are aware of a

disagreement.

Perceived Incompatible Goals – All conflicts lookas if one party’s gain would be another’sloss.

Perceived Scarce Rewards – People believethere isn’t enough of something to go






around.

Interdependence – However antagonistic theymight feel, the parties in conflict areusually dependent on each other. Thewelfare and satisfaction of one depends onthe actions of another.

Interference from the Other Party – No matterhow much one person’s position maydiffer from another’s, a full-fledged conflictwon’t occur until the participants act inways that prevent one another fromreaching their goals.

ii. Conflict is Natural

Every relationship of any depth all has conflict.No matter how close, how understanding, how

compatible you are, there will always be times whenyour ideas or actions or needs or goals won’t matchthose of others around you.

And just as conflict is a fact of life, so are thefeelings that go along with it – hurt, anger,frustration, resentment, disappointment. Becausethese feelings are usually unpleasant, there is atemptation to avoid them or pretend they don’t exist.But as sure as conflicts are bound to arise, so are theemotions that go with them.

iii. Conflict Can Be Beneficial

Since it is impossible to avoid conflicts, thechallenge is to handle them well when they do arise.Effective communication during conflicts can actuallykeep good relationships strong.

2. Personal Conflict Styles

i. Nonassertive Behavior

Nonassertion is the inability or unwillingnessto express thoughts or feelings in a conflict.Sometimes nonassertion comes from a lack of confidence. In other cases, people lack theawareness or skill to use a more direct means of expression. Sometimes people know how tocommunicate in a straightforward way but choose tobehave nonassertively.

Forms of Nonassertion:

Avoidance – either physical (steering clearof a friend having an argument), or

conversational (changing the topic, joking ordenying that a problem exists)

Accommodation – deal with conflict bygiving in, putting the other’s needs ahead of their own.






ii. Direct Aggression

Direct Aggression occurs when acommunicator expresses a criticism or demand thatthreatens the face of the person at whom it isdirected. It may be in the form of character attacks,

competence attacks, physical appearance attacks,maledictions (wishing the other ill fortune), teasing,ridicule, threats, and swearing.

Direct Aggression can have a severe impact onthe target. Recipients can feel embarrassed,inadequate, humiliated, hopeless, desperate ordepressed.

Unlike other conflict styles, direct aggression is judged incompetent by virtually everyone whoencounters it.

iii. Passive Aggression

Passive aggression occurs when acommunicator expresses hostility in an obscure way.In several of his works, psychologist George Bachterms this behavior “crazymaking”.

Crazymaking occurs when people havefeelings of resentment, anger or rage that they areunable or unwilling to express directly. Instead of keeping these feelings to themselves, thecrazymakers send these messages in subtle, indirectways, thus maintaining the front of kindness. Thisamiable façade eventually crumbles, however,leaving the crazymaker’s victim confused and angryat having been fooled.

Types of Crazymakers:

o The Avoider – refuse to fight. When a conflictarises, they eave, fall asleep, pretend to be busyat work, or keep from facing the problem insome other way.

o The Pseudoaccommodator – refuse to face up to

a conflict either by giving in or by pretendingthat there’s nothing at all wrong.

o The Guiltmaker – Instead of saying straight outthat whey don’t want or approve of something,the guiltmakers try to make their partners feelresponsible for causing pain.

o The Subject Changer – escape facing up to

aggression by shifting the conversationwhenever it approaches an area of conflict.

o The Distracter – Rather than come out andexpress their feelings about the object of theirdissatisfaction, distracters attack other parts of their partner’s life.






o The Mind Reader – Instead of allowing theirpartners to express feelings honestly, mindreaders go into character analysis, explainingwhat the other person really means or what’swrong with the other person.

o The Trapper – Trappers play an especially dirty

trick by setting up a desired behavior for theirpartners and then when it’s met, attacking thevery thing the requested.

o The Crisis Tickler – almost bring what’s botheringhim to the surface, but never quite come out anexpress themselves.

o The Gunnysacker – These people don’t respondimmediately when angry. Instead, they put theirresentment into a gunny-sack, which after awhile begins o bulge with both large and smallgripes. Then, when the sack is about to burst,the gunnysacker pours out all the pent-upaggressions on the overwhelmed andunsuspecting victim.

o The Trivial Tyrannizer – Instead of honestlysharing their resentments, they do things theyknow will get their partners’ goat.

o The Beltliner – Everyone has a psychological

“beltline”, ad below it are subjects too sensitiveto be approached without damaging therelationship. In an attempt to “get even” or hurttheir partners, beltliners will use intimateknowledge to hit below the belt, where theyknow it will hurt.

o The Joker – because they are afraid to faceconflicts squarely, the jokers kid around whentheir partners want to be serious, thus blockingthe expression of important feelings.

o The Blamers – are more interested in findingfault than in solving conflict.

o The Contract Tyrannizer – will not allow theirrelationships to change from the way they oncewere.

o The Kitchen Sink Fighter – These people are sonamed because they bring up things that aretotally off the subject (“everything but thekitchen sink”): the way another person behavedlast New year’s Eve, the unbalanced checkbook,

bad breath, anything.

o The Withholder – Instead of expressing theiranger honestly and directly, they punish theirpartners by keeping back something – courtesy,affection, good cooking, humor or sex.

o The Benedict Arnold – These characters get back






at their partners by sabotage, by failing todefend them from their attackers and even byencouraging ridicule or disregard rom outsidethe relationship.

iv. Indirect Communication

Indirect Communication conveys a messagein a roundabout manner, in order to save face for therecipient. Although indirect communication lacks theclarity of an aggressive or assertive message, itinvolves more initiative than nonassertion. It also hasnone of the hostility of passive-aggressivecrazymaking. The goal is to get what you wantwithout arousing the hostility of the other person.

v. Assertion

Assertion occurs when a message expresses

the speaker’s needs, thoughts and feelings clearlyand directly without judging or dictating to others.

Which Style is Best?

A competent, successful communicator willchoose the most effective style for a given situation.

How can you decide which style will be mosteffective? There are several factors to consider.

The Situation

The Receiver

Your goals

3. Assertion Without Aggression: The Clear MessageFormat

Knowing when to behave assertively isn’t the same

as knowing how to assert yourself. A completeassertive message has five parts.

i. Behavior

A behavioral description describes the rawmaterial to which you reach. A behavioraldescription should be objective, describing anevent without interpreting it.

ii. Interpretation

Interpretation is the process of attachingmeaning to behavior. The important thing to realizeabout interpretations is that they are subjective.

That is, there is more than one interpretation thatwe can attach to any behavior.

iii. Feeling






Reporting behavior and sharing yourinterpretations are important, but feelingstatements add a new dimension to a message.

iv. Consequence

A consequence statement explains what

happens as a result of the behavior you havedescribed, your interpretation, the ensuing feeling,or all three. There are three types of consequences:

• What happens to you, the speaker

• What happens to the person you’readdressing

• What happens to others

v. Intention

Intention statements are the final element of the assertive format. They can communicate threekinds of messages:

• Where you stand on an issue

• Request of others

• Description of how you plan to act in thefuture

4. Methods of Conflict Resolution

When faced with a disagreement, the parties have

three choices:

They can accept the status quo.

They can use coercion – physical, social andeconomic – to impose a settlement.

They can reach an agreement by negotiating.

Negotiation – occurs when two or more partiesdiscuss specific proposals in order to find amutually acceptable agreement.

a. Win-Lose

In win-lose problem solving, one party gets what heor she wants, whereas the other comes up short.People resort to this method of resolving disputes whenthey perceive a situation is being an “either-or” one:Either I get what I want or you get your way.

Power is the distinguishing characteristic in win-lose problem solving, for it is necessary to defeat anopponent to get what one wants.

Real or implied force isn’t the only kind of powerused in conflicts. Those who are in authority of manytypes engage in win-lose methods without everthreatening physical coercion.

Intellectual or metal power can also be a tool forconquering an opponent. Everyone is familiar withstories of how a seemingly weak hero defeats a






stronger enemy through cleverness, showing thatbrains are more important than brawn.

There are some circumstances in which the win-lose method may be necessary, as when there are trulyscarce resources and only one party can achievesatisfaction.

A final and much less frequent justification fortrying to defeat another person occurs when the otherparty is clearly behaving in a wrong manner and weredefeating that person is the only way to stop a wrongfulbehavior.

b. Lose-Lose

In lose-lose problem solving, neither side issatisfied with the outcome. Although the name of thisapproach is so discouraging that it’s hard to imagine

how anyone could willingly use it, in truth lose-lose is afairly common way to handle conflicts. In manyinstances the parties will both strive to be winners, butas a result of the struggle, both wind up losers.

c. Compromise

Unlike lose-lose outcomes, compromise gives bothparties at least some of what they wanted, though bothsacrifice part of their goals. People usually settle forcompromises when it seems that partial satisfaction isthe best they can hope for.

d. Win-win

In win-win problem solving, the goal is to find asolution that satisfies the needs of everyone involved.Not only do the parties avoid trying to win at theother’s expense, but they also believe that by workingtogether it is possible to find a solution that goesbeyond a mere compromise and allows all parties toreach their goals.

5. Win-Win Communication Skills

Win-win problem solving is clearly superior to the win-lose and lose-lose approaches.

a. STEP 1 – Identify Your Problem and UnmetNeeds

Before you speak out, it’s important to realize thatthe problem that is causing conflict is yours. Realizingthat the problem is yours will make a big differencewhen the time comes to approach your partner. Insteadof feeling and acting in an evaluative way, you’ll bemore likely to state your problem in a descriptive way,which will not only be more accurate but also reduce






the chance of a defensive reaction.

Once you realize that the problem is yours, the nextstep is to identify the unmet needs that make youdissatisfied. Sometimes, the task of identifying yourneeds isn’t as simple as it first seems. Behind theapparent content of an issue is often a relational need.

As you’ll soon see, the ability to identify your realneeds plays a key role in solving interpersonalproblems. For now, the point to remember is thatbefore you voice your problem to your partner, youought to be clear about which of your needs aren’tbeing met.

b. STEP 2 – Make a Date

Destructive fights often start because the initiatorconfronts a partner who isn’t ready. There are many

times when a person isn’t in the right frame of mind toface a conflict, perhaps owing to fatigue, being in toomuch of a hurry to take the necessary time, beingupset over another problem or not feeling well. Attimes like these it’s unfair to “jump” a person withouttice and expect to get full attention for your problem. If you do persist, you’ll probably have an ugly fight onyour hands.

After you have a clear idea of the problem,approach your partner with a request to try to solve it.If it isn’t the right time to confront your partner, find atime that’s agreeable to both of you.

c. STEP 3 – Describe Your Problem and Needs

Your partner can’t possibly meet your needs withoutknowing why you’re upset and what you want.

Therefore, it’s up to you to describe your problem asspecifically as possible. The best way to deliver acomplete, accurate message is to use the assertivebehavior-interpretation-feeling-consequence-intentionformat.

d. STEP 4 – Consider Your Partner’s Point of View

After stating your problem and describing what youneed, it’s important to make sure your partner hasunderstood what you’ve said because there’s a goodchance – especially in a stressful conflict – that yourwords will be misinterpreted.

It’s usually unrealistic to insist that your partnerparaphrase your statement, and fortunately there aremore tactful and subtle ways to make sure you’ve beenunderstood. For instance, you might try saying, “I’mnot sure I expressed myself very well just now – maybeyou should tell what you heard me say so I can be sureI got it right.” In any case, be absolutely sure that yourpartner understands your whole message before goingany further.






Once you have made your position clear, it’s time tofind out what your partner needs to feel satisfied thisissue because it is important to discover your partner’sneeds. You can learn about your partner’s needs simplyby asking about them: “Now I’ve told you what I wantand why. Tell me what you need to feel okay aboutthis.” Once your partner begins to talk, your job is to

listen.

e. STEP 5 – Negotiate a Solution

Now that you and your partner understand eachother’s needs, the goal becomes finding a way to meetthem. This is done by developing as many potentialsolutions as possible and then evaluating them todecide which one best meets everyone’s needs.Probably the best description of the win-win approachhas been written by Thomas Gordon in his book ParentEffectiveness Training. The following steps are a

modification of this approach.

1. Identify and define the conflict2. Generate a number of possible solutions.3. Evaluate the alternative solutions.4. Decide on the best solution.

f. STEP 6 – Follow Up the Solution

You can’t be sure the solution will work until you tryit. After you’ve tested it for a while, it’s a good idea toset aside some time to talk over its progress. You mayfind that you need to make some changes or evenrethink the whole problem. The idea is to keep on topof the problem, to keep using creativity to solve it.

Win-win solutions aren’t always possible. There willbe times when even the best-intentioned people simplywon’t be able to find a way of meeting all their needs.In cases like this, the process of negotiation has toinclude some compromises. But even then thepreceding steps haven’t been wasted. The genuinedesire to learn what the other person wants and to tryto satisfy those desires will build a climate of goodwillthat can help you find the best solution to the presentproblem and also improve your relationship in thefuture.

13. Activities Plenary Discussions: Lectures and Inputs will be given bythe facilitators in an interactive way where participantscan also raise their comments and questions.

Individual Exercise: Self-evaluation will be done in thetraining. After which, participants will make an essayabout their styles of personal conflict.

Dyad Exercise: Sharing of the essay made will be done bytwo. They will then present a short skit presentingconflicts and how they usually manage them.

Role Plays: A group of at least six (6) members willpresent a short skit on the skills they learned from the






training.

Group Exercise: After the short skit presentation, thegroup will report on the steps they used to come up toa win-win solution.

14. Trainer’s

and trainees’Agenda

Trainer’s Agenda

Activity Time Material Participant’ s Activity

ResourcePerson/s

Registration 8:00am-8:30am

Roster

Openingand Introductions

8:30am-8:50am

Trainer’sOpeningNotes

Invocationand Getting-to-know-youactivity

Expectation-setting

8:50am-9:00am

Trainer’sOpeningNotes

Groupactivity ontheir expectations for theseminar,facilitatorsand themselves

Lecture 1:ManagingConflicts by

TurningWalls intoBridges

9:00am-9:20am

PowerPoint

presentat

ion

Interactionwithresource

person

PaulineMae P.

Araneta

Individual Activity

9:20am-9:40am

Activity Handouts

Self-evaluationessay inidentifying

personalconflict styles

Snacks 9:40am-

10:00am

Snacks prepared

by thefacilitator s

Lecture 2:PersonalConflict Styles

10:00am-10:20am

PowerPoint

presentat ion


person

RhylMark TerenceT.Daraman

Dyad Activity

10:20am-10:40am

Activity Handouts

Short skit using theclear message

format Lecture 3:

Assertionwithout

Aggression:The Clear MessageFormat

10:40am-11:00am

PowerPoint

presentat ion


person

RondellChaz C.Mabunga






Group Activity

11:00am-11:30am

Activity Handouts

Game onSentenceConstruction of theclear messageformat

Lunch Break 11:30am-1:00pm

Lunch prepared by thefacilitator s

Recap of morningsession

1:00pm-1:10pm

Trainer’sNotes

Interactionwith theteam leader

Lecture 4:Methods of Conflict Resolution

1:10pm-1:30pm

PowerPoint Presentat ion

Interactionwith theresource

person

SheenaMarie L.Pagtalunan

Surprise 1:30pm-2:00pm

Drama prepared by thefacilitator s

Lecture 5:Win-WinCommunication Skills

2:00pm-2:20pm

PowerPoint Presentat ion

Interactionwith theresource

person

Ma.CarmelRowenaT. Neri

Group Activity

2:20pm-

2:50pm

Bond papers,

pens and crayons

Make some props for

their role playing and visual aidsfor reporting

Group Activity

2:50pm-3:10pm

Role play presentation and reporting onthe stepstaken toarrive at

the win-wincommunication

WholeGroup

Activity

3:10pm-3:20pm

Open Forum Facilitator:PaulineMae P.

Aranetaand Ma.CarmelRowenaT. Neri

Recountingof theexpectations

3:20pm-3:30pm

Notes onexpectation-setting

Evaluation 3:30pm-3:50pm

Evaluation Form

Participantswill answer the formgiven by






thefacilitators

Giving of Certificatesand Closing

3:50pm-4:00pm

Trainer’sclosingnotes

Trainee’s AgendaTime Activity and Major Topics8:00am-8:30am Registration8:30am-8:50am Getting-to-know-you games8:50am-8:55am Invocation8:55am-9:00am Words of Welcome9:00am-9:20am Lecture 1: Managing conflicts by turning

walls into bridges9:20am-9:40am Individual Activity: Reflection Paper 9:40am-10:00am Snacks10:00am-10:20am

Lecture 2: Personal Conflict Styles

10:20am-10:40am

Dyad Activity: Short skit on Conflict Styles

10:40am-11:00am

Lecture 3: Assertion without Aggression:The Clear Message Format

11:00am-11:30am

Group Activity: Sentence construction

11:30am-1:00pm Lunch Break 1:00pm-1:10pm Recap on Morning’s Session1:10pm-1:30pm Lecture 4: Methods of Conflict Resolution1:30pm-2:00pm Surprise prepared by facilitators2:00pm-2:20pm Lecture 5: Win-win communication skills2:20pm-2:50pm Group Activity: Preparation for role play

and reporting2:50pm-3:10pm Presentation of role plays and reporting3:10pm-3:20pm Open forum3:20pm-3:30pm Recounting of the expectations if met 3:30pm-3:50pm Evaluation of the Seminar 3:50pm-4:00pm Giving of Certificates and Closing

15. Investment BudgetParticulars Quantity Unit Cost

(Php)Price (Php)

EquipmentDLP Projector 1 pc *N/AElectric Fans 2 pcs 50.00 Php 100.00

Tables 2 pcs *N/A

MaterialsCartolina 5 pcs 6.00 30.00

BrownEnvelopes

25 pcs 3.00 75.00

Manilapapers

6 pcs 3.00 18.00

Pentel pens 6 pcs 45.00 270.00

Pencils 5 pcs 6.00 30.00Crayons 5 boxes 15.00 75.00

Bond Papers 50 sheets 0.50 25.00Ballpens 30 pcs 5.00 150.00

VenueA 408 Rental *N/A






FoodMorningSnacks

30 pax 20.00 600.00

Lunch 30 pax 50.00 1,500.00Afternoon

Snacks30 pax 20.00 600.00

TOTAL Php3,473.00

Note: *N/A (Not Applicable) means that thesematerials/equipment/rental is available within the facilitator’steam. There is no need to pay for them.

16. TrainingEvaluationTool

Name:________________________________ Date: _______________

Instruction: Encircle the number which most closely matchesyou answer to the following questions. 1 – being the least and5 – being the highest

1. Has the training matched your needs?1 2 3 4 52. Has the training provided you with additional or new

knowledge? 1 2 3 4 5

3. Was the training worthwhile?1 2 3 4 5

4. How would you rate the knowledge of thefacilitators/speakers? 1 2 3 4 5

5. How would you rate the learning methods, techniques andprocesses?

1 2 3 4 56. How would you rate the learning materials/aids used? 1

2 3 4 57. How would you rate the learning environment?

1 2 3 4 58. How would you rate the program facilitation?

1 2 3 4 59. What is your overall evaluation of the training?

1 2 3 4 5

10. What did you like most about the training?

11. What did you least like about the training?

12. What suggestions would you like to make toimprove future trainings?

13. Other comments you would like to make?

Thank you for your cooperation.17. Poster

Design18. Certificates

forParticipants






19. Facilitators’ ID

20. Script of the 2-minuteAd of theRoom-to-roomcampaign

Characters:Ma’am Shee: Sheena Marie PagtalunanStudent: Ma. Carmel Rowena NeriAdvertiser: Pauline Mae AranetaVideographer: Rondell Chaz MabungaPhotographer: Rhyl Mark Terence Daraman

--------------------------------------------------------------------------------------------------

(Ma’am Shee gets inside the classroom where the Educationstudents are and is about to write the assignments on theboard when a student comes rushing inside.)

Student: Ma’am, ma’am, pass ko ug assignment, Ma’am.Ma’am Shee: Miss Neri, the deadline for this assignment was

just yesterday. I’m afraid I can’t accept this.Student: Pero Ma’am…Ma’am Shee: Can’t you see I’m having a class right now?Student: Ma’am… sige na gud ma’am.

Ma’am Shee: No, Carmel, I won’t accept that.Student: Maaaaaaa’aaaaam…

(Advertiser walks in…)

Advertiser: CONFLICT is a fact of life. Everyone hasexperienced it and will still continue to experience it, right?

You, as future teachers, will experience conflict between youand your students, you and your superiors, you and your co-teachers or you and your own personal family life.

But don’t you worry. There’s a skill in resolving conflict. Thatis why we are here to invite you to join our seminar on conflictresolving skills titled…

Carmel: BRIDGES NOT WALLS: Managing conflicts by turningwalls into bridges.

Sheena: Which will be on September 19, 2010, at A 408 from8:30am-4:00pm.

Pauline: Conflict!

Sheena: Face it!

Carmel: Deal with it!

Pauline: Get over it!






Chorus: Thank you and see you there!

Training Project Name: ____Bridges Not Walls: Managing conflict by turning wallsinto bridges

Training Module Bridges Not Wall

Documents