Setting Expectations and Resolving Conflict in Graduate Education

1. 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 and Resolving Conflict The Graduate School Michigan State University 2009

2. 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) The Graduate School Michigan State University 2009

3. 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 The Graduate School Michigan State University 2009

4. 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 community The Graduate School Michigan State University 2009

5. then Options Over Time Options Time The Graduate School Michigan State University 2009 now A B C D E F B C D E F C D E D E E

6. Vignettes • On the Dotted Line The Graduate School Michigan State University 2009

7. Strategies to Resolve Conflict • Avoidance Strategy • Accommodating Strategy • Positional Strategy • Interest-based Strategy The Graduate School Michigan State University 2009

8. Positional Approach A 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” The Graduate School Michigan State University 2009

9. A What I Want B What I Want The Positional Approach to Resolving a Conflict ISSUE The Graduate School Michigan State University 2009 C Compromise

10. The Positional Approach …. The Graduate School Michigan State University 2009 • 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

11. • 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? The Graduate School Michigan State University 2009

12. What are Interests? The Graduate School Michigan State University 2009 Interests are needs that must be satisfied and values that must be preserved. • Self-esteem • Good working relationships • Research excellence • Financial security • Reputation

13. A The Interest-Based Approach Issue 1 2 3 4 Interests Options B 5 6 7 A B C D E F G The Graduate School Michigan State University 2009

14. Vignettes • Restacking the Committee The Graduate School Michigan State University 2009

15. Evaluation The Interest-Based Approach Issue 1 2 3 4 A B C D Interests Options E F G 5 6 7 The Graduate School Michigan State University 2009

16. “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 The Graduate School Michigan State University 2009

17. ANGER AND ACTION Avoidance/Accommodation Anger Action The Graduate School Michigan State University 2009 The trigger event

18. Anger • Predisposes one to use a positional strategy. • Impairs one’s ability to identify interests. • Compromises one’s rational decision-making abilities. The Graduate School Michigan State University 2009

19. then Options Over Time Options Time The Graduate School Michigan State University 2009 now A B C D E F B C D E F C D E D E E

20. Vignettes • Sunny Skies The Graduate School Michigan State University 2009

21. 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?” The Graduate School Michigan State University 2009

22. Explicit Expectations Explicit Expectations : • Clearly Stated (verbally or in written form) • Checked for understanding • Unilaterally or jointly set The Graduate School Michigan State University 2009

23. Window of “Negotiable” Expectations Explicit Implicit Joint Unilateral The Graduate School Michigan State University 2009

24. Window of “Negotiable” Expectations Explicit Implicit Joint Unilateral The Graduate School Michigan State University 2009

25. Interests Decision Issue Context Options The Graduate School Michigan State University 2009 Explicit Expectations are set by jointly examining future situations in this order: and then checking for mutual understanding

26. What are the interests you bring to graduate education? The Graduate School Michigan State University 2009

27. What issues might graduate students face in their graduate education program? The Graduate School Michigan State University 2009

28. 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? The Graduate School Michigan State University 2009

29. Can We Jointly Set the Expectation(s) and Check for Understanding?

30. Vignette • Sunny Skies

31. Which options meet the interests and issue? ISSUE : Time off during semester INTERESTS OPTIONS Rest and relaxation Continuous data collection Effective communication within lab Take turns being away from lab Work extra hard and take data with you Find out who will be available to work in lab The Graduate School Michigan State University 2009 Smooth running lab Close lab for a week

32. The Graduate School Michigan State University 2009 Evaluate the options! • Does it meet the interests? • Is it relevant to the issue?

33. Effective Communication for Setting Expectations Audience You as the Messenger/ Receiver Timing Goal Power Ability to “read” Non-verbals Communication History Environment/ Culture Perspective Taking Others Your Message - What you say -How you say it The Graduate School Michigan State University 2009

34. Vignette • Double Bind

35. 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. The Graduate School Michigan State University 2009

36. 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 The Graduate School Michigan State University 2009