Conflict Resolution

Managing Conflict:
Learning Facilitator Guide

Version 0.3, 2008 Coaching Association of Canada

Managing Conflict: Learning Facilitator Guide
TABLE OF CONTENTS
Introduction ..............................................................................................1
Purpose of the Document.......................................................................1
NCCP Core Competencies.....................................................................1
Learning Outcomes................................................................................2
Overall Context.......................................................................................2
How to Use this Guide............................................................................3
Symbols..................................................................................................4
Workshop Overview ................................................................................5
Introduction to the Module......................................................................7
Identifying Sources of Conflict in Sport ................................................9
Approaches to Managing Conflict ........................................................14
How Am I Doing? ...................................................................................21
Communication Skills for Conflict Management ................................23
CSI (Conflict in Sport Investigation).....................................................35
Preventing Conflict ................................................................................39
How Am I Doing? ...................................................................................42
Assessment ............................................................................................44
Self-assessment.....................................................................................45
Great Ideas .............................................................................................46


The Collection, Use, and Disclosure of Personal Information
The Coaching Association of Canada (CAC) in cooperation with its
National Coaching Certification Program (NCCP) partners collect, use
and disclose only such information from individuals as is required for the
purpose of providing services or information to them, managing NCCP
coach education records, conducting research and such other purposes
as described in CACs Privacy Policy.
CAC does not sell, trade, barter, or exchange for consideration any
Personal Information obtained. CACs collection, use and disclosure of
personal information shall be done in accordance with its Privacy Policy, a
copy of which is available at www.coach.ca.

INTRODUCTION
Purpose of the Document
This Learning Facilitator Guide is your personal plan for how to
facilitate the Managing Conflict workshop. It provides suggestions
for all of the Coach Workbook activities, it includes all the Coach
Workbook activities, and it has especially wide margins where you
can write your own notes and comments on the workshop.
Reviewing these notes and comments after the workshop and
before your next one will help you improve even more as a
Learning Facilitator. We therefore recommend that you save this
Guide and consult it regularly to ensure continuous improvement
in your facilitation skills and in the workshops you deliver.
Links to Coach Workbook and Reference Material. This Guide
includes all the activities from the Coach Workbook, and it refers
often to Reference Material. Coaches receive the Coach
Workbook and the Reference Material when they register for the
Managing Conflict workshop.
NCCP Core Competencies
As coaches progress through this module, they will work on developing
five core competencies that will help them become more effective
coaches and have a more meaningful impact on athletes experience. The
competencies are problem-solving, valuing, critical thinking, leading, and
interacting.
At several points in the workshop, coaches will participate in activities that
involve reflecting on and assessing their learning on these five
competencies. These are important activities, because coaches indicate
in them how they will apply and model the five core competencies in their
coaching situation. Look for the lightbulb icon that identifies these learning
activities.
Here are just some of the ways these competencies come into play in the
Managing Conflict workshop:
Problem-solving
Apply a problem-solving approach to resolving conflict
Valuing
Appreciate that conflict is natural and can have positive outcomes
Understand that balancing your needs and interests while
respecting others needs and interests helps resolve conflict
Version 0.3, 2008 Coaching Association of Canada Page 1
Page 2 Version 0.3, 2008 Coaching Association of Canada
Critical Thinking
Evaluate your options for decision or action, given the individuals
involved, the type of conflict, and your own conflict-management
style
Leading
Listen and communicate effectively to resolve conflicts with
athletes, other coaches, parents, and officials
Use the communication skills needed to deal with difficult people
Listen effectively and listen and speak for yourself in conflict
situations
Interacting
Exchange ideas and interact with other coaches
Learning Outcomes
The NCCP distinguishes between training and certification. The Managing
Conflict module is one of a number of training opportunities in the
Competition Development context. To become certified in this and other
coaching contexts, coaches must be evaluated, and they must provide
evidence in the evaluation that they meet certain criteria.
The learning outcomes listed below reflect the evidence and criteria that
apply to this module.
After finishing this module, coaches will be able to apply a problem-
solving approach to managing conflict. In particular, they will be able to:
Identify common sources of conflict in sport, as well as individuals
and groups likely to find themselves in conflict situations
Take steps to prevent and resolve conflict resulting from
misinformation, miscommunication, or misunderstanding
Listen and speak for yourself in conflict situations to maintain
positive relationships with athletes, parents, officials, and other
coaches
Overall Context
This module is one of many offered in the National Coaching Certification
Program (NCCP). For more information on the NCCP and the workshops
it offers, visit http://www.coach.ca/eng/certification/index.cfm.
How to Use this Guide
This Learning Facilitator Guide contains both tips for you on how to teach
each activity in the Coach Workbook AND all the activities from the Coach
Workbook. If you use this Guide, you wont have to flip back and forth
between documents when preparing for the workshop.
Tips on how to teach an activity appear before or after the material from
the Coach Workbook. The material from the Coach Workbook is under
the heading From the Workbook, and this material is all shaded. The
spaces in the Coach Workbook where coaches answered questions have
been omitted from this Guide.
Always remember that workshops are NOT designed to cover all the
information in the Reference Material. The workshops focus much more
on learning by doing than on learning by reading. So while some
workshop activities may involve reading Reference Material selections,
most do not. In fact, some Reference Material must NOT be presented
during a workshop!
Symbols
You will find the following symbols in this Guide:
This symbol means write your
thoughts on your Action Card
This symbol means refer
to the Reference Material
This symbol means this is
a message for coaches
This symbol shows the time
an activity should take
This symbol indicates
support for NCCP
competencies
This symbol indicates bonus
facilitation tips for LFs

Page 4 Coaching Association of Canada Version 0.3, 2008
My Notes
WORKSHOP OVERVIEW
This overview is a high-level summary of the workshop you can use when
delivering the workshop. Use the My Notes column to write down key
pointers for delivering individual activities.
Time Activity
Description/
Key Messages
Introduction to the Module
10 minutes Introductions
14 minutes What is Conflict?
3 minutes Debrief
Introduce self and coaches
Review learning outcomes,
timeframe, activities
Identify understanding of conflict
27 minutes Total time, Introduction to the Module
Identify Sources of Conflict in Sport
7 minutes Potential Sources of
Conflict in Sport
5 minutes Debrief
8 minutes Levels and Multipliers of
Conflict
5 minutes Debrief
Coaching presents many situations
where conflict is predictable
Some conflicts are more difficult to
resolve than others because of
their root causes
Conflict becomes more difficult to
resolve when its complicated by
emotional or organizational factors
25 minutes Total time, Identify Sources of Conflict in Sport
Approaches to Managing Conflict
2 minutes Review the Instructions
12 minutes Activity
12 minutes Reflecting on
Approaches to Managing
Conflict
12 minutes Expanding Your
Approach to Managing
Conflict
5 minutes Debrief
Coaches complete a survey to
assess their preferred conflict
management style
Coaches learn about five
approaches and when to use them
or not use them
43 minutes Total time, Approaches to Managing Conflict
How Am I Doing?
10 minutes How Am I Doing? Coaches reflect on and assess
their learning on the NCCP core
competencies
10 minutes Total time, How Am I Doing?
Time Activity
Description/
Key Messages
Communication Skills for Conflict Management
15 minutes Opening Activity
5 minutes Introduction
25 minutes Scenarios
5 minutes Debrief
15 minutes Speaking for Yourself in
Conflict
5 minutes Debrief
7 minutes Dealing with Difficult
People
3 minutes Debrief
The two most important skills in
managing conflict are listening and
speaking for ourselves
80 minutes Total time, Communication Skills for Conflict Management
CSI (Conflict in Sport Investigation)
15 minutes Activity
10 minutes Options for Resolution
5 minutes Debrief
5 minutes Action Plan
Coaches use their own conflict
situation as the basis of a conflict
case study
Coaches identify two potential
resolutions and establish an action
plan
35 minutes Total time, CSI (Conflict in Sport Investigation)
Preventing Conflict
22 minutes Case Studies
8 minutes Debrief
While conflict is normal, its not
always necessary
Coaches can identify where conflict
is likely to occur and take steps to
prevent unnecessary conflict
30 minutes Total time, Preventing Conflict
How Am I Doing?
10 minutes How Am I Doing? Coaches reflect on and assess
their learning on the NCCP core
competencies
10 minutes Total time, How Am I Doing?
Assessment
10 minutes Assessment Self-assessment
10 minutes Total time, Assessment
270 minutes Total Time, Workshop

My Notes
INTRODUCTION TO THE MODULE
Introductions
Introduce Yourself
Highlight your key relevant experiences and note how you feel
about this module topic, e.g., I think this is a really important area
in which to develop skills OR Im really looking forward to
working with you over the next six hours.
10 minutes
Ask Coaches to Introduce Themselves
Use simple questions as a guideline:
Name?
Sport or where they coach?
Have you ever encountered conflict in your coaching
experience?
What is Conflict?
Have these points available for reference, either on a PowerPoint
slide or a flipchart:
Its easy to conclude that conflict is part of our lives, and it is
certainly a natural occurrence in sport.
14 minutes
Even though it would be nice if conflict would resolve itself, the
reality is that as a coach, you will be called on to meet and
manage conflict.
Because you have all experienced conflict, you already know
this subject well. We are starting the workshop by tapping into
that knowledge.
Introduce the Coach Workbook and the Reference Material, and
explain how they will be used in the workshop.
The learning objectives of this part of the workshop are to define
conflict and identify our current understanding of conflict.
You need to bring several objects for table groups to use.
Suggestions:
A set of keys, wind chimes, a bag of marbles, charm bracelet,
small tool kit, puzzle, birds nest (or picture of one), picture of
spiders web, Rubiks cube, or Connectix sphere
Distribute one article to each table. The task is to develop as many
comparisons between their object and conflict in the allotted time
(7-8 minutes is usually enough). E.g., conflict is a like a set of keys
because youre never really sure which key is going to open the
door.
From the Workbook
2.1 Conflict is Like
2.1.1 In the space below, complete this statement: Conflict is like
<the words the Learning Facilitator gives you> because:
Ask the groups to stop and share the comparisons theyve come
up with. You can limit this by asking groups to share three of their
most creative comparisons.
You can comment on any that link to content in the workshop.
Debrief
Use one or two of the following questions as the basis of a debrief:
Did you find any of your comparisons were consistent with the
myths of conflict? Which ones? How were they consistent?
3 minutes
What stands out for you in your answers to these questions?
What questions do your answers raise for you?
What words do you see being used?
What is evident; i.e., what stands out for you?
What do we know or not know about conflict?
Review the definition of conflict and summarize with these
messages:
It doesnt have to be a contest.
Conflict can present opportunities that lead to positive
outcomes.
You need a skill base to manage conflict well: identifying the
source of the conflict, solving problems, being self-aware, and
communicating, to name a few.
How you manage conflict will influence the outcome and affect
whether the environment improves or becomes more negative.
Review the learning outcomes on page 2 in the Coach Workbook.
My Notes
IDENTIFYING SOURCES OF CONFLICT IN SPORT
The real source of conflict is often different from what we perceive
the conflict to be about. In fact, conflict is often accompanied by
significant levels of misunderstanding that exaggerate the
perceived disagreement considerably. Understanding the true
areas of disagreement helps us solve the right problems.
The learning objective of this section is to identify potential
sources of conflict in coaching, as well as to recognize types of
conflict and factors that make it harder to resolve conflict.
Potential Sources of Conflict in Sport
Sport presents many different areas where conflict is likely to
occur.
7 minutes
For example, most sports in the context you are coaching involve
athlete selection. This is an example of a potential source of
conflict. There are many others. Have coaches do 3.1.1.

From the Workbook
3.1 Potential Sources of Conflict in Sport
3.1.1 Select a conflict you have had in sport that stands out in your
mind. With that conflict in mind, read Sources of Conflict in
Sport. Record in the space below the most important sources
of this conflict, and briefly explain why each was a source of
conflict. p. 6

Source of Conflict What situations can lead to conflict?
E.g., Roles of team members E.g., Team members are not clear about the roles
they are expected to play. This leads to confusion and
conflict when expectations arent met.
Coaches, athletes, parents, administrators, etc. have
different perceptions about the roles that team
members should play.
Individual athletes or their family have personal
reasons for playing/not playing a particular role.

Organize coaches into new groups, and have them do 3.1.2.
Circulate while coaches complete the task, check on how theyre
doing, and provide feedback. If a group finishes early, ask the
group probing questions to encourage them to think of other
sources of conflict. If coaches have trouble coming up with
sources of conflict, stimulate their thinking by providing a couple of
examples of conflict you have faced.
From the Workbook
3.1.2 In your group, compare answers and create a list of the most
important sources of conflict in your sport. Record them
below if you want to.

5 minutes
Debrief
Ask groups to share their responses.
Suggest that coaches record any ideas they find helpful for their
coaching situation. Encourage them by asking questions like
these:
What did you notice when you compared answers about what
leads to conflict?
Did you observe differences from sport to sport as you
completed this task? What were they?
How could this approach be useful in your coaching situation?
My Notes
Levels and Multipliers of Conflict
Two aspects of conflict will help us identify the conflict:
There are different levels of conflict
There are certain factors that make it harder to resolve conflict.
Have coaches read Levels of Conflict and Multipliers of Conflict in
the Reference Material and answer the questions below.
From the Workbook
3.1.3 Read Levels of Conflict and NCCP Code of Ethics, in the
Reference Material, recall your conflict from 3.1.1, and
complete the table below.

Was the conflict
about
Agree Disagree
Facts?
Identify facts about
which the parties
agreed.
Identify facts about
which they disagreed.

Goals (what is to be
achieved)?
Identify goals about
which the parties
agreed.
Identify goals in the
situation about which
the parties disagreed.

Methods (how things
should be done)?
Are there areas
where the parties
agreed?
Identify where the
parties disagreed
about how things
should be done.

p. 7, 28
p. 7-9
8 minutes
Agree Disagree
Was the conflict
about
Values (why things are
done)?
Identify the values the
parties agreed about.
Identify the values the
parties disagreed
about.
Circle the values in
this conflict that are
related to the five
coaching values in
the NCCP Code of
Ethics.

Multipliers of Conflict
E.g., personality conflict, competing interests

From the Workbook
3.1.4 Read Multipliers of Conflict in the Reference Material. What
multipliers did you experience in the conflict whose levels
you identified in 3.1.3? Record them in the bottom row of the
table above.
p. 8-9

My Notes
Debrief
5 minutes
Debrief the four activities in plenary. You can choose not to debrief
this section.
Ask questions that deepen coaches reflection about their answers
and enhance their ability to identify the nature of the conflict they
face.
Emphasize that there are no right or wrong answers to these
questions; coaches responses reflect their experience.
When you debrief on 3.1.3 and 3.1.4, ask:
Why do you think that is? or
Do you have any ideas why thats the case? or
Did anyone have an ah-has?
Point out the following:
A conflict can take place on more than one level and have
more than one multiplier.
Conflicts that involve differences in values are the most difficult
to resolve
As a result, some conflicts can be challenging to resolve.
Start with the less difficult levels of the conflict, such as facts,
goals, and methods.
This is particularly true when there is a clear conflict of values.
Search for the areas of agreement at lower levels that will
allow you to continue to move forward.
Self-awareness about our strengths and weaknesses is an
important tool in responding to conflict remember that the only
person you control or change in a conflict is yourself.

APPROACHES TO MANAGING CONFLICT
The way we manage conflict affects the outcome. J ust as there is
no single type of conflict, there is no one right way to manage
conflict.
The first key to managing conflict with skill is self-awareness:
acknowledging your strengths and weaknesses in dealing with
conflict and learning about your natural inclinations and
preferences in the face of conflict.
You gain self-awareness in a variety of ways.
You can reflect on past experience with different conflict
situations. You can seek feedback from others.
You can use inventories like the one that follows.
The more you learn about how you handle conflict, the more
behavioural flexibility you develop and the better able you are to
respond appropriately in conflict situations.
The learning objectives of this part of the workshop are to
determine your preferred approach to managing conflict, to
understand more about different approaches to conflict, to reflect
on approaches to conflict-management, and to learn how to be
flexible in your approach to conflict.
We are going to use a short survey, the Thomas-Kilmann Conflict
Mode Instrument, as a way to become more aware of different
approaches to managing conflict.
Remember that any survey is a tool than can increase awareness
or affirm what you already know. Think of it as a mirror. The
reflection may be just what you expect, or it may reveal something
you hadnt noticed before.
2 minutes
Review the Instructions
There are 30 statements. For each statement, there are two
choices. Circle the letter of the statement that most closely reflects
your choice.
Answer the survey as a coach. Your answers might be different in
your family or work situation, so keep your coaching role in mind
as you read the statements.
Dont spend too much time on any one question. Usually your first
impulse is the best one.
My Notes
Tell coaches to complete the survey and score it it will take 10-
15 minutes. The instructions for scoring the survey are on page 12
in the Coach Workbook.
Circulate while coaches complete the inventory, and answer
questions as they arise. If coaches arent clear about how to
respond, emphasize that they should answer how they actually
behave, not how they would like to behave.
Activity
12 minutes
From the Workbook
4.1 My Preferred Approach to Managing Conflict
4.1.1 Presented below is a short survey that will help you
determine your preferred approach to managing conflict.
Follow the instructions presented, and then use the scoring
sheet on page Error! Bookmark not defined. to find out what
approach you prefer. You will learn more about your preferred
approach if your choices reflect how you actually behave, not
how you would like to behave.

INSTRUCTIONS: In each of the thirty paired statements, you have
a choice of two statements. Circle the letter of the statement that
best describes your behaviour as a coach in most situations.
1. A
There are times when I let others
take responsibility for solving
problems.
B
Rather than negotiate the things
on which we disagree, I try to
stress those things upon which
we both agree.
2. A I try to find a compromise solution. B
I attempt to deal with all of others
and my concerns.
3. A
I am usually firm in pursing my
goals.
B
I might try to soothe the others
feelings and preserve our
relationship.
4. A I try to find a compromise solution. B
I sometimes sacrifice my own
wishes for the wishes of the other
person.
5. A
I consistently seek the other
persons help in working out a
solution.
B
I try to do what is necessary to
avoid useless tensions.
6. A
I try to avoid creating
unpleasantness for myself.
B I try to win my position.
7. A
I try to postpone the issue until I
have had some time to think it over.
B
I give up some points in exchange
for others.
8. A
goals.
B
I attempt to get all concerns and
issues immediately out in the
open.
9. A
I feel that differences are not
always worth worrying about.
B I make some effort to get my way.
10. A I am firm in pursing my goals. B
I try to find a compromise
solution.
11. A
issues immediately.
B
I might try to soothe the other
persons feelings and preserve
our relationship.
12. A
I sometimes avoid taking positions
which could create controversy.
B
I will let the other person have
some of their positions if he or
she lets me have some of mine.
13. A I propose a middle ground. B I press to get my points made.
14. A
I tell the other person my ideas and
ask for theirs.
B
I try to show the other person the
logic and benefits of my position.
15. A
I might try to soothe the other
persons feelings and preserve our
relationship.
B
avoid tension.
16. A
I try not to hurt the other persons
feelings.
B
I try to convince the other person
of the merits of my position.
17. A
goals.
B
avoid useless tensions.
18. A
If it makes the other person happy,
I might let them maintain their
views.
B
I will let the other person have
some of their positions if they let
me have some of mine.
19. A
issues immediately out in the open.
B
I try to postpone the issue until I
have had some time to think it
over.
20. A
I attempt to immediately work
through our differences.
B
I try to find a fair combination of
gains and losses for both of us.
21. A
In approaching negotiations, I try to
be considerate of the other
persons wishes.
B
I try to find a fair combination of
gains and losses for both of us.
22. A
I try to find a position that is
intermediate between theirs and
mine.
B I assert my wishes.
My Notes
23. A
I am very often concerned with
satisfying all our wishes.
B
There are times when I let others
take responsibility for solving the
problem.
24. A
If the other persons position seems
very important to them, I would try
to meet their wishes.
B
I try to get them to settle for a
compromise.
25. A
I try to show the other person the
logic and benefits of my position.
B
In approaching negotiations, I try
to be considerate of the other
persons wishes.
26. A I propose middle ground. B
I am nearly always concerned
with satisfying all parties wishes.
27. A
I sometimes avoid taking positions
that would create controversy.
B
If it makes the other person
happy, I might let them maintain
their views.
28. A
goals.
B
I usually seek the other persons
help in working out a solution.
29. A I propose a middle ground. B
I feel that differences are not
always worth worrying about.
30. A
I try not to hurt the other persons
feelings.
B
I always share the problem with
the other person so that we can
work it out.

Not all coaches will complete the inventory and the scoring at the
same time. Circulate among the coaches, and ask coaches who
have finished probing questions such as:
How do the results fit with your view of how you manage
conflict?
What are some situations in which you manage conflict in a
different style?

From the Workbook
4.1 My Preferred Approach to Managing Conflict
Scoring and Interpretation
When you have completed the survey, transfer your choices to this
scoring sheet by circling, for each statement, the letter you chose
for that statement in the survey. For example, if you circled the letter
B in statement 1 of the survey, circle B in the first row below.
Count the number of circled responses in each column. Record the
total in the box under the column.
1. A B
2. B A
3. A B
4. A B
5. A B
6. B A
7. B A
8. A B
9. B A
10. A B
11. A B
12. B A
13. B A
14. B A
15. B A
16. B A
17. A B
18. B A
19. A B
20. A B
21. B A
22. B A
23. A B
24. B A
25. A B
26. B A
27. A B
28. A B
29. A B
30. B A
TOTAL
Competing Collaborating Compromising Avoiding Accommodating

My Notes
Consult Interpreting Your Score on the Survey on Approaches to
Managing Conflict in the Reference Material for information on how
to interpret your score.
p. 11
Reflecting on Approaches to Managing
Conflict
12 minutes
As you notice coaches finishing their scoring, instruct them to:
Read Interpreting Your Score on the Survey on Approaches to
Managing Conflict, in the Reference Material.
Pair up with another coach, and do 4.2.1.
p. 11
You dont need to debrief these questions. However, its
sometimes helpful to ask questions like Were there any
surprises? or Are there any questions or insights that youd like
to share at this point?
Coaches will work in small groups:
You can divide them by preferred approach to managing
conflict however, there may be some approaches that few
or no coaches prefer!
Alternatively, you can ask them to form groups that have at
least three different preferred approaches to managing
conflict.
Assign one conflict-management approach to each group.
Have coaches do 4.2.1, contributing examples from their own
experience.
From the Workbook
4.2 Reflecting on Approaches to Managing Conflict
4.2.1 Read Assertive and Co-operative Behaviour in the Reference
Material to interpret your score. With a partner, use the
questions below to reflect on what the survey tells you.

How does the short profile fit your view of your approach to
managing conflict?
p. 12-13

What are the pros and cons of your preferred approach to
managing conflict?

What are the pros and cons of your least favoured approach
to managing conflict?
Expanding Your Approach to Managing
Conflict
p. 14-16
5 minutes
12 minutes
You want to have five groups for 4.3.1:
Assign one conflict-management approach to each group.
Ask coaches to review Reference Material on the assigned
approach and then complete 4.3.1, contributing examples from
their own experience of when this approach is appropriate.
From the Workbook
4.3 Expanding Your Approach to Managing Conflict
Assigned Approach to Managing Conflict:
________________________________________
4.3.1 Review the Reference Material that relates to your assigned
approach to managing conflict. What are the most
appropriate applications/situations for this approach?
Debrief
Ask groups to share their responses.
Remind coaches that its important to think about how the
approach you use affects the relationship you have with your
athletes. A collaborative approach is essential in situations
characterized by ongoing relationships, such as those necessary
between a coach and athletes.
But collaboration is possible only where all parties have the
necessary skills, specifically the communication skills that make it
possible to find common interests and problem-solve creatively.
You can help your athletes become better at resolving conflict by
modelling and helping them develop these skills.
Emphasize that all approaches to conflict resolution have a place
in the coachs repertoire. Different situations call for different tools.
You can definitely use different approaches without hurting the
relationship you have with your athletes or team.
It is, however, important to select an approach intentionally and
to not always resort to our comfort zone.
Youre better able to be intentional when you are operating from
personal balance, so pay attention to your energy level and
personal balance (see Personal Balance in Conflict in the
Reference Material).
p. 17
My Notes
HOW AM I DOING?
10 minutes
Introduce this activity by asking coaches to turn to the Core
Competencies on pages 1 and 2 of the Coach Workbook.
Remind coaches that they reviewed these competencies at the
start of the workshop.
Point out that they now have an opportunity to reflect on and
assess their learning on these five core competencies to date.
Have coaches complete 5.1.1 and refer to pages 1 and 2 in the
Coach Workbook if required.
From the Workbook
5 How Am I Doing?
5.1.1 Up to this point, youve completed activities designed to
develop competencies related to managing conflict. This
activity is a bit different, as it asks you to:

Reflect on your learning to date
Relate your learning to the five core NCCP competencies
Consider how you will apply and model the competencies
in your coaching
On your own, complete the table below. Then meet with your
learning partner, and discuss your reflections on how your
Managing Conflict competencies have developed to this point
in the workshop.

NCCP Core
Competency
This is what Ive
learned so far
about this core
competency
I will apply the
core
competency in
the following
ways and
situations
I will model the
core
competency this
way in my
coaching
Problem-solving

Valuing

Critical Thinking

NCCP Core
Competency
This is what Ive
learned so far
about this core
competency
I will apply the
core
competency in
the following
ways and
situations
I will model the
core
competency this
way in my
coaching
Leading

Interacting

My Notes
COMMUNICATION SKILLS FOR CONFLICT
MANAGEMENT
The objective of this part of the workshop is to learn listening and
speaking skills that enable you to resolve conflict using a
collaborative approach.
Opening Activity
Lay a piece of string on the floor so that it creates a line long
enough that one-half of the group can stand on each side.
Alternatively, use masking tape.
15 minutes
Ask the group to divide into two equal groups, one half of the
group on one side of the line, the other half on the other side.
Ask each person to stand facing another person on the other side
of the line.
Tell them that their goal is to get both people on the same side of
the string.
Debrief
The easiest way for both people to achieve their goal is for them
to realize they have the same goal and agree on who is going to
cross the line. You are not likely to see this at the beginning of the
exercise.
If no one arrives at this simple solution, you can stop the exercise
and ask the two people in a pair what their goal is. Ask if they
notice they have the same goal. How could they both achieve their
objective?
If one pair solves the problem, others will quickly follow their lead.
Debriefing Questions
Ask What? questions:
What did you do at first? What happened next?
What were others doing?
When did you realize you had the same goal? What did you do
then?
How did you achieve your goal?
What approaches to resolving conflict did you see?
Ask So What? questions:
How do you think this exercise is like conflict we experience?
What does finding a collaborative resolution depend on?
Ask Now What? questions:
What does this exercise teach us about communication and
problem-solving in a collaborative approach to conflict
resolution?
5 minutes
Introduction
Conflict elicits many emotions of varying intensity.
How many of you have ever been involved in a conflict where your
emotions got the better of you? Where you overreacted and the
situation did not go very well?
In the heat of the moment where emotion is present theirs,
yours, or both it is essential to be able to continue to
communicate in a way that keeps the lines of communication
open. Listening effectively and speaking for yourself both help
keep these lines open. These are the skills we are going to focus
on.
We are anchoring communication skills in a collaborative
approach to conflict because of the importance of having a
relationship that is based on mutual respect. As was pointed out
earlier in the module, a coach needs to use different approaches
at the appropriate time.
However, even when you choose a competitive approach to
conflict resolution when you are more concerned about your
needs you need to communicate in a manner that is respectful
and does not damage the ongoing relationship with the athlete.
Collaboration is an approach to conflict that is anchored equally in
concern for your needs and interests and in concern for the other
persons needs and interests. You therefore need to remain
assertive when you listen and when you speak.
Instruct coaches to turn to Observers Checklist for the Role-Play
on page 19 in the Coach Workbook.
There will be some coaches who dont like to participate in
role-play activities. Encourage them to carry on a conversation
with the other coach as if you and an athlete (or parent, etc.)
were having a conversation on the topic.
If time permits, select a coach from the group, and role-play a
case to demonstrate how role-play works and how the coach
is to use the skills of listening.
My Notes

From the Workbook
6.1 Listening Effectively in Conflict
Observers Checklist for the Role-Play
Use the checklist below to observe the Listener in the role-plays.
Explores feeling before content
You sound like you
Youre feeling
Is empathetic and non-judgemental
Values the person speaking and what he or she is saying
Accepts the speakers feelings
Does not make judgements
When defensive, asks a question
Where does that come from?
Say some more.
Uses eye contact and listening body language
Looks directly at the person speaking
Leans slightly toward the speaker, but not too close
Occasionally nods the head slowly to show understanding
Provides encouragement
Un-huh or I see what you mean.
Listens attentively
Remains silent when the person is speaking
Gives the speaker complete attention
Tells back
What I heard you say was
It seems that you
What you mean then, is
Asks questions to get more information
Are you saying that ?
Do you mean that ?
Are we talking about ?

These eight elements of listening are always important; however,
three are essential in the heat of the moment:
When defensive, ask a question.
Explore feelings before content.
Be empathetic and non-judgemental.
Review the points related to these three elements.
Were going to use this opportunity to practise and improve
these skills in the safe environment of this group by using
short role-plays.
Review Guidelines for Role-Playing, on page 18 in the Coach
Workbook, or instruct coaches to read them before they begin.
Scenarios
From the Workbook
25 minutes
Guidelines for Role-Playing
Role-plays are a valuable experiential learning experience. They give us a
chance to try out new behaviour in a friendly environment. Role-playing is
a particularly effective way to learn and improve communication skills.
Following are some simple tips to get the most from this opportunity:

Read through the role and take a couple of minutes to prepare
before you start. If you are the Speaker, think about what else
might be happening in the persons life and what he or she might
say after the opening line that youve been given in the short
description.
Imagine how you or someone you know might act in this situation.
Incorporate some of those ideas into your role-playing.
Use the opportunity to try a different approach from the one you
typically use.
Remember that there is no right way for a role-play to turn out.
There is lot that can be learned no matter what happens in the
role play.
If the role-play gets off to a rough start, its okay to stop and start
again.
Have fun remember, its a role-PLAY!

Ask coaches to work in threes and to do 6.1.1 and 6.1.2
There are four role-plays choose three. Each person in the
group takes a turn in each role.
To get maximum benefit from these role-plays, you need to take a
couple minutes to get into character think about what you will
say beyond whats in the role-play.
My Notes
The role-play will take 2-3 minutes. A group can decide when to
stop; usually the situation is resolved or gets too hard to carry on.

From the Workbook
6.1.1 Following are four short scenarios to use as the basis for
role-plays. Each person will take a turn as the Listener, the
Speaker, and the Observer. The Observer uses the checklist
on page 25. Follow the Learning Facilitators instructions.
Scenario #1
The final athlete you cut from the team arrives at practice with a parent,
who says to you: I cant believe my child isnt on the team. I cant
imagine why you think my child is not good enough. Ive been to most of
the tryout practices and Im telling you youve made a mistake. You realize
this will really hurt the chances of my child getting the scholarship needed
to continue going to school. But then, I suppose you dont care about that
sort of thing anyway.
Speaker: the parent Listener: the coach
Scenario #2
Your new assistant coach says to you: It was my responsibility to
organize those drills. Why did you go ahead and set them up? Dont you
trust me? Dont you think I can do this? (And starts to cry.)
Speaker: the assistant coach Listener: the head coach
Scenario #3
You approach the head official after the game and point out what you
believe to be an incorrect interpretation of the leagues rule on
substitutions in the playoffs. The official youve spoken to says to you:
Either stop talking or Ill be reporting you to the league.
Speaker: the head official Listener: the coach
Scenario #4
A third-year athlete with the team says to you at the end of practice: Our
practices are way too hard. I just cant handle them any more. Im so tired
all the time. I guess I just dont have it any more. (And starts to cry.)
Speaker: the third-year athlete Listener: the coach

From the Workbook
6.1.2 Think about the conflict you role-played in 6.1.1. In the space
below, list the next steps you would take to move closer to
resolving the conflict.

Once the role-play is complete:
The Speaker takes 1 minute to express how well he or she felt
listened to.
The Listener takes 1 minute to express how well he or she did
or what was hard to do.
The Observer takes 1-2 minutes to provide feedback to the
Listener, focusing on the first three points of the Observers
Checklist for the Role-Play.
You may want to post the following timelines on the
flipchart/PowerPoint slide:
Prepare 1 minute
Role-play 2-3 minutes
Speaker 1 minute
Listener 1 minute
Observer 1-2 minutes
During the role-plays, circulate among the groups, and note any
points you want to emphasize in your summary. If a role-play goes
off the rails, wait and hear the feedback from the Speaker and
Observer. Add anything that will help coaches learn from the
experience.
Debrief
5 minutes
When the role-plays are complete, ask:
What did you notice about listening in the role-plays?
What insight or helpful reminder did you gain that you can
apply?
If you were doing the role-plays again, what changes would
you make in how you listened?
How will you apply lessons learned here in your coaching?
Offer any summary comments, given your observations and the
debriefing.
My Notes
Speaking for Yourself in Conflict
Remind coaches that the only person they can control in conflict is
themselves.
15 minutes
Remind them of the importance of communicating in a way that
pays equal attention to their needs and interests and those of
others.
Speaking for yourself is an essential skill: you need to
communicate your point of view and provide an opportunity for
others to do the same.
Speaking for yourself has a simple script you can use in any
situation. The script has four parts:
First you need to state what you have observed the facts
in the situation.
Second, you need to state what you feel or think about the
facts.
Third, you need to state the thinking that underlies your
feelings/opinions.
Fourth, you need to invite the other person to state his or her
point of view.
It is essential that you speak in the first person and own what
you say: I see or hear, I think, or I am and then Ive learned
or Ive found and Id like to know what you think.
Divide coaches into four groups (or eight, depending on group
size) for 6.2.1.
Assign each group one scenario. The groups task is to answer
the questions in the Speaking for Yourself Worksheet, and then
use the answers to develop a speaking script for the coach in the
scenario.
Emphasize that the script should have four I statements.
Together, the four statements become a clear message. Once the
groups create a script, suggest that they practise saying it out
loud.
If a group finishes early, suggest that it:
Develop a second script for the same scenario
Develop a script for another scenario
Develop a script for a conflict in your own coaching situation
(page 21 in the Coach Workbook).

From the Workbook
6.2 Speaking for Yourself
6.2.1 Read the Reference Material on speaking for yourself. Then
review the scenario your group is assigned, and use the
worksheet on the following page to plan what you will say in
this conflict situation.
p. 20-21
Scenario #1
Youve been coaching at your club for six years. For the past five years,
youve agreed to work for the same salary because the club had to
recover from a significant deficit that came to light shortly after you were
hired. Last year the debt was retired, and this year there is a small
surplus. Youve worked hard to develop new programs that have
generated new revenues. You are meeting with the personnel committee
today to review your contract. You just received this years draft budget
and notice there is no planned increase for coaching salaries. You want to
prepare ahead of time for the meeting. What do you want to say to the
personnel committee?
Scenario #2
You are attending a regional training camp along with other provincial
coaches. Its been organized as an opportunity for provincial coaches to
observe and work under the national coach. Youre on the sidelines of a
practice where you hear the national coach speaking to a group of new
national team members. The coach singles out an athlete you coached at
the provincial level, comparing the athlete to a cow and saying the athlete
wont be around much longer unless the training gets a lot harder and
there is a loss of weight. You know that this athlete has struggled with
eating problems for several years. What do you want to say to the
national coach?
Scenario #3
You're bringing two athletes to regional trials to be evaluated by the
Canada Games (provincial team) head coach. The athletes tell you they
won't get a fair shake at the trials or tryouts because the head coach is
biased. They're convinced only the coachs athletes will be put on the
team. They tell you about videotapes that were taken at competitions
earlier this year and say that the coach misinterpreted whether athletes
were able to get along and work well together in various competitive
situations. What do you want to say to the head coach? Alternatively,
what do you want to say to the two athletes?
Scenario #4
Youre travelling with your team to its first away tournament of the season.
One of your athletes asks to speak to you. In tears, she says that two of
her teammates get up and move away whenever she sits down to eat
My Notes
with them and are making jokes about her on MSN with other team
members. What do you want to say to the two teammates?

From the Workbook
Speaking for Yourself Worksheet
Facts: What have you observed or heard?
I

Feelings or Opinion: What is your opinion, belief, or feeling about the
facts?
I

Thoughts: What lies beneath your conclusions?
I

Inviting the Others Opinion: Ask the other person if he or she sees it
differently and if so how.
I

Put the four parts together as a clear message that you want to deliver.
In your group, practise speaking for yourself using the message youve
created.
5 minutes
Debrief
Conduct a debrief with the following questions:
What skills worked for you in the scenario?
What responses did the person playing the athlete have?
So what are some situations youve faced that are similar to
the scenario?
Now what would you do to handle a similar scenario if you had
to deal with it in your sport?
Once the task is complete, ask the groups to share their answers
to the question and the script they have decided on. Ask someone
to deliver the message in role.
Ask other coaches for their feedback. Provide your comments too.
Things to listen for when coaches practise their scripts:
Use of the third person or a generalization instead of an I
message.
I think that you. or I feel that you. These are not I
messages. They are interpretations of the ideas or feelings of
others.
Red-flag words and phrases or generalizations.
7 minutes
Dealing with Difficult People
From the Workbook
6.3 Dealing with Difficult People
6.3.1 Think of a conflict in your coaching situation where you had
to deal with a difficult person. Briefly describe what made
their behaviour difficult for you.
Circulate among coaches, check on how theyre doing, and
provide feedback.
My Notes
From the Workbook
6.3 Dealing with Difficult People
6.3.2 Read Dealing with Difficult People, in the Reference Material.
Then use the worksheet below to prepare a plan for the next
time you deal with that person.
What conflict-management approach is it appropriate to use?
p. 22

What listening techniques would you emphasize?

What will you say, and when will you say it?

What else might you do?

If theres time, suggest coaches share their answers with one
another.
Ask if there are any insights or questions.
If no one brings this up, emphasize that the most difficult
behaviours are aggressive or passive-aggressive behaviours. In
these situations, the coach must 1) avoid the conflict if it doesnt
involve an essential issue or 2) take a competitive approach.
3 minutes
Debrief Debrief
Summarize with the following points: Summarize with the following points:
The way we communicate in conflict speaks volumes about
the values we hold as coaches.
The way we communicate in conflict speaks volumes about
the values we hold as coaches.
When we listen purposefully and speak for ourselves in
conflict, we communicate in an assertive way balancing our
and others interests and needs. Doing so is consistent with
the ethical principle of integrity in relations.
When we listen purposefully and speak for ourselves in
conflict, we communicate in an assertive way balancing our
and others interests and needs. Doing so is consistent with
the ethical principle of integrity in relations.
When we listen to an athletes point of view and also share our
thoughts and ideas, we are demonstrating respect for the
athlete.
When we listen to an athletes point of view and also share our
thoughts and ideas, we are demonstrating respect for the
athlete.
Values-based communication is essential for collaborative
solutions.
Values-based communication is essential for collaborative
solutions.
The ability to communicate effectively particularly in the
difficult situations that conflict presents is an essential skill
for the core competency of interacting.
The ability to communicate effectively particularly in the
difficult situations that conflict presents is an essential skill
for the core competency of interacting.

My Notes
CSI (CONFLICT IN SPORT INVESTIGATION)
In this section, coaches develop a case study from their own
experience that pulls together everything from this module.
The module also focuses on how to introduce creativity into
problem-solving.
Coaches work on their own on the activities in this section.
Circulate as coaches complete the tasks, check on how theyre
doing, and provide feedback.
Once coaches have finished their case study, suggest they pair
up, share their work, and give each other feedback, focusing on
the options for resolving conflict.
Activity
From the Workbook
7.1 Sources of the Conflict
15 minutes
7.1.1 Think about this conflict, and record the information about it
in the table below.
Was the conflict
about
Agree Disagree
Facts?
Identify facts
about which the
parties agreed.
Identify facts
about which they
disagreed.

Goals (what is to
be achieved)?
Identify goals
about which the
parties agreed.
Identify goals in
the situation
about which the
parties disagreed.

10 minutes
Was the conflict Agree Disagree
about
Methods (how
things should be
done)?
Are there areas
where the parties
agreed?
Identify where the
parties disagreed
about how things
should be done.

Values (why things
are done)?
Identify the
values the parties
agreed about.
Identify the
values the parties
disagreed about.
Circle the values
in this conflict that
are related to the
five coaching
values in the
NCCP Code of
Ethics

Multipliers of Conflict

Options for Resolution
From the Workbook
7.2 Options for Resolution
7.2.1 Read Inventing Options for Managing Conflict, in the
Reference Material. Then use the worksheet below to
describe the needs and interests of those involved in the
conflict, including yourself.

p. 23-24
Whos involved in this
conflict?
What are their needs and interests?
YOU

My Notes

From the Workbook
7.2.2 Consider the evidence from the previous questions, in
particular the needs and interests that you identified, and
write down as many options as you can think of for a
satisfactory resolution to this conflict.

Circulate as coaches complete the task, check on how theyre
doing, and provide feedback.

From the Workbook
7.2.3 Select the two most promising options, and complete the
following table.
Option 1 Option 2
What are its
strengths?

What are its
weaknesses?

What does each
party gain or lose?

How would this
maximize
everyones shared
interests?

5 minutes
Debrief Debrief
Summarize the activities in this section, and answer any questions
coaches have.
Summarize the activities in this section, and answer any questions
coaches have.
Action Plan Action Plan
5 minutes
From the Workbook
7.3 Action Plan
7.3.1 Choose the option you think is the best fit for your situation.
What is your action plan for this option? Who will you talk to?
What help do you need? What resources do you need? What
is the first step you would take to implement this option?

My Notes
PREVENTING CONFLICT
The learning objectives of this part of the workshop are to apply
approaches that will prevent unnecessary conflict.
When we can identify common conflict situations, we can take
action to prevent them. For example, if you know athlete selection
often creates problems and you have identified some reasons for
that, you can develop a plan to prevent or reduce the potential for
conflict.
Case Studies
Organize coaches into similar groups team sports, individual
sports, club-based sport, age-group sport, etc. Assign each group
one case study, and have them do 8.2.1.
22 minutes
From the Workbook
8.1 Case Studies in Preventing Conflict
Case Study #1
You are the head coach of a 20-member team attending an out-of-
province competition. You arrived later than planned because 5 athletes
were late for breakfast and your departure for the track was delayed. Its
now 15 minutes before the start of the first event, and the official has
asked your athletes, who are doing the final part of their warm-up, to
leave the competition area. Your athletes ignore the request and continue
their warm-up. You hear the official repeating the request. Again the
athletes ignore the official. You yell to your athletes to leave the area, and
one of them shakes the head no. You are distracted when another official
asks you to submit your relay order. A few minutes later, your athletes
finally leave the track and go to the locker room.
Case Study #2
Its early in the season. Two of your younger athletes come to see you
before practice. Theyre obviously upset, as they tell you a small group of
senior players are trying to intimidate them and other first-year players.
The seniors want the rookies to lighten up on individual
training spend less time in the weight room or skip the morning run.
The two rookies say they really want to win a starting position but dont
know if thats possible if theyre ostracized by senior starters.
Case Study #3
Your teams co-captains came to you two days ago and demanded that
you get rid of the team manager. They went through a long list of
complaints: phone calls are not returned, money was borrowed from team
members and not paid back, and lies are told about sending in the
uniform size forms when they hadnt been submitted, and so on. When
you spoke with the team manager the next day, the accusations were
denied and the alternative explanations for every situation seemed
plausible. After that, you told the co-captains you would monitor the
situation closely, but they left the room before you could finish speaking.
Case Study #4
You were assigned as the Provincial team coach of the team that will be
selected at the mid-August selection camp. You have been working on
the selection criteria that youll propose to the Provincial Sport
Organization (PSO). The rules have been changed recently to increase
the physicality of the sport at the next age level up starting with the fall
competition season. You believe it is the responsibility of the coach to
formulate a selection criteria that ensures athletes are selected using
criteria that resembles competition conditions as closely as possible; that
is, under the rules in place for the current age grouping in which they will
be competing at the upcoming Provincial championships. Your thinking is
based on the long term interest and potential of the athletes. The PSO
thinks you should incorporate that physicality into your selection criteria
so the current best athletes are selected on the basis of the competition
rules in effect next season to see if the athletes can handle the increased
physicality. The past-president, who represents the PSO, says that the
board believes the selection camp should provide as smooth a transition
as possible to the rules which most of the athletes will be competing
under when they transition into the next age grouping in the fall.

From the Workbook
8.2 Strategies to Prevent Conflict The Case Study
Worksheet
8.2.1 Read Strategies for Preventing Conflict, in the Reference
Material. Then use the table below to help plan a strategy to
prevent the conflict in your case study.
Conflict Case Study #:
Use Levels of Conflict
and Multipliers of
Conflict to identify the
most important levels and
multipliers of conflict
present in the case study.
Briefly explain the rationale
for your choice.
Identify pre-season strategies the coach
could use to prevent the conflict in this case
study, and record them below.
Identify any pre-event strategies the coach
could use to reinforce the pre-season
strategies identified or to prevent the conflict
described in the case study.
p. 25-26
My Notes
Levels of
Conflict
Multipliers
of Conflict
Pre-season
Strategies
Pre-event
Strategies
(Game, Practice,
Meeting)

What to
do
How to
make it
effecti ve
What to
do
How to
make it
effecti ve

Debrief
8 minutes
Debrief the case studies in order, or ask one group to volunteer to
start.
Ask groups to first present what they identified as the most
important levels and multipliers of conflict.
If more than one group worked on the same case study, check if it
found anything different. Then ask that group to identify its
suggestions for pre-season actions to prevent this conflict. Check
back with the first group for its suggestions, and have it finish
debriefing the case by identifying any pre-event strategies.
Debrief the small groups work. Point out that coaches can use My
Idea Bank on page 32 of the Coach Workbook to record ideas
theyd like to remember.
From the Workbook
8.3 Preventing Conflict My Idea Bank
Use this page to record ideas from other groups about preventing conflict.
As a coach, you initiate action you believe will lead to changes in
the status quo, in this instance preventing conflict where it typically
occurred.
Being proactive about creating desirable circumstances is a
fundamental characteristic of leaders. Leaders create change;
they dont accept the status quo when change is needed.

HOW AM I DOING? M I DOING?
10 minutes
assess their learning on these five core competencies over the
entire workshop.
assess their learning on these five core competencies over the
entire workshop.
From the Workbook
9 How Am I Doing?
9.1.1 Youve now completed activities designed to develop
competencies related to managing conflict. This activity is a
bit different, as it asks you to:

Reflect on your learning in this workshop
Relate your learning to the five core NCCP competencies
Consider how you will apply and model the competencies
in your coaching
On your own, complete the table below. Then meet with your
learning partner, and discuss your reflections on how your
Managing Conflict competencies have developed in the
workshop.

NCCP Core
Competency
This is what
Ive learned in
this workshop
about this core
competency
I will apply the
core competency
in the following
ways and
situations
I will model the
core competency
this way in my
coaching
Problem-solving

Valuing

Critical Thinking

My Notes
NCCP Core
Competency
This is what
Ive learned in
this workshop
about this core
competency
I will apply the
core competency
in the following
ways and
situations
I will model the
core competency
this way in my
coaching
Leading

Interacting

ASSESSMENT
Have coaches complete the self-assessment on page 35 of the
Coach Workbook.
10 minutes
Point out that the self-assessment form will help them identify
areas of strength and areas for improvement.

SELF-ASSESSMENT
This self-assessment will allow coaches to reflect on their current coaching practices. The items
that are listed in the self-assessment are the evidences that an Evaluator will be looking for
during assignments and observations. They will help determine if coaches have the required
abilities/competencies. The self-assessment form will help coaches identify areas of strength
and areas for improvement.
Rate your ability to apply a problem-solving approach to managing conflict.
For each statement below, circle the number that best represents whether you achieve the
statement (Never, Sometimes, Often, Always).
DATE: _____________________
I apply a problem-sol ving approach to managing conflict by Never
Some-
times
Often Always
Recognizing common sources of conflict in sport 1 2 3 4
Taking steps to prevent conflict 1 2 3 4
Selecting an effective approach to situations involving conflict 1 2 3 4
Listening effectively in conflict situations 1 2 3 4
Effectively speaking for myself in conflict situations 1 2 3 4
Accepting conflict as natural 1 2 3 4
Being confident in my ability to prevent and resolve conflict 1 2 3 4

GREAT IDEAS

For coaching tips and more
information about coaching
workshops, visit the
Coaching Association of
Canada website at:
www.coach.ca
New friends in coaching from this workshop



Conflict Resolution

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Conflict Resolution

Transféré par

Droits d'auteur :

Formats disponibles

Managing Conflict:

Learning Facilitator Guide

Vous aimerez peut-être aussi