COURSE OVERV I E W N O T E S

SECTION 1 – The Nature of Conflict in the

Refugee/Sponsor Relationship

SECTION 2 – Personal Responses to Conflict in

the Refugee/Sponsor Relationship

SECTION 3 – A Problem-Solving Approach for

Resolving Conflict in the
Refugee/Sponsor Relationship

SECTION 4 – Dealing with Conflict Within and

Between Refugee Sponsoring
G ro u p s

Conflict Management and Resolution Training Module: Facilitator ’s Guide 1

N O T E S COURSE OBJECTIVES

•To educate participants about the nature of conflict in the

refugee/sponsor relationship and the impact of cultural
diversity and power imbalances upon the management and
resolution of conflicts that arise between them

•To assist participants to become more aware of their own attitudes,

values and beliefs about conflict and how these personal
attitudes, values and beliefs affect how they respond to conflict
situations, including cultural differences

•To provide participants with a culturally sensitive model for conflict

management/resolution

•To teach participants interpersonal skills for dealing effectively with

conflicts in the refugee/sponsor relationship

•To provide participants with techniques for dealing with conflicts

within and between sponsoring groups, and for developing
group consensus

2 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 HALF-DAY (4 HOUR) COURSE AGENDA N O T E S
INTRODUCTIONS:
·Of Instructor
·Of Participants
·Course Overview
·Course Objectives

Section 1 – The Nature of Conflict in the Refugee/Sponsor

Relationship

·Section 1 Objectives
·The Nature of Conflict – Definition, Types, Causes
·Sources of Conflict – Exercise
·Responses to Conflict
·Conflict Escalation/De-escalation
·Conflict, Culture and Power
·handling Cultural Differences in Conflict
·Sources of Power – Exercise
·The Refugee’s Experience of Loss of Power
·Acknowledging Power and Power Imbalances - Exercise

BREAK

Section 3 – A Problem-Solving Approach for Resolving

Conflict in the Refugee/Sponsor Relationship

·Section 3 Objectives
·How Disputes Get Resolved
·Conflict Management v. Conflict Resolution
·Continuum of Conflict Interventions
·Non-Confrontational Conflict Management
·Cultural Considerations in Conflict Management
·Interest-Based Conflict Resolution
·A Model for Refugee/Sponsor Conflict Resolution
·Conflict Resolution Skills (Quick Reference Only)
·Role Play
·Course Wrap-up and Feedback

Conflict Management and Resolution Training Module: Facilitator’s Guide 3

N O T E S ONE-DAY (8 HOUR) COURSE AGENDA

INTRODUCTIONS:
·Of Instructor
·Of Participants
·Course Overview
·Course Objectives

Section 1 – The Nature of Conflict in the Refugee/Sponsor

Relationship (2 hou rs )

·Section 1 Objectives
·The Nature of Conflict – Definition, Types, Causes
·Sources of Conflict – Exercise
·Responses to Conflict
·Conflict Escalation/De-escalation
·Conflict, Culture and Power
·Handling Cultural Differences in Conflict
·Sources of Power – Exercise
·The Refugee’s Experience of Loss of Power
·Acknowledging Power and Power Imbalances - Exercise

BREAK

Section 2 – Personal Responses to Conflict in the

Refugee/Sponsor Relationship (2 hours)

·Section 2 Objectives
·Personal Attitudes, Beliefs and Values about Conflict
·Personal Styles of Approach to Conflict
·The Five Styles (Thomas Kilmann)
·The Role of Emotions in Conflict Management
·Identifying our Personal Triggers and Hot Buttons
·Strategies to Deal with Emotions in Conflict Situations
·Self-Evaluation

LUNCH BREAK (1 hour)

4 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

Section 3 – A Problem-Solving Approach for Resolving N O T E S
Conflict in the Refugee/Sponsor Relationship (3 hou rs )

·Section 3 Objectives
·How Disputes Get Resolved
·Conflict Management v. Conflict Resolution
·Continuum of Conflict Interventions
·Non-Confrontational Conflict Management
·Cultural Considerations in Conflict Management
·Interest-Based Conflict Resolution
·A Model for Refugee/Sponsor Conflict Resolution
·Conflict Resolution Skills
·Role Plays
·Course Wrap-up and Feedback

Conflict Management and Resolution Training Module: Facilitator ’s Guide 5

N O T E S HALF-DAY (4 HOUR) COURSE AGENDA
(prerequisite sessions 1 & 3)
INTRODUCTIONS:
·Of Instructor
·Of Participants
·Course Overview
·Course Objectives

Section 4 – Dealing with Conflict Within and Between

Refugee Sponsoring Groups

·Section 4 Objectives
·Conflict Within Refugee Sponsoring Groups
·How Groups Make Effective Decisions When They do not
Agree
·The Nature of Consensus
·Standing Aside and Blocking
·The Proper Environment for Consensus Decision-Making
·The Characteristics of Consensus Decision-Making
·When to Use the Consensus Decision-Making
·The Consensus Decision-Making Process
·Consensus Building Exercise
·Skills for Managing Group Process Effectively
·Non Productive Group Behaviours and How to Handle Them

BREAK

·A Group Problem Solving Process

·Role Plays (1 or 2)
·Debrief
·Wrap Up and Feedback

6 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 GENERAL INTRODUCTION FOR FACILITATORS N O T E S
This guide serves as a general introduction to the Refugee Sponsorship
Conflict Management and Resolution Training Module. Each of the 4 sec-
tions in the course has its own facilitator’s manual.

WELCOME AND INTRODUCTION

OF FA C I L I TATOR (10 mins.)

•Welcome all participants to the workshop and commend them

for coming
•Make sure that each person has a copy of the materials
•Tell them how long you will be today and the projected time EQUIPMENT AND
for any breaks M ATERIALS LIST

•Let them know how to find the nearest washrooms and tele- •Overhead projector
phones in the building (with spare bulb)
•Screen or blank
•Then, take a couple of minutes to tell them about yourself, white wall
your background, and how you are involved in refugee resettle-
ment work. Keep it brief. •Overhead trans-
parencies required
•Clarify your role in the workshop, i.e. as a facilitator, not an for the Section you
expert are teaching
•Flip chart
•Coloured markers
(indelible) for flip
TEACHING TIP
chart
It is important to establish the limits of your expertise,
right at the beginning. You are there as a guide to lead •Masking tape
participants through the course and the exercises, but you •Tent cards for
yourself are not an expert in conflict management/resolu- participants’ names
tion. You will be counting on them to give input from
•Pens or pencils
their own experience, so that they can learn from each
other. If there is a disagreement within the group, and the •Water and glasses
group turns to you for an answer, you will be turning the •Tables and chairs in
problem back to them to work through. It’s not your posi- U-shape formation
tion as facilitator to give them an answer. Remember, the •Enough copies of
participants themselves know about the problems in work- Participant Materials
ing with newcomers to Canada. They need the opportuni- for all participants
ty to discover themselves how they might better deal with
these problems, through guided discussions and exercises.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 7

N O T E S INTRODUCTION

INTRODUCTION OF PA RT I C I PANTS (10 mins.)

•As people are getting seated, ask each person to write their
first name in large letters on their tent card and place it in front
of them so everyone can see it.
•Ask each participant to tell the group briefly who they are, and
why they are involved in refugee resettlement work. Try to keep
the latter to a single word, phrase or sentence.
•Jot their responses on the flip chart.
•When participants are finished, highlight some common
themes by referring to the flip chart.

TEACHING TIP
When dealing with a group of 12 or more persons, you
will not have time to ask everyone to introduce them-
selves individually. Instead, throw out some general ques-
tions to the group at large such as:
•How many of you have sponsored a newcomer to
Canada?
•How many were yourselves refugees?
•How many of you are from faith groups?
•From other sponsoring groups?
•From government agencies?
•Other?
•How many have had previous conflict resolution train-
ing?
•How many have delivered conflict resolution training?
•How many have experienced conflict between them-
selves and refugee?

This information will help the facilitator get to know a lit-

tle bit more about the group he or she is facilitating and
will also help the group get to know each other. If the
group members already know each other well, then get
them to say something personal about themselves that
they think the other group members do not know about
them.

8 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 INTRODUCTION N O T E S
INTRODUCTION OF COURSE: (10 mins.)
•Next, ask the participants to tell you why they are attending this
course and what they hope to get out of it. Brainstorm with the
group and encourage as many persons as possible to contribute
(but don’t go around the room in order again).
•Flip chart their responses and tell them that you will come back to
their hopes and expectations at the end of the course. Post the
flip chart on the wall with masking tape.
•Briefly describe the course:
•It is composed of four sections, each approximately 2 hours in
length. Each of the sections can be expanded to 3 hours if they
are given separately (i.e. not all on one day).
•Read out the names of each section. Tell them that the first
three sections deal with interpersonal conflict in a multi-cul-
tural society and, specifically, with conflict between refugees
and their sponsors. The last section, deals with group conflict,
as within and between sponsoring groups and sponsorship
agreement holders.
•The sections are linked together (and are also linked with the
Cross-Cultural Training course), to form building blocks of
learning. Section 1 is a prerequisite for the other conflict reso-
lution sections and should only be taken after the Cross-
Cultural Training course has been completed.
•The conflict course is interactive in nature, meaning that they
will be expected to participate in discussions, skills exercises,
and role plays of conflict situations.
•Then, review the Overall Course Objectives using OH 0.2 (a copy of
which is found in the participants’ materials).
•Any questions or comments from participants? If not, move right into
Section 1. (There is a separate Facilitator’s Guide for each
section).

Conflict Management and Resolution Training Module: Facilitator ’s Guide 9

N O T E S INTRODUCTION

TEACHING TIP
When working at the flip chart, make sure that your writ-
ing is large enough to read and legible. Use dark coloured
markers, rather than light ones. Do not stand in front of
the flip chart blocking it from view. Stand to the side.
Make sure that the flip chart can be seen by all partici-
pants. Try to minimize the amount of time which you
spend with your back to the group. You may want to ask
one of the participants to assist you with the flip chart. It
will also save time, so that you can be eliciting responses,
while the other person writes them down on the flip
chart.

10 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 BIBLIOGRAPHY
COURSE BIBLIOGRAPHY

Augsburger, David W. Conflict Mediation Across Cultures: Pathways and Patterns. Louisville, KY:
Westminster/John Knox Press, 1992.

Bush, Robert A. Baruch and Joseph P. Folger. The Promise of Mediation: Responding to Conflict Through
Empowerment and Recognition. San Francisco: Jossey-Bass, 1994.

DeBono, Edward. Conflicts. London: Harrap, 1985.

DeCarlo, Jacqueline.“Refugees and Conflict.” Conciliation Quarterly (Spring 1999, Vol. 18, No. 2).

Dodd, C H. The Dynamics of Intercultural Communication. Dubuque, Iowa: William C. Brown Publishers,
1987.

Doyle, M. and D. Strauss. Making Meetings Work. Chicago: Playboy Press, 1976.

Fisher, Roger and William Ury. Getting to Yes: Negotiating Agreement Without Giving In. (2nd Edition) New
York: Penguin Books, 1991.

Gudykunst, William. Bridging Differences; Effective Intergroup Communication. Newbury Park: Sage
Publications, 1991.

Gulliver, P.H. Disputes and Negotiations: A Cross-Cultural Perspective. New York: Academic Press, 1979.

Kallen, Evelyn. Ethnicity and Human Rights in Canada. (2nd edition.) Toronto: Oxford University Press,
1995.

Kochman, T. Black and White Styles in Conflict. Chicago: University of Chicago Press, 1981.

Lang, Michael D. and Alison Taylor. The Making of a Mediator: Developing Artistry in Practice. San Francisco:
Jossey-Bass, 2000.

Lederach, John Paul. Preparing for Peace: Conflict Transformation Across Cultures. Syracuse, NY: Syracuse
University Press, 1995.

Mayer, Bernard. The Dynamics of Conflict Resolution: A Practitioner’s Guide. San Francisco, Jossey-Bass,
2000.

Mennonite Conciliation Service. Mediation and Facilitation Training Manual. (4th edition.) Carolyn
Schrock-Shenk, ed. Akron, PA 2000.

Moore, Christopher W. The Mediation Process: Practical Strategies for Resolving Conflict. (2nd Edition). San
Francisco: Jossey-Bass, 1996.

Picard, Cheryl A. Mediating Interpersonal and Small Group Conflict. Ottawa: Golden Dog Press, 1998.

Conflict Management and Resolution Training Module: Facilitator’s Guide 11

 BIBLIOGRAPHY (c o n t i n u e d)

Rothman, J. Resolving Identity-Based Conflict in Nations, Organizations, and Communities. San Francisco:
Jossey-Bass, 1997.

Schwartz, R. M. The Skilled Facilitator: Practical Books, 1991. Wisdom for Developing Effective Groups. San
Francisco: Jossey-Bass, 1994.

Susskind, L., McKearnan, S. Thomas-Larner, J. (eds.). The Consensus Building Handbook: A Conceptual Guide
to Reaching Agreement. Thousand Oaks, California: Sage Publications, 1999.

United Church of Canada. Building on a Rock. Divine Mission in Canada, Refugees, Immigration and Race
Relations: 1999

Ury, William. Getting Past No: Negotiating with Difficult People. New York: Bantam Books, 1991.

Ury, W. L., Brett, J.M. and Goldberg, S.B. Getting Disputes Resolved: Designing Systems to Cut the Costs of
Conflicts. San Francisco: Jossey-Bass, 1988.

PERIODICALS:

Mennonite Conciliation Service, P.O.Box 500, Akron PA, Akron, PA 17501. 717-859-3889. [email protected]

12 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

SECTION ONE: INTRODUCTION TO CONFLICT N O T E S

See Course Introduction Facilitator’s Guide for teaching

tips, equipment list, and an overall description of the
course.

INTRODUCTION TO CONFLICT (20 mins.)

•Review the objectives for Section 1 using Overhead #1.1,

Objectives.
•Point out that this section is the prerequisite for Sections 3
and 4.

Ideally, this section should be given in a relaxed 3 hour session, to

allow time for the activities and discussion afterwards. However, if the
instructor keeps to the recommended time frames, it can be given in a
2 1/2 hour session.

Teaching Tip:
The delivery of this module requires careful time manage-
ment on the part of the facilitator. If the group is to cover
all of the material and exercises, the facilitator will have to
control “storytelling” and limit discussion to the time
allotted for each segment. You should tell the group right
at the beginning, that this is what you will be doing in
order to complete the program. If more time for discus-
sion is desired, you could expand the allotted time to 3
hours, but this would need to be done in advance, with
the agreement of the participants. Also, larger groups will
require more time. The ideal size for a group is about 10
persons.

Author’s Note:
In these materials, we have used the term “refugee” rather than
“newcomer” insofar as we are dealing here with a specific train-
ing program that focuses on refugees and their special needs, and
the refugee/sponsor relationship. In this sense we are talking
about newcomers to Canada who have had a refugee experience.

Conflict Management and Resolution Training Module: Facilitator’s Guide 13

N O T E S THE NATURE OF CONFLICT IN A
M U LT I C U LTURAL SOCIETY

Activity # 1 (15 mins.)

•Ask participants what immediately comes to mind when they hear the
word “conflict” – ask for a single word, phrase or image. Flip
chart their responses. Most will typically be negative. Comment
upon this and make the point that our attitudes towards con-
flict are, for the most part, determined by our culture and fam-
ilies of origin. In North American culture, we tend to be raised
to think that conflict is negative. Discuss briefly with group.

•Then put up Overhead #1.2, The Nature of Conflict. Talk about con-
flict as universal, normal, inevitable and neutral, i.e. not intrin-
sically good or bad. The important thing is how one responds
to conflict. It can spiral negatively and result in great destruc-
tion, or it can be an opportunity for new understandings and
improved relationships.

•Put up Overhead #1.3, Types of Conflict, and quickly review the four
different types of conflict (information also in materials).

•Sources of Conflict – Quickly brainstorm some general causes of con-

flict and then refer to Overhead #1.4, Focuses of Conflict.
Overheads 1.5, The Escalation of Conflict, and 1.6, The
De-escalation of Conflict, might also be helpful here
(also in materials).

14 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 NEWCOMER/SPONSOR CONFLICTS N O T E S
Activity # 2 (10 mins.)

•Ask participants to think about the kinds of interpersonal conflicts

that they, as sponsors, have had with newcomers. They should
write three of these down in the space provided in their mate-
rials. Then debrief the group. Note the most common conflicts
they have identified by putting stars beside these on the flip
chart.

Optional – The results of the RSTP needs assessment questionnaire

are included as Appendix A in the facilitator’s guide. If you have time,
these could be read and the responses compared with those of the
group. Or, if the group is having difficulty getting started, use the
RSTP responses to stimulate discussion.

Activity # 3 (20 mins.)

•Direct the group to form into pairs, preferably with someone they do
not already know or work with. They should take turns, with
each participant identifying a recent conflict they have had
with a newcomer. Ask them to discuss with their partner(s)
how they responded to this conflict, and to identify factors that
led to escalation or de-escalation of the conflict between them.
They will each have 5 minutes to tell their partner about their
conflict.

•Debrief in the large group and flip chart their responses, focussing on
the responses that escalated or de-escalated conflict.

•Put up Overhead #1.7, Responses to Conflict – Fight, Flight or

Collaboration (also in materials). Review these and tell the
group that, in this course, we will be learning about a cultural-
ly-sensitive, collaborative problem-solving approach.

•Next, if you have additional time, ask the group as a whole to consider
what role emotions played in these conflicts. Then ask what
role, if any, they think cultural differences played in these con-
flicts, and how they were resolved or not resolved.

TAKE A 10 TO 15 MIN. BREAK HERE.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 15

N O T E S CULTURAL DIFFERENCES AND CONFLICT

Cultural Considerations in Conflict

Management/Resolution
•What is Culture? Refer to definition in materials.
•Distinguish culture from race and ethnicity.

Activity # 4 (15 mins: 10 for activity, 5 for deb ri ef)

•Before the workshop begins, take the headings from the participants’
material entitled “Cultural Considerations in Conflict
Resolution” and mark each heading on a blank piece of paper.
Distribute these to small groups of participants. Ask them to
discuss the assigned topic(s) in their small groups. Each group
is to assign a recorder to report back to the group as a whole
with their comments and examples. Flip chart their responses.

•Make the point that these are all generalizations about culture. It is
very important not to assume that each and every member of a
specific cultural group will reflect these characteristics, and to
treat each person as a unique individual.

•Comment on the dangers of cultural stereotyping. Refer participants

to the information on Cultural Considerations and Cultural
Stereotyping in their materials.

16 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 CONFLICT AND POWER N O T E S
Activity # 5 : Getting in Touch with our Own Power Exercise
(15 mins: 10 for activity, 5 for deb ri ef)

•Ask participants to choose another partner, again someone that they

do not already know or work with. Ask each person to self
identify to the other in terms of their ethnic background, race,
nationality, culture, personal roles, characteristics, etc., e.g. “I
am a black, West Indian, law professor, age 60 years, President
of my PTA association, an elder in my church, etc.

•After they have self-identified to each other, ask them to discuss the
power that flows from each way in which they have identified
themselves. Refer to the course materials on Sources of Power.

•Lead a discussion focussed around the following questions (5 mins.):

What sources of power did they identify? Were there any prob-
lems in self-identification? Were members of the dominant
group reluctant to acknowledge their own race and culture,
and therefore their own sources of power? Why was this? What
is the impact? Discuss.

Note for discussion (also in participants’ manual):

Typically, participants of British or Anglo-Celtic origin, especially
those whose parents and grandparents were born here in Canada, call
themselves “Canadian,” referring to their country of nationality and
citizenship. Generally, they omit referring to themselves as white and,
often, they refuse to consider the origins of their ancestors, saying that
this is irrelevant and unimportant since their family has lived in
Canada such a long time.

On the other hand, many black persons whose ethnic ancestry is in the
Caribbean identify themselves as West Indian rather than African.
Some South Asians from that area might do likewise.

The point is that the members of the dominant group in Canadian

society often have trouble acknowledging the reality of race and cul-
ture in their own lives. They tend to see themselves as being without
culture or culturally “neutral,” i.e. without any visible signifiers that
would indicate their culture. They see these characteristics as signifi-
cant only for “other” Canadians, i.e. those persons with particular
“looks,” skin colour, dress (costume), food, religious practices and “vis-
ible” factors. Thus, they unconsciously deny their race and culture,
along with the power and privileges that go with it. White culture
becomes the hidden norm against which all other cultural groups are
measured.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 17

N O T E S THE REFUGEE’S IDENTITY NEEDS AND
EXPERIENCE OF LOSS OF POWER

Brainstorm ways in which the newcomer may experience a sense of

powerlessness. Flip chart and compare this with the power of their
sponsors. Refer to their materials.
(10 mins.)

Activity # 6 (10 mins.)

•Participants then return to the first person they paired with and the
conflict which they had identified earlier. Ask them to consider
the following questions (which you should have written out on
a flip chart in advance):

1. What have they just learned that may throw new light on
their recent dispute?
2. What role, if any, did cultural factors play in the dispute?
3. What were the sources of power of each of the disputants?
4. How did this impact upon their attempts to resolve the con-
flict?
5. Was power being used or abused?
6. How could the less powerful person have been empowered?
7. How might they have handled the conflict differently?
Debrief in large group.

WRAP-UP (10 mins.)

•Refer back to participants’ expectations posted earlier on the flip

charts. Ask the group whether or not their expectations were
met for this module.
•Conclude by going around the room and asking each participant for
one key thing that he or she has learned.
•Finally, if this module is being given on its own, pass out a feedback
form for participants to complete and hand in (Appendix B).

END OF SECTION 1

18 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 APPENDIX A: N O T E S
SOME SOURCES OF CONFLICT

BETWEEN SPONSORS/NEWCOMERS
•Establishment of appropriate “boundaries” between refugee and
sponsor. How much is the sponsor to do for the newcomer,
and how much responsibility is the newcomer to take for him
or herself?
•The imbalance of power – Some sponsors wish to control finances
and decide how the newcomer spends money. Newcomers who
have managed their own lives, now find themselves dependent
upon others and without the ability to make simple choices
about how to spend their money.
•Knowing/not knowing the system. The imbalance of knowledge
places the newcomer in a position of dependency.
•Different expectations regarding settlement – Sponsors wanting new-
comers to go to work immediately while newcomers want time
to retrain to regain previous level of employment or learn the
English language.
•Differing expectations regarding roles/rights/responsibilities.
•Different expectations regarding support by the sponsor – some may
expect more than is available or can reasonably be given.
•Refugees sometimes have higher expectations for their lives here
(clothes, housing, furnishings, material possessions) than spon-
sors are able to provide. They often compare their resources
with those of government-sponsored refugees.
•Different values with respect to the treatment of women and children.
•Differences in goals. The newcomer may have a certain set of goals
which may not be disclosed initially. Newcomers may find
themselves being taken down a different path by the sponsor.
•Communication problems because of religious and cultural differ-
ences between sponsors and newcomers.
•Fear of proselytism by sponsors of a different religious faith.

Conflict Management and Resolution Training Module: Facilitator’s Guide 19

N O T E S BETWEEN NEWCOMERS
•Between family members who are long term residents of Canada and
newcomers who are in a state of “culture shock.”
•Confusion and distrust over varying standards of treatment. Special
programs for some refugees, are not available to others. This
creates jealousy.
•Marital problems over the use of money.
•Different levels of education and family values can make for huge dif-
ferences among newcomers from the same culture or country.
•Changing family roles – Older persons are suddenly not in control as
they were at home – shifts in power between men and women.
•Internal family clashes over sending money back home, and priorities
for sponsoring other family members.
•Inability to settle because of separation from other family members
overseas .
•Prejudice and political clashes between different ethnic groups from
the same homeland. Both sides of the conflict may be housed
in the same community or even in the same building.
•Family problems brought with them and exacerbated by stress.
•Differing values and work ethics among refugees.
•Gossip and rumours in the refugee community can be very hurtful.

20 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 APPENDIX B: FEEDBACK FORM

SECTION: DATE:

INSTRUCTOR: NAME (OPTIONAL):

1. Did the workshop meet your expectations? If so, how? If not, please
comment:

2. The most beneficial part of the workshop was...

3. The least beneficial part of the workshop was…

4. Have you any suggestions for improvement?

5. Have you any comments about the workshop facilitator?

6. Any comments on the written materials and exercises?

7. Do you have suggestions for other training that you would like to see
offered? Specify.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 21

 NOTES

22 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 INSTRUCTIONS FOR SECTION TWO N O T E S

See Course Introduction Facilitator’s Guide for teaching

tips, equipment list, and a an overall description of the
course. The additional material required for Section 2 is
enough copies of the Kraybill Personal Conflict Style
Inventory (Appendix A) for all par ticipants.

Preliminary Notes to Facilitator:

•This section is intended to be delivered in 2 to 2 1/2 hours. The times

given are approximate, but the facilitator will need to keep
things moving in order to complete the section in the allotted
time.

•If this section is given on its own or as part of an ongoing series of

sections, take time at the beginning to introduce both the
instructor and the participants to each other (See Course
Introduction Facilitator’s Guide).

•Otherwise, if this section follows directly after Section 1, begin by

reviewing the objectives for Section 2 using Overhead #2.1,
Objectives. (10 to 20 mins. intro)

Author’s Note:
In these materials, we have used the term “refugee” rather than
“newcomer” insofar as we are dealing here with a specific train-
ing program that focuses on refugees and their special needs, and
the refugee/sponsor relationship. In this sense we are talking
about newcomers to Canada who have had a refugee experience.

Conflict Management and Resolution Training Module: Facilitator’s Guide 23

N O T E S PERSONAL ATTITUDES, BELIEFS
AND VALUES ABOUT CONFLICT
Activity # 1 (20 mins.)

Introduction:

All of us have developed our own personal attitudes, beliefs and values
about conflict and how it should be approached. These gener-
ally were learned in our families of origin and reflect the atti-
tudes of both our parents and our culture of origin. Significant
life events may also impact how we feel about and respond to
conflict in our personal lives. The following exercise will help
us to become more aware of our own personal attitudes, beliefs
and values about conflict and how these may differ from those
held by other persons.

•Ask the group to form small groups, joining with two or three other
persons who they do not yet know or work with. They are to
spend approximately 10 mins. discussing their personal atti-
tudes, values and beliefs about conflict and how these were
influenced by their families of origin and the different cultural
groups with which they identify.

•Debrief this exercise in the large group, writing participants’ responses

on the flip chart. Post the flip chart on the wall with masking
tape.

•Discussion Points: Generally, North American attitudes towards con-

flict are negative, although there may be cultural differences
within the group. Highlight the different responses and refer
back to the nature of conflict as set out in Section 1. Conflict
is essentially neutral. How we respond to conflict determines
whether it has a negative or positive effect. Ask about the possi-
ble effects when persons with diverse attitudes/values/beliefs
are in conflict?

24 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 PERSONAL STYLES OF N O T E S
APPROACH TO CONFLICT
Activity # 2: Recognizing Our Own Approaches to Conflict
(40 mins: 15 to co m pl ete inven to ry, 15 to deb ri ef , and 10 to review
styles in materials)

•Hand out the Personal Conflict Style Inventory (by Ron Kraybill) to
all participants (Appendix A) and ask them to complete it
silently. Advise participants that there are no right or wrong
answers. Ask them to think in advance of a specific disagree-
ment or conflict they have had with a newcomer and answer
the questions as honestly as possible, using this disagreement as
a background.

•When they have finished, insert the answers for each question on the
tally sheet and add up the numbers in each column. Circle the
highest and second highest scores. Tell them that these are their
preferred response and back-up response. (15 mins.)

•When everyone is finished, lead a group discussion. Ask participants

to think about their own results and whether they feel these
reflect how they actually respond when faced with a conflict
with a newcomer. Ask whether anyone was surprised at the
outcome. Do they think it would be any different if they
applied the questions to a conflict with a family member? Or a
work situation? Tell them that they can take the inventory
home and ask their spouse or partner to complete the invento-
ry for them. Compare the results.

•Next, if people feel comfortable with this, obtain a group profile.

Write all five styles on the flip chart and ask for a show of
hands as to how many had each style as their preferred style
and how many, as their back-up styles. Comment if there is a
predominant mode among the group. What do they think this
means? For example, if most are “avoiders,” then it will some-
how be necessary to surface conflicts they have with other
“avoiders.” (15 mins).

•Finally, review the five styles using Overhead 2.2 (Five Styles of
Response to Conflict), and information in their materials. Note
that no one style is superior. Each has its own uses for different
circumstances.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 25

 •Discuss in the group when they think each of the five styles might be
N O T E S appropriate or inappropriate. Are there any cultural considera-
tions that need to be taken into account? The facilitator should
make the point that there are a number of ways to respond to
conflict, and that participants always have choices in the ways
in ways in which they respond to conflict. Hopefully, they will
choose a style appropriate for the particular circumstances. The
goal is to expand their use of possible responses. (10 mins.)

TAKE A 10 MIN. BREAK HERE.

26 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 THE ROLE OF EMOTIONS IN N O T E S
CONFLICT MANAGEMENT

Notes for Discussion

•Discuss the role of emotions such as anger and sadness in conflict,
using Overheads from materials. Review the stages in the expression of
anger (Overhead #2.2). Point out how important timing is in conflict
management/resolution. One should intervene in a conflict either
before the crisis escalates, or after things have calmed down, not at the
peak of crisis. For example, say something like, “We’re both too upset
to talk about this right now, but let’s meet tomorrow at 9.00 a.m. and
see if we can resolve it.”

•Then, using Overhead #2.4, review the Stages of Grief. Here again, the
timing of interventions is important, e.g. if someone is in the angry
phase of loss, the conflict may be related to or exacerbated by their
grieving. Ask participants to contribute a few of their own experiences
to the discussion. How do our emotions assist or get in the way of
resolving conflicts? (15 mins.)

Conflict Management and Resolution Training Module: Facilitator’s Guide 27

N O T E S IDENTIFYING OUR PERSONAL
“TRIGGERS” OR “HOT BUTTONS”

Activity #3 (15 mins: 10 for activity, 5 deb ri ef)

•Ask participants to form into small groups, preferably with persons

they do not already know or work with. Each group will have
flip chart pages and markers with which they are to brainstorm
lists of their personal “triggers” or “hot buttons,” i.e. what
actions/events/behaviours arouse them to immediate anger:
a)with newcomers; and
b)with other sponsors.

One person should be designated the recorder for each small group
and will report back to the group at large.

28 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 S T R ATEGIES TO DEAL WITH N O T E S
EMOTIONS IN CONFLICT SITUAT I O N S
Activity # 4: (15-10 mins. for activity, 5 mins. d eb ri ef )

•Staying in the same small groups, participants are then asked to devel-
op strategies to deal with both anger (ours and theirs), and
sadness (ours and theirs).

•Then, put up Overheads #2.5 (Strategies for Dealing with Our Own
Anger), #2.6 (Strategies for Dealing with the Anger of Others)
and #2.7 (Strategies for Dealing with Grief and Loss) from
materials and note any additional strategies not yet mentioned.

Conflict Management and Resolution Training Module: Facilitator’s Guide 29

N O T E S S E L F - E VA L U AT I O N

Activity # 5 (10 mins)

•Ask participants to return to their own seats and complete the Self-
evaluation form in their materials. The questions for them to
consider are:
1. What have I learned about myself in this section?
2. What one thing do I want to do differently in handling conflict situ-
ations with newcomers, starting today?

•Tell participants that the self-evaluation is for themselves only, and

they will not be asked to share this with the group unless they
wish to do so. Invite persons to share if they wish.

WRAP-UP (5 to 10 mins.)

•If there is time, go around the group and ask for one key learning
point arising out of this section. If not, just ask for feedback
from the group as a whole.

•If this section is being given on its own, have each participant com-
plete a feedback form (Appendix B, and also in the
participant’s materials).

END OF SECTION 2

30 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 APPENDIX A: FEEDBACK

SECTION: DATE:

INSTRUCTOR: NAME (OPTIONAL):

1. Did the workshop meet your expectations? If so, how? If not, please
comment:

2. The most beneficial part of the workshop was...

3. The least beneficial part of the workshop was…

4. Have you any suggestions for improvement?

5. Have you any comments about the workshop facilitator?

6. Any comments on the written materials and exercises?

7. Do you have suggestions for other training that you would like to see
offered? Specify.

Conflict Management and Resolution Training Module: Facilitator’s Guide 31

 Copyright 2001. RSTP and J.P. Ryan and Associates Limited
32
 APPENDIX B: KRAY B I L L

Conflict Management and Resolution Training Module: Facilitator’s Guide

33
 APPENDIX B: KRAY B I L L

Copyright 2001. RSTP and J.P. Ryan and Associates Limited

34
 APPENDIX B: KRAY B I L L

Conflict Management and Resolution Training Module: Facilitator’s Guide

35
 Copyright 2001. RSTP and J.P. Ryan and Associates Limited
36
 INSTRUCTIONS FOR SECTION THREE N O T E S

See Course Introduction Facilitator’s Guide for teaching

tips, equipment list, and an overall description of the
course.

INTRODUCTION AND PRELIMINARY NOTES

TO INSTRUCTOR (5 to 10 mins.)

I deally, this section should be given in a relaxed 3 to 3 1/2 hour ses-

sion, to allow sufficient time for the activities and permit lots of dis-
cussion afterwards. However, if the instructor keeps to the recom-
mended time frames, it can be given in a 2 1/2 hour session. The times
recommended her for each activity are only approximate but are a
guideline to keep the facilitator moving forward through the section.

I f given on its own or as part of an ongoing series of sections, take

time at the beginning of the section to introduce both the instructor
and the participants to each other (See Course Introduction
Facilitator’s Guide).

Tell the participants how long the session will be. If giving the section
in the 2 1/2 hour format, warn participants that you will be keeping
them to a tight schedule, in order to cover all of the material.
Accordingly, you will need to cut off discussion at times to move them
on to the next activity. If giving the section in three or more hours,
make sure that you take a break part way through.

Next, give participants a brief overview of this section. Basically, it is

divided into four sections. Part One is a kind of mini-lecture by the
instructor, reviewing some basic theory and principles of conflict
management/resolution using information presented on Overheads.
Tell participants that an expanded version of the slides is included in
their materials.

Part Two of this section involves the teaching and practicing of some
conflict resolution skills, e.g. active listening, questioning, reframing,
brainstorming. Tell them that they may already be familiar with some
of these concepts from the companion course on culture. This section
will be an important review for the role plays which follow.

Part Three is a culturally-sensitive, interest-based model for conflict

resolution which will be presented on overheads slides. Again, versions
of the overheads are included in their materials.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 37

 Participants will then bring theory, model and skills together in prac-
N O T E S tice when they do the role play exercises in Part Four.

Begin by reviewing the objectives for Section 3 using Overhead #3.1,

Objectives.

Teaching Tips:
When using the Overhead projector, always test it first to
ensure that bulb is working, the projector is in focus, and
the slides are in order. Do not turn your back to the group
to look at the screen. Instead, you can easily read from
the overhead while it is on the projector. Use a pencil to
point to particular points that you are making. If partici-
pants prefer, they can follow the slides in an expanded
version in their materials.

Author’s Note:
In these materials, we have used the term “refugee” rather than
“newcomer” insofar as we are dealing here with a specific train-
ing program that focuses on refugees and their special needs, and
the refugee/sponsor relationship. In this sense we are talking
about newcomers to Canada who have had a refugee experience.

38 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 PART ONE: BASIC THEORY AND PRINCIPLES OF N O T E S
CONFLICT-MANAGEMENT RESOLUTION (30 MINS)

•CONTINUE AT THE OVERHEAD PROJECTOR.

How Disputes Get Resolved

Using the Overhead #3.2 (Three Basic Methods of Resolving Disputes),

review the three main ways in which disputes get resolved: Interests,
rights and power. Tell them the true story about the miner and his
boots contained in the book Getting Disputes Resolved by Harvard
professors Brett and Ury.

The miner reported for work only to discover that his

boots had been stolen. He needed the money and wanted
to go to work, but the shift foreman sent him home
because company policy was not to allow anyone down in
the mine without boots. The miner was so mad that he
took his co-workers out on a wildcat strike and shut the
mine down for 6 months. Everyone lost money. This was
a power play of an extreme measure. The problem could
have been solved based on the miner’s and the company’s
interests, using some creative problem solving. The shift
foreman and miner together could have figured some way
of getting the miner some boots so he could work his
shift, earn his money, and the company could have con-
tinued production. Later, they could have attended to the
problem of the theft and how that could be prevented in
future. That way they could have had a win-win rather
than a lose-lose solution to the problem.

Ask the group for examples of resolving refugee/sponsor conflicts in each

of the three ways set out on this Overhead.

Conflict Management and Conflict Resolution

•Next, put up Overhead #3.3 and review the differences
between conflict management and conflict resolution. It is not
always possible to find a resolution to a conflict that meets all
identified interests. Sometimes, the most that you can do is
contain the conflict and prevent it from escalating.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 39

N O T E S THE CONTINUUM OF CONFLICT INTERV E N T I O N S :
•Next, put up Overhead #3.4 and review quickly the continuum
of resolving refugee/sponsor conflicts, moving from prevention
of conflict, right through to breakdown.

Non-Confrontational Conflict Management:

•Put up Overhead #3.5 and review some of the approaches to
conflict used in cultures that do not deal with conflict directly.

Cultural Considerations in Conflict Management:

•From the materials, review the major differences in approach
to conflict between Western/European cultures and
Eastern/Third World cultures. Review the importance of
“Saving Face” for the latter.

Interest-Based Conflict Resolution (25 mins)

•Interest-based conflict resolution is an approach which attempts to
meet as many of the disputants’ interests as possible through a process
of direct face-to-face negotiations. Disputants are expected to make
disclosure of their underlying concerns to each other in order to truly
resolve the issues rather than simply “cut a deal.”
•Show overhead 3.6 on the Principles of Interest Based Conflict
Resolution as set out in the book Getting to Yes. This book is a
classic in negotiation theory and was written by two Harvard
professors (Roger Fisher and Bill Ury) about 20 years ago. It is
still the best book on the subject, and the instructor should
recommend that participants purchase this book if at all
possible.
•Although this model is very useful when applied in North
American and western European contexts, it does has its limi-
tations. It is a cooperative approach, and may not be appropri-
ate when a disputant is faced with a hard line negotiator who is
interested only in winning at all costs. Nor is it appropriate in
dealing with disputants from cultures that take an indirect
approach to conflict resolution. Review the assumptions set out
in the materials on Cultural Contra-Indications.

40 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 •Continue with the Definition of Interests and Positions.
N O T E S
•Tell the story from the Getting to Yes book about the two chil-
dren who were fighting over an orange. The mother comes out,
stops the dispute by splitting the orange in half and gives each
child one half. A few minutes later the children are quarreling
again. Why? If the mother had taken the time initially to find
out each of the child’s interests underlying the dispute, she
would have learned that one child wanted the rind to bake a
cake, the other wanted the juice to drink. The orange could
have been divided in a creative way that involved each child
getting twice as much as they received when the mother split
the orange in half.
•The disputants’ positions in the “orange” case were: “I want
the orange,” and “No, I want the orange.”
•The disputants’ underlying interests were the rind of the
orange and the juice of the orange. Typically, this is not what
they were saying to each other.
•Show Overhead #3.7 on interests and positions.
•Next, put up Overhead #3.8 and describe the many different
kinds of interests that exist on many levels in a dispute: i.e.
Substantive, Emotional, Procedural and Identity.

TAKE A 10 MINUTE BREAK HERE.

Conflict Management and Resolution Training Module: Facilitator’s Guide 41

N O T E S PA RT TWO: CONFLICT RESOLUTION SKILLS

Teach the primary conflict resolution skills using first the overheads,
then the exercises for each of active listening, questioning, and refram-
ing.

Active Listening: (15 mins.)

Put up the overheads #3.9 and #3.10 on Active Listening.
Exercise:
•Refer them to the exercise in their materials. Get them to form
into groups of three. For each statement on the exercise, ask
them to identify the main message that the speaker is tying to
communicate, a word to reflect the intensity of the feeling, and
to put them together in a statement that is reflected back to the
speaker.

•Debrief the exercise asking for the restatements formulated by

the groups. Read out the examples on the facilitator’s sheet (see
Appendix A). Ask the groups to stay together for the next exer-
cise.

Questioning: (15 mins.)

Put up Overheads #3.11 (Closed Questions) and #3.12 (Open
Questions) showing the differences between open and closed ques-
tions, and the need to keep asking probing questions.
Exercise:
•Refer participants to the exercise in their materials. Ask the
groups to change the closed questions into open questions. If
time is short, simply read out the questions in the exercise and
ask the large group to tell you how they would change them.
Then you can read them the sample answers from the facilita-
tor’s sheet (see Appendix B).

42 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

Reframing: N O T E S
Put up the overhead #3.13 defining reframing and giving examples of
this technique.
Exercise:
•Refer participants to the exercise in their materials. Ask the
small groups to reframe the statements into more neutral, non-
judgmental language which retains the gist of the main mes-
sage being communicated and acknowledges the feelings of the
speaker. Ask the small groups for their reframed statements.
Read out the samples on the facilitator’s sheet after the partici-
pants’ responses for each reframe (see Appendix C).

TEACHER TIP
If the section is given in 3 1/2 to 4 hours, you can also
cover the skills of confronting, brainstorming and “I”
statements, and review the materials under the headings
“Dealing with Intense Emotions” and “Dealing with
Denial and Resistance.” If the section is given in only 2
1/2 to 3 hours, simply refer participants to this material.

PA RT THREE: AN INTEREST- B A S E D
MODEL FOR RESOLVING CONFLICT
(5 MINS.)

Finally, teach participants an Interest-Based Model for Resolving

Conflict:
Show overhead #3.14 and review the stages of this model. An
expanded version is available in their materials. Emphasize that this
model is not appropriate for all disputes and one must first do the
cultural assessment set out in Stage 1.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 43

N O T E S PA RT FOUR: ROLE PLAY
SPONSOR/NEWCOMER CONFLICT (30 MINS.)

In advance of the session, decide which role play you wish to use with
the group. (Role plays are at the back of Section 3 in the participants
materials. There is a choice of two).

Have the group divide into pairs. Let them choose someone who they
do not already know or work with. If there is an extra person, that per-
son can be an observer in one of the groups.

Once they have all selected a partner, then they must choose who will
play the refugee/newcomer and who will play the sponsor role.

Give each participant the general instructions for Role Play # 1 and the
Secret Instructions to the person playing the respective role in the pair
(Appendixes D and E). The other role player is not to read the secret
instructions.

Tell them that they have 15 minutes to role play this scenario, using a
problem-solving approach and the skills that they have just learned.

They can spread out inside the room or outside, if appropriate.

However, they should keep track of their time and return to the large
group to debrief in 15 minutes.

Emphasize that they are not to talk “about” the problem, but are to
stay in role and act it out.

Warn participants not to play the roles in too extreme a way so that it
will be impossible for them to resolve the problem.

Debrief in the large group. Focus on the interests of both the

refugee/newcomer and the sponsor(s). Ask participants to identify the
interests of all those involved in the conflict, on each of the three lev-
els: Substantive, Emotional and Procedural. Flip chart these (see sam-
ple responses below).

Ask how many groups were able to pull out the interests of each.

Then ask about power imbalances in this dispute. Brainstorm with the
group how could the refugee/newcomer could have been empowered?
Refer back to techniques of empowerment from Section 1 of the par-
ticipant materials. You could also put up the Overhead from Section 1
for review. The techniques are reproduced below:

Finally, review with participants the Tips for Preventing and

Containing Refugee/Sponsor Conflict which is in their materials.

44 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 ROLE PLAY 1 N O T E S
IN ROLE PLAY #1, SOME OF THE INTERESTS ARE
AS FOLLOWS:

JEAN-CLAUDE:
Substantive:
-He needs more money to pay the family’s expenses.
-Improvement in language skills
-Material goods to replace those they lost
-To get news of his family members back home
-To find work in Canada

Emotional:
-To be treated with respect, as an intelligent adult
-To preserve his dignity and status as head of family and
community member
-To feel able to provide for dependent family members

Procedural:
-He needs cash now

SAM(ANTHA):
Substantive:
-To have Oparo family live within budget and ultimately
become self-supporting

Emotional:
-Acknowledgement of her time and efforts as a volunteer
-To deal with her own feelings of guilt and anger at family
-To save face with other sponsors as a professional
accountant

Procedural:
-How to generate more money now to help family

Conflict Management and Resolution Training Module: Facilitator’s Guide 45

N O T E S ROLE PLAY 2

IN ROLE PLAY # 2, SOME OF THE INTERESTS

ARE AS FOLLOWS:

OSMAN:
Substantive:
-Language skills
-Money to pay bills
-Position befitting his education and past experience
-Child care for children while wife works
-Housing

Emotional:
-Need to regain sense of status as professional
-Shift in marital relationship with wife as breadwinner
-Shift in family relationships - family is now dependent upon
younger brother, who knows Canadian culture, has good job
and money

HASSAN:
Substantive:
-Independent housing for brother and family
-Other child care arrangements for brother’s children

Emotional:
-Needs to restore harmony in his own marriage
-Need to feel he has helped his older brother

Procedural:
-Immediate change in living arrangements to relieve stress

SPONSOR:
Substantive:
-Financial assistance to help family now provided by brother

Emotional:
-Need to make the sponsorship succeed

46 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 TECHNIQUES OF EMPOWERMENT N O T E S
FOR RESOLVING CONFLICTS

•First be aware of the power imbalances in the relationship and resist

the temptation to use “power” to resolve the conflict.
•Be sensitive to cultural differences, while at the same time, taking care
to see the other person as a unique individual.
•Ensure that both disputants have an opportunity to express their con-
cerns (directly or indirectly, as appropriate) and preferably in their
own language.
•Make sure that you understand the problem from the refugee’s point
of view before you start talking about solutions.
•Allow sufficient time to resolve the conflict. Don’t be in a rush to find
a solution.
•Use listening and probing questions to explore the underlying inter-
ests of the refugee which may not be expressed up front.
•Use “wise” persons from the refugee’s own community to educate you
as to the importance of cultural factors and possibly to act as go-
between.
•Reframe the conflict as a problem to be solved with input from both
disputants.

WRAP-UP (5 to 10 mins.)

•If this section is given on its own, have participants complete the
feedback form for the facilitator (see Appendix C, and also in
participants’ manuals).

•In the 3 to 3 1/2 hour section, you can also go around the room and
ask each participant for one key learning experience from this
session.

END OF SECTION 3

Conflict Management and Resolution Training Module: Facilitator ’s Guide 47

N O T E S APPENDIX A: ACTIVE LISTENING

SAMPLE RESPONSES

Practice active listening in response to the following statements. Try to

paraphrase or restate the main message that the speaker is trying to
communicate, together with acknowledgement of his or her feelings
that accompany the message.

1. They told me that Canada was a land of opportunity. No one talked

about how hard it is to get a job here.
You sound really discouraged about not being able to find work.

2. Back home I could go to the village and everyone knew me and my

family by name.
It sounds like you really miss being known and recognized by those
around you.

3. I keep trying to find out information about my family members but

no one ever tells me anything.
It must be very frustrating for you not to be able to find out what has
happened to your loved ones.

4. Everything is so different here. My kids are learning things that I

don’t even know about.
It must be worrisome for you to have your children gaining knowledge
that you yourself don’t have.

48 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 APPENDIX B: QUESTIONING EXERCISE N O T E S
SAMPLE RESPONSES

Ask open-ended questions about the following statements:

1. No one deserves to be treated like we are.

How are you being treated that is upsetting you?

2. I think that we should just go back to where we came from.

Why are you feeling like giving up on Canada?

3. Other families are given a lot more help.

What do you think that you are not receiving that other families
are getting?

4. Things are not what we expected here.

What is different than you thought?
In what way have you been disappointed?

Conflict Management and Resolution Training Module: Facilitator ’s Guide 49

N O T E S APPENDIX C: REFRAMING EXERCISE

SAMPLE RESPONSES

Change the following into open-ended questions:

1. Isn’t it true that you have enough support to meet your basic needs?
How much support do you think you need to make ends meet?

2. Are you expecting us to drive you everywhere?

What kind of help are you expecting with transportation?

3. Don’t you agree that you could do more to find employment?

What do you think you can do to find a job?

4. Are you planning to make an official complaint?

What are you planning to do about the problem?

50 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 APPENDIX D: ROLE PLAY 1 N O T E S

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

SECRET INSTRUCTIONS FOR SAM(ANTHA)

You have been made the liaison with the Oparo family by your spon-
soring group. You are having problems coping with the demands of
Jean-Claude who is always asking for additional money over and above
the church allotment. You feel sorry for this family and all that they
have been through, and even guilty that you and your family have so
much more. However, you get very annoyed that the family spends
their money on frivolous things like cigarettes, and then asks for more.
Can’t they use the mail system, rather than make expensive long dis-
tance calls to Africa? Why won’t Jean-Claude try and get work, any
kind of work to help out? Beyond his morning English classes, he just
seems to sit around the house watching television.

Your group worked very hard to raise the funds to sponsor this family
to Canada and they don’t even seem grateful. You yourself put in many
hours of your personal time at volunteer work. You are embarrassed to
have to report back to the group that the family is already “over budg-
et.” Recently, you have started to think that the group will have to
organize more fundraising activities to meet the family’s demands. As
an accountant, you were asked to prepare the budget. You recom-
mended that it was sufficient to support a family of five. Now you have
egg on your face. You are going to have to draw a line in the sand. No
more extras, period!

Conflict Management and Resolution Training Module: Facilitator ’s Guide 51

N O T E S APPENDIX E: ROLE PLAY 2

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
SHE CHOOSES TO PLAY THIS PA RT I C U L A R
ROLE

SECRET INSTRUCTIONS FOR JEAN-CLAUDE

Although you have problems expressing yourself in English, you have

no problem understanding that Sam(antha) is annoyed with you. You
yourself are feeling very upset by his/her treatment of you. S/he treats
you like a child who doesn’t understand anything about money. And
s/he really talks down to you. You aren’t stupid. You were one of the
most successful shopkeepers in your home town, back in the Congo.
Everyone in the community respected you and looked up to you.

You wonder to yourself why the group doesn’t give you enough money
to live on. They all seem to have plenty. Sam(antha) drives a big
expensive car. You thought you and your family would be given your
own home and car like everyone else in this community. Most of them
seem to have two or even three cars per family. And they expect you to
wear used clothing and make do with all of their old dishes that they
don’t seem to want anymore. Maybe it’s because you and your family
haven’t joined their church. Do they want you to join and then they
will give you more money? You certainly expected it to be easier than it
has been so far. You also heard from some other refugees in Toronto
that they are getting a lot more money each month than you and your
family. Maybe you should move to Toronto.

You have been worried sick about your family back home. No one
seems to know what has happened to your younger brother. As the
eldest in the family, you are responsible for him. You have desperately
been trying to get news of him without any success so far.

At this point, you are feeling pretty useless. You do not have a shop to
go to any more. Sam(antha) seems to want you to get a job, any job.
But what can you do? You can barely speak English. You’re taking
classes, and trying to learn more English from the television, but your
wife’s English seems to be improving faster than yours. You aren’t
going to go and wash dishes in some restaurant. You are starting to
wonder whether you will ever be able to cope in Canada, and be able
to support your family. While you are grateful to be safe, you really
miss being able to talk to people who know you and understand you.

52 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 APPENDIX F: FEEDBACK FORM

SECTION: DATE:

INSTRUCTOR: NAME (OPTIONAL):

1. Did the workshop meet your expectations? If so, how? If not, please
comment:

2. The most beneficial part of the workshop was...

3. The least beneficial part of the workshop was…

4. Have you any suggestions for improvement?

5. Have you any comments about the workshop facilitator?

6. Any comments on the written materials and exercises?

7. Do you have suggestions for other training that you would like to see
offered? Specify.

Conflict Management and Resolution Training Module: Facilitator’s Guide 53

 NOTES

54 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 INSTRUCTIONS FOR SECTION FOUR N O T E S
INTRODUCTIONS AND PRELIMINARY
NOTES TO FA C I L I TAT O R :
(10 to 15 mins. Total – review 5 mins, overview 10 mins)

·Ideally, this section should be given in a relaxed 3-hour session, to

allow sufficient time for the activities and to permit lots of discussion
afterwards. However, if the facilitator keeps to the recommended time
frames, it can be given in a 2-hour session.

·If given on its own or as part of an ongoing series of sections, take

time at the beginning of the section to introduce both the facilitator
and the participants to each other (See Instructions preceding Section
1 of the Facilitator’s Guide).

·Tell the participants how long the session will be. If giving the section
in the 2% two hour format, warn participants that you will be keeping
them to a tight schedule, in order to cover all of the material.
Accordingly, you will need to cut off discussion at times to move them
on to the next activity.

·Begin by reviewing the objectives for Section 4 using Overhead 4.1 (5

mins.)

·Next, give participants a brief overview of this section. This section is

divided into four parts:
-Part 1 deals with how groups make effective decisions when
they do not agree, and how groups can utilize the consensus
process.
-Part 2 covers skills for managing group process effectively; and
-Part 3 focuses on a Group Problem Solving Process, similar to
the interpersonal process that they learned in Section 3.
-Part 4 role play exercises will assist participants to develop
their skills in group conflict resolution.

Conflict Management and Resolution Training Module: Facilitator’s Guide 55

N O T E S See Course Introduction Facilitator’s Guide for teaching
tips, equipment list, and an overall description of the
course.

TEACHING TIPS ON FA C I L I TAT I O N :

What is Facilitation?

A process in which a neutral person assists others to resolve

conflicts between them by ensuring that their communications
occur in a controlled atmosphere, allowing for the proper
expression of feelings and a search for mutually satisfactory
agreements.

The Objectives of Facilitation:

·To guide participants through an interpersonal and group
learning process
·To assist them to explore and understand the nature of their
conflict
·To explore alternative options to a conflict and strategies for
conflict management
·To assist individual participants, organizations and communi-
ties with processes such as organizational change and develop-
ment
·To allow participants to address aspects of their relationship

56 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 CONFLICT WITHIN REFUGEE N O T E S
SPONSORING GROUPS

Activity # 1 (25 mins.)

·Ask participants to think silently about the kinds of conflicts that have
arisen within their own sponsoring group or SAH and to write
down three of these on the blank page with this heading in
their materials.

·Ask participants to chose one of the conflicts they have self- identi-
fied, and discuss this conflict with the person seated to their
immediate right. Allow each person approximately 5 minutes
to speak.

·Debrief the group, noting the kinds of conflict on a flip chart. Mark
the most common causes of conflict within refugee sponsoring
groups with asterisks. See Appendix A for other examples of
group conflict.

·Then, ask participants to return to their partner for further discus-

sion. This time they should focus on what the stated positions
of the various disputants were, what they think each disputant
was really concerned about (i.e. their underlying interests) and
what they really wanted to achieve.

·Refer participants back to Section 3 and the Definitions of Positions

and Interests. Positions are the disputants’ stated demands or
wants. Interests are the needs, desires, concerns, fears and
hopes that lie underneath their stated positions.

·Tell participants that uncovering the interests of all those involved in

group conflict is just as essential for resolving group conflict as
it is for resolving interpersonal conflict.

Conflict Management and Resolution Training Module: Facilitator’s Guide 57

N O T E S How Groups Make Effective Decisions When They
Do Not Agree (5 mins.)
·Put up Overhead 4.2 and review the various ways in which
groups make decisions. Tell them that the information on the
overhead is also in their materials.

The Nature of Consensus (10 mins.)

·This part of the section is all about group decision-making by

consensus. Quickly put up the series of overheads that covers
the information in their materials including:
-What is Consensus? (Overhead 4.3)
-Consensus is Not (Overhead 4.4)
-Standing Aside vs. Blocking (Overhead 4.5).
-The Consensus Environment (Overheads 4.6).
-The Characteristics of Consensus Decision-Making (Overhead
4.7)
-When to Use Consensus Decision-Making (Overhead 4.8)
-Required Behaviours for Consensus Decision-Making
(Overhead 4.9)
-and finally, the Consensus Decision-Making Process
(Overhead 4.10).

Tell participants that all of this information is in their materials. Ask

for their comments and feedback on the information presented.

Teaching Tips:
When using the overhead projector, always test it first to
ensure that bulb is working, the projector is in focus, and
the slides are in order. Do not turn your back to the group
to look at the screen. Instead, you can easily read from
the overhead while it is on the projector, facing the group.
Use a pencil to point to particular points that you are
making. If participants prefer, they can follow the slides in
an expanded version in their materials. Pause briefly after
each slide, to invite any questions or comments.

58 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 CONSENSUS BUILDING EXERCISE N O T E S
Activity # 2 (25 mins.)
·Ask the group to divide into subgroups of approximately 5
persons.
·Distribute the handout the Dialysis Dilemma (at the back of
the facilitator’s guide) to all participants.
·Ask them to spend 15 minutes resolving this dilemma by
using the Consensus Decision-Making Process, which they
have just learned.
·Debrief the exercise (10 mins.) Ask if they were able to use
the consensus model? If so, how did it work? If not, what hap-
pened to prevent this? Were people able to stand aside and sup-
port the decision, even if they did not necessarily agree? Or, did
they just get bogged down in disagreement?

Note: Try to keep participants focussed in the debrief on the consensus

building process (the “how”) and not the content of the material (i.e.
“why” they selected certain persons for dialysis.)

Conflict Management and Resolution Training Module: Facilitator’s Guide 59

N O T E S GROUP FA C I L I TATION SKILLS (15 mins)

The next part of Section 4 is about Skills for Managing Group Process
Effectively:
·Put up the Overhead slides 4.11 and #4.12 on holding effective
meetings. Quickly review these and ask for any comments.
·Next, refer participants to the list of 20 Non-Productive Group
Behaviours set out their materials. Assign 4 or 5 behaviours to
each group and have them discuss how they would respond
effectively to these behaviours in a group meeting. What would
they do and say? Each group is asked to assign a person to
write down their responses and report back to the larger group
in a group debrief. Participants can then write down the
responses in their materials.

SOME SAMPLE OF NONPRODUCTIVE GROUP

B E H AVIOURS AND HOW TO HANDLE THEM:

·Attacking other group members personally – redirect discussion to a

performance issue or problem, and away from personal attrib-
utes or characteristics

·Agreeing with everything- ask the member to play devil’s advocate for
a change, and speak from the opposite point of view

·Being inconsistent – point out inconsistencies in a nonjudgmental

manner and ask for clarification

·Changing the subject – suggest putting the new topic on the agenda
for later discussion and return to the current subject

·Chatting – ask talkers if they have something they would like to con-
tribute to the rest of the group

·Complaining – ask complainers for their ideas as to how the prob-

lems could be resolved

·Criticizing – talk about the criticisms in the group and try to under-
stand what they are all about

·Anger – ask angry group member to talk about it rather than express
it in the group

·Dominating - recognize that member’s input and then move on to

hear from the rest of the group

60 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

·Distracting i.e. doodling, doing other work – ask for that person’s
input to bring them back into the group
N O T E S
·Escaping i.e. to take phone calls – ask if there is a better time to meet
when the group can have their full attention. Make a group
rule about the use of cell phones during meetings.

·Glossing over problems – encourage the group to explore difficulties

in more depth

·Hairsplitting – acknowledge that a consensus appears to have been

reached and move on

·Interrupting – Set and enforce ground rules i.e. one person speaks at
a time

·Misinterpreting – be assertive in clarifying

·Missing meetings – enquire about possible problems and tell them

their input is wanted at meetings

·Not completing tasks – Ask if they need help

·Talking too much – Ask the person to state their points one at a time

·Withdrawal – Ask to hear from members who have not yet shared
their ideas.

TAKE A 10 MINUTE BREAK HERE.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 61

N O T E S GROUP PROBLEM SOLV I N G
PROCESS ( 3 5 mins total)

This is the third part of Section 4. The Focus is on a group problem-

solving process to deal with group conflict. It is similar to the process
used to resolve interpersonal conflict between two individuals. One
uses the same skills of active listening, and open-ended and probing
questions that were taught in Section 3.

Before moving into the group problem-solving process, quickly review

these skills, putting up the definition overheads from Section 3.
·Review the Group Problem Solving Process on Overhead 4.13
(5 mins.)

62 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 ROLE PLAY SIMULAT I O N N O T E S
Activity # 3 (30 mins.)
·Before commencing the session, choose only one of the two
role plays at the back of the participant’s materials for this sim-
ulation.
·Ask participants to divide into groups of approximately five
persons for Role Play # 1 and four persons for Role Play # 2.
Any extra persons can play the role of silent observers (there is
a form for the observer to complete in the participant materi-
als). If possible, have separate break-out rooms for each group.
They should try to work with persons that they do not know or
with whom they have not already worked in this section.
·Refer them to the appropriate role play exercise “How Much
Do We Give?” or The Main Street Group and St. Francis
Settlement House. Each participant will read the general
instructions and his or her specific secret instructions. Ask
them not to read the secret instructions for the other role play-
ers until after the simulation. Any extra persons can act as
observers who will be asked to take notes on the process and
report back to the role players when they finish the role play.
·They are to role play the assigned scenario of a group conflict
for approximately 20 minutes. Then they should return to the
main group.
·Debrief in the large group (10 mins.) First focus on the
process. Ask participants if they were able to use the group
problem-solving process? Were they able to uncover the inter-
ests of each member of the group BEFORE trying to come up
with solutions? Or did they stay fixated on the positions of the
various group members? Did they take the time to understand
where each member of the group was coming from and what
their particular concerns were? Did they listen to each other?
Did they use open-ended and probing questions to try to
understand each other’s interests and concerns?
·Then, discuss the individual interests of each member of the
group.

Conflict Management and Resolution Training Module: Facilitator’s Guide 63

N O T E S ·For Role Play # 1 some of the interests are as follows:

-Jack: would like to maximize the dollars available for his pet project,
the new youth centre. This will probably mean keeping the
expenditures on the Refugee program at a minimum, or at
least not making them any higher. He also wants to keep on
good terms with Janice so he will not lose her and her husband
as a source of funds.

-Carlos: wants to give back to the sponsoring group by helping other

refugees, but he would like them to be treated in the same way
he was treated. This may not be appropriate for this family.

-Janice: needs some acknowledgment and support for how hard she
has worked as a volunteer and for her financial assistance to
the group. She also needs to save face, since she is an experi-
enced volunteer and should know how to handle these kinds of
problems.

-Gloria: needs to feel that she has valuable contributions to make

around cultural differences and the needs of refugees.

-Rosemary: would like her practical suggestions to be heard and

valued.

64 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 For Role Play # 2 some of the interests are as follows: N O T E S
-Maria: wants the Main Street Group members to stop pressuring
Angelina, to be more sensitive to her situation, and to listen to
her more.

-Beverly: wants some acknowledgement as to how hard she has

worked with Angelina and her family. She feels hurt that
Angelina did not confide in her and questions their
relationship.

-George: he needs to retain his friends that he has called upon to help
with Angelina’s employment. He also needs this sponsorship to
work out since he initially spearheaded it.

-Ambrose: He would like to see Angelina become self-supporting so

he can continue his mission to support other refugees.

Ask how many groups were able to identify and work with the inter-
ests? Were any groups able to resolve the conflict? If so, how did their
solution reconcile and meet the interests of all group members?

WRAP-UP AND COURSE EVA L U ATION (5 to 10 mins.)

·Ask participants to complete the feedback form for the facilitator.

Invite the participants to make any comments verbally.

·If three hours will be used to deliver the section, go around the room
and ask each participant for one thing that they have learned
from this section.

END OF SECTIO N 4

Conflict Management and Resolution Training Module: Facilitator ’s Guide 65

 NOTES

66 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

APPENDIX A: SOURCES OF CONFLICT N O T E S
WITHIN SAH OR SPONSORING GROUP
·Which person(s) or which group to sponsor?
·The importance of resettlement – should we rather concentrate on the
root causes of migration or help the poor at home?
·Frustration with those in the community not aware of refugee needs,
who do not share our goals for this work and do not support
the resettlement program. Feeling of isolation
·How money is to be used i.e. how much independence over financial
matters newcomers are allowed
·If the group includes a family member of the sponsored refugee, that
family member may be under great pressure, and defensive if
the settlement is not going well
·Members who do too much for families, thus creating dependency in
newcomers and leading to burn-out of sponsor – working
“for” rather than “with” the newcomer
·Loss of interest by sponsor after initial start-up
·Different views on what is appropriate
·Conflicts of attitudes – some people understand cultural differences
while others do not
·Different expectations about participation in church etc.
·Old school of refugee support v. new (“We had nothing given to us by
the government” v. modern generation)
·Moving from a “right/wrong” paradigm to a “what’s best” scenario
·Ensuring sensitivity towards each other
·Problems of burn-out due to unequal balance of work within the
committee
·Conflicts between those who try to apply “western” values and beliefs,
and those with more experience who “know better”

Conflict Management and Resolution Training Module: Facilitator ’s Guide 67

 NOTES

68 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 X XAPPENDIX
XXXX B: FEEDBACK

SECTION: DATE:

INSTRUCTOR: NAME (OPTIONAL):

1. Did the workshop meet your expectations? If so, how? If not, please
comment:

2. The most beneficial part of the workshop was...

3. The least beneficial part of the workshop was…

4. Have you any suggestions for improvement?

5. Have you any comments about the workshop facilitator?

6. Any comments on the written materials and exercises?

7. Do you have suggestions for other training that you would like to see
offered? Specify.

Conflict Management and Resolution Training Module: Facilitator’s Guide 69

N O T E S HANDOUTX X
SECTION
XXXX FOUR:
CONSENSUS GUIDE

THE DIALYSIS DILEMMA

You are the volunteer members of the Kidney Dialysis Committee of

the regional hospital. As a respected member of the community, you
have been asked to serve on this committee by the hospital administra-
tion. The committee’s role is to decide which patients will receive kid-
ney dialysis treatment at the hospital.

The hospital serves a very broad geographical area and is located in a

very isolated region of the province. Only two kidney dialysis
machines are presently available. They are now urgently required by
seven persons in the region who are suffering from kidney failure.
Without treatment, each of these seven persons will not live. Only
three patients can be authorized to use the machines at any one time.
The machines are extremely expensive to purchase, and money to pur-
chase more machines is not available at this time. Accommodating
more persons for fewer hours will only subject each patient to greater
health risks. At most, this can be done for 7 to 10 days.

The Committee has been given confidential information on each of

the seven kidney patients. They are as follows:
·A single mother on welfare, with two dependent children
·The community family doctor, age 65
·A Roman Catholic priest, age 35
·A child prodigy violinist, age 12
·A well-known indigenous leader, active politically
·The captain/most valuable player on the regional hockey team
·A feminist, lesbian high school teacher

Your Committee has been asked to decide, confidentially, which of the

seven patients will receive treatment at the hospital. You have 15 min-
utes to discuss the matter and reach a collective decision.

70 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 HANDOUT X XSECTION
X X X X FOUR: N O T E S
CONFLICT WITHIN A SPONSORING GROUP

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

SECRET INSTRUCTIONS FOR JACK

Jack would like to see the father get to work as soon as possible in
order to limit the sponsoring group’s financial responsibility for this
family. He expresses concerns about the group running out of money
for the family because this would cut into the funding campaign for
the community centre. Jack’s real interest as a faith leader has always
been in youth work. He comments that “our SAH told us that
Hussein’s English was much better than it actually is. We expected him
to get to work much sooner”. Jack’s view is that “any work is good
work”, even if it does not meet Hussein’s expectations. Jack points out
that Hussein said he would do anything when he first arrived. Now he
is holding out for something much better.

Jack is also worried that he may annoy Janice and jeopardize her con-
tributions to the new building campaign if he does not support her in
this discussion. Janice and her husband are the largest contributors to
the faith community.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 71

N O T E S HANDOUT X XSECTION
X X X X FOUR:
CONFLICT WITHIN A SPONSORING GROUP

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

SECRET INSTRUCTIONS FOR CARLOS

Carlos is very grateful for the assistance the sponsoring group gave
him when he came to Canada. However, he feels he really made an
effort to find work and become independent as soon as possible. He
thinks Hussein’s family should do the same thing. He is opposed to the
degree of assistance that the group is offering this family, when com-
pared with the assistance he himself received when he came to Canada.
He thinks they should make more of an effort to become self-
supporting.

72 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 HANDOUT X XSECTION
X X X X FOUR: N O T E S
CONFLICT WITHIN A SPONSORING GROUP

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

SECRET INSTRUCTIONS FOR JANICE

Janice is fed up with the mother’s dependency on her. She takes the
position that she will not give her “one more ride”. “She’s taking the
bus from here on in.” “Other mothers with young children take the
bus. Why can’t she?”

Janice does not object to the washer and dryer. In fact, she thinks it
would be cheaper for Sufia to do laundry at home. Besides this fact,
she also wouldn’t be expected to take them to the Laundromat and
home again. It would be nice not to have to do this anymore.

This family have really worn Janice out. She expected them to show
more gratitude. But instead, they are constantly demanding. They
expect her to do more for them than any other family she has ever
worked with. The mother even told her that she had servants to do
the laundry back in Iraq. Well, now she is in Canada.

Conflict Management and Resolution Training Module: Facilitator’s Guide 73

N O T E S HANDOUT X XSECTION
X X X X FOUR:
CONFLICT WITHIN A SPONSORING GROUP

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

SECRET INSTRUCTIONS FOR GLORIA

Gloria is upset by what she sees as negative attitudes towards this fami-
ly. On the subject of public transportation, she points out that the
mother has four children to take along with her if she is required to
use the bus.“How can she take the bus to the Laundromat and take
her three children along too? In the mother's culture, according to
Gloria, it is not the father’s role to look after the children.” In her view,
we have to respect these cultural differences, and not expect her to
behave like a Canadian who has lived here all of her life. Besides, the
mother doesn’t yet speak English, and could get lost and not be able to
ask for help.

Gloria suggests that the group should pay for childcare costs, allowing
Sufia to start going to English classes as well.

Gloria is also very sensitive towards the father’s problems in obtaining

employment. She thinks he might be depressed and that is why he is
not doing more.

74 Copyright 2001. RSTP and J.P. Ryan and Associates Limited

 HANDOUT X XSECTION
X X X X FOUR: N O T E S
CONFLICT WITHIN A SPONSORING GROUP

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

SECRET INSTRUCTIONS FOR ROSEMARY

As a practical matter, Rosemary thinks it makes sense to purchase a

washer and dryer. It would cost the family less for laundry in the long
run, and would avoid dragging the children off to the Laundromat.
She also approves of the new, coloured TV. Rosemary believes that the
TV is important in providing a source of entertainment for the family
who have few other sources of entertainment, and also it helps them to
learn about Canadian culture and improve their language skills. She
has no problems with paying for cable TV either. Most families in
Canada have cable.

Rosemary thinks that the committee should make every effort to help
Hussein find suitable employment. This would be good for his self-
esteem. He shouldn’t have to wash dishes, but should find something
befitting his level of education. Realistically, he needs to improve his
language skills first. Rosemary wants to focus on how the committee
can best support this family.

Conflict Management and Resolution Training Module: Facilitator ’s Guide 75

N O T E S HANDOUT X XSECTION
X X X X FOUR:
CONFLICT WITHIN A SPONSORING GROUP

N.B. PLEASE NOTE:

THESE INSTRUCTIONS MAY ONLY BE SEEN
BY THE FA C I L I TATOR AND THE PA RT I C I PA N T
CHOSEN TO PLAY THIS PA RTICULAR ROLE

O B S E RVER ROLE

You are an invisible observer sitting in on the committee meeting to

discuss the sponsorship of Hussein’s family. Your task is to identify
some of the committee members’ observable behaviours as they dis-
cuss the issues. Make a note below of the behaviours which you
observe including:

Proposing – putting forward ideas for consideration by the group

Building – behaviours that extend or build upon someone else’s ideas

Supporting – conscious declaration of support

Disagreeing – open and reasoned disagreement

Blocking behaviours – “it won’t work”

Testing Understanding – checking for understanding

Attacking or defending behaviours

Open or Risk-taking behaviours

Summarizing

Clarifying

Information Seeking

Information Giving

76 Copyright 2001. RSTP and J.P. Ryan and Associates Limited