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Managing Conflict
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Sat, 03/14/2009 - 16:49
I am doing a session in Cardiff on managing conflict in language teaching organisations - as managers
we have to manage conflicts in which we are involved and also to arbitrate in conflicts in which we
are not directly involved. Do you have any stories of professional conflicts you've been involved in
(as participant or arbitrator) which you feel were successfully resolved (and can you say why they were)
or stories of conflicts which were dealt with very unsuccessfully?
You can take a look at the information about my session in the programme on this site, and hopefully
I'll see some of you at the session itself.
[There will also be an excerpt from the CUP book I co-wrote "From Teacher to Manager: Managing
language Teaching Organizations" on this topic in the conference issue of the ELT Management SIG newsletter]
Link to Session:
http://iatefl.britishcouncil.org/2009/sessions/63/managing-conflict-lang...
Mon, 03/16/2009 - 10:40
#2
These sound all like ways of successfully creating conflict!
I think I'd like to seperate the concepts of (a) giving (and receiving) feedback and (b) managing conflict. I think they are obviously closely linked, but there are different things going on. The list of appalling management blunders you give above are more or less all related to giving feedback (in these cases, badly). In all cases, even if there weren't a conflict before, I'd certainly guess there will be one afterwards. At last year's conference (I think, though as I get older, I increasingly misremember these things), I did a workshop on giving and receiving feedback, that would, I hope, have ensured that the scenarios you outline above wouldn't happen. In fact I think all staff (including managers) need to have training on how to give and receive feedback, because I think it's such a massively crucial part of our professional lives - and from a management perspective it's a immensely important part of performance management.
Does that answer your question or not really?
Tue, 03/31/2009 - 04:51
#3
In another thread on observation, this issue of giving feedback comes up. As teachers, we give feedback to our students all the time, but when/if teachers become managers and have to observe teachers, differnt factors come in to play, and if done badly, a feedback session can lead to all sorts of conflict. I agree that all staff should be given the opportunity to feel prepared to give and receive feedback in a prefessional and supportive way. What advice would you have for teachers-turned-managers who are thrust into managerial positions and feel unprepared?
Wed, 03/18/2009 - 07:35
#4
What can the mamager and the victim do when these situations happened in order to make up the conflict?
Thanks!
Wed, 03/18/2009 - 09:55
#5
As a manager, I'm not tooo keen on the idea that there are managers and there are victims!
But I know what you mean. If a manager gives very poor feedback and therefore creates a conflict and/or damages the relationship with the teacher (or victim), then it is up to the manager to fix it (just like in any situation, not just professional). Of course this presupposes that the manager realises that he or she has created a problem, which hopefully they will do. (Though I fear not always).
One way to help with conflict is to emply something called "active listening". In the examples we have here, the manager needs to give the teacher the chance to express him/herself and explain the problem. If that manager can really listen to that explanation, the problem is half way to being solved. I have also been lucky enough to be present in post-conflict dialogue situations (I mean, here, real conflict like war), and the biggest breakthrough in dialogue comes when one side or one person actually listens to the other and the speaker really believes that they've been heard. Even in our much smaller conflicts, if the aggrieved party feels that the other has listened and really heard and understood them, they will feel like much of the conflict is past.
A link for active listening
Mon, 03/16/2009 - 15:52
#6
Dear Andy,
What a pity I wasn't around last year to take part in your workshop on feedback! I agree that this is at the root of the problem which I was exemplifying. May I cite my blog entry on the teachingenglish website:
" Recently my students were asked to evaluate my teaching - anoymous for them, but not for me !To be quite honest, I found it all rather nerve-racking and it set me thinking about the possible repercussions.
The students in my current group of 10 white-collar workers on a Business English in-house course were sent a questionnaire on which they were asked to assess the course. They could give marks from 7 (very good) to 1 (very poor) to things like methodology and didactics, assessments and homework, the practical usefulness of what they learnt, the quality of the materials etc., etc. My language school collated the marks into a table and passed this on to the Human Resources department of the company concerned. So the company could tell how worthwhile its investment in English training was (at least in theory). And of course I was eventually told how I had fared in comparison with the teachers of other courses.
Well,obviously just because I am a Native Speaker doesn't mean that I am a perfect teacher, and I was certainly not expecting to get a row of top marks, but I did find some of the marks and comments a bit surprising. And so I began to wonder how objective this sort of evaluation is. Are the students in a position to assess how well-prepared I am, for example? Or can they really evaluate my didactics and methodology? Was I (for example) not able to explain something properly or was the student perhaps just not concentrating enough? "
So can one train the students to give good feedback or do you mean one should train the managers to interpret the feedback they get properly? And do you mean the DoS of the language school or the HR people of the company when you say "managers"?
Thanks for your interest - diana
Mon, 03/16/2009 - 23:07
#7
Hi Diana,
I agree completely with your reservations regarding the kind of feedback that can be expected. I fully support obtaining student feedback, but it has to be done very carefully, the students need guidance, and I would never include questions on methodology, didactics, etc. Would they expect you to assess their abilities in doing the technical part of their jobs?
Kevin
Tue, 03/17/2009 - 10:19
#8
I'm with you, Kevin! I wouln't expect my dentist to ask me 'what did you think of my techniques when I was finessing that molar prior to fixing the crown on', but I would be able to say 'yes, I am happy with the result'. I think sometimes the feedback we seek says more about what we are concerned about than what the students are concerned about. I would argue that our students don't always have the neccessary pedagogic sophistication to answer certain questions, like your examples on didactics and methodology. And, to be truthful, they should have this - that's our job! In the private language sector, where I work, a lot of feedback focuses on what happens in the classroom and this is logical. but the 'student journey' goes far beyond the classroom, and so we also have to consider aspects such as ease of obtaining information about the courses, how eay was it to enriol, were you happy with the options for payment, did the front of house staff treat you courteously etc etc. The non-classroom aspects of the student journey can have a great effect on a student's decision to enrol/re-enrol, I think. Do you agree?
Tue, 03/17/2009 - 17:50
#9
Dear Maureen,
It made MY day to be told that "mere teachers" are of crucial importance, too! I hope that not all the users of our forum apart from myself are managers, we definitely need some more "foot soldiers" here, not just commanding generals.
I will gladly give you a few examples of how it is to be a "managed"language teacher, but I just can't manage it today (ha!ha!). Just been to that dentist you referred to and am off to teach at Adult Education this evening, so watch this space tomorrow.
Meanwhile, who else has something to say on the subject of good or bad managers for the students on their journey?
Diana
online moderator
Wed, 03/18/2009 - 10:05
#10
So can one train the students to give good feedback or do you mean one
should train the managers to interpret the feedback they get properly?
And do you mean the DoS of the language school or the HR people of the
company when you say "managers"?
I'm not sure if we should be training our students to give good feedback exactly. It's our job to make sure the feedback we get from students is useful - which in the case of questionnaires means structuring the questionnaires in such a way as they provide useful data - which I think goes along with what Maureen is saying. Ultimately I think student feedback on lessons and teaching is for the teacher and should be acted upon by the teacher - in some senses I don't think it is any of the manager's business - unless the teacher decides to consult the manager for advice on what to do with certain feedback. There is a customer-service piece here though that students might want their feedback to go to the management, in which case there is also an argument that it needs to go to both. (perhaps a questionnaire could be devised in such a way that some sections clearly go to the teacher only, and some sections go to both teacher and their line manager - just a thought. Any ideas about this?)
In terms of the organisation itself, I think there is a case to provide training for all staff in giving and receiving feedback successfully.
Wed, 03/18/2009 - 20:26
#11
An interesting answer, Andy (it is Andy, isn't it?).
My response about "training" students is that I believe that students need good guidance on what the questions are asking and what their responses are for. Designing questionnaires, which is really what this is, is horribly difficult, and you can never be sure that your questions are completely clear to a native audience, let alone a non-native one, so that's why I think guidance is crucial. Otherwise you are receiving what appear to be clear responses, but the student didn't actually mean what you understand. A classic example from my very early days of teaching was a question in a feedback form in one of my first courses. The question was: "Were you satisfied with your progress?". From the answers to other questions, I could tell they were happy with the course, but 100% of respondents said they were not satisfied. However, when questioned, they also all said that this was due to their expectations being too high.
I also believe that, from a management point of view, feedback of some kind should go to management. It has to be handled properly, but it can be a great QA tool. In fact, I think it is a requirement for certification for English UK approval, although I'm not sure.
Finally, I couldn't agree more about training all staff in giving and receiving feedback.
Kevin
Wed, 03/18/2009 - 19:25
#12
Dear Andy,
I was going to copy a questionnaire I thought up into here for you to comment on, but it didn't work.
Perhaps I will try again tomorrow.
Well, two days later,here it is (I had to have someone translate "notepad" into "editor" for me first).
The feedback form is aimed at B2 Business students
Dear Student,
Now that you are approximately half-way through your course I would like to ask you for your personal
evaluation of how things are going. Your answers will not be passed on to your own company or anyone else except
as part of an anonymus statistic. You can decide not to answer any of the questions and to omit your name if you wish.
Please give the evaluation sheet back to your trainer as soon as you have finished, even if you decide not to fill it all in.
Your experience is very valuable for ensuring maximum effectiveness in this and future courses.
1)General
Is the lesson time and venue convenient? Yes/No, because
Is the course spread out well over the year? Yes/No, because
Does your company support your participation in the course? Yes/ No, because
Is there a good atmosphere within the group ? Yes/No, because
2)The Learning Material
How useful for you personally is the learning material ?
Give a mark between 1 (very good) and 5 (poor ) by circling the number.
Students Book 1 2 3 4 5
Grammar 1 2 3 4 5
Extra material that goes with the course 1 2 3 4 5
(Workbook, worksheets)
Extra material from your Trainer 1 2 3 4 5
(worksheets, mails)
3)The Teaching
What do you think of the following? Give a mark between 1 and 5
Your trainer’s English speech 1 2 3 4 5
(Is it easy to understand, clear, fluent, correct?)
The way things are introduced or explained 1 2 3 4 5
( Can you always follow, is the speed appropriate?)
How interesting and varied the lessons are 1 2 3 4 5
How well the trainer keeps to schedule 1 2 3 4 5
(Does he or she get you speedily yet thoroughly through the book or course?)
How well the trainers corrects your homework 1 2 3 4 5
(Is the correction quick, accurate and transparent?)
How well the trainer prepares you for the exam 1 2 3 4 5
(only for those who are taking an exam soon)
Are the parts of the exam well explained and practised enough in class?
4)Homework
Which opinions are closest to your own ?
The amount: Too much ( ) just right ( ) too little ( )
Your attitude:
· It has top priority for me, I always do it thoroughly. ( )
· It is important and I make sure I find time to do it. ( )
· I know I should do it, but I don’t always find the time. ( )
· I don’t think it is all that important for me, I don’t do much. ( )
· I never do what is set or suggested, it isn’t necessary for me. ( )
The level:
· It is a bit too easy for me, so I don’t usually bother. ( )
· Some of it is rather easy, but I do it all the same. ( )
· It has the right level of difficulty, I quite enjoy doing it. ( )
· I find it rather difficult, so I take a lot of trouble. ( )
· It is so difficult that I can’t get down to it. ( )
5) Your progress
- What percentage of the lessons do you attend?
Between 100 and 70 % ( ) Between 70 and 40 % ( ) Under 40% ( )
-If you cannot attend regularly, are the reasons principally to do with:
Pressure of work ( ) private commitments ( ) your motivation ( ) ?
6) How essential for you is taking the next exam?
I really need this qualification ( )
I’d like to do it ( )
I’m only taking it because it is part of the course ( )
7) How would you assess your improvement during the course in the following areas of English?
From 1 a great amount to 5 no progress at all
Widening of vocabulary 1 2 3 4 5
Accuracy in grammar 1 2 3 4 5
Conversational fluency 1 2 3 4 5
Telephoning or mailing 1 2 3 4 5
Writing reports or summaries 1 2 3 4 5
Business communication 1 2 3 4 5
Any other comments from you?
………………………………………………………………………………………..
Your name (optional)……………………. ……. Your course……………
Thank you for your help!
And thank YOU, anyone who cares to comment on this.
Diana
Mon, 03/23/2009 - 10:51
#13
Your questionnaire is certainly pretty thorough Diana. Did you get lots of good feedback?
You
might consider in some of the areas making the survey more
"performance/importance". This is where Ss are asked to rank on a
scale of 1-5 (or whatever) not only the success of one area of the
course/teaching but also the importance to them of that area.
In your questionnaire for example, you might have
How well the trainers corrects your homework (importance) 1 2 3 4 5 (performance) 1 2 3 4 5
This might, for example, reveal that people think the performance is very high but the importance is much lower. Or that both are high. And so on. It can give you much more information - and it tells you what needs to be worked on, what is successful, but needs to be maintained, and what is probably not that important.
Tue, 03/24/2009 - 13:04
#14
Dear Andy,
Thanks a lot for looking at my questionnaire. Unfortunately I did not get lots of feedback as I was discouraged from using it. I had to stay with the "official" one (where they asked about my methodology and didactics). But I'm going to work with mine next time I am allowed to!
I like the idea of assessing what is important as well as what is successful, that's a really good tip.
Diana
Sat, 03/21/2009 - 17:54
#15
Hi Diana, (and hi to Maureen! I miss our moodle contact from last year's ELT Management Dip...)
I was interested to see that the questionnaire you shared is pretty thorough and probes learners' feelings of progress, amongst other factors, that will have an impact on their performance - in fact, I'd like to ask if that was the underlying reasoning behind the questions included? At the British Council (I can speak for the Porto Teaching Centre, where I'm based) we've began using a standardised student questionnaire through the English Job Family project (I'm probably not the best person to speak about this, as simply a user - so I won't give detail). What I will share with you is that this questionnaire asks 11 set questions relating to teacher performance, the information technologies employed, the course itself, student progress & motivation - all set to a Likert scale. Then the teacher has a bank of over 100 questions from which they can select up to 5 to add; these are generally linked to five teaching competences. We've just collated feedback from 10s and 10s of classes surveyed and now need to sit down and identify areas for action, as well as strengths.
One way I have of obtaining learner feedback earlier on in a course is by what I call the message in a bottle technique - as it's anonymous. I ask my learners to note down on a piece of scrap paper (which I provide) things they've enjoyed about the course so far, things they'd like more of and things they'd rather not do/ didn't like. I take this in, summarise it and then feed back what I've understood from these snippets in the next class in order to try and respond to their expressed needs and preferences.
Looking forward to seeing you in Cardiff! Yours, María
Mon, 03/23/2009 - 10:56
#16
Hi Maria
Welcome to the site from an ex-Porto BC teacher (long time ago - though through the magic of Facebook I have just regained contact with Fitch who is still there).
I like the messsage in a bottle technique. I think it's worth getting feedback as often as possible from students. This doesn;t mean having regualr questionnaires but there are quick and easy ways of getting feedback on a regular basis. (I like to give students/trainees post-it notes on which they write one thing they're happy with, one thing they'd like to change, and one thing they want to remember. Then the next lesson I type up all their answers and in the "like to change" section, I categorise them as "Things that can't be changed", "Things I can change, and will", and "Things I could change, but won't". that last one always gets a conversation going!)
Tue, 03/24/2009 - 15:00
#17
Hi all,
I've been reading everything you wrote in this thread.
I've always been puzzled in reading the questionnaires the schools I worked for used to prepare. And my students were puzzled too when they had to fill them in. I agree that questions on methodology, didactics, etc. should be avoided.
I had a similar experience to Kevin's. A couple of years ago, having my students to answer a question that sounded like "Are you satisfied with your progress?", many of them said they weren't, but they were all happy with the course.
I have never had to prepare a questionnaire and I'm learning a lot from your experience.
In my opinion, a copy of the results of the questionnaires should always go to the Management, as they have to know how satisfied the students are with all the aspects of the course. And a copy of the part that "judjes" the teachers should always go to the teacher.
Like Maria, I frequently use the message in a bottle technique :) and it's amazing to see how the aspects the students mostly enjoy or don't like vary according to their age. I've been doing it with adults first, with teenagers then and with primary school children. I believe it's vital to understand their perspective. It's very important, interesting and - why not - sumetimes funny (children can be hilarious in their honesty)!!
I like Andy's classification, especially the last category: "Things I could change, but won't"!
Have a nice day!
Best,
Silvia (Moderator of Testing, Evaluation and Assessment)
Sun, 03/29/2009 - 20:40
#18
Hello
I can see where student evaluations may have some purpose, but I tend towards Kevin's point about 'training' being needed - but I differ in the explanation of 'training'.
I think that first students need to understand what it means to be a 'student' (for example, at the college level) and what is required of them to meet the teacher halfway. I think they should also be 'trained' in reflection. Perhaps at the same time as filling in an evaluation of teachers, they should evaluate themselves on the same criteria? For example: My teacher is organised - I am organised; My teracher is well-prepared - I am well-prepared; My teacher explains things clearly - I am attentive when the teacher explains (and I look at the board, read emails I am sent, keep worksheets and written instructions I am given and I try to follow and understand).
My favourite is 'My teacher helps me' - well, just how much help? Apart from actually doing the project for the students, I never seem to give 'enough help' (despite repeated explanations, board notes, 'to do lists', email reminders, class demos; one-on-one demos...) - and being an advocate of independent learning does not help my case!
My 2 cents,
Heather
Well, Andy, I can tell you how NOT to deal with a conflict:
Would you agree? If so, how do you train the managers?
Diana