Introduction
In my group, conflicts or disagreements always arise, but success depends on our ability to resolve these issues. In my group, one of the colleagues is of the feeling that the methods applied in teaching students are inflexible. In this regard, the best way to reconcile is to sit down and iron out the issue through dialogue whereby negotiation and listening skills would be critical. However, the most important skill that will allow us to arrive at a consensus is problem-solving. Based on this, it is true that any of us who intend to be a successful instructor must possess problem-solving skills in order to come up with the best options when faced with a challenge (Denham 12). This means that we have to understand that human behavior varies based on gender, occupational status, culture, and educational level. Therefore, my colleague has to apply problem-solving skills diligently to ensure conflicts do not arise, as they have the potential of bringing down our performance.
Main body
Research shows that certain steps should be followed when providing answers to various problems and this includes handling conflicts among individuals. In the case provide, my colleague have to inform all the concerned parties of the existence of the problem, as this will enable each one of them to prepare adequately before responding. Such an individual is supposed to give all the distressed people optimism time, but he or she should not forget to be realistic. Secondly, the problem has to be explained clearly and the concerned persons should keep off from making snap judgments that are simply based on anecdotal data, as this will not help in understanding the root causes of the problem. In the case provided, a colleague believed to be performing poorly should not be blamed for lacking adequate skills since the problem might be lying with the set standards (McEvoy 657). Problem definition calls for individuals to analyze issues from various dimensions since this will definitely play a role in developing a comprehensive solution. The third step in the problem-solving process is selecting an efficient strategy and the preferred one is brainstorming, which entails the generation and recording of thoughts as they arise.
Conclusion
Additionally, information gathering is as important as the rest of the steps, even though many individuals fail to indulge themselves in some form of research to establish the root cause of the problem. In fact, research shows that no solution can ever be provided without adequate consulting other people, as this will facilitate the understanding of the scope of the problem. In our case, we will draw examples from similar scenarios by looking at the available data regarding the problem and analyzing the courses of action that were taken. Information analysis is related to data collection because the concerned parties have to assess the problem to understand its details to ensure that it is relevant to the problem.
In analyzing data, the use of flow diagrams, system maps, and cause-effect graphs might be helpful. It is recommended further that any solution provided should be based on the data gathered (Malouff & Schutte 43). In our analysis, we will have to come up with various options, but an assessment of the alternatives should be conducted to ensure the most viable solution is provided. As stated above, human problems are different and solutions cannot be applied uniformly since some adjustments might be needed to resolve certain issues. Implementation of the solution follows analysis and this only comes after the individuals are convinced that the option taken is the best. Therefore, the implementation process should be applied on a limited scale to test whether the option taken is viable. Finally, the individuals have to wait for feedback to understand whether the solution has any impact on the performance.
Works Cited
Denham, Susanne. Social and Emotional Prevention and Intervention Programming for Preschoolers. New York, N.Y: Kluwer Academic, 2003. Print.
Malouff, John M, and Nicola S. Schutte. Activities to Enhance Social, Emotional, and Problem-Solving Skills: Sixty-six Activities That Teach Children, Adolescents, and Adults Skills Crucial to Success in Life. Springfield, Ill: Charles C Thomas, 2007. Print.
McEvoy, Martins. “Answering the Challenge: Developing the Management Action Skills of Business Students.” Journal of Management Education 22.5 (2000): 655-670. Print.