1. Learning from Differences Constructive outcomes from conflict Constructive outcomes from conflict

2. A brief Argyris Lexicon • Model 1 and Model II Model 1 : conventional model used by most people on all cultures: Seeks uniilateral control. Win never lose. Act rationallly. Suppress negative feelings Model II : seeks to encourage learning not winning. Aim is to produce valid information and bilateral control and commitment.

3. Argyris lexicon 2 • Single and double loop learning Single loop learning involves investigating the properties of human and non human systems by adjusting one`s behavior to avoid negative outcomes and produce positive ones Double loop learning seeks to investigate processes within both self and other simultaneously to develop shared understanding of problems and solutions.

4. A typology of conflict situations • Task conflicts (conflicts of understanding and of goals) • Process conflicts disagreements about how the issue should be resolved) • Relationship conflicts (deep-seated conflicts which transcend specific issues)

5. A decides what to do A names and stores data A interprets data A selects data Pool of data Ladder of Inference

6. B decides what to do A decides what to do B names and stores data A names and stores data B interprets data A interprets data A selects data B selects data Pool of data Ladder of Inference

7. Guidelines for Learning • Assume that you might miss things others see and see things others miss. • Raise your views in such a way that you encourage others to raise theirs. • When others express views that you disagree with,seek to understand what they they see that leads them to those views. • Inquire into the reasoning behind other`s views while inviting them to inquire into your reasoning.

8. Guidelines for Learning (cont`d) • Extend the same listening to others you would wish them to extend toward you. • Seek to better understand other`s experiences while helping them to understand yours. • Surface your feelings in such a way that you make it easier for others to surface theirs. Regard your views as a perspective on the world, not the world itself.

9. Guidelines for Learning (cont`d) • Notice when you are attributing political (self serving) motives to others. Consider the possibility that their concerns are understandable or legitimate. • Beware of either-or thinking. It can prevent you from discovering integrative possibilities. • Publicly test your assumptions about how and why people say and do things

10. The Advocacy-Inquiry Matrix INQUIRY HIGH LOW ADVOCACY Explaining Selling Arguing `Yes-But` discussions Collaboration Mutual Learning Searching for Truth HIGH No Energy Passivity Observing Withdrawal Questioning Interviewing Let`s do more research! LOW

11. Use First Personal Pronouns Provide examples or data to illustrate the bases of your view It is my belief that___ I feel strongly that___ Let me share some examples of things that have led me to my current position Effective Advocacy

12. Be explicit about your reasoning or logic Invite additional data Invite alternative interpretations of your data. The examples that I gave led me to my conclusion because__ Are there things that you feel that I have overlooked? What conclusion would you draw from my examples? Effective Advocacy cont`d

13. Request the views of others Test your understanding of the other`s view Ask for examples of the data used in reaching the other`s view Tell me what you think about the issue If I understand you correctly you think__ What led you to conclude that? Effective Inquiry

14. Inquire about the reasoning used in getting from examples to conclusions Ask about alternative interpretations of data Help me to understand the significance these examples hold for you Are there other inferences that one could draw from your examples? Effective Inquiry cont`d

15. Inquire about other data that might be relevant to the issue What would you need to see or hear to reconsider your conclusion? What information could we collect that would help us to resolve our disagreement? Effective Inquiry cont`d