Expert Answer:Conflict Resolution Ethical Decision-making, Commu


Solved by verified expert:CASIMIR, We’re only at PLO 4 completed but this will be the consolidation of 4, 5 & 6Due 18 Mar: Summary of Learning Review your artifacts with respect to program learning outcomes 4, 5, and 6. Then write an 8 to 10-page summary providing evidence of how these 3 elements were present in your coursework and graduate studies. PLO 4 Lead ethical decision-making processes that address situational complexity and multiple perspectives. PLO 5 Communicate ethically, effectively, and strategically PLO 6 Continuously improve their social effectiveness through critical reflective practices that strengthen personal developmentPlease review the marked paper for adjustments. I attached the Inventory of Learning and Annotated Bib for references along with you have the sample papers from the first 8-10 pager.On a side note: I submitted the Annotated Bib and am awaiting feedback as it looks like another 14 will need to be added in the final weeks. ThanksStanding by if you have any questions :)I’m glad you’re able to keep all of my stuff straight with the other work you’re doing.Jeff


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Summary of Learning of Program Learning Objectives 1-3
Summary of Learning: Identity, Conflict, and Development
The learning outcome was to “Think critically to integrate theory and practice tailored to
diverse situations.” That may sound pretty clear but is also essential to scrutinize the statement
deeply and derive a deeper meaning which has been attached to it. Ordinarily, when people learn
new ideas, they get knowledge in the theoretical form rather than in practice. While acquiring
knowledge is one thing, applying the knowledge to solve a problem in a particular environment
may be another challenge. The meaning of this learning outcome is to apply knowledge from a
wide range of sources to solve problems of different nature.
In the course Identity, Conflict, and Development (CFL 6035), I increased my learning
and practical skillsets in regards to conflict resolution. Delving into the course content affirmed
that conflict resolution is an incredibly complex process. Reviewing the scholars in the field
boosted my understanding of conflict, identity and the manner in which conflict develops. The
problem which makes conflicts difficult in addressing is that they keep changing from time to
time, a process that is known as conflict evolution and development. The nature of conflict today
may be different from the nature of the conflict tomorrow. This argument is assessing what
change, for example, in the Democrat party from 2006 that supported border security to today’s
stalemate, show what is likely an impassable resolution by both parties; one that has not been
resolved since the legislation expansion of 1952 which first authorized Border Patrol agents to
apprehend illegal immigrants. Thus, it is necessary for the conflict resolution process to be
incredibly flexible to make it possible to adapt to the changing nature of the conflict and at times,
the true hidden agenda surrounding the conflict. The integration of theory and practice, in this
case, is critical to the extent that it makes it possible to adapt theory to the situation. As the
conflict situation changes, it is necessary to make sure that the theory is applied in a manner that
will deliver the best results in the conflict resolution process.
As a matter of principle, a theory should be applied contextually. Even in cases where it
directly states what needs to be done to solve a problem, it is essential to apply knowledge in a
way that is the context and circumstances of the issue that is being resolved. While one approach
to a problem may deliver excellent results in certain circumstances, it is not assured that the same
approaches will deliver the same results, when facts and circumstance are strikingly similar.
From my studies, I have been able to recognize and apply different techniques in order to
directly address the circumstance and facts in a situation; especially when I’m part of the conflict
engagement. It is also necessary to note that there are circumstances when theories, concepts
gained in class may not present an accurate assessment of a situation. For instance, some theories
claim that socio-cultural differences may cause conflicts among people from a wide range of
cultures. In some cases, this assessment may be inaccurate since the conflicts among groups may
come from genuine contestations such as sharing of resources. In any conflict, there are many
areas that may not be captured by theoretical conceptualizations, thereby creating space for
Systems Thinking for a Complex World (SYS 5850-01) offered me an incredible
opportunity to articulate the principles of systems thinking. Additionally, it was also in a position
to identify and explain the various connections that existed among the mental models and the
diverse patterns of the behavior therein. While it is evident that many students excel in class as a
result of the effective teaching approaches being implemented by the organizations, it is also
notable that many students fail when it comes to practical application of knowledge in the
classrooms. Several reasons contribute to the failure of many students to integrate theory and
practice. One of the reasons is that there is a mismatch between what practice is required and
what the practical application requires. In many cases, what students are taught in the classroom
is different from what is expected of them in the real-world context, a concept that has been
adequately addressed in the course Systems Thinking for a Complex World (SYS 5850-01).
Whenever persons are not in a position to match the two, inconsistencies arise and this makes it
quite challenging to integrate theory and practice and still deliver excellent results. Besides, it is
notable that reality changes rapidly and a theory, which a learner learned a decade ago, may not
be relevant in present circumstances. Integration of theory and practice is a central aim of any
learning process. It is expected that once a person has obtained knowledge, they should be in a
position to apply it in real-world situations. However, that is not always achievable due to the
inconsistencies between the required knowledge in the field and what leaners obtained in class.
Each organization has its unique challenges and requirements owing to the complexity in
decision making that has to come through. Through the course curriculmum of Deliberation &
Complex Decision-Making (SYS 6200-CFL), I gained information and knowledge applicable
in the analysis of organizational situations with a critical assessment of their systemic contexts
and opportunities. Through this, I was able to create a learning outcome that creates a demand
for specificity and the critical analysis of universal theories and concepts. When undertaking the
course, I absorbed information on how to explain the complex and competing perspectives,
which occur among individuals and groups. Additionally, I could also competitively analyze the
situations and issues methodically as a way of selecting the right decision-making approaches. A
vital learning aspect was on the systematic methods through which I could frame issues and
discuss certain decisions. The learning was readily applicable in universal concepts. Universal
concepts and theories refer to the general applications and blanket definitions that traverse
diverse industries and contexts. Therefore, the first segment of this learning outcome calls upon
researchers and writers to apply these theories and universal context in a manner that befits the
situation or circumstance of the subject organization. To achieve this, the individuals charged
with research or tasks relating to any organization must first appreciate the circumstances
surrounding the organization with respect to the research question or problem at hand.
Learning about Research Methods (5100) was incredible and offered an opportunity to
critically assess the systemic contexts and opportunities of organizations that are subject to a
study or research. Mainly, it involves the interrogation of the systems and procedures that inform
the structure and operations of an organization with the intention of drawing a critical analysis of
them. It also appreciates the fact that the context surrounding these structures and processes vary
from one organization to the other, and therefore must attract different reactions from the
interrogation. Through the analysis, I was in a position to apply the different assumptions of
qualitative, quantitative, and mixed methods to research and knowledge creation. Additionally,
Research Methods allowed me to learn of the biases, critical thinking skills, and ethics influence
the research process and data interpretation. I was also able to evaluate the research questions. In
addition, the course allowed me to justify the scope and methods used to investigate them.
Organizational situations vary from one organization to the other. Therefore, an easy
evaluation of these situations calls for the inept appreciation of the appropriate context, because
the same threshold may not apply to all situations the same way. In the course of my studies, I
have inadvertently learned to apply the situational analysis of problems and research questions
with due consideration to the prevailing context and circumstances of the organization. In as
much as some concepts and theories of analysis may provide a universal threshold or
underpinning, applying them in a blanket manner may not yield accurate results. Interestingly,
this blanket application may also produce results, the point of departure being that these results
are more often than not inaccurate or irrelevant to the study or research context. Therefore, I
have gathered in the course of my studies that organizational analysis demands a contextual
approach to allow the narrowing down of issues for a more accurate and reliable hypothesis and
A good command of the theoretical and academic sense of concepts and principles is a
desirable quality in students and professionals as was advanced in Foundations in Conflict
Theory (5350). Further, the ability to apply them to problems and hope to create solutions is
another admirable trait. Nonetheless, this fact may not be enough in creating a holistic
professional. The lacking segment, which the learning outcome covers are the concept of
situational analysis and the contextual application of these theoretical frameworks and
conceptual principles. This outcome envisions the ability to discern the difference in the context
of the circumstances and situations of an organization and the subsequent application of the
appropriate solution to these situations. Notably, this quality is not confined to the professional
lives of individuals but essentially extends to their respective personal lives. I believe that armed
with these character traits, I can develop succinct problem-solving attributes. Appreciating the
situational contexts of issues and possessing the ability to apply the appropriate response based
on the prevailing circumstances is a trait that points to a proper human being. I, therefore, believe
that a proper grasp on these principles would go a long way in sharpening my problem-solving
skills as well as significantly improving personal relations.
Even though we discussed conflict intervention methods that people need to have in place
in Conflict Intervention Methods CFL (5650-01), we did not directly learn about the
prediction and management of organizational conflicts. The knowledge acquired in this regard
allowed for comparison of the similarities and differences of types of conflicts and their
implications for choosing intervention methods. Additionally, I was able to compare the
underlying assumptions of various intervention methods, including human and other resources
they require. In the end, I was in a position to gain knowledge on the appropriate criteria to be
applied for selecting intervention methods in given situations. Notably, I was able to learn about
the different techniques that are recommended for different conflicted situations. Nonetheless,
the prediction and management of organizational conflicts essentially provides a two-prong
objective that informs the execution of the program. The first segment involves the prediction of
the organizational conflicts. This learning outcome dictates that the researchers first appreciate
the operations on the organization and the people in it, highlighting the structures and
conventions are informing the day-to-day running of the organization. This way, they are
familiar with the acceptable practices and the normal workings of the structures. A deviation
from these conventions is a sure recipe for conflict, and as such, the researchers can appreciate
and foresee the occurrence of conflict before it occurs.
Putting up proper structures and systems for conflict resolution is essential when one is
committed to conflict resolution as I learned in Structures and Systems of Conflict (CAE
6150-01). When solving conflicts, the different scholarly works recommends that there be means
and measures of dealing with the conflicts once they arise. The outcome proceeds to identify the
desirable results of the conflict management endeavors and the steps that would be required in
arriving at those outcomes (McGuigan & Popp, 2016). In the course, some of the greatest
undertakings included being able to demonstrate empathic intimacy with accounts of people
trapped in as well as contributing to particular social situations. Moreover, in the course, there
was so much focus on the application of concepts to the analysis of structures and systems of
conflict in a variety of situations and case analyses. From this learning, I was able to reflect on
the issue of actors in conflicts. The course appreciates that there are actors in every conflict and
conflicts are a common part of the daily intrigues in any organization. Their only difference is
that they occur in different manifestations of seriousness and also amongst a diverse array of
members of the organization. In the course of my studies, I have come to appreciate the values
that are sacrosanct with the concepts of conflict resolution. I have also appreciated the fact that in
dealing with conflicts, it is more viable and less adverse if these conflicts are identified in time.
Prediction of these conflicts before their occurrence is an art that both employees and
management of any organization ought to invest in, through the identification of the
unconventional occurrences within the workplace and the introduction of dissenting voices in
pertinent issues (Furlong, 2005). I have also come to learn and appreciate the management of
conflicts could be the most critical segment in conflict resolution because its outcome defines the
extent to which the effects of the conflict affects the organization. Therefore, my studies have
impressed upon me the importance of prediction and management of conflicts in the
Conflict resolution by its nature is involving. This implies that there is a need for deeper
analysis and thinking of the world’s systems. During the program, I was able to get the essential
skills that are required to evaluate a person’s area of knowledge and professional implications
that are involved. I also learned how to apply the knowledge gained from different parts of the
curriculum in analyzing the situations. Notably, this remained to be one of the most useful parts
that I applied in my conflict resolution and management. Through the course learnings, I attained
information on how to evaluate the changes that exist in people’s capacities as critical thinkers
and reflective practitioner. Besides, it was in a position to strategize on the acquisition of
additional knowledge and skills to achieve professional goals. Conflict resolution and
management is a virtue that all human beings should espouse, be it in their personal undertakings
or in their professional spaces. Through the learning gained in this course, one is able to directly
have an application to the social development and professional trajectory. The outcome impacts
in me the requisite skills to foresee and avert conflict before it occurs. This way, my personal
development will be guaranteed as a consequence of reduced impediments that could otherwise
be necessitated by conflict. Further, predicting and avoiding conflict allows for the growth of
better social networks and hence, an assured positive trajectory in personal development.
Professionally, these are skills that are very necessary in the dealing with people within the
professional circles. Considering the fact that we interact with other people in our professional
undertakings, avoiding the incidences of conflict is a key ingredient in professional development.
Further, the outcome proceeds to provide alternatives for the management of conflicts that could
not be averted in good time, in the process of preserving the existing professional relationships
and fostering the development of new ones.
Overall a nice job. Here is the main issues you need to address: This paper is meant to cover your
Program Learning Objectives 1-3:
Think critically to integrate theory and practice tailored to diverse situations.
Analyze organizational situations with critical assessment of their systemic contexts and
Predict and manage organizational conflicts.
You only really seem to mention 1 as “the” objective. You need to be explicit about how you
address the other two and you need to explain that up front.
I don’t think this is as big an issue as it may seem because 1) I do think you address these topics
in the substance of your explanation, it is just a matter of making that explicit, and 2) I do think it
is reasonable to focuses more attention on objective one if you think it has the most overarching
Carelse, S., & Dykes, G. (2013). Integration of theory and practice in social work: challenges
and triumphs. Social Work/Maatskaplike Werk, 49(2).
Furlong, G.T. (2005). The conflict resolution toolbox: Models & maps for analyzing,
Diagnosing, and resolving the conflict. Mississauga, Ontario: John Wiley & Sons.
Joiner, B., & Josephs, S. (2007). Leadership agility: Five levels of mastery for anticipating and
initiating change. San Francisco: Jossey-Bass.
McGuigan, R.J. & Popp, N. (2016). Integral Conflict: The New Science of Conflict.
Albany: SUNY Press
Inventory of Learning
1. COM 5420 Academic Writing and Research
A. Required Reading
• Ellis, C. (2009). Revision: Autoethnographic reflections on life and
work. Walnut Creek, CA: Left Coast Press
• Graff, G. & Birkenstein, G. (2010). They Say, I Say (2nd ed.). New York, NY: W.
W. Norton.
• Hacker, D., & Sommers, N. (2011). Rules for Writers (7th ed.). New York, NY:
Bedford/St. Martin’s.
.Muncey, T. (2010). Creating Autoethnographies. Thousand Oaks, CA: Sage.
B. Objectives
Upon the successful completion of this course, you will have:
• Demonstrated your ability to situate, explain and critique the concept of the
“reflective practitioner.”
• Applied the theory of reflective practice to actual situations and developed skills
in its practice.
• Carried out searches for foundational literature and synthesized these materials
into integrated, coherent and substantive discussions that are helpful in context.
• Exhibited proficiency in academic writing skills and the proper use of APA
• Increased your understanding and appreciation of yourself in the context of
culture, your alertness to issues of cultural appropriation, and your commitment to
discovering and making the most of opportunities to create social benefit.
C. Assignments
• Weekly online Sakai postings
• 11 writing exercises from the “They say, I say” text posted into drop box
• Library/OhioLink research with annotated library research references
• 3p. Essay #1 Biography. Write about the experiences and means by which you
came to be interested in your chosen field
• 3p. Essay #2 Social Responsibility in Your Field.
• 2p. Essay #3 Reading Response paper on one of the essays/chapters in the Ellis
• Annotated bibliography (at least 12 APA formatted citations)
• 10p. Essay #4 Autoethnography bringing together all of the parts of the course
2. CFL 5350: Foundations in Conflict Theory & Analysis
A. Required Reading
• Botes, J. & Mitchell, C. (2013). Parents of the field. Retrieved from
• Burton, J. W., & Sandole, D. J. D. (1986). Generic theory: The basis of conflict
resolution. N …
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