Final Learning Brief

Question: Describe about the JCU Conflict Management and Resolution Program. Answer: According to Narendra et al. (2015), the JCU Conflict Management and Resolution Program is an innovative and a self-motivating program that gives the post graduate students and the professional emergent participants a superlative learning experience. The course of the study has been designed in such a way that it allows us to elevate our knowledge and skill, which might help in analyzing resolving and managing a wide variety of conflicts in various fields (Wondolleck, 2013). In the Initial Learning Brief (ILB) we have been equipped with analytical skills which become necessary as a professional to deconstruct a variety of complex conflicts. During the course work, we undertook the act of critical analysis of a broad range of conflict circumstances to evaluate the causes and also the dynamics of the conflicts. According to Crowfoot Wondolleck (2012),the course also taught me the method of analytically mapping a conflict. We were also introduced to a wide range of conflict intervention and also certain management strategies. After the end of the course, I have gathered knowledge on the various situations of conflicts. I have learned that conflict is inevitable. As discussed by Gounaris et al. (2016), the consequences of conflict affect families, friendships, cities, neighbors, nations, governments and organizations. I think that resolving conflict frequently feels like a steady balancing act amongst the opposing requirements and wellbeing of siblings, spouses and children, governmental leaders, town boards, business partners, citizens and other parties. Conflicts are also disagreeable and stressful.Learning about the various conflicts has greatly helped me in my personal development. The course took me around the path of continuous self-knowledge and self-reflection. Moreover, I have developed self-awareness of what I perform and how it affects someone else negatively and positively (Prenzel Vanclay, 2014). Through completion of the program, I have become more aware of the impact of the various workplace conflicts and have developed few pertinent kills to manage those conflicts. I have changed my whole mode of approach and focus during a rough situation. As stated by Ross Rothman (2016),the Conflict Management Resolution subject has been priceless in my professional growth. In addition to these after the ILB, other than learning the theory, my practical skills have proved to be productive in both my personal and professional career. The emphasis on the aspect of cross-cultural perspectives made me certain about the fact that my learning can be applied in multicultural context as well (Gounaris et al., 2016). As stated by the dual concern model of conflict resolution every individual has a preferred way of dealing with the different types of conflict which are encircled under two themes. As discussed by Gounaris et al. (2016), one of the themes is based on the assertiveness, and the other one is concerned with the empathy towards others. One of the significant learning aspect which I have obtained from this as a reflective practitioner is that the theories and practices based on the subject named Foundations of Mediation helped me to critically analyze certain basic features of mediation considering the ethical and legal practice in Australia. Moreover, the interactive sessions of the workshop have also enhanced my attentiveness towards my "default settings (Narendra et al., 2015). During the program, many classroom activities were performed. Most of the classroom activities were performed in teams or groups. As stated by (Wondolleck, 2013), the classroom activities involved the team work mainly. For example, in many cases, the professors or practitioners involved us in group activities where we were asked to generate new ideas to solve conflicts or to show a physiological response, and identify the positive and negative outcomes of the conflict. In accordance with the classroom activities, I have participated in almost all the team work and single assignments. While performing the activities, I have developed innovative "conflict management plans" in order to deal with the conflict scenario keeping in mind the positive and negative impact of the situation. Through identifying how we engage in conflict and recognizing that engaging in conflict can be positive, we are more likely to engage in conflict when necessary (Narendra et al., 2015). According to Moore (2014), during this course I have also participated in the brainstorming activity to enlist the components or elements in the task and which needs to be performed. As I explored the practical features of efficient supervision of the cooperative erudition activity throughout the course, I certainly developed a set of my own ideologies for an effectual cooperative learning action. Through the reading of the course material, I have gathered knowledge based on theories and applications during various situations. I have participated in group and solo learning extensively during this course. I have learned about ethics and reflective practice, cross-cultural conflict resolution, mediation, workplace conflict management, etc. (Dickey, 2013). Philosophy, ethics, and theories of conflict and conflict resolution was one of the most significant parts of my reading and learning. Readings and discussions helped me to explore foundations of conflict and also accountable ways to covenant with conflict as an unbiased third party. I have also explored the research and the writing tools related to the evolving field of conflict management and resolution. Through the course, I have also learned about a wide range of ethical verdict making process. Discussions of readings will be based on the experiences, knowledge, skills, and abilities of participants, in addition to those of the professor. This will require that all assignments (readings, case studies, presentations, and papers) be completed in a timely manner. Lastly, I learned to be good reflective practitioner through my class room activities, assessment tasks and practical skills (Dickey, 2013). According to Narendra et al. (2015), extending assessment feedback has serious and powerful effects. Offering probes might even cause the learner more to carry on thinking about the subject. As stated by Stipanowich Lamare (2013), feedback is not necessarily always given in order to do any sort of implementation in a task rather it can be of encouragement or appreciation of the work. The feedback that I have received was via written comments or verbal comments. The written comments probably are the strongest actions or interactions in the form of interpersonal dialogue (Dickey, 2013). During the study the professors gave me feedbacks on various aspects starting from the reading, writing to the practical modules. In terms of the group work individual as well as a team, feedbacks were given. The feedbacks received by me during a group work are to perform co-coordinately and think more innovatively. These feedbacks helped me to carry out the better action and management plans during any conflict in the professional life (O'Toole Burton, 2015). Like every learning program, the Conflict Management and Resolution program also conducted exams semester wise. As discussed by Mason (2014), the evaluation of the achievement at the finish of a program or component of it is a compulsion, and the apprentices receive their mark or grade rather than feedback from the grades or remarks professor. The grades or comments received by me from the professors were the reflections of the professors feelings. Generally, I used to obtain good grades by written means but at times average grades and comments received was because of less use of the theories or connections of the theories with real life situations. Such comments helped me to link theories with the real life conflicts as like the family or workforce conflict. In several times, positive comments such as "good or excellent motivated me to perform better in the future (Fry Bjorkqvist, 2013). According to Fry Bjorkqvist (2013),the effectiveness of the professors feedback was so strong that it helped me to discover the new insights of the course and also the ways to improve myself in my professional life. When receiving out conflict management and resolution evaluations, I always tried to impress two things on my professors. Firstly, I took their feedbacks critically and seriously, and I have finished changes each quarter to create the learning and its outcome better on the foundation of professors suggestions. I tried to provide elements in the examination what my professors guided me to write and perform. I tried to express the significance of productive criticism, especially relating to those portions of the itinerary over which I have power. Secondly, this data was significant to my prospect, and the feedback given by the professors has a genuine impact on my aptitude to carry on this study in my profession and my growth as a professional for future prospects. I feel best about my professional career in the present when I am attentive to the needs of my co-workers or other sub-ordinates, and workig to make the workplace better. The various feedbacks helped me to know the gaps and come as a successful professional (O'Toole Burton, 2015). References: Crowfoot, J., Wondolleck, J. M. (2012).Environmental disputes: Community involvement in conflict resolution. Island Press. Dickey, T. (2013). Being Management/Beating Management: Unions, Strategy, And Conflict Management Systems. Fry, D. P., Bjorkqvist, K. (2013).Cultural variation in conflict resolution: Alternatives to violence. Psychology Press. Gounaris, S., Chatzipanagiotou, K., Boukis, A., Perks, H. (2016). Unfolding the recipes for conflict resolution during the new service development effort.Journal of Business Research. Mason, W. (2014).Peer mediation as a form of conflict resolution(Doctoral dissertation, EASTERN OREGON UNIVERSITY). Moore, C. W. 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(2013).Public lands conflict and resolution: Managing national forest disputes. Springer Science Business Media.