Communication Skills and Conflict Management
The LPD can promote a collaborative and open environment in which conflicts are less likely to occur by establishing and reinforcing the shared goals of the program. By keeping in mind the program’s overarching mission, such as enhancing student outcomes or fostering cultural understanding, team members are more inclined to work together toward those goals. Team building activities can also help in fostering this kind of community. Retreats, workshops, or informal gatherings can strengthen relationships and minimize future conflicts between team members. Many institutions have staff in their Human Resources department that can assist with running these sessions, if needed. While the LPD sets the goals, it is important to also encourage diverse perspectives. Differences in backgrounds, interests, and personal styles can be respected and encouraged, while still maintaining the integrity of the program.
That said, although fostering collaboration is vital, leaders must also maintain authority when necessary to ensure conflicts are resolved and goals are met. Make it clear that while input is welcome, decisions must ultimately align with program priorities. Regardless, conflict occurs in every organization, so the LPD must be prepared to handle it. The best approach to handling conflict involves four key steps:
Step 1
Step 1: Identify the root cause
Determine whether the conflict stems from misunderstandings, resource allocation, personality differences, or systemic issues.
Step 2
Step 2: Facilitate open discussions
Schedule a neutral meeting with involved parties. Set ground rules, such as mutual respect and staying focused on solutions. Use a mediator if tensions are high or if power dynamics are a concern; this can be another faculty member in the department, or someone beyond the unit.
Step 3
Step 3: Explore solutions collaboratively
Brainstorm potential solutions and evaluate them together. Ensure the resolution is equitable and addresses the underlying issue.
Step 4
Step 4: Follow up
Check in after implementing any solutions to ensure the conflict does not resurface and to demonstrate that you are invested in the resolution. Adjust approaches if necessary, and document outcomes for accountability.
The success of this approach depends on clear and respectful communication. These tips can be used as a guideline for approaching any communication:
- Maintain the focus on shared goals. To minimize emotional involvement and ensure that conversations remain professional, steer clear of personal criticisms.
- Frame feedback as an opportunity for growth. The LPD should offer support and resources, making it clear that addressing the issue is a collaborative effort. As mentioned above, maintain an open-door policy so instructors and others feel safe discussing concerns.
- Use “I” statements to express concerns without assigning blame (e.g., “I am concerned about the division of tasks” instead of “You aren’t pulling your weight”). This age-old guidance can go a long way to creating a conversation rather than a conflict.
- Use positive framing to turn potential criticisms into constructive suggestions. For example, instead of saying “This system doesn’t work,” say, “Could we explore a more efficient process for scheduling?”
- Acknowledge emotions and recognize feelings without judgment (e.g., “I can see this is very important to you”).
- In oral interactions, keep your tone calm and neutral, even if the conversation becomes difficult. Practicing conversations ahead of time with a friend–or in the mirror–will help you feel calm and confident as you head into the negotiation.
- Practice active listening. For example, paraphrase or repeat key points to confirm understanding and show you understand and value an individual’s perspective. You can also ask clarifying questions to avoid confusion.
- In written communication, be concise and professional. Avoid lengthy emails that may dilute your point. Use bullet points or headings to organize information.
- Summarize meetings in writing to prevent misunderstandings and document decisions.
Consistency, transparency, and frequent communication will help both prevent conflict and facilitate solutions to conflicts that do arise.
Reflective questions
- What are your strengths as a communicator? What areas do you need to work on developing? How might you do so?
- Consider the following potential conflicts that might arise for an LPD. Consider how you might resolve the conflict based on the information presented in this module. Keep the following questions in mind:
- What is the root cause of the conflict?
- Who are the key players in the conflict?
- What kind of communication and strategies would work best in this scenario?
Read each scenario below, then click on the “Possible solutions” tab to read a strategy for resolution.
Instructor disagreements over curriculum changes
Scenario details
A program director introduces a shift toward a task-based language teaching approach, but some faculty members prefer traditional grammar-based instruction. As the disagreement goes on, relationships between instructors are strained, team meetings become uncomfortable, and the consistency and outcomes of the student learning experience are impacted.
Possible solutions
Provide research articles to highlight the efficacy of the task-based teaching approach and ask all instructors to review them. Hold a structured discussion with faculty to review those articles and to ask questions. Ensure that everyone has an opportunity to provide input. While no true compromise is possible in this case, the team can agree on a phased implementation plan and outline areas where instructors have flexibility and autonomy. Follow up with class observations to ensure accountability.
Concerns about fairness
Scenario details
Graduate instructors complain that they receive inconsistent treatment in the program and claim that the same instructors get the best offices and the best teaching times. They also think the workload is distributed differently across instructors and feel that they are overworked.
Possible solutions
Use objective criteria (e.g., enrollment data, rotation policies) to distribute teaching times and offices fairly, while considering accommodations when possible. Transparency in these policies can help prevent future disputes. Ensure that workload expectations are standardized and ask graduate instructors to track the time they spend on their teaching for several weeks to ensure parity. Assign mentors to new TAs and create a feedback loop where they can voice concerns about their workload.
Student complaint about an instructor
Scenario details
A student claims that their instructor is treating them disrespectfully in class, highlighting and mocking their language errors. The student no longer feels comfortable in the class and wants the instructor to be punished.
Possible solutions
Listen to the student and take detailed notes of their concerns. Ask if you can approach the instructor with that information. If a student says they prefer to remain anonymous, it is difficult to follow through without specifics, but it can still be done. Arrange a class observation of the instructor, followed by a meeting to discuss feedback. The student concerns can be shared with the instructor at this meeting, along with the LPD’s impression based on the observation. Even if the LPD does not observe the behaviors described by the student, it is important to recognize that something is causing the student discomfort. Work on strategies together to ensure student comfort while still maintaining teaching standards. Offer to meet with the student and the instructor together to help mediate the conflict and discuss the solution.
Budget cuts
Scenario details
The university announces necessary budget reductions, suggesting the elimination of low-enrollment language courses and part-time/adjunct instructor positions.
Possible solutions
The program director must advocate for funding while managing faculty concerns, but also recognizing that it may not be possible to maintain the current course offerings. Present data-driven arguments (e.g., enrollment trends, student demand, career benefits). If budget reductions are unavoidable, explore alternative funding sources (e.g., grants, partnerships, online options). If, despite all efforts, cuts must be made to courses or instructors, communicate with affected instructors or staff with honesty and transparency, but avoid disparaging comments about administration. Use whatever resources are possible to allow as much lead time as possible for faculty that will not be renewed and ensure that student learning in current courses will not be disrupted.
Resistance to innovation
Scenario details
Given declining enrollments in language courses, and the increasing popularity of the institution’s business major, the LPD proposes a new course in Chinese for Business. Faculty in the language department oppose the idea because they feel it is “selling out” and devaluing language study; faculty in the business college are unenthusiastic, as they do not believe language learning is essential.
Possible solutions
Enlist the support of higher administration (department chairs, deans) who support interdisciplinary initiatives. Highlight research and news reports showing how bilingualism benefits global business professionals. Use academic job search data to show the benefit to graduate student instructors who receive training in Languages for Specific Purposes. Provide examples of similar courses at peer institutions, and their enrollments if possible.
Pressure to shift to online or hybrid instruction
Scenario details
University administrators want to increase online course offerings, citing cost savings and flexibility, but many language faculty argue that in-person instruction is essential for language acquisition. The budget situation requires that at least some instructional content be transitioned to online delivery.
Possible solutions
Review and provide research-based evidence on language learning effectiveness in different modalities. Study best practices and explore peer programs to develop possible models (e.g., hybrid, online synchronous, online asynchronous, mixture by sections). Explore technologies that may assist online instruction (e.g., presentation software, virtual conversation partners). Carry out a needs analysis to determine what training and other resources will be necessary to make the shift.