PLEASE REVIEW DISCUSSION GUIDELINES ATTACHMENT BEFORE WRITING RESPONSE…STRICT GUIDELINES HAVE TO BE FOLLOWED TO RECEIVE FULL CREDIT!!! COM 665 Discussion Participation October 2015.docx DISCUSSION POST #1:Guiding Principle for Conflict – Mediation – Respect of PartiesMy guiding principle for conflict is respect for all parties in the process. It is important to give people an opportunity to express their concerns and opinions on an issue that impact their work environment.  Disputants should be allowed to retain decision control in a judgement free zone but moderated as to ensure a fair and unbiased process that is equal for both parties, particularly if the disputants have to continue to work with each together (Lewicki & Sheppard, 1985).  The process also reflects the value an organization places on its employees and fosters good employee relations., I think the method that best reflects my guiding principle is mediation which is where the “third party retains process control but does not exercise decision control.” (e.g. Cropanzano et al., 1999; Folger & Cropanzano, 1998). In mediation, the disputants get an opportunity to voice their concerns with a manager or “mediator” that facilitates the process of the mediation but doesn’t make the decision.  I think it is particularly effective if the mediator advises during the process. Initially, this may give the appearance as if the mediator has less control. However, it gives disputants assurance that they will retain decision control. (Cropanzano et al. 1999; Folger & Cropanzano, 1998).  Advising or facilitation allows the mediator to encourage the disputants to “engage in productive discussion.” (Kolb, 1986, Kolb & Glidden, 1986).  This allows the disputants to retain face which is critical if both parties are going to continue to work together in any capacity.  (LaTour et al., 1976).  It  also keeps employees integrity and how they perceive their space.Advising can also be described as orchestration, under the descriptive model for mediators. (Kolb 1983).  It is an action that speaks to the mediator creating an atmosphere of open dialogue without intervention on the part of the mediator in directing disputants’ dialogue. (Lewicki, Weiss & Lewin, 1992).  We can also apply the Transformative mediation model where the idea is to focus on “parties’ abilities to transform their relationship through empowerment and recognition.” (Bush & Folger, 1994). This allows the disputants to create a format to communicate with each other moving forward in a constructive manner.Lewick, R.J. & Sheppard, B.H.(1985). Choosing how to intervene: Factors affecting the use of process and outcome control in third party disputes. Journal of Occupational Behavior, 31, 465-502.Cropanzano, R., Aguinis, H., Schminke, M., & Denham, D. (1999). Disputant reactions to managerial conflict resolution tactics: A comparison among Argentina, the Dominican Republic, Mexico, and the United States. Group and Organizational Management, 24, 124-154Folger, R., Cropanzano, R. (1998). Organizational justice and human resource management. Beverly Hills, CA: SageLaTour, S., Houlden, P., Walker, L., & Thibaut, J. (1976). Some determinants of preferences for modes of conflict resolution.  Journal of Conflict Resolution, 20, 319-356.Lewicki, R.J., Weiss, S.E., & Lewin, D. (1992). Models of conflict, negotiation and third party intervention: A review and synthesis. Journal of Organizational Behavior, 13(3), 209-252.COM 665 – Online Discussion Participation
For weekly discussions, students will reply to five different exams. There are three separate
requirements that are as follows:
Three replies must expand, extend, or reflect.
Pick any 3 essays and offer a well-organized, thoughtful response. In your response, you should
add value and move the dialogue forward. Simply agreeing with an essay or offering anything
that restates the student’s work (otherwise known as “cheerleading”) without any further insight
will result in a low score.
Start by explaining what you are responding to from the student’s essay. Make sure to explain
your expansion/extension/reflection. Use outside research to support what you are proposing;
please actually use a quotation from the outside source. Stay focused on adding value in your
response. Teach us something new; look at things from a slightly different perspective; argue
with original post, discover something the student missed. Try to move things to a higher level.
Citations should come from useful and credible sources (the reference may not come from
either of our course books or the readings.). Given you need to expand on three different
essays, you should try to draw on three different sources. Books, research articles, and news
articles will be the most likely sources here. Sources like Wikipedia and social media are not
acceptable sources, nor do they reflect a graduate student ability to bring in outside scholarly
support, so they will be graded down. Please cite your source in-text and include the
bibliographic reference at the end of your reply. Use APA formatting here.
Type the word count at the end of your reply before your bibliography. The word count only
includes your reply – your in-text citation is included – your bibliography is not.
Each reply must be 200 to 250 words.
Your additional two responses may be any mix of expand/reflect or:
Here you need to specifically critique and expand clearly on both the strengths and weaknesses
of the essay. Look to ideas more than mechanics unless mechanics get in the way of following
the argument. This is an opportunity for you to expand, question, and/or debate a colleague’s
Offer 3 strengths with examples and why they are strengths. Offer 2 weaknesses with
suggestions for improvements. This should be done as a bulleted or numbered list.
You don’t need to do outside research. Stay focused on offering constructive criticism that will
help your classmate improve their critical thinking and analysis. Criticism is not necessarily
negative – especially when offering valuable insight to help a student improve. Criticism should
still be meaty and pertinent. Simply saying like “would like to have you expand on the detail of
your example,” over and over again, communicates to me you can’t really see all that deeply into
COM 665 – Online Discussion Participation
the argumentative essay process. Try to look at essay organization, use of transitions and
conclusions, comprehensibility, use of the citations, basic reasoning, etc.
Each critique must be approximately 150 words.
Current/Contemporary Event:
Connect what the student wrote to current events. Identify the current event you are using and
the source. Do not focus exclusively on personal experiences for “current events.” Clearly some
of these are relevant in terms of bringing in examples, so in any given week, one “event” can be
from relevant personal experience. Therefore, you also must draw on at least one situation you
read about or heard about in the news, web, etc. You will need to identify that source, by the
way. Identify statements from the student’s exam that you are drawing on, and then offer the
insights that you think are relevant given the material.
Type the word count at the end of your reply before your bibliography. The word count only
includes your reply – your in-text citation is included – your bibliography is not.
Each connection to events must be approximately 150 words. Begin these with the simple
statement “Current Event,” so I know that these responses are you current event contributions.
Discussion Assessment
It terms of evaluation, I will look at both the quality and the insight of the student’s work. This
being a seminar class, the mode of instruction is supposed to contain, in part, higher level debate
and critique. It is a way ideas are created, tested and advanced.
Throughout the discussion, all of the entries must be respectful and nonaggressive. It is possible
to argue against a student’s essay and/or about issues without harming the people who are doing
the arguing. This opens our mind and offers further insight – and that is expected!
While I realize this may be difficult to critique another student, it also offers you practice
reflecting on your own work. If you find you have taken another student’s comments on your
work personally and would like to discuss with me, please do. The intent of these discussions is
to learn, not feel hindered.
Each week, you are expected to pick different students to reply to. In the next week, pick a new
set of students. Eventually, you will have to come back to students you have analyzed already;
just don’t get into the habit of replying to the same students all the time. This could count against
your score.

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