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Conflicts are actually good since they push you and others to move forward in your relationship. The systematic design of this course facilitates understanding conflict, detecting signs of conflict escalation, responding to such signs with appropriate action and finally using effective techniques to resolve the conflict. This course focuses on positive and productive aspects of conflicts and explains how we can benefit from situations which are often perceived as negative and destructive. Delegates will be introduced to a variety of psychological tactics sometimes used by others as a way to create a conflict.
The rich selection of scenarios and exercises in this course will help delegates to master these skills quickly and efficiently. How many different ways can you approach a conflict and what are their advantages and disadvantages?
Learn about a series of psychological tactics used in conflicts and know how to respond to them when used on you, or exploit them yourself.
Learn how to react to arrogance, vague statements, personality attacks, exaggerations and many other commonly used tactics in conflict. Conflict has long been recognised as a source of self growth and increased team cohesion in addition to its potential disadvantages when handled badly. This course explores the core principles of conflict management such as conflict life cycle, styles of conflict resolution and detailed steps in conflict management and introduces effective negotiation techniques, management of organisational conflicts and third party interventions.
Here at Skills Converged, we respect and value each trainer’s personal choice on highlighting different aspects of Conflict Management and therefore as with all the other courses on offer from Skills Converged, trainers have unlimited rights to customise, edit or modify the contents. Once payment has been processed, you will receive instructions by email and will be given links to the download pages. Skills Converged is a unique company that provides professionally designed fully-customisable training course materials based on the latest research in learning & development.
We can also provide this training course for your staff or your organisation anywhere in the UK. Based on TKI Research Studies: Which Conflict Mode Is Used Most Frequently (Whether in a Group or in an Entire Country)?
Why Does the TKI Interpretation Focus on High, Medium, and Low Percentiles and Not Raw Scores?
The members of the same work group (whether a department, task force, project group, cross-functional team, or process improvement team) will gain extra benefits from taking our series of online courses AS A GROUP. Basically, when all group members (1) learn the same language and the same concepts, (2) review the same assessment tools and their personalized results, (3) analyze and discuss the same business cases, and (4) follow the same guidelines for effective behavior—BECAUSE all these principles are fully shared in the group, they are more likely to be put into practice when challenging problems and conflicts appear in the workplace. But here is the really challenging question that's best to address up front: When should the immediate supervisor, manager, or "boss" be included in the group's learning process? When the health of the culture is in doubt, I suggest that only peer groups participate in the first six online courses (from Quantum Transformation up to and including the Critical Thinking Course). The safest approach, therefore, is to use peer groups at the start: Non-supervisory members meet in their peer groups for the first six online courses, just as their supervisors meet in their relevant peer groups.
Naturally, if it's apparent that a healthy, open, and candid culture already exists, then all group members, including the relevant leader, can take our series of online courses from the start—as a whole group. Occasionally, as implied, the "boss" can effectively guide his or her direct reports through our online courses (including all group discussions) in a candid and forthright manner. NOTE: During some of the online courses, I suggest when it’s a good time to take a ten or fifteen-minute break from my presentations and the group discussions. This course has the unique designation of double zero, since it provides the essential groundwork for the further evolution of human consciousness. If it's important for group members to first get some “hands-on” experience with the TKI assessment and how to improve conflict management in the workplace, they should instead proceed with either (1) BASIC Training or (3) ADVANCED Training, as described below.
When the group is ready to proceed with expanding their consciousness, all members—on their own—watch the first few video sections in the course, which covers pages 1 to 20 in the Course Manual for Expanding Consciousness.
00.1 As a group, members share their understanding of the Complex Hologram and how this “big picture” captures the surrounding systems and processes that powerfully shape individual behavior in an organization. 00.4 Members next discuss their knowledge of the different revolutions that have occurred in the past and, in particular, what exactly constitutes a revolution.
On their own, members watch the next three video sections, which correspond to pages 21 to 53 in the manual.
00.7 Group members then discuss how talk therapy (any form of psychotherapy for mind consciousness) is fundamentally different from experiencing the energy flows in their body, let alone their transpersonal connections with the universe outside their mind and body. 00.8 Members now have the background to discuss their understanding of the various stage models of consciousness on pages 31 to 42 in the manual: How are the four models (Wilber’s, Hawkins’, Epstein’s, and the chakra system) similar and different?
00.9 Group members should discuss what their organization (and group) would be like if they could all expand to a higher stage of consciousness—in terms of how conflict and change would be experienced and managed. 00.10 Members can now discuss how the different stages of consciousness map onto the TKI Conflict Model, thus showing their similarity and overlap. 00.11 Group members should now explore the meaning of temporal and spatial boundaries, and why these boundaries are so important—and sacred.
00.14 Members now consider the second foundational conflict: Are they governed by their ego or their soul?
00.16 Members now explore the last of the four foundational conflicts: Have they resolved their primal relationships—or not? On their own, group members view the next video section, which carries the name of the course: Expanding Consciousness in People and Organizations (pages 90 to 109 in the manual). 00.19 Members should carefully examine how their resolutions for each of the four foundational conflicts would enable them to establish a fully functioning PMO that allows team members to connect with the Holographic Universe, as needed. 00.20 Lastly, the group should consider why at least one of its member should eventually become "a leader in expanded consciousness" and what impact such informal leadership would have on the subsequent functioning of the group, as it addresses its most important problems and conflicts. On their own, group members can take the optional Final Exam for Expanding Consciousness, by clicking the link on the video page, under the heading: 6.
Our Quantum Transformation Course has that unique designation of zero, since it provides the grand overview of all our online courses and assessment tools—including the integration of conflict management with change management. When the group is ready to proceed with Quantum Transformation, all members—on their own—watch the first few video sections in the course, which covers pages 1 to 26 in the Course Manual for Quantum Transformation. In the next video section, on pages 27 to 33 in the manual, each member completes and scores the twenty-item survey: Assessing Your Paradigm. On their own, members watch the next video section in the course, Defining a Paradigm, which covers pages 36 to 49 in the manual.
On their own, group members watch the next video section in the course, Expanding Self-Aware Consciousness, which is covered on pages 50 to 60 in the manual. On their own, group members watch the video on the Organizational Influence Survey, which starts on page 61 in the manual. On their own, group members watch the video on the Organizational Courage Assessment, which begins on page 93 in the manual. INSIDE your group, how do you usually respond when you find your wishes differing from those of another group member?
When members are about to take the TKI assessment, instruct them to IGNORE the standard TKI instructions that appear on their computer screen or Internet tablet.
Even if one or more members have taken the TKI during the past year, it's still important to have a group-specific assessment of conflict-handling behavior, rather than to rely on a possibly out-of-date assessment that was administered with the TKI's standard (non-situation specific) instructions. OUTSIDE your group (across all other settings in your life), how do you usually respond when you find your wishes differing from those of another person? On their own, group members watch the first few video sections, covering pages 1 to 26 in the Course Manual for GROUP Training in Conflict Management.
2.2 Either the group performs a self-diagnosis of the effectiveness of its conflict-handling behavior or an external consultant (a trusted member from the HR department or an outside consultant) performs an independent diagnosis. On their own, members watch the next two video sections, Troublesome Patterns in Conflict Management and Improving Conflict Management in Your Group, covering pages 43 to 53 in the manual. On their own, group members watch the last video section, Congratulations, which is covered on page 54 in the manual.
If the work group has already developed considerable wisdom in conflict management, it can bypass BASIC Training and begin with ADVANCED Training in Conflict Management. Before watching the videos in the ADVANCED course, members should also take the Myers-Briggs Type Indicator (MBTI), if they haven't taken this assessment in the past few years or if they no longer have access to their personalized report. After all members have individually reviewed their TKI, MBTI and KPSI results, they separately watch the first few video sections, which covers pages 1 to 37 in the Course Manual for Advanced Training in Conflict Management. On their own, group members watch the next video section on Foundations of Psychological Type, which covers pages 38 to 63 in the manual. On their own, group members watch the video section on Group Process, which is on pages 64 to 80 in the manual. On their own, group members watch the video section on Introduction to Problem Management, which is on pages 81 to 103 in the manual.
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Earn medical credits and ethics credits to improve your medical practice and maximize profits online or with audio CDs. See this Dedicated TKI Page, which provides free online resources, TKI blogs, and engaging articles!
As soon as you create a username account on our website, you'll have access to free articles and videos (under "My Free Gifts" on your private username panel), which includes Dr. Our diverse global village creates massive conflict between people, inside workplaces, and among nations. Resolving conflict in our fast-paced interconnected world requires transformational change in our traditional families, communities, and organizations.
Learning how to resolve conflict and manage change has thus become the educational imperative for perpetuating our species and sustaining the planet, while also helping people live a happy, productive, and meaningful life. Yet most people have still not developed a new mindset—let alone the necessary skillset—to manage conflict and change successfully.
Our online courses, therefore, enable you to learn—directly from the author himself—how to use the TKI assessment for dramatically improving how individuals, groups, and organizations manage their conflicts.
To ensure that all his knowledge would be perfectly translated into our online courses on conflict management and change management, Dr. Contrary to the usual practice of videotaping an online course to mimic the experience of being in a live workshop setting (by seeing rows of participants with the instructor in the distant front of the room, next to a screen or whiteboard whose words and illustrations are too small to discern), our course videos are exclusively focused on Dr.
Since all our courses are recorded and then streamed on the very best e-learning platform available, you can fully enjoy Dr.
Building on our BASIC, GROUP, and ADVANCED courses, we offer a series of online courses on change management. If you would like to take all of our online courses on conflict management and change management (including our two foundational courses on consciousness and transformation), we offer the entire series in one collection at a considerable savings. After having completed all our recorded online courses blended with live group discussions,  all members are ready to tackle their most challenging business, technical, and organizational problems. Conflict management, or conflict resolution are terms that relate to the skills required to manage and resolve disagreements, differences of opinion and differences in working.
While business can often see conflicts as being productive by driving new and different opinions, the different ways to effectively manage such conflict depend on many factors.
You may put it aside, eventually go through some pain and come out of the dental surgery, relieved that it is all over. The post-conflict result is usually more mature and you usually end up appreciating others’ point of view as well. Understanding such tactics and mind games enables one to prepare and respond effectively in order to prevent a conflict.
The Conflict Management course materials aim to address and accommodate benefits associated with successfully resolving a conflict and preventing it from becoming a source of irritation, mistrust and failure while exploring the potential problems caused by an escalated and poorly managed conflict. A comprehensive selection of practical and interactive exercises and realistic scenarios enables delegates to practice their newly acquired knowledge and become more confident in implementing them in real life situations. The specific design on the course also enables trainers to use slides, hand outs and exercises in combinations with their own materials.
Courses are designed with attention to detail both on content and style so that you can deliver unique state-of-the-art courses to your clients and get maximum results. Download our training resources and extend your portfolio to meet market demand and deliver state-of-the-art interactive training courses. Rather than members of an organization taking our online courses separately and thus independently, learning key principles and practices with your workplace colleagues will not only enhance what every member learns from our online courses, but will also make it much easier to apply what is learned back on the job—where it counts.
And the department heads then also meet in their peer groups, and so on, all the way up the management hierarchy. But if it's evident that using peer groups is the best way to ensure effective learning during our first six online courses, keep in mind that our seventh course, Team Management, provides a carefully planned series of action steps (including detailed work sheets) for reuniting leaders with their group members in a very gentle, smooth, and effective manner. Most times, however, an expert consultant, trainer, or facilitator will be in the best position to ensure that the work group gains the most knowledge and skills from taking our series of online courses. But please feel free to either skip or add breaks, depending on what works best for the learning process. Can they change and improve one aspect of an organization without affecting (or being constrained by) all the other aspects?


If members have previously taken the TKI assessment, they might share what they learned about themselves: which conflict modes they might be using too much or too little (based on the TKI’s normative sample). Besides these defensive reactions, there is little opportunity for compromising, let alone collaborating. If some members have previously taken the Quantum Transformation Course, they might consider how a revolution is the same or different from a paradigm shift. Do members see how the systems in organization can either support or thwart their efforts at self-discovery? In most cases, members discover that they have explored self-understanding in their personal lives, but have rarely, if ever, discussed these “outside” or “personal” experiences with their workplace colleagues. Often times, discussing the differences between reading self-help books or psychotherapy and what might be experienced with Holotropic Breathwork (as defined, illustrated, and described on pages 27 to 30) are helpful in distinguishing mind modalities from body or spirit modalities. Members should try to present examples of how various conflicts and interactions were approached at the lower, middle, and higher stages of consciousness—so everyone is clear how life in the organization is affected by what stage of consciousness is being radiated and expressed. Do members see how the lower stages correspond to the protective dimension, the middle stages reflect the dynamics along the distributive dimension, and the higher stages are relevant to the integrative dimension? Members can be asked to provide examples of how the different spatial boundaries can be violated and how the different temporal boundaries determine if people can have a healthy relationship with the present, or be stuck in the past, or be oblivious to the future consequences of their present behavior. Can members give examples of when one person’s higher energies can have a dramatic impact on those who might be stuck at a lower stage of consciousness? For example, do members realize how either extreme might restrict their choices for health, happiness, and success?
Members should share their written statements of (a) what their ego most wants from them and (b) what their soul requires them to do, based on the instructions given on page 64 in the manual. Do members understand the relationships among the first three tracks, the middle two tracks, and the last three tracks?
Specifically, members should discuss how a solution to this polarity on the distributive dimension (using the combining mode) is very different from a systems solution that's developed on the integrative dimension (using the synergizing mode). At this time, members can also discuss how resolving their foundational conflicts on the integrative dimension would enable them to make better use of the PMO than if they'd addressed their inner conflicts on the distributive dimension. But be sure the group first completes either of these two courses before proceeding with (2) GROUP Training, since it's best for members to learn how to interpret individual TKI Profiles before they attempt to interpret the more intricate Group TKI Profiles.
As a group, members share their views of conflict: What’s good about conflict, what’s bad about conflict, and can conflict ever be removed from human society? Next, members review the Big Picture, also known as the Complex Hologram: How is each element in the diagram related to every other element? How can the sequence of eight tracks address every aspect of the Complex Hologram, including self-aware consciousness? Members should consider how scheduling the tracks is different from implementing the tracks. On their own, group members watch the end of that video section (concluding with page 35 in the manual). As a group, members calculate an average score for Assessing Your Paradigm and compare it to the three ranges defined on page 33 of the manual: (1) If your score is below 30. Members then discuss what the average and the range of scores mean in terms of the quantum versus Newtonian aspects of their organization. The meeting concludes with members listing the attributes of an organization that encourage them to do their very best, which naturally means bringing all of their wisdom, talent, and experience into the workplace. As a group, members develop a consensus on the meaning of a paradigm (mental categories and the relationships among these categories) and the impact that old paradigms (and thus old categories) have on changing and transforming an organization. Key question: Do members see that their paradigm (whether it’s old or new, simple or complex, conscious or unconscious) shapes all their perceptions, thoughts, feelings, and behavior? Members should recall their scores (the average and the range) on that short twenty-item survey, Assessing Your Paradigm, and now develop those additional words for distinguishing a Newtonian and quantum organization. Referring to pages 45 to 49 in the manual, members should discuss their understanding of what is involved in establishing quantum infrastructures throughout their organization, so all subsequent change initiatives (or educational programs) can achieve their objectives. As a group, members share their experiences and knowledge about the Western and Eastern approaches to self-awareness, ego energy (Freud) and spiritual enlightenment (Buddha), respectively. On the topic of ego energy, members discuss their answers to the five questions on page 52 in the manual, regarding (1) self-identity, (2) self-competency, (3) self-value, (4) self-worth, and (5) self-responsibility. Members review the diagram on page 59 in the manual and share stories on how they moved through the seven stages, after one or more change initiatives created LOSS. After reviewing the diagram on page 60 in the manual, members share their experiences with seeing themselves as more than a skin-encapsulated ego: as being connected with every other person, thought, and thing in the universe. This video provides the background and instructions for members to complete the survey, score their results, and graph their four scores. As a group, members calculate their average four scores from the Organizational Influence Survey and graph these scores on page 77 in the manual. Next, members discuss the meaning of their results: Why do members need more or less influence in one or more influence domains in order to improve their performance and satisfaction? Toward the end of the meeting, members discuss: Should we wait for permission to get what we need (given our job responsibilities)? This video provides the background and instructions for members to complete the assessment, score their results, and graph their observe score and fear score. As described in the instructions on page 106, the same can be done for a department and for the entire organization (if members have access to this information). Next, members discuss the meaning of their scores: Why have they observed (or not observed) the behavior that leads to long-term organizational success? If it is apparent that fear is getting in the way, members should consider how they could reduce their fear, which will allow them to do the right thing without stress?
Whether or not the members proceed with a personal transformation, what are the opportunities for an organizational transformation?
Our BASIC course is a great introduction, a warm-up if you will, in preparation for the more advanced topics on conflict management. The latter assessment might introduce irrelevant conflict-handling experiences into the mix of members' responses to the TKI, while the modified instructions will encourage members to focus exclusively on conflict management within their work group.
As a group, members spend a little time making sure everyone understands the TKI Conflict Model, especially the dimensions of assertiveness and cooperativeness, and the integrative, distributive, and protective dimensions of conflict behavior. Based on each person’s TKI report, make a tally of how many members scored highest or tied for highest (in the high 25%) on each of the five conflict-handling modes.
Discuss why approaching workplace problems with a different set of conflict modes (having ALL five modes available to every group member) would likely result in different experiences and outcomes for the group. Develop an action plan to encourage more discernment in using conflict modes more consciously—and purposefully—in the workplace, so as to maximize personal satisfaction and value-added contribution to the work group and the organization. How will the work group implement its action plan and then monitor the results for the purpose of ensuring that workplace conflicts are being managed effectively and efficiently? Discuss the difference between the standard TKI instructions and the modified TKI instructions, the latter having guided how members responded to the TKI on two different occasions: the initial TKI assessment for INSIDE the group and the second TKI assessment for OUTSIDE the group (across all other settings in a person’s life). Discuss the various factors that determine if there are similarities or differences between a member’s INSIDE and OUTSIDE results across those two TKI assessments. Discuss the special impact the leader or co-leaders have on the group, with regard to how conflicts are addressed and resolved. As a group, using the HIGH and LOW ranges for the five conflict-handling modes on page 27 in the manual, members enter the relevant counts on page 34 for their HIGH and LOW scores, both INSIDE and OUTSIDE their group. Once the members have developed their Group TKI Profile, they should assess the "situational similarities" or the "situational differences" that appear across the INSIDE and OUTSIDE perspectives for both HIGH and LOW scores. As an aid to this discussion, the group can examine the leader's HIGH and LOW scores INSIDE and OUTSSIDE the group (identified by the numbers on the Group TKI Profile with lighter shades of gray) and see if his or her scores are essentially the same or different from the scores of most other group members.
Now the members discuss the impact of The Organization (particularly the reward system) and CULTURE (the unwritten rules) on the group’s use of conflict modes, particularly if there are situational differences between the INSIDE and OUTSIDE perspective. The members might also consider if their group has unnecessarily and unconsciously adapted the organization’s culture for their group’s culture, realizing that there can be a difference between the two (as will be discussed subsequently during the Culture Management Course). As a group, members discuss the extent to which their Group TKI Profile reflects HIGH on avoiding or accommodating and LOW on competing or collaborating INSIDE the group, while a very different pattern exists OUTSIDE the group. Now the members further discuss which conflict modes are essential for resolving complex problems versus which modes are sufficient for solving simple problems—and what they can do to ensure they'll always use the most effective modes to match the complexity of the situation. The latter assessment might introduce irrelevant conflict-handling experiences into the mix of members' responses to the TKI, while the modified instructions will encourage members to focus exclusively on conflict management within their work group. As a supplement to the MBTI, members might take Kilmanns Personality Style Instrument (KPSI), which measures psychological type specific to work situations (while the MBTI assesses a person's type across all situations).
As a group, members spend some time making sure that everyone understands the dimensions of psychological type (extraversion–introversion, sensation–intuition, thinking–feeling, and perceiving–judging) and especially the four middle two combinations: ST, NT, SF, and NF.
Based on each person’s MBTI (or KPSI) results, make a tally of the variety of psychological types in the work group. Make sure that all members examine how their psychological type might compel them to overuse or underuse one or more of the five conflict modes (see page 56 and 57 in the manual).
Consider how to recognize the specific behaviors that either support or undermine those key principles in workplace meetings.
The group should also consider the sequence by which members will take turns serving as the PO during workplace meetings. Also on their own, they watch the video section on the Paul Marshall’s Case, which reviews the Work Sheets on pages 103 to 114. As a group, members review the instructions on page 103 (A Group Discussion on Problem Management), appoint the Process Observer (who makes use of the PO Form on pages 77 to 80), and then plan how the meeting will be conducted. Toward the end of the group discussion, in five to ten minutes, the PO shares his or her assessment of how well the ten principles of group process were applied during the meeting. If you have questions regarding credit for these courses you can reach Lorman at 866-352-9540. Ralph Kilmann is the co-author of the Thomas-Kilmann Instrument (TKI), which is the world's leading assessment of conflict-handling behavior. Kilmann has also authored more than 20 books, 100 articles, and 10 assessment tools for change management.
Kilmann personally created all the slide presentations and course materials—which was made possible by his undergraduate major in graphic arts management at Carnegie Mellon University.
Kilmann’s slides so you can easily read every word and see every full-color illustration—up close and personal.
Kilmann’s very visible pointer gracefully moving from one bulleted item to the next (or from one section of a diagram to another), perfectly in sync with his studio-recorded verbal presentation. Kilmann’s unique onscreen presentations on your laptop computer or mobile device—anywhere, anytime, and at your own pace. Kilmann rarely delivers live presentations or conducts live workshops, taking our online courses is the only way you’ll be able to benefit—first-hand—from his extensive knowledge and experience.
Kilmann's very thoughtful article, "Celebrating 40 Years with the TKI Assessment." All you have to do is submit your e-mail address to our mailing list. These complex problems include making significant improvements to their formal systems (via the strategy-structure and reward system tracks) and the processes that flow within these systems (via the gradual process, radical process, and learning process tracks).
Learn more about managing, controlling and harnessing conflicts by taking a conflict management course.
Mike Meredith has 20 years of experience of martial arts and formerly taught communication and assertiveness skills in the University of London. In fact, on reflection you may decide that it wasn’t that bad after all and you should have even done it sooner.
However, people still have a negative perception of the conflict and it is often dreaded and avoided. For effective learning to be achieved, it is imperative that every member feels safe to voice his true opinions and feelings during all group discussions that take place in these foundation-building courses.
In the end, it's up to the "powers-that-be" whether the immediate boss or an expert facilitator guides members through the learning process. And during the group activities outlined below, I also suggest the typical amount of time that might be necessary for each group discussion.
In addition, this course also provides an overview of the Thomas-Kilmann Conflict Model, since it's necessary for members to first resolve their four foundational—inner—conflicts, before their organization can fully benefit from their expanded consciousness.
What is the significance of presenting the Complex Hologram in context of the swirling quantum waves and particles that make up all forces and forms?
The members should also review their understanding of the three diagonals on the TKI Conflict Model, which provide deeper insights into the workings of conflict management: the protective, distributive, and integrative dimensions. Members should try to provide examples of how they have previously reacted to conflict situations when they and others were in highly stressful situations.
Members should then consider how often a revolution takes place and why revolutions seem to be occurring more frequently than ever before.
Do members “prefer” one model to the others, regarding the ease of becoming more aware of their own stage of consciousness and what the next—higher—stages would be like?
Do members recognize the two-way exchange of energy and information across all their temporal and spatial boundaries? What would it be like if more members in the group (or organization or society) could radiate at a higher stage of consciousness? More specifically, what is the rationale for first establishing quantum infrastructures before proceeding with improvements in the formal systems? But Kilmann Diagnostics will not share any exam results if a member happens to score less than 88 points on any occasion for any course. Members should similarly discuss their views of the dialectic and under what conditions it promotes stagnation or transformation—whether in a work group or for society as a whole.


Can you change and improve one aspect of an organization without affecting (or being constrained by) all the other aspects? Do members understand the relationships among the first three tracks, the middle two tracks, the last three tracks, and the systems and processes that make up the Big Picture? Then they should discuss what stages of quantum transformation must precede and follow the stages of scheduling and implementing the tracks, so any concerted effort at quantum transformation will more likely succeed in closing the gap between the two dueling paradigms. In the case of a wide range of scores, why do members experience the same organization so differently?
And since language is the primary means by which we are able to label and thus talk about our experiences, how can group members develop new words (along with new categories) to talk about the unwritten cultural rules and subtle attitudes that get in the way of bringing all of themselves into the organization?
Are there any examples of a quantum organization (other than a self-employed person) that would illuminate the qualities of this kind of new organization?
Ideally, members would also take the time to discuss their answers to the more detailed questions about these five self-concepts, which appear on pages 53 to 57 in the manual (as well the five additional questions on ego energy processes on page 58). It would also be helpful if members share specific examples of when they were stuck in the “doom cycle” versus when they were resilient (as supported by the five self-concepts of ego energy) and thus how they were able to move to the “growth cycle” in a “reasonable” period of time, once the normal grieving process had taken place. Being in a diverse group might make it easy for some members to share their non-Western roots and philosophies about Mother Earth and the cosmos, and our intimate connection with ALL. Also on their own, members then watch the next video, Defining Four Influence Domains, which covers pages 89 to 92 in the manual.
As described in the instructions on page 76, the same can be done for a department and for the entire organization (if members have access to this information). Why do some members see that they need more influence, while the average suggests that all is well?
On their own, members then watch the next video, Defining Four Types of Organizations, which covers pages 119 to 125 in the manual. For the resulting type of organization, members should take note if their type is noticeably different from the group average, since individual perceptions about observing possible acts of courage and being afraid of performing those same acts of courage can vary considerably from person to person. In particular, what decisions and actions should, ideally, be observed more regularly in order to improve performance and satisfaction? In order words, what kind of personal transformation will enable members to either reduce their fear (especially if it is not based on reality) or act despite the fear (the defining quality of courage) in order to achieve long-term organizational success and personal satisfaction? In other words, how can the various systems and processes be revised, so members can do what is needed for success without having to bypass procedures or ignore informal rules? As a result, using the TKI with modified instructions is the best approach when taking these online courses as a group for the purpose of improving performance and satisfaction in the workplace. Then members share examples of using each of the five conflict modes effectively and suggest whose needs get satisfied in the process. Also make a tally of how many members scored lowest or tied for lowest (in the low 25%) on each of the five modes. And how would the organization and its external stakeholders benefit if group members used different modes for their recurring workplace conflicts?
TAKE NOTE: Which variety of conflict modes did members use to develop this action plan—and what were the consequences of using these modes on group performance and member satisfaction?
In a subsequent course, ADVANCED Training in Conflict Management, group members will recognize these processes as the steps—and errors—of problem management. Members should also discuss how all these interrelated aspects determine whether their organization can effectively respond to The Setting, which ultimately produces The Results.
Regardless of how the diagnosis is conducted, however, it’s important to establish whether conflicts among the members are being approached according to the specific guidelines on pages 11 to 18 in the manual. Refer back to the Complex Hologram and all those interrelated forces operating on The Group. Does the leader’s behavior have an overwhelming influence (as is the case with the metaphor of the “rectangular table” for an old, large, autocratic organization)? At the bottom of that same page, they also enter the number of members who were present for these counts (realizing that this number of group members will not equal the total number of HIGH or LOW scores, since several members may have more than one HIGH or LOW score on their TKI results). If there are striking differences between these two perspectives, does this finding help group members understand their challenges in managing conflict? Naturally, if the leader's approach to managing conflict is much different from the rest of the group, this finding might explain some of the "conflict-handling conflicts" in the group (especially when the boss has undue influence on how members address their complex problems).
If the Group TKI Profile suggests this most troublesome pattern, members discuss what they can do to overcome this debilitating result, especially if the group is facing increasingly complex problems. Members should then develop and implement measures to improve conflict management in the group (if the initial diagnosis suggested that improvement was indeed necessary); or members can transfer their conflict-handling wisdom to other settings or diagnose other aspects of their group's functioning (if the initial diagnosis revealed that the group’s conflict-handling behavior was already effective). The group's tally of its high 25% and low 25% conflict modes can be plotted on pages 22 and 23 in the Course Manual for Advanced Training in Conflict Management.
Indicate how many ST, NT, SF, and NF types are present, by writing the numbers onto the figure on page 41 in the manual. With this knowledge, it will be much easier for group members to compensate for their natural tendency to rely on some modes more or less than others.
And the group should discuss what it means if they “forget” to assign a PO and thus fall back on their habitual (typically dysfunctional) group behavior.
But members hit the PAUSE BUTTON soon after the video shows a beautiful clearing in the forest with a single wooden chair.
Next, each group member shares the problems that were sensed and how to define them (page 112), what solutions are expected to close the identified gaps (page 113), and how to implement the chosen solutions and evaluate the results (page 114). The group as a whole then discusses how it will improve its group process the next time it meets. And how we handle conflict determines whether it is a positive or negative experience for us.
Please contact Advantage Medical Seminars to verify if your state board of accountancy will accept this type of program toward your medical requirement. He has been using the TKI assessment since the time it was conceived in the early 1970s, while he was completing his Ph.D.
This extensive knowledge—which was developed during his 30 years of research, teaching, and consulting as a chaired professor at the University of Pittsburgh—is utilized throughout our series of online courses.
As a result, you’ll have a front-row seat for the video, along with a crystal-clear recording for the audio, in every one of our online courses.
Becoming a self-designing and self-managing team is the epitome of quantum transformation and the evolution of human consciousness. He is also trained in, and has teaching experience in, stress physiology and cognitive therapy techniques.
Conflicts have a tendency to escalate when untreated, they can make the environment toxic and unproductive and eventually the conflict may come to control you rather you controlling it.
Otherwise, the leader might wind up doing most of the talking, while other members (to protect themselves from either real or imagined repercussions) might keep their views to themselves. Hopefully, such a far-reaching decision will be based on an accurate assessment of the culture of the group and the skills of its leader.
But please adjust these meeting times to best suit the group's needs—which will partly depend on the size of the group and the depth of the discussion. But it's not necessary for members to take the TKI assessment until later in the course, unless they would like to know their specific TKI results before they learn about the TKI Conflict Model in general. And most importantly, what is their understanding of the consciousness revolution and why the information revolution undoubtedly provided the necessary foundation for consciousness to expand across the planet? Although members can be invited to share their experiences in resolving their primal relationships, no one should feel pressured (especially in a relaxed, non-stressful setting) to share or participate in this discussion in any way. And why is it important to then improve the work processes that flow within and across the informal and formal systems? Essentially, members should share their understanding of conflict, change, and transformation, and how these fundamental dynamics affect their daily life. What is the significance of presenting the Complex Hologram in context of the swirling quantum waves and particles that represent spacetime?
Members should share their experiences in terms of how these organizational characteristics affect their performance—short term and long term—as well as their job satisfaction.
Perhaps members can then discuss how seeing themselves as interconnected and a part of everything might change how they interact with others, both inside and outside the formal boundaries of their organization. For each influence domain, members should also take note if their scores are noticeably different from the group average, since individual perceptions about needing to have more or less influence on the key aspects of their organization can vary from person to person. In the process, members can share incidents when they couldn’t get access to the resources and information that were needed to successfully complete a job on time, which also frustrated them.
When and how can we exert more influence in our organization in order to improve our performance and satisfaction? Is fear preventing the work group (or entire organization) from doing what needs to be done? And if group members are given the opportunity to participate in a program to change various systems or processes, will they become actively involved in the improvement program or will they remain skeptical and cling to the past?
Next, members review the eight key attributes of a conflict situation that determine when each mode is most likely to achieve the most satisfaction for all key stakeholders (internal and external to the organization). Basically, the diagnosis stipulates if the group is already handling its conflicts in an effective manner or, instead, if significant improvement in conflict management is necessary before members can fully contribute their wisdom and experience to their most important problems and conflicts. Or does the leader’s behavior join or blend with all the other members in the group (as is the case with the “circular table” for a more egalitarian or quantum organization)?
Alternatively, if there are clear similarities, members might consider if their INSIDE versus OUTSIDE settings are truly the same or if members, in fact, have not previously recognized the significant differences in complexity that exist between what is needed for success in their work group versus what conflict-handling behavior is effective in all other settings in their life? NOTE: Even if the group first took BASIC Training, it might still be worthwhile to review what they have previously discussed before moving on to the more complex material in ADVANCED Training. Knowing this distribution of types will be invaluable for the subsequent online courses as well as for all workplace discussions. If members haven’t done so already, they next read and study the case itself on pages 104 to 110. After the individual sharing has concluded, the group members develop a consensus on their approach to problem management for this case study. Due to our reliance on information provided by outside sources, we make no warranty or guarantee concerning the accuracy or reliability of the content. Or receive even more "Free Gifts" than this one article when you create a username account on our wesbite, as described farther up on this page.
Such withholding of participation, and thus withholding of different perspectives, would severely limit the potential benefits of taking these first six online courses as a group. Most times, however, given the recent examination of the three previous foundational conflicts, a few members will initiate a sharing process that helps everyone open up and discuss how unresolved relationships robs them of being fully human in the present moment. Looking at the slides on pages 93 to 95 in the manual, members should discuss how each set of tracks augments the self-aware consciousness of all members in the organization.
The first range of scores characterizes a quantum organization, while the third range of scores suggests a Newtonian organization. By going back to some of the individual items on the survey (any of the twenty items on Assessing Your Paradigm), members can recall specific events that blocked their performance or eroded their satisfaction on the job. Other experiences might be recalled when members were required to do something that could have been handled much more effectively by another department or senior management (as in wanting less influence on that aspect of their organization).
What are the long-term consequences for the organization if members do not engage in those success-oriented behaviors? Then members discuss the best approach to conflict, given all the principles and practices discussed in BASIC Training in Conflict Management. Then group members should discuss: Are the identified HIGH or LOW modes actually being used too much or too little? Incidentally, this diagnosis will be used in subsequent steps to select specific action recommendations to implement, once the Group TKI Profile has been developed and interpreted. And which arrangement, rectangular or circular, best fits with the types of challenges the group regularly faces—as in simple or complex problems? As before, the TKI Conflict Model should be used to suggest how the truth of what happened between two people in the past can be differentially addressed on each of the three diagonal dimensions. And what flows among all these systems (as represented by all the double arrows on the diagram)? As this discussion unfolds, members can also consider what they are learning about the “balance of influence” in their organization, which they hadn’t considered before.
Or are those HIGH and LOW modes actually being used effectively, since these conflict-handling behaviors fit the key attributes of the group's situation? Lastly, members should explore the meaning and purpose of “addiction” (pages 88 and 89), just to be sure they don’t unconsciously fall into such a harmful trap. Besides the average score for the group, members should take note of the range of scores (the variation around the mean), since perceptions can vary from person to person. Others may rely on a simple age-old technique of silence treatment, which doesn’t really do them or others any good. Members should then suggest some of the dialectics that occur inside their own group, since they surely have different perspectives about the various systems and processes in their organization—and how these can be improved for all concerned.



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