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Directions to teacher BEFORE student testing starts :
Directions to teacher AFTER results,with graphing:
<br><br>This self-report measure is designed to help students identify preferred conflict management styles. Collaborating works toward solving problems in ways that optimize solutions for all involved; competing is an authoritarian, quick approach where force is a factor; avoiding is nonconfrontational where interested parties stay away from conflict; accommodating preserves relationships but may breed resentment; and compromising is a middle ground approach that takes into account the conflict solver's own goals and preserves relationships.<br><br> The graph provides average ratings for all items within a style, and the table displays the number of students that selected each rating for individual items.<br><br>
Directions to teacher AFTER comparing two sets of results, NO graphing:
<br><br>This self-report measure is designed to help students identify preferred conflict management styles. Collaborating works toward solving problems in ways that optimize solutions for all involved; competing is an authoritarian, quick approach where force is a factor; avoiding is nonconfrontational where interested parties stay away from conflict; accommodating preserves relationships but may breed resentment; and compromising is a middle ground approach that takes into account the conflict solver's own goals and preserves relationships.<br><br>
Directions to teacher AFTER comparing two Individual tests:
<br><br>This self-report measure is designed to help students identify preferred conflict management styles. Collaborating works toward solving problems in ways that optimize solutions for all involved; competing is an authoritarian, quick approach where force is a factor; avoiding is nonconfrontational where interested parties stay away from conflict; accommodating preserves relationships but may breed resentment; and compromising is a middle ground approach that takes into account the conflict solver's own goals and preserves relationships.<br><br>
Directions to teacher AFTER comparing two subsets of the same test:
Directions to student at beginning of survey:
<br><br>Directions: Please select the response that best describes you. Reflect on your experiences across the past few weeks. The information will be used to help you in school and also help you become more prepared for college and careers. <br><br>
Directions to student AFTER results, with graphing:
This assessment is designed to help you identify your preferred conflict management style(s). Collaborating works toward solving problems in ways that optimize solutions for all involved; competing is an authoritarian, quick approach where force is a factor; avoiding is nonconfrontational where interested parties stay away from conflict; accommodating preserves relationships but may breed resentment; and compromising is a middle ground approach that takes into account the conflict solver’s own goals and preserves relationships. <br><br> Keep in mind that one style of conflict management is not necessarily better than another; each style has pros and cons, and each can be useful depending on the situation. This assessment is intended to help you identify your typical response to conflict, with the goal that when you encounter future conflicts, you will be aware of not only your instinctive reaction but also the pros and cons of that reaction for the specific situation. Furthermore, you will also be aware of the other styles of conflict management that you could draw on to resolve the situation, if one of the other styles is more appropriate for the current situation. <br><br><br><br>
