Evaluation Module
I
Mediation Needs Assessment: Evaluating Conflict on
Campus
This module is designed for individuals or teams who are considering
developing mediation services for an institution of higher education.
It is intended to assist you in assessing the need for a mediation
service on your campus and identifying the most appropriate types
of service for the campus community. Specifically, you will
be able to:
* gather
information concerning the current level of conflict resolution
practices;
* discover
the state of general knowledge regarding conflict resolution;
* identify
the types of conflict that occur and the locations in which these
conflicts most often arise;
* locate
other stakeholders who may act as resource people for a mediation
service; and,
* learn about
how members of your campus have been affected by conflict in their
classrooms, workplaces, recreational, and living spaces.
The module consists of five research tools. Varying levels
of expertise are needed for using each tool; for some, little
or no knowledge of research methods are necessary, whereas others
will require skills and expertise in survey research, sampling
techniques, or descriptive statistics. It is recommended
that your team begin by considering which tools will generate
the knowledge needed to begin forming a mediation service; you
may find that only one research tool is needed, or you may wish
to use all five.
What is a Needs Assessment?
In general, a needs assessment is a type of research. It
is usually performed before a new program is implemented,
providing you valuable information about existing conditions that
could be addressed. For example, conducting a needs assessment
during the planning stages for a campus mediation program will
allow the program sponsors to evaluate the need for conflict services
on campus.
How Do You Use the Tools?
Before you begin collecting your own information on the need
for conflict services (using the suggested research tools contained
in this module), you may wish to consult information sources that
already exist. These may give you a preliminary idea about
the type, intensity, and level of conflict on campus, as well
as the resources that people in conflict have been utilizing.
Suggestions for valuable information sources include:
* Student Judicial Affairs/Honor Board
case reports
* Ombuds annual reports
* Letters to campus or community newspapers
dealing with conflict situations
* Union grievance records
* Residence Hall incident reports
* Campus security statistics
* Sexual harassment complaints
* Equal Employment Opportunity (EEO) complaints
Tread carefully when gathering information from many of the above
sources; much of the information is sensitive and/or confidential
in nature. Gaining access to some types of documents may
require special permissions and/or agreements on your part regarding
the specific use of the data. In addition to helping you
understand the patterns of conflict on your campus, annual reports
listing counts or summaries of the kinds of complaints/disputes/cases
handled by various campus offices can also be helpful for establishing
a baseline prior to the implementation of your program.
Reviewing these figures annually, or after your program has been
in place for some time, can be revealing, especially if case patterns
in other areas change after your system goes into service.
Each research tool comes with instructions and/or examples.
In some cases, you may wish to adapt or modify the tools to more
closely reflect the culture of your campus. Each tool is
preceded by a description, intended to help your team plan for
a needs assessment, that includes the following information: (1)
the questions that can be addressed; (2) how to use the tool;
and, (3) insight into what the results may provide.
Research tools in this needs assessment module include:
- “Where would they go? (case examples to indicate the
current state of knowledge regarding conflict resolution on
campus).
- HotSpot Mapping (physically locates the sites of frequent
conflict).
- Conflict Typology Matrix (determines what types of conflict
are being experienced by whom, about what, and their level of
frequency and intensity).
- Stakeholder Analysis Chart (identifies allies in your mission).
- Conflict Management Inventory (assesses conflict styles used
by individuals on campus such asconfrontation, emotional expression,
conflict avoidance).
What Questions May Be Addressed by This Measure?
This tool allows you to assess the current level of knowledge
about conflict resolution that exists on your campus. By
distributing this measure widely on campus, you will learn what
students, staff, and faculty believe is the best source for solving
interpersonal conflict.
How Do I Use This Measure?
The case examples included in this measure are typical of many
campus conflicts (although you may wish to invent a few more of
your own examples that are directly relevant to ongoing conflicts
on your campus). You may distribute this measure to individuals,
or have small groups work together as in a brainstorming task.
It may be administered in meetings, in classrooms, or at other
campus events. You may want to include a place on the measure
(e.g., checklist) where people can indicate their role on campus
– student, staff, faculty. There are likely to be
few, if any, issues of confidentiality around using this tool,
although it is wise to indicate that answers will be anonymous.
What Information Will the Results Give Me?
You will learn about the effectiveness and general awareness
of conflict resolution services currently offered by your institution.
You may learn that there are few places to which campus members
can turn for aid in resolving disputes. You may be able
to discover good sources of informal problem-solvers on your campus
– people you never knew were even involved in conflict resolution.
Any of this information should be useful to help you to identify
needs for a mediation service.
“WHERE WOULD THEY GO?”
This survey presents a number of examples of people who, for
one reason or another, are having difficulty getting along.
After each example, write down where you think they should
go to find help to solve their problem. If you don’t
have any ideas, either guess or write “I don’t know”
after the example. There are no right or wrong answers and
responses will remain anonymous.
Example 1:
Jason, a student in Introduction to Psychology, is having a disagreement
with his instructor, Dr. Reynolds, over his midterm essay exam
grade. Dr. Reynolds is not being particularly responsive
to Jason’s concerns.
WHERE could Jason go on campus for assistance with his problem?
Example 2:
Jennifer, a second-year student living in the residence hall,
is having problems with her roommate, Aleisha. They have
been arguing over using the room for socializing, playing music,
and having overnight guests. Jennifer doesn’t feel
that she’s getting through to Aleisha.
WHERE could Jennifer go on campus for assistance with her problem?
Example 3:
Marie, who works in the admissions office, recently lost her
temper with her co-worker, Roger. Marie thinks Roger’s
computer screensaver is offensive, and she has overheard him telling
insensitive jokes to a friend on the phone during his break.
WHERE could Marie go on campus for assistance with her problem?
Example 4:
Kalib, a professor in the School of Business, is involved in
a conflict with John, another professor, over who should be first
author on a paper they both worked on. John refuses to discuss
the matter further with Kalib.
WHERE could Kalib go on campus for assistance with his problem?
Example 5:
Monica, a departmental secretary, feels she has been given far
too much work lately by her new boss, Henry, and thinks his expectations
of her are unrealistic. She is afraid to confront him about
her workload.
WHERE could Monica go on campus for assistance with her problem?
Please check whether you are:
_____ Staff
_____ Faculty _____ Student
_____ Other
What Questions May Be Addressed by This Measure?
This measure allows people to visually identify where
conflict occurs on campus. By physically locating the “hot
spots” where various types of conflict occur, program coordinators
and planners know where to focus their services.
How Do I Use This Measure?
This tool is best administered to several
people who are familiar with conflict episodes on your campus
(e.g., campus security personnel, ombuds representatives, administrators,
residence monitors). Photocopies of the HotSpot map, labeled
with locations appropriate for your campus (e.g., library, residences,
classrooms), can be given to key informants to identify the intensity
of conflicts that happen in each place. For areas that see
frequent, intense conflict (e.g., the campus pub, if there is
one), instruct informants to place three (3) large Xs in that
spot on the map. For areas of low conflict, instruct your
informants to place few or no Xs in the corresponding map location.
This tool may be used in a group setting or by individuals.
There are likely to be few, if any, issues of confidentiality
around using this tool, although it is wise to indicate answers
will be anonymous.
What Information Will the Results Give Me?
If you collect between 10 and 20 “maps” from different
key informants (including yourself), you should be able
to identify the spots where the frequency and intensity of conflict
is highest. This does not give you information about the type
of conflict occurring in such spots, however. More digging
may be necessary to get this information.
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Library
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Fraternity/Sorority House
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Residence/Dorms
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Labs
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Cafeteria
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Offices
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Campus Pub
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Playing fields
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X X X = frequent, intense conflict
X X = medium conflict
X = low or no conflict
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Classroom
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HOTSPOT MAPPING EXAMPLE
What Questions May Be Addressed by This Measure?
This matrix offers you the opportunity to creatively gather information
about the types of conflict that are being experienced on campus.
You may gain an understanding of who is in conflict with whom,
what the conflicts are about, and the frequency and severity of
these conflicts.
How Do I Use This Measure?
Like the HotSpot map, which identifies locations of conflict,
this matrix is intended to give you a quick visual and qualitative
representation of conflict on your campus. It may be used
either with individuals or with groups. It may be performed
as an exercise for small groups in a classroom or workshop, mailed
to a representative sample of campus community members to gather
anonymous data, or it may be posted on a large wall chart in a
heavy-traffic area of campus. There are likely to be few,
if any, issues of confidentiality around using this tool, although
it is wise to indicate answers will be anonymous.
Your respondents will be given a quantity of colored stickers
to paste on the chart. Red stickers represent very serious
conflicts (high intensity); yellow stickers represent moderate-intensity
conflicts; and green stickers represent low-level, ongoing conflicts.
Your participants are simply asked to distribute their stickers
on the matrix according to the number and level of conflicts that
they are personally aware of.
For example: a staff member who deals mainly with faculty and
administrators is mostly aware of low-level conflicts over working
conditions and financial issues. She places green stickers
next to the “working conditions” and “financial
compensation” boxes under “Nature of Conflict,”
and chooses both “Co-Workers” and “Employees-Bosses”
as “Disputants” for both of these types of conflicts.
What Information Will the Results Give Me?
You should be able to discern by looking at a number of different
matrices what peoples’ concerns are about conflict on campus.
You will be able to get a visual sense of the intensity of conflict,
the disputants involved, and common reasons that disputes arise.
Every campus is different; this matrix will help you to identify
the key issues on your campus that need to be addressed by a conflict
mediation service.
CONFLICT MATRIX
What types of conflict are you most aware of that occur on this
campus?
Instructions: Affix your stickers in the boxes that
represent the types of conflicts that you are most aware of.
Going across on the matrix, decide WHO is involved in conflicts.
Then, going down the matrix, decide WHAT TYPE of conflict is usually
experienced. Use:
- RED stickers for serious conflicts;
- YELLOW stickers for moderate conflicts; and,
- GREEN stickers for low-level, or ongoing conflicts.
All responses are anonymous. Use as many stickers as you
like to create a picture of conflict on your campus!
WHO is Involved
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Student-Student
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Student-Faculty
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Faculty-Faculty
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Co-workers
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Employee-Boss
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Grades
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Working conditions
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Interpersonal problems
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Identity issues (e.g., sexism/racism)
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Financial compensation
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Intellectual property
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Classroom issues
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Living arrangements
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Personal property
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Other (please name)
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What Questions May Be Addressed by This Measure?
This tool, called the Stakeholder Analysis Chart, is intended
mainly for personnel who are planning to begin a campus conflict
resolution program. It allows you to identify stakeholders,
allies, and human resources in your community who would be able
to provide input, support or resources for your program. In
addition to helping you gauge the attitudes of those around you,
it can also help to identify the level of influence these potential
resources might have.
How Do I Use This Measure?
The Stakeholder Analysis Chart is best completed by two or more
people – preferably those who are working on a planning
committee for a conflict resolution program and/or who are knowledgeable
about the attitudes and influence of others in the campus community.
The group working on this task begins by brainstorming the names
or positions of those who may have an interest, an area of expertise,
or a stake in a new conflict resolution program. For example,
“Dean of Students,” “Swimming Coach,”
“Campus Police,” or “GBLT Center” could
be listed on the chart under Stakeholders. The group then
decides whether that person, office, or organization would be
in favor of, indifferent to, or opposed to the presence of a campus
conflict resolution program.
The degree of support or opposition can be indicated on the Chart
through the use of plus and minus signs (see Chart for example).
Additionally, if the group is not entirely certain of its analysis,
it may document an attitude under “E” for estimate,
rather than “C” for confident. Along with attitudes,
the level of influence a stakeholder has may also be documented
on the Chart by using H (high levels of power), M (medium), or
L (low levels of power over the program). Be sure to emphasize
that the information will be confidential and anonymous so as
to get frank, honest assessments from your participants.
What Information Will the Results Give Me?
For a group that is planning to develop a new program, systematically
recording information about projected levels of support or opposition
from various stakeholders can be invaluable. With this information
you may be able to identify different areas of expertise and resources
or different areas of resistance or apathy.
Sample
Stakeholder Analysis Chart1
Use the following symbols for completing the chart below:
Attitude Analysis
++ strongly in favor
+ weakly in favor
0 indifferent/undecided
- weakly opposed
-- strongly opposed
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Influence Analysis
H high (has veto power)
M medium
L low
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Certainty of Analysis
E Estimate
C Confident
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STAKEHOLDERS
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ATTITUDES
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INFLUENCE
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(E)
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(C)
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(E)
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(C)
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Vice-President of Student
Affairs
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++
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M
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Dean of Law School
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+
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M
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Masters of Social Work Students
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++
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Union Representing Cafeteria
Workers
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-
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M
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_________________________________________________________
1 Based on a hypothetical situation and setting.
Needs Assessment Tool #5: Conflict
Management Inventory
What Questions May Be Addressed by This Measure?
The instrument provided here is an edited version of Susan Goldstein’s
Conflict Management Inventory (see LeBaron and Grundison, 1993).
This 75-item standardized measure was designed to discover the
different styles and feelings about conflict that individuals
have when handling conflict. It contains five subscales
(15 questions in each) exploring, all within the context of conflict,
the respondents’: (1) feelings and beliefs regarding confrontation;
(2) emotional expression; (3) public/private behavior (4) conflict
avoidance; and, (5) self-disclosure.
How Do I Use This Measure?
This tool has been developed as a standardized personality instrument,
and therefore it is recommended that you not adapt it for
your own purposes, but rather distribute it as is. Participants
are asked to rate the degree to which a statement reflects their
approach to conflict resolution, using a scale from 1 (strongly
disagree) to 7 (strongly agree). To control for something
known as response bias, items for each subscale (i.e.,
the themes identified by each of the five subscales outlined above)
were balanced: for half the questions a rating of ‘1’
reflects a “higher” score on the subscale while for
the other half a higher score is associated with a rating of
‘7’. Thus, when analyzing the questionnaire
data, half of the response ratings to each subscale must be reversed
so that all scores end up going in the same direction (i.e., so
that a rating of ‘7’ has a parallel meaning for all
subscale questions). This is a fairly common practice in
survey design and analysis. There are likely individuals
on campus who can provide help if you need it.
For scoring purposes the questions fall into the following
subscales, the * denotes reverse scoring:
Confrontation Subscale: 1, 8*, 12*, 20*, 22*, 25*, 29*, 31*,
38*, 43, 48, 53, 57*, 61*, 67*
Public/Private Behavior Subscale: 2*, 11*, 16, 21, 24, 26*, 30*,
35*, 45, 49, 51*, 59, 63, 70, 74
Emotional Expression Subscale: 5*, 9*, 14*, 19*, 27*, 37*, 42*,
47, 50*, 54, 58, 62, 64*, 68, 72
Conflict Approach/Avoidance Subscale: 4*, 6*, 15*, 18, 23*, 33,
40, 46, 52, 55, 66, 69, 71, 73*, 75*
Self-Disclosure Subscale: 3*, 7*, 10*, 13*, 17*, 28*, 32*, 34,
36, 39, 41, 44, 56*, 60
To make sense out of the information you get back, you will want
to ask for some basic demographic information on the people responding
to the questionnaire (e.g., age, department or major, ethnicity,
role on campus – undergraduate, graduate student, faculty,
staff). It is important to make sure that the survey is
sent to (and received back from) people from all facets of the
campus target population: students, staff, faculty, and administrators.
You may also ask clubs and organizations to distribute it.
Be advised that in most college settings, collecting information
such as this from human participants requires that you submit
the survey, your purpose for using it, as well as a description
of what you plan to do with the data, to an Institutional Review
Board (IRB) to get ethical clearance. Check your university’s
IRB policies before beginning to distribute this survey.
There are several important issues about using surveys: selection
procedures, confidentiality of responses, response rates, and
data analysis. It is strongly recommended that a trained
researcher who is aware of these issues take responsibility for
disseminating and analyzing data from this tool. Trained
researchers may include faculty or graduate students from social
science or business departments, or senior undergraduates who
have been trained in survey research methods.
What Information Will the Results Give Me?
The results will suggest the variety
of styles with which people on your campus approach conflict situations.
If you discover that a great number of them are, for example,
conflict avoiders, this information may assist you in planning
your mediation service. This scale may also be used as a
pre-test/post-test measure, used among the campus at large (or
among potential mediators) both before, and again after, a conflict
resolution service has been established. A pre-test/post-test
allows a researcher trained in hypothesis-testing methods of research
to compare whether, and how, conflict styles change over time.
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Conflict Management Inventory
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3 = Disagree Somewhat
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
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1) I feel more comfortable having an argument
over the phone than in person.
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2) I would be embarrassed if neighbors heard
me argue with a family member.
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1 2 3 4
5 6 7
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3) In a dispute, I try not to let the other
person know what I am thinking.
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1 2 3 4
5 6 7
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4) I wait to see if a dispute will resolve
itself before taking action.
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1 2 3 4
5 6 7
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5) It is a waste of time to involve emotions
in a dispute.
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1 2 3 4
5 6 7
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6) I hate arguments.
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1 2 3 4
5 6 7
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7) There are not many people with whom I feel
comfortable expressing disagreement.
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1 2 3 4
5 6 7
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8) When arguing with someone I feel more comfortable
sitting side-by-side than face-to-face.
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1 2 3 4
5 6 7
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9) Getting emotional only makes conflicts worse.
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1 2 3 4
5 6 7
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10) In an argument, I try to reveal as little as
possible about my point of view.
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1 2 3 4
5 6 7
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11) I feel uncomfortable seeing others argue in public.
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1 2 3 4
5 6 7
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12) If my neighbor were having a party that made
too much noise I would rather call the police than speak
with the neighbor myself.
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1 2 3 4
5 6 7
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13) I feel annoyed when someone I am arguing with
pressures me to talk about my thoughts or beliefs.
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1 2 3 4
5 6 7
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14) If I become angry it is because I have lost control.
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1 2 3 4
5 6 7
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15) I rarely have arguments
with my friends.
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1 2 3 4
5 6 7
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Survey continues on next
page…
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Conflict Management Inventory Cont.
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2 = Disagree
3 = Disagree Somewhat
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
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16) It would not bother me to have an argument in
a restaurant.
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1 2 3 4
5 6 7
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17) In a dispute there are many things about myself
that I will not discuss.
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1 2 3 4
5 6 7
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18) Arguments can be fun.
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1 2 3 4
5 6 7
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19) Showing your feelings in a dispute is a sign
of weakness.
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1 2 3 4
5 6 7
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20) I prefer to express points of disagreement with
others by writing them notes rather than speaking with them
directly.
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1 2 3 4
5 6 7
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21) I do not mind being involved in an argument in
a public place.
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1 2 3 4
5 6 7
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22) If a friend owed me money I would hint about
it before asking directly to be paid.
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1 2 3 4
5 6 7
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23) I avoid arguments.
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1 2 3 4
5 6 7
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24) When I am having a dispute with someone, I do
not pay
attention to whether others are
around.
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1 2 3 4
5 6 7
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25) I dislike when others have eye contact with me
during an argument.
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1 2 3 4
5 6 7
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26) I feel uncomfortable when others argue in my
presence.
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1 2 3 4
5 6 7
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27) It makes me uncomfortable when
other people express their emotions.
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1 2 3 4
5 6 7
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28) I feel uncomfortable when others reveal personal
thoughts or beliefs during a dispute.
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1 2 3 4
5 6 7
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29) If I were upset with a friend I would discuss
it with someone else rather with than the friend who upset
me.
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1 2 3 4
5 6 7
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30) I do not want anyone besides those involved to
know about an argument I have had.
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1 2 3 4
5 6 7
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Survey continues on next
page…
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Conflict Management Inventory Cont.
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2 = Disagree
3 = Disagree Somewhat
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
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31) I prefer to guess what someone is upset about
rather than ask about it.
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1 2 3 4
5 6 7
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32) I rarely state my point of view unless I am asked.
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1 2 3 4 5
6 7
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33) I am drawn to conflict situations.
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1 2 3 4
5 6 7
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34) During a dispute I state my opinions openly.
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1 2 3 4
5 6 7
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35) I avoid arguing in public.
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1 2 3 4
5 6 7
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36) In an argument, I feel comfortable expressing
my needs and concerns.
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1 2 3 4
5 6 7
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37) I hide my emotions in a dispute.
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1 2 3 4
5 6 7
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38) If I am upset about something a friend has done
I wait as long as possible before discussing the issue.
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1 2 3 4
5 6 7
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39) In a dispute, I want to know all about the other
person's thoughts and beliefs.
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1 2 3 4
5 6 7
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40) I do not mind when others start arguments with
me.
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1 2 3 4
5 6 7
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41) In a dispute, I am glad when the other person
asks me about my thoughts or opinions.
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1 2 3 4
5 6 7
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42) I feel like running away when people start showing
their emotions during an argument.
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1 2 3 4
5 6 7
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43) When I have a conflict with someone I try to
resolve it by being extra nice to him or her.
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1 2 3 4
5 6 7
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44) In a conflict situation I feel comfortable expressing
my thoughts no matter who the others involved are.
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1 2 3 4
5 6 7
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45) It does not bother me to be in a situation where
others are arguing.
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1 2 3 4
5 6 7
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Survey continues on next
page…
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Conflict Management Inventory Cont.
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2 = Disagree
3 = Disagree Somewhat
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
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46) I enjoy challenging the opinions of others.
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1 2 3 4
5 6 7
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47) For me, expressing emotions is an important part
of settling disputes.
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1 2 3 4
5 6 7
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48) I prefer to solve disputes through face-to-face
discussion.
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1 2 3 4
5 6 7
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49) I am annoyed when someone refuses to discuss
a disagreement with me because there are others around.
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1 2 3 4
5 6 7
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50) I avoid people who express their emotions easily.
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1 2 3 4
5 6 7
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51) I would feel uncomfortable arguing with one friend
in the presence of other friends.
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1 2 3 4
5 6 7
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52) I often start arguments.
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1 2 3 4
5 6 7
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53) If a co-worker were interfering with my performance
on the job I would rather speak to him or her directly than
to tell the boss.
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1 2 3 4
5 6 7
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54) In a dispute, I express my emotions openly.
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1 2 3 4
5 6 7
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55) I find conflicts exciting.
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1 2 3 4
5 6 7
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56) I do not like when people ask me to discuss my
emotions in a dispute.
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1 2 3 4
5 6 7
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57) I expect a family member to know what is on my
mind without my telling him or her.
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1 2 3 4
5 6 7
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58) Everything should be out in the open in an argument,
including emotions.
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1 2 3 4
5 6 7
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59) I am just as comfortable having an argument in
a public place as in a private place.
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1 2 3 4
5 6 7
|
|
60) It annoys me when I know someone is upset with
me but he or she will not discuss it.
|
1 2 3 4
5 6 7
|
Survey continues on next
page…
|
Conflict Management Inventory Cont.
|
2 = Disagree
3 = Disagree Somewhat
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
|
|
61) When something I have purchased is found to be
defective, I keep it anyway.
|
1 2 3 4
5 6 7
|
|
62) It shows strength to express emotions openly.
|
1 2 3 4
5 6 7
|
|
63) I would not mind if a friend told others about
an argument that we had.
|
1 2 3 4
5 6 7
|
|
64) I feel frustrated when others discourage my emotional
expression.
|
|
|
65) When involved in a dispute I often become silent.
|
1 2 3 4
5 6 7
|
|
66) Arguments do not bother me.
|
1 2 3 4
5 6 7
|
|
67) After a dispute with a neighbor, I would feel
uncomfortable seeing him or her again even if the conflict
had been resolved.
|
1 2 3 4
5 6 7
|
|
68) An argument can be resolved more easily when
people express their emotions.
|
1 2 3 4
5 6 7
|
|
69) Conflicts make relationships interesting.
|
1 2 3 4
5 6 7
|
|
70) I do not mind strangers arguing in my presence.
|
1 2 3 4
5 6 7
|
|
71) I like when other people challenge my opinions.
|
1 2 3 4
5 6 7
|
|
72) I feel comfortable when other people express
their emotions during a dispute.
|
1 2 3 4
5 6 7
|
|
73) I avoid conflict.
|
1 2 3 4
5 6 7
|
|
74) I argue in public.
|
1 2 3 4
5 6 7
|
|
75) I feel upset after an argument.
|
1 2 3 4
5 6 7
|
Please add any comments and thank
you.
