1. Learning from Differences
Constructive outcomes from conflict
Constructive outcomes from conflict

2. A brief Argyris Lexicon
Model 1 and Model II
Model 1 : conventional model used by most people on all cultures: Seeks uniilateral control. Win never lose. Act rationallly. Suppress negative feelings
Model II : seeks to encourage learning not winning. Aim is to produce valid information and bilateral control and commitment.

3. Argyris lexicon 2 Single and double loop learning
Single loop learning involves investigating the properties of human and non human systems by adjusting one`s behavior to avoid negative outcomes and produce positive ones
Double loop learning seeks to investigate processes within both self and other simultaneously to develop shared understanding of problems and solutions.

4. A typology of conflict situations
Task conflicts (conflicts of understanding and of goals)
Process conflicts disagreements about how the issue should be resolved)
Relationship conflicts (deep-seated conflicts which transcend specific issues)

5. Ladder of Inference A decides what to do A names and stores data
A interprets data
A selects data
Pool of data
Ladder of Inference

6. Ladder of Inference B decides what to do A decides what to do
B names and stores data
A names and stores data
B interprets data
A interprets data
A selects data
B selects data
Pool of data
Ladder of Inference

7. Guidelines for Learning
Assume that you might miss things others see and see things others miss.
Raise your views in such a way that you encourage others to raise theirs.
When others express views that you disagree with,seek to understand what they they see that leads them to those views.
Inquire into the reasoning behind other`s views while inviting them to inquire into your reasoning.

8. Guidelines for Learning (cont`d)
Extend the same listening to others you would wish them to extend toward you.
Seek to better understand other`s experiences while helping them to understand yours.
Surface your feelings in such a way that you make it easier for others to surface theirs. Regard your views as a perspective on the world, not the world itself.

9. Guidelines for Learning (cont`d)
Notice when you are attributing political (self serving) motives to others. Consider the possibility that their concerns are understandable or legitimate.
Beware of either-or thinking. It can prevent you from discovering integrative possibilities.
Publicly test your assumptions about how and why people say and do things

10. The Advocacy-Inquiry Matrix
HIGH
LOW
ADVOCACY
Explaining
Selling
Arguing
`Yes-But` discussions
Collaboration
Mutual Learning
Searching for Truth
HIGH
No Energy
Passivity
Observing
Withdrawal
Questioning
Interviewing
Let`s do more research!
LOW

11. Effective Advocacy Use First Personal Pronouns
Provide examples or data to illustrate the bases of your view
It is my belief that___
I feel strongly that___
Let me share some examples of things that have led me to my current position

12. Effective Advocacy cont`d
Be explicit about your reasoning or logic
Invite additional data
Invite alternative interpretations of your data.
The examples that I gave led me to my conclusion because__
Are there things that you feel that I have overlooked?
What conclusion would you draw from my examples?

13. Effective Inquiry Request the views of others
Test your understanding of the other`s view
Ask for examples of the data used in reaching the other`s view
Tell me what you think about the issue
If I understand you correctly you think__
What led you to conclude that?

14. Effective Inquiry cont`d
Inquire about the reasoning used in getting from examples to conclusions
Ask about alternative interpretations of data
Help me to understand the significance these examples hold for you
Are there other inferences that one
could draw from your examples?

15. Effective Inquiry cont`d
Inquire about other data that might be relevant to the issue
What would you need to see or hear to reconsider your conclusion?
What information could we collect that would help us to resolve our disagreement?