What will happen next?

Possible Outcomes
&
Interaction Strategies

A) Best Case - If both staff member and student demonstrate ICC then they will work to 1) stay focused on resolving the problem, 2) without personal attack, and 3) in a way that allows both parties to maintain credibility and save-face. Specifically the staff member should ask for an explanation and then mindfully listen to the student (even if he/she is justifying his actions), asking follow-up questions, and becoming almost like a lawyer asking his client for witnesses or evidence. There should be a cautious trust on the part of the staff member, who needs to show their own trustability. Rather than being anxious to condemn, the staff member should draft an action plan to help objectively resolve what has happened to the missing book.

B) Worst Case - If both staff member and student do not demonstrate ICC then it is possible that tensions will escalate, with the student arguing his case even more adamantly, and the frustrated yet stubborn staff member calling their supervisor into the conflict to intervene. This calling in of the supervisor is an especially attractive tactic for the more collectivistic or interdependent person, who doesn't like to argue, or for a student dealing with their fellow student and not having the position of power to warrant compliance. The fine notice was the first in a series of dominating tactics that led to a downward spiral of attempted persuasion, demanding, requesting compliance, threatening, and aggressive emotion.

I/C & Self Construal - Both staff and student are assumed to be Independent & Individualistic, observable in the assertive approach both have taken toward the issue.

Conflict Styles - Self-Facework interaction in operation on both sides with dominating or integrating styles most likely. The student will not readily want to admit to wrong-doing and if he/she does admit it could be their fault, he/she will tend to blame someone or something else for the error. Though integrating style is possible, one person will have to back down from being correct, becoming mindful of the other's perspective, and more trusting of the other's statements and motivations.

Power Distance - The staff member is in a higher power position than the student and will likely use this to their advantage, even calling in their supervisor if necessary. Likely if the supervisor is brought on the scene the student will back down if guilty. If they are not guilty they could become more aggressive or depending on their level of ICC hopefully change to an integrative style to resolve the conflict. Sometimes these students with fines will call in their own power source (their parents) to have them handle such battles for them.

What will happen next?

Possible Outcomes
&
Interaction Strategies

A) Best Case - A positive outcome will only be possible if one or both staff members 1) demonstrate ICC and 2) recognize that their ideas of a successful resolution to this conflict could vary. This clash of self-construals and Cultural I/C requires a careful study of the Specific & General Communication Strategies by I/C & Construal Type. Whether it is regarding this specific disagreement or the next, Staff A needs to learn: 1) to assert herself in a direct and objective manner, 2) without taking the disagreement so much to heart, 3) without an unrealistic idea of group belonging, and 3) without belaboring the process. Staff B on the other hand needs to 1) help Staff A express herself by listening to the context of her concerns, 2) helping her turn self-effacing statements into mutual-facework opportunities, and 3) questioning her to encourage at least some in-group bonding and collaborative teamwork.

B) Worst Case - Female Staff A, though compliant on the surface, may feel personally devalued because her way of helping students is opposed by Male Staff B, who doesn't seem interested in discussing their difference in service philosophies. Resentment could build if the two have other disagreements, especially if Staff A has few opportunities to relate to Staff B in appropriate and role-defining ways. If Staff A experiences other instances of disjointed belonging within this job setting or starts believing the job/people are not a place worthy of her commitment and sacrifice, then she may very well end up leaving the position entirely.

I/C & Self Construal - Given Female Staff A is from Mexico, the assumption is that she is a Collectivistic/Interdependent; however beware of such stereotypes. Given the other parts of the story the assessment was justified, but in actuality the scenario was based upon a U.S. female interacting with a Male Staff B Individualistic/Independent. Review these concepts.

Conflict Styles - Staff Ademonstrates an obliging conflict style in this episode, though likely she has avoided several other disagreements and has learned to choose her battles wisely. While not enough information is given, Staff B seems to have entered into a dominating style, trying to persuade Staff A to do it his way.

Power Distance - There are two power distance dimensions in this scenario that exacerbate the difficulties of resolving this problematic relationship. Staff A is 1) a Mexican national and 2) a female. Being from a high-power distance culture like Mexico causes her to more easily assume self-effacing strategies, and her status as a woman furthers her inability to deal effectively with men, who are "traditionally" in the places of priviledge or higher power.

What will happen next?

Possible Outcomes
&
Interaction Strategies

A) Best Case - During this meeting the supervisor must be unusually assertive, yet still sensitive in the way he/she discusses the issue of the student's poor work performance. The best case is for the supervisor to schedule a performance review to discuss specific things the student has been failing to do in a structured/objective way. This also allows the student to further defend his/her position and air any other concerns. Whether the supervisor mentions the complaints of others is a tough call; however, the supervisor does mention it once the student breaches the subject in regard to things she does not like about the position - namely the negativity of other staff. The supervisor should explain the situation to avoid further misunderstandings, but must not side with the other staff against the student or vice versa. When the student states that he/she wants to just quit, the supervisor assures the student of his/her desire to have them stay in the department. The student's performance does improve as a result of this meeting and the supervisor and student try to talk more frequently before issues escalate. (On a personal note, this situation happened between me and one of my student assistants. Interestingly, when I left the position, the student left shortly afterward.)

B) Worst Case - What has happened thus far has already not been ideal, because the supervisor was unwilling to confront the student when the issue first started being commented upon by others in the unit. Perhaps a worst case scenario would be for the supervisor to call in sick and cancel the meeting with the student. During the meeting itself, however, a worst case would be if the supervisor belabors his/her own neglect in dealing with the situation earlier or goes on and on about the problems thus belittling the student and giving them no chance to express their thoughts, feelings, and concerns.