Emma And Isabella Attend The Front Office At Urgent Care

Emma And Isabella Attend The Front Office At An Urgent Care Facility

Emma and Isabella attend the front office at an urgent care facility. They have worked together for over five years and enjoy collaborating on projects. As their manager, you have asked them to work together to create a team training on effective communication in the workplace. Emma feels that it is important to provide hands-on learning (e.g., role play) while Isabella feels lecture would be the most appropriate format for this team. Emma defends her point by saying that her sister has been a teacher for 10 years, and she has proven that hands-on learning will increase the engagement and likelihood of remembering the training material. Isabella feels that Emma does not account for her 10 years of experience in the medical office and voices her disgust with Emma and her lack of appreciation for her experience. Isabella storms off and leaves Emma to finish the work. Emma approaches the manager and complains that she has been left to complete the training because Isabella refuses to talk or work with her.

Write a 265- to 350-word paper that discusses how you would handle the situation and includes the following: Describe the type of conflict illustrated in the scenario. Identify strategies the manager could use to resolve the conflict between Emma and Isabella to create a supportive climate again. Explain how the defensive climate created by the conflict will affect the workplace relationship between Emma and Isabella. Discuss the impact it could have on the other clinic staff and the consumers who use the clinic.

Paper For Above instruction

The scenario presents a clear example of interpersonal and relational conflict rooted in differences in communication styles, professional experience, and mutual respect. This conflict can be categorized as a relational conflict, characterized by emotional reactions, misunderstandings, and personal affronts that escalate beyond the task itself. Emma’s advocacy for hands-on learning and Isabella’s preference for lecture-style training reflect divergent perspectives on instructional methods, but the underlying issue amplifies into a personal conflict due to perceived disrespect and unfamiliarity with each other's expertise (De Dreu & Weingart, 2003). When Isabella dismisses Emma’s suggestion and expresses her displeasure in a dismissive manner, it fosters an environment of defensiveness and hostility. As a manager, my approach would involve mediating the conflict by fostering open dialogue, emphasizing mutual respect, and addressing the emotional aspects of their disagreement. First, I would meet individually with Emma and Isabella to understand their perspectives and feelings. Then, I would facilitate a joint meeting where I establish ground rules for respectful communication, encouraging both staff members to articulate their opinions without interruption or personal attacks. Emphasizing shared goals—such as providing the best training for the team—can help refocus attention on collaborative problem-solving. Additionally, I would suggest incorporating elements from both training styles—such as starting with a brief lecture to satisfy Isabella's preference, followed by hands-on activities like role plays—to demonstrate flexibility and appreciation for different learning styles. The resulting supportive climate would restore trust and reinforce the importance of respect and teamwork. An ongoing defensive climate, however, could deteriorate workplace relationships, breed mistrust, demotivate staff, and impair cooperation. This discord might also influence other team members’ perceptions, leading to decreased morale and increased tension, ultimately affecting the quality of care provided to patients and the overall clinic environment (Gittell, 2016). Therefore, conflict resolution and fostering a respectful, collaborative workplace is critical for maintaining a functional and positive clinical setting.

References

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