Anna is having lunch in the staffroom and complains to a Cert 3 educator from another room that her room leader (Edith) 'plays favourites'.

Anna: 'Edith makes me do all the housekeeping and cleaning while Kula (the other Cert 3 educator in the 2-3's room) gets to work directly with the children. It's not fair and I'm sick of it!'

At that moment Director Kate enters the staffroom: 'Anna you sound upset. Would you like to tell me about it?'

Anna repeats her concerns to Kate who listens and ask questions to clarify Anna's complaint such as, 'Can you give me an example of ...Are you saying that ......'

Later that day Kate meets with room leader Edith to discuss Anna's complaint.

Edith becomes immediately annoyed and defensive. 'I'm the room leader and it's up to me to assign daily tasks. How dare she question my authority! Anna is a whinger and she's lazy! When I do ask her to work with the children, she manages to make a mess of it and I have to step in. Kula on the other hand is great with the children and just gets on with it. I expect you to support me and tell Anna that she's out of line!'

Kate asks Edith to take time to identify the skills she believes Anna needs to improve and get back to her in a few days so they can work on a workplace training program for Anna. Kate also tells Edith she will visit the room and spend time with the children so she can observe the room dynamics.

After a few visits to the 2-3's room it is clear to Kate that there is a great deal of tension within the team.

Kate speaks to Pete about the tension, who replies: 'Yes, I am concerned about the tension in the room. I know Anna feels that Edith favours Kula and to be honest, I think that is the case. Edith seems to be very hard on Anna and has all the time in the world for Kula. I have offered to mentor Anna but Edith told me I shouldn't waste my time. I really don't understand why Edith is so negative about Anna. Something needs to change before it starts to impact on the children.'

After some reflection, Kate believes that Edith's negative attitude towards Anna is clouding her objectivity.

Kate believes that Edith should accept Pete's offer to mentor Anna and work with Anna to develop her skills in working with the children.

Kate also believes that Edith must work on her team leadership skills and agrees to work alongside Edith to develop these skills.

Q21. STEP 1: Define the problem.

a. Define the problem from the perspective of Anna

b. Define the problem from the perspective of Edith.

c. Define the problem from the perspective of the Director Kate

Q22. Step 2: Define the desired outcome.

Define the desired outcome for:

a. Anna's perspective

b. Director Kate's perspective

c. Edith's perspective

Q23. STEP 3: Gather Information.

How has Kate gathered information about the conflict?

Q24. STEP 4: Plan and select best solution.

List three things Kate could include in her plan.

Q25. STEP 5: Implement the planned solution.

What should Kate do? Should she simply inform Edith, Anna and Kate of her solution or should she meet with them and try to gain consensus? Why/why not?

Q26. STEP 6: Follow-up and evaluation the solution.

Suggest how Kate should follow-up and evaluate the solution.

Q27. Explain what negotiation is.

Q28. List the seven skills Nankervis and colleagues (2020) believe are essential for negotiation.

Q29. Explain why being empathic would be an essential skill when negotiating with a single parent who complains that her child's socks are 'always missing'.

Q30. Explain why skills such as adaptability and flexibility would be essential when negotiating with a parent of a 2-year-old who insists her child not have an afternoon sleep because she won't go to bed until 9pm.