# CTE Resource Center - Verso - Engineering Analysis and Applications II Task 1446406901

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Demonstrate conflict-resolution skills.

Definition

Demonstration includes negotiating diplomatic solutions to interpersonal and workplace issues (e.g., due to personality, culture, work style, or performance).

Process/Skill Questions

  • What is an example of an appropriate approach to address a workplace conflict?
  • What factors should one take into consideration when determining the best approach to resolve an interpersonal or workplace conflict?
  • How can one maintain a good working relationship with a colleague one does not like?
  • How might one approach a supervisor with whom one disagrees?
  • How do personality issues affect workflow?

Related Standards of Learning

English

6.1

The student will use effective oral communication skills in a variety of settings.
  1. Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  2. Participate as a facilitator and a contributor in a group.
  3. Participate in collaborative discussions with partners building on others’ ideas.
  4. Ask questions to clarify the speaker’s purpose and perspective.
  5. Summarize the main points a speaker makes.
  6. Summarize and evaluate group activities.
  7. Analyze the effectiveness of participant interactions.
  8. Evaluate own contributions to discussions.
  9. Demonstrate the ability to collaborate with diverse teams.
  10. Work respectfully with others and show value for individual contributions.

6.2

The student will create multimodal presentations that effectively communicate ideas.
  1. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
  2. Use language and vocabulary appropriate to audience, topic, and purpose.
  3. Give collaborative and individual formal and informal interactive presentations.
  4. Paraphrase and summarize key ideas of a presentation.

6.4

The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
  1. Identify word origins and derivations.
  2. Use roots, affixes, synonyms, and antonyms to expand vocabulary.
  3. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
  4. Identify and analyze the construction and impact of figurative language.
  5. Use word-reference materials.
  6. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

6.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  2. Identify main idea.
  3. Summarize supporting details.
  4. Create an objective summary including main idea and supporting details.
  5. Draw conclusions and make inferences based on explicit and implied information.
  6. Identify the author’s organizational pattern(s).
  7. Identify transitional words and phrases that signal an author’s organizational pattern.
  8. Differentiate between fact and opinion.
  9. Identify cause and effect relationships.
  10. Analyze ideas within and between selections providing textual evidence.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
  1. Engage in writing as a recursive process.
  2. Choose audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing to fit mode or topic.
  5. Write narratives to include characters, plot, setting, and point of view.
  6. Establish a central idea incorporating evidence and maintaining an organized structure.
  7. Compose a thesis statement for expository and persuasive writing.
  8. Write multiparagraph compositions with elaboration and unity.
  9. Use transition words and phrases.
  10. Select vocabulary and information to enhance the central idea, tone, and voice.
  11. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  12. Revise writing for clarity of content including specific vocabulary and information.

6.9

The student will find, evaluate, and select appropriate resources to create a research product.
  1. Formulate and revise questions about a research topic.
  2. Collect and organize information from multiple sources.
  3. Evaluate and analyze the validity and credibility of sources.
  4. Cite primary and secondary sources.
  5. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

7.1

The student will participate in and contribute to conversations, group discussions, and oral presentations.
  1. Use a variety of strategies to listen actively and speak using agreed upon discussion rules with awareness of verbal and nonverbal cues.
  2. Clearly communicate ideas and information orally in an organized and succinct manner.
  3. Ask probing questions to seek elaboration and clarification of ideas.
  4. Participate in collaborative discussions with partners building on others’ ideas.
  5. Make statements to communicate agreement or tactful disagreement with others’ ideas.
  6. Use language and style appropriate to audience, topic, and purpose.
  7. Give formal and informal presentations in a group or individually, providing evidence to support a main idea.
  8. Work effectively and respectfully within diverse groups.
  9. Exhibit willingness to make necessary compromises to accomplish a goal.
  10. Share responsibility for collaborative work.

7.2

The student will create multimodal presentations both individually and in a group that effectively communicate ideas.
  1. Select, organize, and create content to complement and extend meaning for a selected topic.
  2. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
  3. Use language and vocabulary appropriate to audience, topic, and purpose.
  4. Paraphrase and summarize a speaker’s key ideas.

7.4

The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
  1. Identify word origins and derivations.
  2. Use roots, affixes, synonyms, and antonyms to expand vocabulary.
  3. Identify and analyze the construction and impact of figurative language.
  4. Identify connotations.
  5. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
  6. Use word-reference materials to determine meanings and etymology.
  7. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

7.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features including type, headings, and graphics to predict and categorize information.
  2. Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
  3. Make inferences and draw logical conclusions using explicit and implied textual evidence.
  4. Differentiate between fact and opinion.
  5. Identify the source, viewpoint, and purpose of texts.
  6. Describe how word choice and language structure convey an author’s viewpoint.
  7. Identify the main idea.
  8. Summarize text identifying supporting details.
  9. Create an objective summary including main idea and supporting details.
  10. Identify cause and effect relationships.
  11. Organize and synthesize information for use in written and other formats.
  12. Analyze ideas within and between selections providing textual evidence.
  13. Use reading strategies to monitor comprehension throughout the reading process.

7.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.
  1. Engage in writing as a recursive process.
  2. Choose intended audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing structure to fit form or topic.
  5. Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.
  6. Compose a thesis statement for persuasive writing that includes a position.
  7. Clearly state a position and organize reasons and evidence, using credible sources.
  8. Distinguish between fact and opinion to support a position.
  9. Write multiparagraph compositions with elaboration and unity.
  10. Use transition words and phrases within and between paragraphs.
  11. Develop and modify the central idea, tone, and voice to fit the audience and purpose.
  12. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  13. Use clauses and phrases for sentence variety.
  14. Revise writing for clarity of content including specific vocabulary and information.

7.9

The student will find, evaluate, and select appropriate resources to create a research product.
  1. Formulate and revise questions about a research topic.
  2. Collect, organize, and synthesize information from multiple sources.
  3. Analyze and evaluate the validity and credibility of resources.
  4. Quote, summarize, and paraphrase information from primary and secondary sources using proper citations.
  5. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

8.1

The student will participate in, collaborate in, and report on small-group learning activities.
  1. Assume responsibility for specific group tasks and share responsibility for collaborative work within diverse teams.
  2. Exhibit willingness to make necessary compromises to accomplish a goal.
  3. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
  4. Include all group members, and value individual contributions made by each group member.
  5. Make statements to communicate agreement or tactful disagreement with others’ ideas.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

8.2

The student will develop and deliver multimodal, interactive presentations collaboratively and individually.
  1. Select, organize, and create multimodal content that encompasses opposing points of view.
  2. Choose vocabulary and tone appropriate to the audience, topic, and purpose.
  3. Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
  4. Cite information sources.
  5. Respond to audience questions and comments.
  6. Differentiate between Standard English and informal language.
  7. Evaluate presentations.

8.4

The student will apply knowledge of word origins, and figurative language to extend vocabulary development within authentic texts.
  1. Identify and analyze the construction and impact of an author’s use of figurative language.
  2. Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
  3. Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar words and technical vocabulary.
  4. Identify the meaning of common idioms.
  5. Use word-reference materials to determine meanings and etymology.
  6. Discriminate between connotative and denotative meanings and interpret the connotation.
  7. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

8.6

The student will read, comprehend, and analyze a variety of nonfiction texts.
  1. Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
  2. Apply knowledge of text features and organizational patterns to analyze selections.
  3. Skim materials to develop an overview or locate information.
  4. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  5. Analyze the author’s qualifications, viewpoint, word choice, and impact.
  6. Analyze details for relevance and accuracy.
  7. Differentiate between fact and opinion.
  8. Identify the main idea.
  9. Summarize the text identifying supporting details.
  10. Identify cause and effect relationships.
  11. Evaluate, organize, and synthesize information for use in written and other formats.
  12. Analyze ideas within and between selections providing textual evidence.
  13. Use reading strategies to monitor comprehension throughout the reading process.

8.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.
  1. Engage in writing as a recursive process.
  2. Choose intended audience and purpose.
  3. Use prewriting strategies to generate and organize ideas.
  4. Organize writing structure to fit form or topic.
  5. Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
  6. Compose a thesis statement for persuasive writing that advocates a position.
  7. Clearly state and defend a position with reasons and evidence, from credible sources.
  8. Identify a counterclaim and provide a counter - argument.
  9. Distinguish between fact and opinion to support a position.
  10. Organize information to provide elaboration and unity.
  11. Develop and modify the central idea, tone, and voice to fit the audience and purpose.
  12. Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

8.9

The student will find, evaluate, select, and synthesize appropriate resources to produce a research product.
  1. Formulate and revise questions about a research topic.
  2. Collect and synthesize information from multiple sources.
  3. Evaluate and analyze the validity and credibility of resources.
  4. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  5. Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.
  6. Quote, summarize and paraphrase research findings.
  7. Publish findings and respond to feedback.
  8. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
  9. Demonstrate ethical use of the Internet.

9.1

The student will participate in, collaborate in, and make multimodal presentations both independently and in small groups.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Use vocabulary appropriate to the topic, audience, and purpose.
  4. Assist with setting rules for group work including informal consensus, taking votes on key issues, presentation of alternate views and goal setting.
  5. Assume responsibility for specific group tasks.
  6. Share responsibility for collaborative work.
  7. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  8. Include all group members, acknowledge new information expressed by others, and value individual contributions made by each group member.
  9. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  10. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric of presentation(s).
  11. Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

10.1

The student will make planned multimodal, interactive presentations collaboratively and individually.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Demonstrate the ability to work effectively with diverse teams including setting rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.
  4. Assume responsibility for specific group tasks.
  5. Include all group members and value individual contributions made by each group member.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  8. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
  9. Access, critically evaluate, and use information accurately to solve problems.
  10. Use reflection to evaluate one’s own role and the group process in small-group activities.
  11. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any faulty reasoning.

11.1

The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  5. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  6. Anticipate and address alternative or opposing perspectives and counterclaims.
  7. Evaluate the various techniques used to construct arguments in multimodal presentations.
  8. Use vocabulary appropriate to the topic, audience, and purpose.
  9. Evaluate effectiveness of multimodal presentations.

12.1

The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Anticipate and address alternative or opposing perspectives and counterclaims.
  5. Evaluate the various techniques used to construct arguments in multimodal presentations.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Critique effectiveness of multimodal presentations.

History and Social Science

CE.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
  4. determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
  5. constructing informed, evidence-based arguments from multiple sources;
  6. determining multiple cause-and-effect relationships that impact political and economic events;
  7. taking informed action to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze and explain the costs and benefits of a specific choice;
  9. applying civic virtue and democratic principles to make collaborative decisions; and
  10. defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

CE.4

The student will demonstrate personal character traits that facilitate thoughtful and effective participation in civic life by

  1. practicing trustworthiness and honesty;
  2. practicing courtesy and respect for the rights of others;
  3. practicing responsibility, accountability, and self-reliance;
  4. practicing respect for the law;
  5. practicing patriotism;
  6. practicing thoughtful decision making; and
  7. practicing service to the school and/or local community.

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

USI.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship, by

  1. analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
  2. analyzing and interpreting geographic information to determine patterns and trends in United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
  4. using evidence to draw conclusions and make generalizations;
  5. comparing and contrasting historical, cultural, and political perspectives in United States history;
  6. determining relationships with multiple causes or effects in United States history;
  7. explaining connections across time and place;
  8. using a decision-making model to identify the costs and benefits of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

VUS.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
  2. using geographic information to determine patterns and trends in Virginia and United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
  4. constructing arguments, using evidence from multiple sources;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
  6. explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

Other Related Standards

Instructional Resources for Workplace Readiness Skills

Conflict-Resolution Resources