Bargaining between conflicting parties consist of offers, counteroffers, and concessions exchanged in an effort to find a mutually acceptable resolution.

Negotiation between conflicting parties consist of dialogue in which parties decide what each will give and take in order to find a mutually acceptable resolution.

The level of adversity prevalent within the bargaining and negotiation processes is predicated by two separate and independent dimensions, assertiveness and cooperativeness.

Assertiveness refers to the level to which a person attempts to satisfy his / her own concerns and needs.

Cooperativeness refers to the level to which a person attempts to satisfy others’ concerns and needs.

The TKI conflict-handling model developed by Kenneth Thomas and Ralph Kilmann utilizes five behavior modes that vary in degrees of cooperativeness and assertiveness

Competing: promoting one’s own concerns at the expense of other parties involved. Often accomplished by asserting authority to override other parties involved. Competing demonstrates behavior that is assertive and uncooperative.

Accommodating: Allows other parties to satisfy their needs and concerns at one’s own expense. Often accomplished by supporting and doing favors for other parties involved and apologizing when necessary. Accommodating demonstrates behavior that is both assertive and cooperative.

Avoiding: neither pursuing one’s own concerns nor those of other parties involved. Often accomplished by staying neutral or refusing to take an active role. Avoiding demonstrates behavior that is unassertive and uncooperative.

Compromising :to achieve partial satisfaction for all parties involved. Often accomplished through dialogue and sacrifice. Most often accomplished through sacrifice by all parties involved for the purpose of achieving acceptable rather than optional resolution. Compromising demonstrates a medium range of both assertive and cooperative behavior.

Collaborating: working with other parties involved to find a solution that will completely satisfy all parties concerns and needs. Often accomplished by fully analyzing an issue to identify the underlying desires of all parties involved. Collaborating demonstrates behavior that is both assertive and cooperative.

The five behavior conflict handling modes provide a means of examining the ongoing conflict currently taking place over Wisconsin Governor Scott Walker’s proposed Budget Repair Bill. Parties involved in the conflict include: Wisconsin Governor Scott Walker and the Republican members of the Wisconsin state legislature, 14 Wisconsin state Democratic Senators, and Wisconsin public employee union members.

The conflict centers around Governor Walker’s Budget repair bill which would: (1) increase by approximately 8% the amount most state and local government workers contribute to their health care and pensions (2) permanently strip most state and local workers of their collecting bargaining rights.

The Democratic state senators and public union members have agreed to the financial concessions outlined in the bill but are resisting the measure that would permanently relinquish employee collective barging rights.

In an effort to slow down the legislative process and pave the way for a compromise measure that would keep state workers’ collective bargaining rights intacked the 14 Democratic state senators departed Wisconsin leaving the Senate one member short of the 20 senators required to vote on the bill.

Measures taken at this point in time by the Governor Walker and the Republican legislators to get Democratic senators to return to the capitol include:

• Holding their paychecks
• Taking away their staff, budgets, offices and parking privileges
• Fines of $100 per day
• Arrest warrants for Senators.

Measures taken at this point in time by union members include:

• Demonstrations at the capitol
• Attempts to meet with Governor Walker to discuss collective bargaining issue
• Recall of Republican senators who are eligible for recall
• Letters and petitions plaguing to recall Governor Walker when he becomes eligible for recall

Measures taken by Democratic Senators include:

• Attempts to get Governor Walker and Republican legislators to remove the collective bargaining measure from the bill
• Attempts to make collect bargaining measure temporary rather than permanent.
• Attempts to get Republican senators to vote against the bill

Conflict-handling behavior modes exhibited by Governor Walker’s and Republican legislators are Competing and Avoiding.

Conflict-handling behavior modes exhibited by Democratic Senators include
Avoiding and Collaborating.

Conflict-handling behavior modes exhibited by Union members include
Competing and Compromising.

Parents generally envision their children will be similar to them in personality and temperament. For example, a couple that are outgoing, talkative, and solidly grounded in reality are understandably inclined to think their children will also exhibit these characteristics.

While there are many families in which the children do have the same personality characteristics and values as their parents it is also very common to find families in which the children have personality characteristics and values that are vastly different from or even totally opposite of those of their parents.

Whether a parent and child have similar or dissimilar personality characteristics an understanding of the fundamentals of Personality Type Theory and awareness of your child’s personality type and your own provides powerful insight into how to adapt your parenting style to successfully enable your child to develop positive self-esteem and reach his / her full potential.

The nucleus for Personality Type Theory is based upon the research and theories outlined by Swiss psychiatrist Carl Jung in his 1921 text publication Psychologische Typen, or Psychological Types .

Rudimentary to Personality Type Theory is the concept that every child is born with a specific set of psychological preferences which remain constant throughout his or her lifetime. Psychological preferences determine a person’s most natural way of taking in information, making decisions, and navigating their environment.

There are eight psychological preferences: Extraversion, Introversion, Sensing, Intuition, Thinking, Feeling, Judging, and Perceiving. Each of the eight psychological preferences is grouped into one of four distinctive dichotomies.

The first dichotomy Extraversion / Introversion relates to how a person focuses his / her attention.

If your child has a preference for Extraversion he/ she most likely…

• Is outgoing and active
• Talkative and easy to know
• Finds it easy to express their feelings and interest to others
• Would rather spend time in the company of others than be alone
• Enjoys social situations and interaction with others

If your child has a preference for Introversion he / she most likely…

• Often appears to be quite, shy, and reserved
• Dislikes interruptions
• Thinks things through before answering
• Has a small circle of close friends and enjoys individual or small group activities
• When in a social setting tends to observe and wait before getting involved

The second dichotomy Sensing / Intuition relates to how a person takes in information.

If your child has a preference for Sensing he / she most likely…

• Responds best when given well defined step-by-step instructions
• Notices small details and remembers facts
• Likes toys that mirror real life
• Focuses more on the past and present than on the future
• Likes well defined examples and models to follow

If your child has a preference for Intuition he/ she most likely…

• Enjoys tasks that require imagination
• Favors toys that are unique and games that involve finding new ways of doing things
• Is resourceful when dealing with new and unusual experiences
• Is future oriented
• Focus more on the concept of an idea than the application

The third dichotomy Thinking / Feeling refers to the kind of criteria your child uses when coping with decisions making.

If your child has a preference for Thinking he/ she most likely…

• Relies upon hard data and cause and effect analysis
• Values individual achievement more than group cooperation
• Critiques easily and enjoys debate
• Places a high value on competence
• Employs logic when attempting to state a point of view

If your child has a preference for Feeling he/ she most likely…

• Places a high value on relationships and is emphatic towards the feelings of other’s
• Looks for and easily gives encouragement and appreciation
• Enjoys pleasing people
• Needs positive feedback and praise about their performance
• Fosters harmony and relies upon tact and diplomacy went attempting to sate a point of view

The fourth dichotomy Judging / Perceiving relates to how a person deals with their external environment.

If your child has a preference for Judging he/ she most likely…

• Starts projects well in advance
• Appreciates order and structure
• Dislikes diversions or surprises
• Makes decisions quickly and easily
• Finds it difficult to adjust to last minute changes in plan

If your child has a preference for Perceiving he/ she most likely…

• Likes surprises and takes things as they come
• Lets work accumulate and then accomplishes a lot with a last minute flurry of activity
• Functions comfortably in chaotic and disorganized environments
• Welcomes changes in schedules and finds rules and structure limiting
• Has a tendency to starts more projects than he/ she can finish

Three careers among those considered by the Department of Labor to be the “fasting growing” and “ most in high demand” that have the potential of providing high job satisfaction for individuals with a score of 45 or below include:

• Computer Software Engineers, applications
• Veterinary Technologists and Technicians
• Medical Records and Health Information Technicians

Computer Software Engineers

Employment of computer software engineers is projected to increase by 38 percent between 2008 and 2018.

Computer Software Engineers apply principles and techniques of computer science, engineering, and mathematical analysis. They research, design, develop, and test operating systems-level software, compilers, and network distribution software.

Computer Software Engineers work in a broad range of industries including:

• Medical
• Military
• Communications
• Aerospace
• Scientific
• General Computing Applications.

Education and Training

Most employers prefer applicants who have at least a bachelors degree.

*Source: Department of Labor

The usual college major for applications software engineers is computer science or software engineering.

Income

According to National Association of Colleges and Employers starting salaries for Computer Software Engineers averaged:

• $56,201  for graduates with a bachelors degree

• $53,396 fro graduates with a bachelors degree in computer science

*Source: Department of Labor, 2006.

Veterinary Technologists and Technicians

During economic recession employment is relatively stable for veterinary technologists and technicians. Employment of veterinary technologists and technicians is expected to grow 36 percent between 2008 and 2018.

Veterinary Technologists and Technicians conduct clinical work under the supervision of a licensed veterinarian. They carry out many of the same duties for a veterinarian that a nurse would for a physician, including routine laboratory and clinical procedures.

Work setting for Veterinary Technologists and Technicians include:

• Private Clinics
• Animal Hospitals
• Research Facilities

Education and Training

Typically entry-level veterinary technicians have a 2-year associate degree from an American Veterinary Medical Association (AVMA) accredited community college program in veterinary technology in which courses are taught in clinical and laboratory settings using live animals. A 4-year degree is generally needed to become a Veterinary Technologists.

While every state has their own regulations for veterinary technicians and technologists all states require a credentialing exam.

Individuals interested in careers as veterinary technologists and technicians should try to take as many high school science, biology, and math classes as possible.

*Source: Department of Labor

Income

During economic recession employment is relatively stable for veterinary technologists and technicians

The annual median hourly wage of veterinary technologists and technicians reported in 2008 was $28,900.

Percentile wage estimates

*Source: Department of Labor

States with the highest concentration of Veterinary Technologists and Technicians include: Vermont, Colorado, New Hampshire, Rhode Island, and Arizona.

States paying the highest wage to Veterinary Technologists and Technicians include: New York, Illinois, California, Connecticut, and District of Columbia.

Source: Department of Labor, 2008

Medical Records and Health Information Technicians

Medical Records and Health Information Technicians manage patient record databases and perform quality assurance on their records. They make certain that all the necessary information is in the computer database, and verify that all recorded information  is correct and complete.

While technicians’ duties vary from facility to facility they must pay close attention to detail and accuracy is essential .

Roughly two out of five Medical Records and Health Information Technicians jobs are in hospitals.  Other employ opportunities include:

• Physician offices,
• Nursing care facilities,
• Outpatient care centers,
• Home health care services.
• Insurance firms
• Public health departments

Education and Training

Typically entry-level medical records and health information technicians have an associate degree from a community or junior college. Many employers give preference to technicians who have become Registered Health Information Technicians (RHIT). Advancement in the field is generally achieved by specialization or promotion to a management position.

*Source: Department of Labor

Income

The increasing use of electronic health records (EHR) will continue to broaden

Median annual earnings for medical records and health information technicians is  $28,030. The middle 50 percent earned between $22,420 and $35,990. The lowest 10 percent earned less than $19,060, and the highest 10 percent earned more than $45,260.

*Source: Department of Labor, 2006

It is commonly accepted that improvements in conflict resolution contributes greatly to the improvement of the team process as a whole. Through knowledge of type preferences a conflict can be diagnosed and attributed to naturally occurring type differences. Within the context of type Jung / Myers-Briggs theory blaming and other negative elements of conflict can be managed.

Each of the sixteen types exhibit unique characteristics and tendencies when functioning as a team member in a work environment. The following is a cursory summation of some of these characteristics and tendencies.

ENFJ: Focus on interpersonal relationships; their innate tendencies to be diplomatic and persuasive enable them to be natural team builders.

ISTJ: Bring clarity and structure to team goals and objectives by concentrating on precise facts, they take nothing for grant it.

ISTP: Resourceful self-starters skilled at accomplishing difficult task in an efficient timely manner and excel in a team environment that promotes autonomy and individuality.

ENTJ: Are unafraid to take calculated risks, make unpopular decisions when necessary, and display an extraordinary talent for rising to the demands of the most impossible situations.

INFP: Possess boundless idealism. They are skilled listeners apt at facilitating and motivating other team members, when they choose to do so.

ISFJ: Unselfishly and willing take on work of any type or magnitude in order to benefit the team effort. They are the ultimate team player.

ENTP: Skilled negotiators that have a natural gift for getting others excited about ideas. They are very apt at mobilizing other team members and getting projects underway.

ESTJ: Belonging, tradition and camaraderie are important. They have a keen sense of Organization and are proficient at focusing on team goals. They are very dependable and through.

ESFJ: Highly committed and loyal to the pursuit of team goals and expect the same from others.

INTP: Have an ability to analyze complex problems and find unorthodox solutions. They enjoy working in a team atmosphere that is flexible and unstructured.

ESFP: Keenly aware of what is going on “behind the scene”, thrive on social interaction, strive to make-work fun and tend to enjoy working in a team-structured environment.

ESTP: Excel at troubleshooting and negotiating and lend a common sense approach to focusing on team goals and objectives.

ISFP: Demonstrate personal loyalty to the team and its’ members. They promote a team environment, which is egalitarian, cooperative, and allow others to lead whenever possible. They do not particularly desire to lead.

INFJ: Seek ways for the individual to fit into the organization and are gifted at motivating team members to want to work together.

INTJ: Natural decision-makers who enjoy coming to new understandings. They enjoy working in a team environment, which allows them to generate ideas that challenge and change the status quo.

ENFP : Gifted oral communicators, they promote new ideas, possibilities, and are catalysts in the implementation of change.

While enlightening, it is unrealistic to expect the administration of the MBTI accompanied by a one-time session to fully impact team members and improve performance. In order for the MBTI to achieve acceptance and fully impact performance it is necessary to integrate the MBTI and the theory it is based upon into the culture of the organization in which it is being used.

The assessment was introduced in 1927 by E.K. Strong, a researcher at Stanford University. Since that time the Strong Interest Inventory has been revised and improved, including the addition of Holland’s RIASEC theory, which added general occupational themes to improve the quality of the instrument. Because the instrument is constantly updated, the scores received by an individual today compare that person’s interests with those of people who have responded to the inventory recently and who may be in occupations that did not exist in Dr. Strong’s day.

The current Strong Interest Inventory offers several advantages over other methods of data gathering. The first section of the profile reports results on six General Occupational Themes:  

CONVENTIONAL: Indicates an interest in problem solving through organizing. Individuals that show high scores in this occupational theme enjoy activities that permit organization of information in a clear, orderly fashion.

    REALISTIC: Indicates an interest in solving problems by hands-on activity. Individuals that show high scores in this occupational theme enjoy working with machines, tools, objects, and animals.

  INVESTIGATIVE: Indicates an interest in abstract problem solving. Individuals that show high scores in this occupational theme tend to be methodical, original, and logical.   

 ENTERPRISING: Indicates interests in solving problems by persuading. Individuals that show high scores in this occupational theme Seek to use  words, and feelings in dealing with people to motivate, persuade, manage, and sell things or promote ideas.

SOCIAL: Indicates interests in solving problems by helping. Individuals that show high scores in this occupational theme enjoy working with people to inform, enlighten, or cure.

ARTISTIC: Indicates interests in solving problems through creativity and innovation. Individuals that show high scores in this occupational theme enjoy being original, independent, self-expressive, innovative and unstructured.

ISTJ – Introverted /Sensing/ Thinking / Judging: Thrive in an environment that is orderly and structured. They enjoy having a schedule to follow and will often take on extra personal responsible. They are quiet and reflective; rely upon tangible facts; are logical, analytical and organized. Their preferred learning environment is task oriented and they need precise and accurate instructions at home and in the classroom.

ENFJ – Extraverted / iNtuitive / Feeling / Judging: Have a strong desire to please others and thrive on positive reinforcement. They become very upset by conflict and disharmony. They are talkative, exuberant, and warm. Enjoy social interaction; have a breadth of interest and grasp of possibilities. They learn best at home and in the classroom in situations that are structured, but flexible enough to allow them to talk and interact with their peers.

ISTP - Introverted / Sensing / Thinking / Perceiving: Love hands-on activities, are action oriented and flexible. They are highly interested in and observant of how things work and often. They often take apart toys in an effort to observe and understand “what makes them tick”. They have little interest in theory; like to solve problems systemically and thrive in learning situations that allow them to learn alone, at their own rate, in their own time frame.

ISFJ – Introverted / Sensing / Feeling / Judging: Are diligent and conscientious; have a deep concern for other’s feelings and work at trying to please parents, teachers, and other authority figures. They learn best in an environment in which they know precisely what is expected of them. Security and routine are very important to ISFJs. This means, knowing exactly who is going to be there when they get home from school.

ENTP – Extraverted/ iNtuitive / Thinking / Perceiving: Challenge established truths and norms are very outgoing and lively. They like to develop unusual ways of doing traditional childhood things, which often means outwitting parents and other social authority. Tell and ENTP child some behavior is inappropriate and he or she becomes even more committed to that behavior. They like a learning environment, which allows them to compete and match wits with others. They are skilled negotiators with a natural gift for getting others excited about their ideas.

ESFJ - Extraverted/ Sensing / Feeling / Judging: Thrive in an environment, which providesconsistency, and personal attention, rules and authority are important to them. .Acceptance of others is also very important to them and they strive to please their parentsand others. They begin to accept responsibility at an early age; are warm, outgoing, andmake friends easily. For them to do their best in the classroom a positive teacher studentrelationship is essential. It is vital for them to like the person who teaches them,and disharmony.

ESTJ – Extraverted/ Sensing/ Thinking /Judging : Like results-oriented activities and clearly hey are logical, pragmatic, and organized; communicate freely;have a strong sense of reality; and are more tasks driven than relationship oriented.Belonging, tradition, and camaraderie are very important to them. They have littlepatience for the abstract, theory, and inefficiency. They like schedules and want to knowspecifically what is required of them. They learn best in very structured environments inwhich objectives are clearly stated.

INFP - Introverted/ iNntuitive/ Feeling/ : Have a depth of concentration, are quiet and reflective; they decide early on what is important to them. They are intrigued by possibilities, the abstract and theory. They create their own fantasy world and live very much within the world they create. They are self-reliant and prefer to have a very small circle of close friends. They abhor making mistakes and try to avoid letting others know when they do so. They thrive in situations in which they receive appreciation for their unique approach. The ideal learning environment for them is flexible and rewards imagination and creativity.

INTP – Introverted/ iNtuitive/ Thinking/ Perceiving : Are inwardly focused, tend to enjoy their own thoughts more than the company of others; and need large amounts of time alone. They are very skeptical and analytical and trust reason above all else. They connect unrelated thoughts and seek objective solutions to enigmatic problems. They also tend to enjoy activities that may be atypical of children their age. They regard their parents, teachers, and other adults as their equal and feel free to challenge them when ever they perceive their thinking to be illogical. Competence in a teacher is important to them.

ESFP - Extraverted/ Sensing/ Feeling / Perceiving : Are very action oriented, they have a basic need to feel an impulse and immediately act upon that impulse. Talkative, gregarious, and sociable they desire harmony and understanding and like to make others happy. They learn best by doing and become easily bored with things that do not involve interaction and a hands-on approach. They dislike theory and the abstract; they respond best to direction when it is concrete, simple, and accurate. It is very important for them to get to know and be liked by their teachers.

ESTP – Extraverted/ Sensing/Thinking/Perceiving : Are highly energetic. They possess a unique concept of time, which revolves totally around the present. Talkative and proactive in establishing relationships they view school as an important social event rather than an academic experience. They become restless when required to set for any length of time; and are often misunderstood and mis -diagnosis as hyperactive. They learn best in an environment, which provides hands-on activities and where they see and immediate tangible application for subject matter.

ISFP - Introverted/ Sensing / Feeling / Perceiving : Are sometimes overlooked because they shun the spotlight. They are often drawn to people and animals that need special care. Quiet and introspective they desire a harmonious environment and one on one communication. They dislike structure and institutional settings that rob them of their spontaneity. When the material is theoretical or abstract and the atmosphere is ridged they often resist the educational process. They learn best in a relaxed and flexible setting.

INFJ - Introverted/ iNtuitive/Feeling/ Judging : Are most comfortable in a predicable orderly environment. Their general demeanor is quiet and soft-spoken; they are introspective and imaginative; and have a tendency to create and live in a world of their own. When they are drawn into the outside world it is to become involved with and help others. They develop strong ideals at an early age and learn best when information is present as a vehicle by which to further those ideals.

INTJ - Introverted/ iNtuitive / Thinking / Judging :Are independent and individualistic. They focus their energy inward and need time alone for quite contemplation. Their inward focus most often revolves around thoughts of the way the world is or ought to be; they are highly imaginative and like to daydream. They are driven to establish their own rules and standards and can be quite stubborn when parents and other authority figures relay information to then that contradicts their own beliefs. They are diligent in their pursuit of new ideas and thoughts and learn best when allowed to design their own approach.

ENFP - Extraverted/ iNtuitive/ Thinking / Perceiving : Are vivacious, innovative, imaginative and curious. Energetic and sociable, they seek and provide affirmation and place a high value on harmony. They have the unique ability to extemporaneously express plausible and compelling reasons for their own ideas. They thrive in a learning environment in which the teacher takes personal interest in them; where they can interact with their peers, ask questions and develop new ideas.

ENTJ: Extraverted/ iNtuitive/ Thinking / Judging : Tend to take charge of themselves and others. They seek power and control and want to have an impact. They want to change things to fit their concept of how things should be. Conflict may develop when parents and other authority figures exercise too much control and deprive them of their need to control themselves. They enjoy a learning environment that allows them to critique, debate and view problems from all sides.

The Murphy-Meisgeier Type Indicator for Children® (MMTIC®) online assessment makes is it possible to identify the personality types of children grades 2 through high school.