By Philipe Lantos1 and Sergio Nassim Harari2

Summary
This article discusses the use of a new tool in conflict resolution processes. The instrument is the result of an adaptation and integration of two tools, one used in coaching processes and the other in conflict analysis. Experimental applications carried out with the new tool suggest that it makes it possible to: (i) guide the process of mapping and understanding the conflict – an essential step for the performance of coaches, professionals in collaborative practices, dialogue facilitators and mediators; (ii) promote the awareness of those involved in the conflict regarding the factors that characterize it; (iii) identify convenient intervention points; (iv) stimulate the planning of actions necessary for the adequate management of dissent.

 

Keywords: Wheel of Life, Wheel of Conflict, Coaching, Consensual Conflict Resolution Processes, Conflict Mapping Wheel.

 

1. Introduction

AIRThe Conflict Mapping operation was adapted from two tools: (i) the Wheel of Life, a tool created by the American Paul J. Meyer in the 19603sXNUMX, and widely used in processes of coaching; (ii) the Wheel of Conflict (Wheel of Conflict), developed by Mayer (2000)4 based on the Circle of Causes of Conflict elaborated by Christofer W. Moore5, and which presents a graphic illustration of the factors that give rise to conflicts, originally created to support their mediation processes.

Although the Wheel of Life is a tool widely taught and used in institutes and by professionals of coaching, we did not find in our search references to the studies that resulted in its origin, only the information that it was created and used by Paul J. Meyer. Possibly it has some connection with the representation of existence in Roof the Buddhist Life.6

in the context of coaching, the Wheel of Life (Figure 1) aims to offer a personal and holistic overview of a given moment in the life of the coachee (the customer of coaching), through a drawing, which facilitates the visualization of the various aspects analyzed, exposed in a single frame. With it in hand, it is possible to analyze problems, list priorities and outline future plans to achieve a new existential balance.

Figure 1 - Wheel of Life

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Source: Google Images

The figure above illustrates the characteristics of each quadrant (area) of the Wheel of Life, and the themes are investigated, through questions, on: Personal Area (health and disposition, intellectual development, emotional balance); Professional area (achievement and purpose, financial resources, social contribution); Relationships (family, love development, social life); Quality of life (hobbies and fun, wholeness and happiness, spirituality).

The other tool that was used as a basis for the development of the Conflict Mapping Wheel was the Conflict Wheel (Wheel of Conflict). It is an analysis tool, whose objective is to organize other conflict investigation tools, and serve as an overview.

Figure 2 - The Wheel of Conflict

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Source: Google Images

The aspects evaluated by the Conflict Wheel (Figure 2) are:

  1. Structure – directly and indirectly involved parties, participant dynamics;
  2. Emotions – the conflict-inducing emotions, decision-making processes;
  3. History – people's past experiences, the history of the relationship;
  4. Communication – the current forms of communication, verbal and non-verbal;
  5. Values ​​– needs and objectives of those involved; how they think, belief system.

Once the main aspects of the conflict are listed, as described above, the most appropriate tools are chosen for the analysis of the aspects on which the evaluation is intended to be in-depth. According to Mason and Rychard (2005)7, the main tools to carry out this task are: (i) Conflict tree, which deals with the relationship between the structural and dynamic factors of conflict; (ii) Conflict mapping, which focuses on actors and their interrelationships; (iii) Glasl8 conflict escalation model that adjusts the intervention to the conflict escalation level; (iv) Inmedio's (German mediation institution) perspective analysis of the conflict, which focuses on the different perspectives of the various parties involved in the conflict; (v) Needs-Fears Mapping, which focuses on actors and their issues, interests, needs, fears, means and options; and (vi) Multi-causal role model, which focuses on causes, reasons, triggers, channels, catalysts and objectives, considering actors, dynamics and structures.

In turn, Mayer (2000) places human needs (which, in his view, encompass interests) at the center of his Wheel of Conflict, which drive people to action, including involvement in conflicts. For the author, the needs analysis is a next step, not examined in detail in the study described here.

 

2 – The Conflict Mapping Wheel

For the purposes of this project, we transport the configuration and the concept of using the Wheel of Life directly to the area of ​​conflicts, where our interest lies. This transposition resulted in the reorganization and expansion (from 5 to 12) of the aspects of the Conflict Wheel to be considered in the search for understanding, reflection and adequate handling of controversies.

Each conflict resulting from personal interactions is unique, with characteristics that distinguish it not only from other conflicts or from the same conflict situation with other participants, but also from the same controversy, involving the same parties, but at another time, or environment. Conflict is influenced and altered both by the passage of time and, and intensely, by the environment and context in which it develops, by the values, needs, feelings and beliefs of the people involved. For example: differences in generations, in cultures, in the form of education and differences in financial conditions. In general, conflicts are not caused by just one of the above factors, but by the combination of several elements that interact and influence each other, and that determine the characteristics and complexity of each situation.9

As we can see below (Figure 3), the Conflict Mapping Wheel proposed in this study is formed by a scale of 10 (ten) circles of increasing sizes, and divided into 12 (twelve) parts (30° each), each representing an important aspect of the process of conflict development and composition. These twelve components are grouped into quadrants, thus forming 4 groups of three aspects each.

Figure 3 - The Conflict Mapping Wheel

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The quadrants of the Wheel, as well as the aspects of the conflict that make up each quadrant/category, were chosen based on: (i) models available in the related literature, such as Mayer's model; (ii) our theoretical training and practical experience as mediators and coaches of conflict; (iii) studies that resulted in the development and implementation of a system/model for assessing the level of complexity of the conflict, which had the contribution of the authors of the present work and is practiced in the MEDIARE Mediation Chamber.

The attribution of values ​​– from 0 for “False” to 10 for “True” – for each aspect of the Wheel, expressed as a statement, the higher the score, the greater the relevance of that specific aspect in the conflict experienced. In turn, the more factors present a higher score, the more complex the conflicting situation presented. In this way, the visualization of the answers to the tool is easy to understand.

It is important to emphasize that the same aspect can be constituted by several causes or elements. Thus, a high relevance/importance attributed to an aspect may have different sources or reasons for two different people. And, even in the face of these differences in the constitution of aspects, its analysis will be valid to explore information about that component and its factors, and allow a better understanding and debate on the specific topic, and on the conflict in question. In this sense, the way to examine such data is through questions, exemplified below.

2.1 - The quadrants, aspects, and factors of each aspect to be investigated

The problem

  1. – Is the escalation of the conflict high (installation time, history and intensity), is the communication channel deteriorated?
  2. – Are the situation or solutions proposed by the other party unfair?
  3. – Is the issue of disagreement important in relation to personal, sentimental and/or financial values, generating a high emotional impact?

People

  1. – Is the importance of the relationship with the other party high or is the number of parties directly or indirectly involved high?
  2. – Does the other party have repetitive negative behaviors (or strategies), or are there previous negative experiences, unmet expectations, has there ever been a breach of trust?
  3. – The previous relationship between the parties was never good, are there negative perceptions regarding the intentions (stated or not) of the other party, stereotyping?

The process

  1. – Are you in a hurry or have little time available for resolution, are you under some form of pressure?
  2. – Is the information available (and needed) poor and/or of poor quality, or does the situation involve complex technical issues?
  3. – Is the degree of judicialization or arbitration high and/or have many attempts at resolution been made without success?

The Context / Environment

  1. – Is there a high imbalance between the parties, does one party have more power, resources, information, and/or knowledge than the other?
  2. – The context / The environment, the structural factors are unfavorable to the solution, is there a shortage of resources, advantage of fight x agreement?
  3. – Does the membership network have a negative impact?

The Conflict Mapping Wheel design, designed and described above, was tested and approved in real situations, but we understand that the approach is flexible: other aspects can be used, as well as other categories/quadrants, at the discretion of the professionals who will be using/applying the tool.

 

3 - Methodology for using the tool

3.1 - Filling the Wheel

When the context is coaching or completed in a private mediation session by only one of the parties, the Wheel is presented in print, and the individual is invited to assign a score (grades / value) from 0 (zero) to 10 (ten) to each question about the pertinence of the aspect, in relation to the conflicting situation under analysis, where “0” means “false”, and “10” means “true”. At that moment, any doubts and details regarding the questions and factors that make up each of the aspects are also clarified by the professional(s). When assigning the score, the participant is asked to color/fill in with a pencil, pen or felt-tip pen (in a single color or in different colors for each aspect or quadrant) the areas towards the edge of the circle. Once all twelve areas are filled in, we will have a graphical representation of the conflict as a result.

In the case of facilitating dialogues or mediation, when more than one party is involved, the Round can be: (i) applied separately to each party (two forms), in private sessions (caucus), and then also analyzed individually, without share with the other party; (ii) applied separately to each party (two forms), in private sessions (caucus), and then compared by the parties in a joint session, if the parties consent and the level of communication and current relationship between the parties allows; (iii) applied and completed in a joint session by the parties (in a single form), allowing, at the time of completion, an assessment and initial reflection by the parties on the aspects of the conflict. This option already promotes the initiation of mediation and the search for consensus.

3.2 - Reflection on the filled frame

It is important to emphasize that the graphic result of filling in the spaces leads to a single table (drawing) that facilitates the vision of the system as a whole, helping to identify imbalances and points that deserve an in-depth conversation and a more attentive intervention.

With the design ready, the professional's objective becomes to encourage the individual(s) to reflect on him/her and establish an action plan to achieve a more satisfactory balance in the future. Which aspects have the highest scores? The lowest? What are the priority areas right now? Which aspects influence, interact and in what way? Which aspects are most relevant or have the greatest impact on your quality of life? From a better understanding of the construction and composition of the conflict, it is possible for the professional to plan possible support interventions, review priorities, and help the individual(s) to create(in) projects in different areas, outline(in ) specific goals and action plans to achieve them.

To get the best out of the tool, it is recommended to avoid superficiality and deepen the awareness process as much as possible. Periodic reassessment of the Wheel is also recommended, so that those involved remain aware of the progress achieved and the need for route adjustments.

The analysis of the results resulting from the use of the Wheel should primarily cover the following points:

(i) Awareness – encouraging a broader and deeper vision and understanding of the situation; detect actions that become habits and that, being repeated several times, become beliefs; identify the desired change process. What is the desired state of the change process? (Be specific in defining the desired state, put it positively and focusing on the future. Explore positive feelings and satisfying emotional states. Simulate experiencing the desired state – what needs to be happening in this state? Associating sensory senses, congruence, ) .

(ii) Assessment of obstacles and resources needed to overcome them – the resources needed and the resources available. What is preventing? (Barriers, obstacles, limiting beliefs, observable or unobservable secondary gains, environment, unresolved issues, mental and personal organization). Positive resources that can be of great help (positive already realized and observable events, strengths, network help).

(iii) Action proposals – the processes that need to be strengthened to generate sustainable behaviors; assess which part of the Conflict Mapping Wheel will be addressed in the change process (must be within reach and relevant); check feelings and sensations; creation of creative and innovative paths to the desired state (using the positive and available resources, what can be done differently? Creating strategies to generate changes, breaking rules and paradigms, dissociation, ).

 

4 - Report of experiences

For the purposes of this study, a qualitative, descriptive research was conducted. The method used to describe the application of the tool was the case study. Case studies are generally preferred when asking “how” and “why” questions; when the researcher has little control over events and when the focus is on contemporary phenomena inserted in some real-life context (YIN, 2005)10.

Three cases of customer service were chosen as units of analysis. coaching of conflict and three cases of mediation in the family area, as they are representative and typical for the occurrence of conflicts, reflecting the circumstances and day-to-day conditions of the activities studied.

The sources of evidence were obtained by the authors/researchers in the application of the tool and through observation of the behaviors, as well as the verbal and corporal communication of the individuals assisted in procedures of coaching conflict and judicial mediation.

In all cases, the tool was used as a guide to gather information about what brought people to the coaching or mediation session, and a box of colored pencils with twelve units of different colors was offered to fill in the Wheel. Keeping the essential confidentiality of the activity, modifying the participants' data and without detailing what happened during the sessions in which the tool was used, we highlight the following aspects:

4.1 – Three cases of Conflict Coaching involving three clients

(i) an executive in conflict with a member of the company's Board of Directors; (ii) a father struggling to deal with his daughter with special needs; and (iii) a businesswoman in a situation of litigation in a corporate dissolution. In all three cases, the coachees managed to understand the questions that guided the completion of the Wheel, as well as reported that the final vision of the configuration obtained and the reflections stimulated by the coach enabled an increase in the level of awareness of the situation. You coaches also reported that the use of the Wheel was satisfactory, providing an opportunity for debate and guiding clarification questions that were useful for understanding the situations and planning the next steps of care.

4.2 – Three cases of Conflict Mediation involving seven people

(i) a separated military father and his adult daughter, in a conflict involving the payment of financial aid and the absence of the father; (ii) two older brothers and the father, separated, also involving the payment of financial aid and the absence of the father; (iii) an ex-couple discussing a request for a reduction in child support

In the three cases, the mediates filled out the Round in private sessions, and: (i) in the first case, the Rounds filled in by both were compared in a subsequent joint session, allowing both to visualize how the other party perceived the conflict - which stimulated each one putting himself in the other's shoes – having also noticed a great similarity between the two views on the conflict; (ii) in the second case, it was noticed that, in addition to contributing to obtain information about the situation, the use of the Wheel made it possible for the brothers (who were initially very tense) to relax significantly, making the investigation and mapping process more playful and less formal. It was also noted that the participants chose stronger colors and used more intensity in the use of pencils when the aspects were more relevant and received higher grades, consequently giving rise to a larger area filled in the Wheel; (iii) in the third case, the completion was useful for conducting the investigation of the facts, but it was mainly useful for the mother, still very hurt by her ex-husband because of her son's suffering, to be able to "unload / empty" a little of her emotional content. She showed satisfaction with the completion, even expressing appreciation for the final result, which she called “her mandala”.

5 - Conclusion

The Conflict Mapping Wheel, a tool created from the adaptation and integration of two instruments, proved to be a useful tool to make an image of the conflict situation, as well as to promote reflections and action planning, in cases of individual care, whether in procedure of Coaching of Conflicts or Facilitation of Dialogues and Conflict Mediation.

The tool can also be used in joint Facilitation and Mediation sessions, for mapping the dispute situation and promoting reflection and action planning. The Wheel can also be used to allow the parties, as they together complete and evaluate the Wheel, "separate people's problems" (first principle of the Harvard School of Negotiation and one of the foundations of conflict resolution), relax and relax during the mediation session, and even put themselves in the other's shoes, another fundamental step towards self-implication and mutual collaboration of those involved in the solution of their disputes.

Considering the relevance of the tool studied here from a broad perspective, the purpose of using the Conflict Mapping Wheel in conducting a conflict resolution process – Coaching of Conflict, Collaborative Practices, Facilitation of Dialogues or Mediation of Conflicts – is to provide professionals and the parties involved with a support instrument. Its specific objective is to facilitate conflict mapping, immersion and reflection on the conflict situation and a better understanding of the factors involved. The professional's stimulus for the individual to assess the degree of intensity of the aspects in the Wheel impels expression, externalization, awareness and reflection about the components of the disagreement and the existing feelings in relation to the conflict situation.

As methodological limitations, we understand that, as this is a qualitative study, the results cannot be generalized. It is possible, however, to state that the use of the proposed tool in circumstances similar to those of the cases studied has the potential to be useful and enrich the conflict management procedure. Considering the specificities regarding the level of education and the cognitive capacity of each individual, it is possible that the application of the tool in people with a lower level of education needs the professional (coach/mediator) greater care in the use of words to ensure adequate understanding of the questions, pertinent reflection and the desired results. This need for flexibility in choosing the level of communication complexity depending on the target audience is nothing new for coaches and mediators, but it is undoubtedly a requirement to be taken into account when applying the tool.

Finally, in the context of our conclusion that the Conflict Mapping Wheel is a very useful tool for dealing with conflicts and, in this sense, rich in possibilities, we suggest the following questions to be explored in future research:

(i) develop new options for aspects of the Wheel, adapted and/or adjusted to different segments or areas of activity – Family, Business, Environmental, School, among others;

(ii) seek to relate the choice of fill colors and also their intensity with the feelings reported;

(iii) to understand more deeply the impact that filling in the Wheel generates on the people served, and also on the professionals who are applying it;

(iv) verify the possible usefulness of the tool in other contexts that have an affinity with those that were part of the test of the instrument;

(v) considering the context presented here, verify other possible uses, such as filling in another Wheel, contemplating an ideal future situation, to be.

 


 

1 Graduate in Law. Graduate and Master in Business Administration and Development. Degree in Coaching, Full training in Conflict Mediation by MEDIARE, certified by the Institute for Certification and Training of Lusophone Mediators (ICFML). Mediator of the MEDIARE Chamber, of the Brazilian Center for Mediation and Arbitration (CBMA), of the FGV-RIO Chamber, of the Ethics and Discipline Court and of the Private Chamber of the OAB/RJ, and of the CEJUSC of the District of Capital RJ – Varas Empresariais, from Family and Civil. philantos@yahoo.com.br

2 Graduated in Engineering from PUC-RJ with a Postgraduate Degree in Software Project Management from the same institution. Specialist in Higher Education Teaching. Graduated in Conflict Mediation by MEDIARE (Theoretical 2014/100h and supervised practice 130h) and in Practitioner Coach by the International Japanese Institute of coaching Mediator certified by the ICFML – Institute for the Certification and Training of Lusophone Mediators (2015); sergio.harari@gmail.com

3 In this regard, see the article by FILHO, Tomas. Wheel of life, who created it and what it is for. (May 30, 2017). Available in: https://tmfacil.com.br/roda-da-vida-quem-a-criou-e-para-que-serve/ Accessed on September 22, 2018.

4 MAYER, Bernard S. The dynamics of conflict resolution: the practitioner's guide. San Francisco: Jossey-Bass, 2000.

5 MOORE, Christopher W. The mediation process: practical strategies for resolving conflict, 2nd edition. San Francisco: Jossey-Bass Publishers, 1996, p. 60-61.

6 FERNÁNDEZ, José Carlos. Buddhism and the Wheel of Life – New Acropolis International Organization (OINA). Available in: http://nova-acropole.pt/a_roda_vida.html Accessed on September 22, 2018.

7 MASON, Simon; RYCHARD, Sandra. Conflict analysis tools. Bern: Swiss Agency for Development and Cooperation, SDC, Copret, Dec 2005. Available at: http://www.css.ethz.ch/content/dam/ethz/special- interest/gess/cis/center-for-securities-studies/pdfs/Conflict-Analysis-Tools.pdf Accessed on September 22, 2018.

8 GLASL Friedrich. Cars-Conflict help: a methodology for recognizing and resolving conflicts. São Paulo, SP: Anthropophysical Editor, 1999.

9 For a broad analysis of conflict as a phenomenon, see BIANCHI, Angela Andrade; JONATHAN, Eva; MEURER, Olivia Agnes. Conflict theories. In: ALMEIDA, Tania; PELAJO, Samantha; JONATHAN, Eva (Coords). Conflict Mediation for Beginners, Practitioners and Teachers. Salvador: Ed. Juspodivm, 2016, p. 71-85.

10 YIN, Robert K. Case study: planning and methods. Porto Alegre: Bookman, 2015.

 


 

References

 BIANCHI, Angela Andrade; JONATHAN, Eva; MEURER, Olivia Agnes. Conflict theories. In: ALMEIDA, Tania; PELAJO, Samantha; JONATHAN, Eva (Coords). Conflict Mediation for Beginners, Practitioners and Teachers. Salvador: Ed. Juspodivm, 2016, p. 71-85.

FERNANDEZ, Jose Carlos. Buddhism and the Wheel of Life – New Acrople International Organization (OINA). Available in: http://nova-acropole.pt/a_roda_vida.html Accessed on September 22, 2018.

SON, Tomas. Wheel of life, who created it and what is it for. (May 30, 2017). Available in: https://tmfacil.com.br/roda-da-vida-quem-a-criou-e-para-que-serve/ Accessed on September 22, 2018.

GLASL Friedrich. Cars-Conflict help: a methodology for recognizing and resolving conflicts. São Paulo, SP: Anthropophysical Editor, 1999.

MASON, Simon; RYCHARD, Sandra. Conflict analysis tools. Bern: Swiss Agency for Development and Cooperation, SDC, Copret, Dec 2005. Available at: http://www.css.ethz.ch/content/dam/ethz/special-interest/gess/cis/center-for-securities- studies/pdfs/Conflict-Analysis-Tools.pdf Accessed on September 22, 2018.

MAYER, Bernard S. The dynamics of conflict resolution: the practitioner's guide. San Francisco: Jossey-Bass, 2000.

MOORE, Christopher W. The mediation process: practical strategies for resolving conflict; 2nd edition. San Francisco: Jossey-Bass Publishers, 1996, p. 60-61.

YIN, Robert K. Case study: planning and methods. Porto Alegre: Bookman, 2015.