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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
A unique textbook for students or professionals across a range of disciplines offering a novel approach to conflict communication Communication for Constructive Workplace Conflict describes how daily human behavior and communication can contribute to collaborative conflict management in any organization. Using the LEARN (Listening, Engaging, Acknowledging, Rapport, and Nurturing) communication framework, this practical textbook explains, analyzes, and critiques a range of individual responses to workplace friction, offers evidence-based communication strategies for effectively managing conflicts, and promotes a philosophy that builds an environment that invites active participation rather than avoidance and silence. Designed for courses teaching organizational communication and conflict management, Communication for Constructive Workplace Conflict draws directly from the author's 25 years of experience performing conflict research in numerous corporations, hospitals, public agencies, multi-sector laboratories, and non-profit organizations. Following the intuitive LEARN model, readers are provided with the theoretical and empirical support for managing conflicts as they emerge and creating an environment for more productive conflict in real-world scenarios. Throughout the text, concise and accessible chapters integrate key literature from disciplines including Communication, Management and Negotiation, Political Science, Psychology, and Public Administration to illustrate the impact the larger organizational context has on communication, conflict, and the social environment within organizations. * Offers practical implications for communication in daily activities in ways that support trust-building and positive relationships * Presents a framework based on the Communication as Constitutive of Organization (CCO) model, * Contains theoretical and research-based explanations and diverse case studies to provide practical guidance for organizational members at all levels * Reinforces the LEARN model with engaging, class-tested activities that allow students to practice constructive conflict communication * Examines the impact of societal trends and how each individual's communication either promotes or impedes collaboration and constructive conflict interaction Featuring timely discussion of the impact of social distancing due to the COVID-19 pandemic and the roles of social media and online dispute resolution, Communication for Constructive Workplace Conflict is an excellent textbook for upper-level undergraduate and graduate students new to the field of conflict studies or organizational communication, a valuable supplement for students of management, organizational psychology, and public administration, and a useful reference for professional mediators, consultants, trainers, and managers.
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Table of Contents
Cover
Title Page
Copyright Page
List of Boxes
List of Tables
List of Figures
Preface
References
Acknowledgments
1 Theoretical Framework – The Social Construction of Conflict
Defining Conflict and Constructive Conflict Management
The Social Construction of Organization
The Social Construction of Conflict
Chapter Summary
References
Unit One: Listen
2 Challenges to Effective Listening
Levels of Listening
Challenges to Listening
Listening to Create a Constructive Conflict Environment: Fostering a Dialogue versus Debate Mindset
Chapter Summary
References
3 Listening as Reflective Practice
Listening to Ourselves
Listening to Understand Others
Chapter Summary
For Reflection and Discussion:
References
Unit Two: Engage
4 Obstacles to Engaging Conflict
Employee Conflict Narratives
Power
Identity
Emotion
Chapter Summary
For Reflection and Discussion:
References
5 Changing the Rules of Engagement
Conflict as Collaborative Problem Solving
Organizational Dissent
Reframing and Inquiry
Changing the Rules of Engagement from Adversarial to Collaborative
Chapter Summary
References
Unit Three: Acknowledge
6 The Importance of Belonging and Recognition
Confirming and Disconfirming Communication
Politeness Theory
Insights from Transformative Mediation on Empowerment and Recognition
Chapter Summary
References
7 Acknowledging Team Member Contributions
Group Conflict Communication Patterns
Using Acknowledgment to Improve Group Interaction Patterns
Chapter Summary
References
Unit Four: Rapport (Building)
8 Building Relationships and Trust
Communicating to Build Trust
Nonverbal Communication and Rapport‐Building
Rapport and Intercultural Interactions
Chapter Summary
References
9 Building an Organizational Culture of Forgiveness
Apologies
Forgiveness
Restorative Justice
Chapter Summary
References
Unit Five: Nurture
10 Nurturing through Organizational Conflict Management Systems
The Emergence of Conflict Management System Design
Characteristics of Effective Conflict Management System Design
Specific Conflict Management System Practices
Low‐Cost Conflict Management Practices
Chapter Summary
References
11 Nurturing Relationships through Online Dispute Resolution, Information and Communication Technologies, and Social Media
Online Dispute Resolution (ODR)
Chapter Summary
References
12 LEARNing to Communicate for Constructive Workplace Conflict
Failure to Engage
Better Late than Never
Now I Know Better
Implications for Current and Future Employees, Leaders, and Third Parties
Concluding Thoughts
References
Index
End User License Agreement
List of Tables
Chapter 2
Table 2.1 C. Otto Scharmer’s levels of listening.
Chapter 6
Table 6.1 Confirming and disconfirming responses.
Table 6.2 Complexity of face negotiation.
Table 6.3 Politeness strategies and outcomes for self, other, and mutual fa...
Chapter 7
Table 7.1 Percentage of speaking turns per coding category across decision‐...
Table 7.2 Comparison of episodes with the highest percentage of disagreemen...
Table 7.3 Characteristics of four candidates for the pilot position.
Chapter 8
Table 8.1 Hypothetical example of positions versus underlying interests.
Chapter 9
Table 9.1 Comparison of traditional and restorative organizations.
Chapter 11
Table 11.1 Digital media affordances: advantages and limitations for nurtur...
Table 11.2 Ideal features of intelligent ODR design.
Table 11.3 Tips for engaging and inclusive virtual and hybrid meetings.
List of Illustrations
Preface
Figure P.1 LEARN framework for creating a constructive communication environ...
Chapter 1
Figure 1.1 The process of conflict.
Chapter 4
Figure 4.1 Conflict styles based on the Dual Concerns Model.
Chapter 6
Figure 6.1 Maslow’s Hierarchy of Needs.
Chapter 11
Figure 11.1 Communication media richness
Guide
Cover Page
Title Page
Copyright Page
List of Boxes
List of Tables
List of Figures
Preface
Acknowledgments
Table of Contents
Begin Reading
Index
WILEY END USER LICENSE AGREEMENT
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Communication for Constructive Workplace Conflict
Jessica Katz Jameson
Copyright © 2023 John Wiley & Sons, Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.
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Library of Congress Cataloging‐in‐Publication Data:
Name: Jameson, Jessica Katz, author.Title: Communication for constructive workplace conflict / Jessica Katz Jameson.Description: First Edition. | Hoboken : Wiley, [2023] | Includes index.Identifiers: LCCN 2023002883 (print) | LCCN 2023002884 (ebook) | ISBN 9781119671565 (paperback) | ISBN 9781119671695 (adobe pdf) | ISBN 9781119671657 (epub)Subjects: LCSH: Conflict management. | Interpersonal conflict–Prevention. | Communication in organizations. | Organizational behavior.Classification: LCC HM1126 .J356 2023 (print) | LCC HM1126 (ebook) | DDC 303.6/9–dc23/eng/20230126LC record available at https://lccn.loc.gov/2023002883LC ebook record available at https://lccn.loc.gov/2023002884
Cover Design: WileyCover Images: © Robert Wilson/Fotolia; skynesher/Getty Images
List of Boxes
Box P.1 Earning Public Support
Box 1.1 The Social Construction of Conflict in City Government
Box 1.2 Racial Conflict in the United States
Box 2.1 Familiarity Breeds Contempt
Box 3.1 How Defensiveness Prevents Listening to Understand
Box 3.2 Listening through Mindfulness Practice
Box 4.1 Conflict Norms at Unity Hospital
Box 4.2 Like Talking to a Brick Wall
Box 5.1 Nonprofit Board Meeting Communication and Reframing
Box 5.2 The Value of Inquiry in Engaging Conflict
Box 5.3 Revisiting Margaret and Roberta: “Familiarity Breeds Contempt”
Box 6.1 Face‐Saving Communication among Doctors and Nurses
Box 7.1 Unanimous Decision Making in the Quaker Community
Box 7.2 Discourse Patterns in Group Decision Making
Box 8.1 How Do You Know When You Have Good Rapport?
Box 8.2 Challenge of Intercultural Rapport‐Building
Box 9.1 Why Do We Excuse Some People More Easily Than Others?
Box 9.2 Apology Using The Four‐Component Model
Box 9.3 Advantages of Addressing Emotion in Conflict Management
Box 10.1 Conflict Management Systems in Education
Box 11.1 What Did You Mean by That?
Box 11.2 Team Participation in a Proprietary Conferencing Platform
Box 11.3 Responses to Amtrak’s Mask Policy
List of Tables
Table 2.1 C. Otto Scharmer’s levels of listening
Table 6.1 Confirming and disconfirming responses
Table 6.2 Complexity of face negotiation
Table 6.3 Politeness strategies and outcomes for self, other, and mutual face
Table 7.1 Percentage of speaking turns per coding category across decision‐making episodes
Table 7.2 Comparison of episodes with the highest percentage of disagreement
Table 7.3 Characteristics of four candidates for the pilot position
Table 8.1 Hypothetical example of positions versus underlying interests
Table 9.1 Comparison of traditional and restorative organizations
Table 11.1 Digital media affordances: advantages and limitations for nurturing relationships, collaboration, and conflict management
Table 11.2 Ideal features of intelligent ODR design
Table 11.3 Tips for engaging and inclusive virtual and hybrid meetings
List of Figures
Figure P.1 LEARN framework for creating a constructive communication environment
Figure 1.1 The process of conflict
Figure 4.1 Conflict styles based on the Dual Concerns Model
Figure 6.1 Maslow’s Hierarchy of Needs
Figure 11.1 Communication media richness
Preface
Conflict is everywhere, all the time. This statement is obvious, but people may not fully appreciate the point. When someone says, “I don't want to cause conflict,” what they really mean is that they do not wish to bring the conflict out in the open. The conflict, or the state of incompatible beliefs or goals, is already there. But the word “conflict” is associated with fighting, war, death, destruction, loss, and overall discomfort. As a result, people often choose not to directly engage in conflict and, ironically, increase their level of discomfort by prolonging and escalating the situation. People ruminate about it in the shower or when trying to sleep. They talk to family, friends, and coworkers. They blog about it or share their stories on social media sites looking for others who will validate their complaints, concerns, or feelings. What people don't realize when they say, “I don't want to cause conflict,” is that they are denying both themselves and others the possibility of solving a problem, transforming an uncomfortable situation, and/or improving a relationship.
On the other hand, people do routinely communicate their needs and collaboratively generate solutions. But when the interaction goes smoothly, it is not characterized as conflict. As a result, people may not realize that the same communication tools used in those situations can be applied to moments in which they are confronted by seemingly incompatible goals. The purpose of this book is to broaden the conversation about conflict to consider how people can overcome the sense of fear and futility it engenders. People, whether in leadership positions or line staff employees, can communicate in ways that help build workplace conflict environments that are supportive of constructive conflict, that is, environments that are inviting and productive rather than adversarial and uncomfortable.
This book is the product of over 20 years of research on conflict management in organizational settings. Over the years I have conducted research using a variety of methodological approaches, sometimes working with undergraduate and graduate students in controlled environments, but more often in the field, where I have interviewed employees and observed communication in corporate jobs, healthcare organizations, nonprofit organizations, and state and county government. Most of my research has been applied, resulting in insights and implications from and for the various audiences I have worked with. Yet even though the types of people, professions, and organizations I have worked with are diverse in every meaning of the word (i.e., age, ability, sex, education, ethnicity, race, religion, social class, profession, rank, sexual orientation), some aspects of conflict and its management are remarkably consistent, and these have become the themes of this book. Over the years, I have taught numerous courses in conflict management, given many conference presentations, facilitated organizational retreats, conducted conflict management workshops, and served as a mediator for our university and state employee mediation program. These experiences have provided additional insights while serving to confirm the interactional patterns, dynamics, and conclusions found in more formal research studies.
Many books offer prescriptive conflict management advice for organizational leaders and members. My work with people in different organizational environments has revealed the many obstacles to putting those ideas into practice. When confronted with conflict in the workplace, many employees become paralyzed by what seems like a no‐win situation. Fear of the hierarchy, perceptions of powerlessness, and organizational politics prevent people from speaking up, sometimes with severe consequences. Financial scandals destroy organizations and economies, planes crash, patients die, governments shut down. Yes, these are the most extreme cases; yet on the more modest side, failure to proactively engage in conflict results in tense workplace climates, relational deterioration, fatigue, absenteeism, and low morale. These environments have very real economic and health costs for organizations and their employees.
This book will not argue that every instance of conflict should be directly confronted; the old adage to “choose your battles” still applies. However, this book will demonstrate that the consequences of not taking on conflict directly can be serious for individuals, groups, and organizations. More importantly, I will illustrate that conflicts do not have to be “battles,” and, in fact, it is the prominence of this metaphor that is one of the biggest barriers to effectively managing conflict. Although other books provide examples of effective conflict management, often with the help of third‐party intervention, those books do not convey how conflict participants overcome the obstacles to engaging conflict in the first place. Identifying strategies to overcome those obstacles is a gap this book seeks to fill. Communication for Constructive Workplace Conflict starts from the perspective that organizational members socially construct an environment that is either more supportive of conflict or, alternatively, discourages organizational members from engaging in conflict and seeking third‐party assistance. The introductory chapter will provide the theoretical framework for the book, outlining social construction theory broadly and then more specifically describing the communication as constitutive of organization (CCO) theoretical perspective (Brummans, 2013). The book then provides a specific framework for communication to illustrate how everyday communication can create a workplace environment that is supportive of constructive organizational conflict management.
The acronym LEARN stands for Listen, Engage, Acknowledge, Rapport (building), and Nurture (see Figure P.1). Listening may sound obvious, but it may be the hardest part of communication, especially in conflict situations. When people have a need, and they believe they know the best way to meet that need, they often find it difficult to really listen to other perspectives or alternatives. As I write this book, we are in the midst of the COVID‐19 pandemic. While this is not a workplace conflict, per se, it has certainly created a public conversation about how best to meet what appear to be competing needs of public health and economic sustainability. The discussion of when and how to re‐open businesses, schools, and public spaces is critically important, and, as we have seen, private citizens and public figures do not always seem open to listening to other perspectives and views, which escalates the conflict and complicates the decision‐making and public policy process. As a mediator, I have seen firsthand how conflicts that started out adversarial and seemingly intractable, or highly resistant to resolution, turn into collaborative conversations once parties actually listen to the other person’s underlying concerns and interests and better understand the other’s perspective. When an environment is created that supports listening, it opens the door for creative brainstorming and problem solving that can lead to solutions that meet all parties’ needs. This is certainly not a new idea, but common interpersonal and social conflicts demonstrate the challenges of listening. Unit One of this text addresses listening in detail, focusing first on the obstacles to listening (Chapter 2) and then presenting practical tools for practicing active and non‐evaluative listening that can help individuals gain clarity on their own interests as well as better understanding the interests of others (Chapter 3). The remainder of the LEARN framework is best summarized with an anecdote from a nontraditional work setting: a Hollywood film set (described in Box P.1).
Figure P.1 LEARN framework for creating a constructive communication environment.
Box P.1 Earning Public Support
An assistant director (AD) was on a television set in downtown Los Angeles. They were shooting a scene for the television series “The Mentalist”1 along the busy Hollywood Boulevard, which they were unable to shut down in the middle of the day. It is the AD’s responsibility to make sure the conditions are exactly the way the director wants the scene to look, which in this case meant keeping the large crowd of tourists (interspersed with paid extras) under control. The AD started by introducing himself, “Hey guys, my name is Larry Katz, and I’m the assistant director for the TV show we are filming. We are going to be shooting in a minute, and I’m happy to have you stay here and even be in the scene, but we need everyone to be quiet to make this work, okay?” Once he had the crowd’s attention he spoke to a few people individually while the camera and other crew were setting up the scene. “So where are you from? … Detroit? … Cool, how long have you been in LA?” When the director was ready, Larry returned to speaking to the whole group to regain their attention. “Okay, I need everyone to be quiet now …” Not only was the crowd quiet when he needed them to be quiet, tourists were helping him out by telling newcomers on the scene what was going on and when they needed to be quiet.
This brief anecdote is useful because it vividly demonstrates the process of proactively preparing for conflict and constructive conflict management. Larry accomplished several goals in the way he approached the situation:
He
engaged
the group whose help he needed immediately by directly speaking to the group of tourists, introducing himself and establishing his credibility as assistant director.
He
acknowledged
their interest in seeing a television show in production, and possibly being in the show, while also stating his own interest in completing the scene.
He built
rapport
with the group by offering an explanation about what was happening and why quiet was needed; this communication treated others as equals.
He
nurtured
the relationship by asking questions to maintain a level of engagement with individual members of the group, even at times when he did not immediately need something from the group.
In short, Larry communicated in ways that earned the respect of those whose cooperation he needed. In a nice coincidence, the four points above spell EARN, which, when combined with Listening, complete the LEARN acronym. It is also interesting to note that, unlike many workplace conflicts, there was no long‐term relationship between Larry and this group of tourists, and some might argue he did not need to go to all the trouble of using such a constructive approach. Yet this communication acknowledged that a state of conflict existed: Larry and the tourists had potentially incompatible needs for the use of that space on Hollywood Boulevard. Through engaging the crowd, acknowledging his own needs as well as theirs, building rapport, and nurturing relationships, he generated goodwill from the crowd (as shown by the way they helped him do his job). As a bonus, he likely created goodwill toward the television show. I would be willing to bet that a large percentage of those tourists went home and told all their friends they might appear in a scene, and probably could not wait to get all their friends together to watch The Mentalist. While most people may not get to work under such “exotic” circumstances, this story is a great reminder of the role that people play as emissaries for their organizations and even industries. The extra effort Larry put in on the front end likely gained dividends on the back end for him and for his organization.
Unit Two of this text addresses the engage part of the LEARN framework. Many years of research on conflict styles have demonstrated two overarching dimensions to how people respond to conflict: they may actively engage using styles such as competing or collaborating, or they may use more disengaged and passive styles of avoiding or accommodating (Thomas & Kilmann, 1974; Putnam & Wilson, 1982; Rahim, 1983, 2011). Chapter 4 reviews common conflict styles models, while also describing the tendency to be more passive in the workplace due to power discrepancies, whether due to hierarchical role, one’s interpersonal networks, or membership in privileged versus marginalized identity groups. While it is acknowledged that conflict styles have their basis in cultural norms (Oetzel & Ting‐Toomey, 2003) and avoidance is sometimes the best strategy, studies of intercultural and inter‐group conflict are included to provide implications for constructive conflict management that are sensitive to cultural differences. Chapter 5 continues to focus on the engage aspect of the framework by focusing on the importance of employee voice. The concept of organizational dissent is defined as communication that occurs when an organizational member disagrees with an action, activity, or policy of an organization or organizational leader (Kassing, 2011). This chapter illustrates the potential benefits of organizational dissent and communication strategies that help overcome the fear of speaking up in situations where power is a key concern.
Unit Three offers the recommendation to acknowledge others in conflict. An underlying source of conflict is often rooted in a lack of recognition of others, and, sadly, this is often connected to implicit bias and assumptions about what others are able to contribute based on characteristics such as ability, sex, class, race, and other demographic or social identity characteristics. Chapter 6 presents theories of identity in conflict transformation along with research demonstrating how face‐saving communication supports collaborative conflict management. A case study of doctor and nurse conflict illustrates how power and identity are often underlying sources of conflict and provides specific examples of how acknowledging another’s position, expertise, and/or needs during a conflict produces more productive communication that protects and sustains working relationships. Chapter 7 brings focus to the importance of acknowledging individual contributions in group and team settings. Acknowledgment is especially important as research supports the ease with which minority voices often go unrecognized or silenced in team communication. This chapter draws from a case study of nonprofit board meetings to illustrate how the lack of acknowledgment is an impediment to deliberation and problem solving and, conversely, how confirming communication and acknowledgment help lead groups to constructive conflict management and productive decision making.
Unit Four covers the way that building rapport with others makes it easier to address conflict directly when it arises. Chapter 8 specifically attends to building relationships and trust, including how we express emotion (Gayle & Preiss, 1998), provide social support (Boren, 2014), and incorporate relational needs into conflict management. This chapter demonstrates the long‐term benefits of building rapport that establishes trust and either prevents future conflict or facilitates constructive conflict management. Chapter 9 focuses on rapport in terms of the importance of accepting one’s own responsibility and role in conflict situations, which has been found in countless studies to be a major factor in moving conflict from adversarial to collaborative. This chapter also reviews the concepts of attribution error and implicit bias as obstacles to taking responsibility. Finally, the chapter describes implications of research on organizational apology (Bisel & Messersmith, 2012), forgiveness, and restorative justice (i.e., Paul & Putnam, 2017; Paul & Riforgiate, 2015), all of which emphasize nonjudgment, growth, and transformation.
Unit Five addresses the final part of the LEARN framework, nurturing relationships. Like building rapport, this is a long‐term communication strategy that emphasizes a network perspective, reminding us of the importance of connections we have to others, both inside and external to our specific workplace. COVID‐19, which has physically separated us and reduced the routine interactions of bumping into colleagues in the hallway, at the coffee station, or at the water cooler, has forced us to be more intentional in activating our networks to get our jobs done (or, for many people who are unable to work, to get basic needs met). It is much easier to call on someone for assistance when we already have a strong relationship in place. The same is true when conflict erupts: we will find it easier to directly and constructively address the problem if we have a good relationship with the other party. Chapter 10 emphasizes the organization’s role in nurturing relationships by designing conflict management systems that adopt an interest‐based orientation to conflict management (Ury, Brett, & Goldberg, 1988). Focusing on the interests of organizational members rather than who has the power in a relationship, for example, is more likely to foster goodwill and prosocial communication (that is, communication for the good of the group) that leads to constructive conversations. Chapter 11 specifically examines the role of online dispute resolution, virtual communication tools, and social media in conflict and collaboration. Managing conflict online has become more and more relevant as workplaces are more likely to be global and increasingly reliant on remote work. While social media use can have a negative effect on conflict by separating and polarizing those with disparate views (often referred to as filter bubbles or echo chambers), this chapter includes specific examples of organizations that are using social media and other forms of virtual communication to promote dialogue and participatory environments.
Chapter 12 concludes the book by synthesizing the preceding chapters to reinforce the LEARN framework in the context of developing communication networks that promote collaboration and productive conflict management. This chapter demonstrates the value of creating and supporting an organizational infrastructure that connects internal organizational members and external constituents. In so doing, the LEARN framework becomes a way of being that creates expectations for communication and interaction that build a constructive environment.
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Note
1
For readers who may be interested, the actual scene shot was from Season One, Episode 19, “A Dozen Red Roses,” (2009).
https://www.metacritic.com/tv/the‐mentalist/season‐1/episode‐19‐a‐dozen‐red‐roses
.
Acknowledgments
When the timeline for a project like this spans eight years, there are a lot of people who must be acknowledged. I’m going to go in chronological order in an effort not to miss anyone. I want to thank Dr. Ken Zagacki, mentor, colleague, and friend, who was also my Department Head and inspired me to document my research on conflict management in a book. In those early days Dr. Matt Cronin introduced me to a publishing contact who provided helpful feedback and advice and procured a first round of reviewers whose insights were critical to the book that evolved. Several former grad students, some of whom now bear the PhD title (or are on their way) helped with various stages of this project; these include Dr. Eli Typhina, Dr. Chris Kampe, Dr. Byungsoo Kim, and my “dream team”: Dustin Harris, Chandler Marr, and Nolan Speicher, who gave me the support needed to keep the project alive when I became Department Head in Fall 2019. I also need to thank the many, many undergraduate and graduate students who have taken my courses in conflict management over the years, and a recent group that read early chapters and provided feedback. A special shout‐out to Kayla Pack Watson for teaching me an important lesson that made its way into the book and to Gracie Gray for making an extra effort to give me feedback. My colleagues have been patient when I disappeared for brief periods of time to get some writing done and many have also listened to me when I needed an ear. Sometimes my colleagues have even given me the opportunity to practice my conflict management skills (smile). I’m also grateful to Sheri Schwab, our current Vice Provost for Institutional Equity and Diversity (OIED) at NC State. Early in my career she suggested I participate in mediation training and join a new group of mediators to help with faculty and staff conflict. This experience enabled me to learn how to be a mediator and provided the inspiration for several of the cases described in this book. I’m also grateful to several current and past members of the OIED who have taught me a lot about microaggressions and creating inclusive environments, including Melvin (Jai) Jackson, Stephanie Helms Pickett, Melissa Edwards Smith, and Adrienne Davis. Most of my family members have provided instrumental or social support for this project. My brother, Larry Katz, is a prominent part of the development of the LEARN framework, and I would never have known his story if our mother, Adrienne Katz, was not bragging on him (as mothers do). My father, Bill Katz, has also been my #1 fan and cheerleader, and inspired my interest in mediation and negotiation with stories from his years as an employee relations director. I am very grateful to my mother and NC State colleague, professor emerita Dr. Susan Katz for her willingness to read the book and use her technical writing skills in the service of copyeditor. My son, Peyton, husband, Brian Jameson, and mother‐in‐law, Terry Jameson, sacrificed spending time with me, listened to me worry about whether I would ever get the project completed, and provided the love and support needed to nurture a creative, productive home environment. A final big thank you to the entire team at Wiley for their patience, time, and encouragement.
