T5. Mastering Conflict toolkit
Toolkit
Effective teams don’t avoid disagreement; they use it to sharpen thinking and reach stronger decisions. Productive conflict happens when people feel safe to challenge ideas rather than each other. It sits between artificial harmony, where issues go unspoken, and destructive conflict, where emotions override reason. The goal is open debate that builds trust, strengthens commitment, and improves outcomes for staff and students alike.
| Name the Issue |
| Define the focus clearly. What problem, decision, or tension needs open discussion? Frame it as a shared challenge, not a personal critique. |
| Set Ground Rules |
| Agree on expectations before starting. For example: assume positive intent, critique ideas, not people and ensure everyone contributes before conclusions are made. |
| Clarify the Desired Outcome |
| Be clear on what you want to achieve: understanding, alignment, or a concrete decision. |
| Prepare Key Questions |
| List a few open questions that draw out different perspectives and lead to better understanding. |
| Acknowledge Likely Tensions |
| Anticipate where disagreement may arise. Stay alert to tone and redirect if the discussion becomes personal. |
| Close with Decisions and Next Steps |
| Summarise agreements, confirm who owns each action, and ensure everyone leaves aligned and committed. |
| Reflection Prompts |
| Did the discussion focus on ideas rather than individuals, and were all voices heard before decisions were made? Did we leave united and clear on the next steps? Are there signs that our team tends to drift toward artificial harmony or avoid healthy disagreement when it matters most? |
T5. Mastering Conflict : example toolkit
Role: Deputy Headteacher
| Name the Issue |
| Middle leaders are frustrated about the marking and feedback policy. I will frame this as a shared challenge: balancing impact with workload. |
| Set Ground Rules |
| We will assume positive intent, critique ideas, not people, and ensure that all voices are heard before decisions are made. |
| Clarify the Desired Outcome |
| We aim for a clear agreement on adjustments to be trialled next half term while maintaining consistency. |
| Prepare Key Questions |
| I will ask what is working, where duplication exists, how students respond, and what could be simplified without reducing impact. |
| Acknowledge Likely Tensions |
| If the discussion heats up, I will acknowledge care and refocus on shared goals for students. |
| Close with Decisions and Next Steps |
| Each department will pilot one workload-saving feedback strategy. We will review the impact at the next meeting and agree on final adjustments. |
| Intended Impact |
| We will strengthen trust and decision quality by using constructive disagreement. Leaders will raise issues earlier and resolve them collaboratively. |