Analysis Of Raymond Carver s Cathedral - 1340 Words

Raymond Carver’s characters were considered to be very much like him: â€Å"’on the edge: of poverty, alcoholic self-destruction, loneliness† (Mays 32). His short story â€Å"Cathedral† is about a young couple, who have a visitor coming to stay with them. This visitor, Robert, is the wife’s friend, and he is blind. The narrator, the husband, has never met someone who is blind, was bothered by that. To him, being blind meant constantly needing help from others. His depiction of blindness was what he has seen in the movies. â€Å"I wasn’t enthusiastic about his visit†¦ A blind man in my house was not something I looked forward to,† he tells the reader (Carver 32). His wife on the other hand, was very happy to see her old friend. She had worked for Robert†¦show more content†¦In the beginning of the story, the husband, who is the narrator of â€Å"Cathedral,† seems to be a very ignorant, uncaring man. Nesset wrote â⠂¬Å"Walled in by his own insecurities and prejudices, this narrator is sadly out of touch with his world and with himself, buffered by drink and pot and by the sad reality, as his wife puts it, that he has no ‘friends’† (Nesset 124). The narrator has no connection to himself or the outside world. He has no friends, as his wife points out, which goes to show he keeps to himself, but he still doesn’t fully understand who â€Å"himself† is, because he doesn’t have that connection to himself, thus leading to the drinking and drugs. He wasn’t used to change, so having a visitor come over to his house bothered him. The moment he saw Robert, the narrator began to change. When his wife pulled up with the blind man in the car and they got out of the car, he saw that Robert had a beard and he thought to himself, â€Å"This blind man, feature this, he was wearing a full beard! A beard on a blind man! Too much, I say† (Carver 35). The narrat or had expected to see the blind man in the way they showed them in the movies, but now that his idea of who Robert was as a person was being challenged, the change started to appear. Robert, who is a static character, is very essential in the change of the narrator. It is because Robert is the way he is, his marrying of a colored woman, his travels around theShow MoreRelatedAnalysis Of Raymond Carver s Cathedral1696 Words   |  7 Pagesfrom, or trying to bury alive. Cathedral, written by Raymond Carver, takes place in the early 1980’s. Originally published in The Atlantic Monthly in 1981. Carver slightly revised the story and re-released it in 1983. At a time when the blue collar working class lived paycheck to paycheck, working hard for newfound luxuries such as color television, this short story is humorous and eye-opening for the reader. For adults ranging from thirty to forty years old, the 1980’s were possibly a ghostly, hauntingRead MoreCharacter Analysis Of R aymond Carver s Cathedral 1426 Words   |  6 PagesCharacter Analysis in Raymond Carver’s â€Å"Cathedral†: The Narrator Literature has the potential to act as a mirror by presenting people’s lived experiences, expectations, and perceptions through characters. Such is what can be deciphered through the analysis of different characters in Raymond Carver’s story â€Å"Cathedral.† This paper focuses on the narrator of the story portrayed by the author as blind, which is used metaphorically not to imply physical blindness, but the inability to have reasonedRead MoreAnalysis Of Raymond Carver s Cathedral 1006 Words   |  5 Pages Gabrielle Sobolewski English 200 Professor Ruth Jennison 11/12/15 The short story â€Å"Cathedral† by Raymond Carver is told from the perspective of a first-person narrator. Throughout the story, the narrator is self-absorbed in his own thoughts and emotions and fails in his willingness to overlook personal insecurities in order to accommodate others’ discomfort, i.e. predominantly his wife and the blind man. In general, the story lacks figurative language and is told in short, directRead MoreAnalysis Of Raymond Carver s Cathedral 970 Words   |  4 PagesIn Raymond Carver’s short story, â€Å"Cathedral†, we meet the character who is never named, and who is known as the narrator to us. Although the narrator’s character changed towards the end, and we don’t really learn much after the change of his personality, it is still a gradual change that took place. The narrator’s attitude is very important in the story because it revolves around him and the way he views things. This short story is about a m an who is married to a woman, and this woman has been friendsRead MoreAnalysis Of Raymond Carver s Cathedral 1097 Words   |  5 PagesSeptember 2015 Cathedral by Raymond Carver In this short story by Raymond Carver begins with a man whose wife invited a good friend over named Robert and is blind. Before Roberts Arrival, the wife’s husband, whose name is Bub, does not know what to make out of his wife’s good friend Robert coming over to their house. Carver utilizes a story of a blind man who changes Bub’s outlook in life. Through the narrators changing character, theme of loneliness and jealousy, and the cathedral being a symbolRead MoreAnalysis Of Raymond Carver s Cathedral 943 Words   |  4 PagesIn Raymond Carver’s â€Å"Cathedral†, the short story is told by a character within the story. The first-person point of view gives us a transparent visual of an important time in the narrators’ life. The narrator, who is â€Å"un-named† in the beginning of the story, uses blunt, flawless and a particular choice of words. This gives us as the reader a deeper connection with the narrator. The narrator begins this story by taking us through the changes he go through with the uneasy feeling of having a blind-manRead MoreAnalysis Of Raymond Carver s The Cathedral 863 Words   |  4 Pages One of the Raymond Carver story where we can find a lot of religion symbols; it is â€Å"Cathedral.† The story develops an ironic situation in which a blind man teaches a sighted man to truly â€Å"see† for the first time. Near the end of the story, Carver has these two characters work together on a drawing of a cathedral, which serves as the symbolic heart of the story. The cathedral represents true sight, the ability to see beyond the surface to the true meaning that lies within. The narrator’s drawingRead MoreAn Analysis Of Raymond Carver s Cathedral1794 Words   |  8 Pages A Cynics Enlightenment Raymond Carver’s short-story Cathedral is outwardly about a pessimistic man, whose wife’s blind visitor named Robert changes the narrators predisposing perception of the world and awakes a new view on life in the process. But inwardly, the story is about the desperate need for connection between these three characters, which isn’t feasible do to the emotional-detachment by the narrator. In the beginning, the narrator is hindered by his prejudices which doesn t allow himRead MoreAnalysis Of Raymond Carver s Cathedral1524 Words   |  7 PagesAs if someone has unlocked his prison cell to liberate him of his stereotypical point of view. The protagonist of Raymond Carver’s â€Å"Cathedral† was an individual whose stagnant mind has blind him from truly seeing the aspects and characteristics of people around him. Before meeting his wife’s blind friend whose name is Robert, the protagonist perceives reality with a stereotypical mind-set shaped by m isleading information from movies. Hence, he make judgement about other people without ever settingRead MoreAnalysis Of Raymond Carver s Cathedral2364 Words   |  10 Pagesmost. The same could be said about people who are limited by one or more of their six senses and are judged by the majority of the population who are not limited and make preconceived notions about these limitations which can bind them. Raymond Carver’s â€Å"Cathedral† explores many literary devices that reveal the pre conceived perception towards people with physical limitations without understanding the individual first, which is still a problem today. The protagonist, the narrator is closed minded

Dukes Mbas Cheating Scandal - 997 Words

Duke s MBAs Cheating Scandal While students are overwhelmed with handbooks on plagiarism, school honor codes when they entering a university, cheatings are rampantly detected in university environment. Admittedly, plagiarism and cheating should be seriously punished. However, there do exist controversial cases where some assert that the cases are not considered cheatings, the others argue that they should be considered cheatings. An article named Duke MBAs Fail Ethics Test by Alison Damast appearing in the Business Week Magazine has brought nation-wide attention to a scandal happened at Duke University. The scandal is about thirty-four Fuqua School of Business students who violated the school s honor code by cheating on a†¦show more content†¦These rules have encouraged people to conduct researches on new things. As a result, many inventions are initiated. Contrary to the United States, in my country, which is Vietnam, the rules on plagiarism are very loose. Students will cheat whenever they have a chance. It is so popular to copy theses/dissertations of each other. I feel shamed for my country on this aspect. It restrains creativeness. Besides these two articles, I have read several other comments on the topic. Some people said that if this is a big deal because giving a take-home exam means giving a license to cheat. It is not surprised that students work on group. They may still download data from Internet, pay others to do the exam for them. Therefore, it is a responsibility of faculty to formulate an exam that makes students difficult to collaborate or to search sources from Internet. The Duke s faculty has failed in this assignment because the exam has facilitated an environment to cheat. For me, I agree that it is ideal to have an exam that nobody can cheat. However, in the open-source society, with the aid of modern technology tools, it is hard to avoid cheating if students are dishonest. Even if the exam is held in classroom, students may still cheat by storing materials in Ipods. In addition, for some courses, to test a comprehensive knowledge and in-deep thought, it requires a long hours exam that makes a take-home exam more appropriate. Thus, I think, being a

Working Class Youth and Moral Panic Free Essays

Why has the nineteenth century been associated with ‘a persistent panic over working class youth’? The events of the nineteenth century have often been described as turning points throughout Europe, the subsequent revolutions of the major powers of Europe led to significant change in the countries involved, additionally industrial revolutions and urbanization led to greater city populations. The question about youth firstly must be defined in a manor easily understood. How persistent the panic was is important in addition to this what panic was there. We will write a custom essay sample on Working Class Youth and Moral Panic or any similar topic only for you Order Now From the latter part of the 19th century these issues can be discussed with greater authority, and effects drawn more conclusively. ‘Moral panic’ is considered being a concern for the threat of social order or values as Stanley Cohen and Jock Young have emphasised. The context is vital during this period as British output doubled twice in the 19th century between 1830-1852 and 1852-80 which fundamentally changed Britain in a number of ways, before the revolution its estimated ? of the population lived in rural parts. Working longer for less in factories and higher living costs in an increasing urban country left many with very little. The relentless path that factory owners were able to take due to the government’s laissez-faire attitude led to another social change the breakdown of family life, safety was not an issue only profit, women and children worked hard and for little income. It is also argued that England was the world’s first urban nation, and urbanization meant that the majority of people lived in urban areas according to the consensus of 1861, an inevitable factor in a growing power. The aspects that caused panic- and/or ‘moral panic’- are also an important aspect as well as what led to the reactions of politicians and how the public reacted to youth, which could often be a product of journalism at the time. It should also be explained there was no distinct youth pre 1850’s, children entered adult life as soon as possible working in the various industries. And now there was a growing consciousness of not only the working class but of a ‘youth culture’ one which was ultimately conscious of itself. With this change in society and as problems occurred newspapers took advantage to emphasise story lines which, arguably in turn would lead to ‘moral panic’ to some degree. And as Eileen Janes Yeo explains that some of these ideas were ‘manufactured’ in the light of politicians creating these problems for them themselves to solve through social reform, creating further panic over the youth of tomorrow. An example of this can be seen by the mugging of an MP in 1862 or Garrotting as they were coined, held a small proportion of crimes but a press campaign resulted from this ‘†¦ Garrotte robberies was tiny, the press created sensations out of minor incidents. Parliament responded with ferocious legislation providing for offenders to be flogged as well as imprisoned. ’[1] Later Clive Emsley explains ‘Violence, especially violence with a sexual frisson, sold newspapers. But violent crime in the form of murder and street robbery never figured significantly in the statistics or in the courts. ’[2] This therefore verifies the effects that the press had on panic within a social context to some extent. On the other hand Andrew Davies argues differently agreeing with Humphries point of view in his writings ‘I would strongly endorse Humphries’ assertion that violent youth gangs were not an invention of the late Victorian press. ’[3] It should also be noted that to a degree many Victorian English thought that the Irish or more specifically the poor Irish were responsible for a large proportion of crime in some areas such as Lancashire. With the substantial increase in Irish immigration during the early Victorian period, the host society’s widespread belief in the innate criminality of the Irish-and, more particularly, of the Irish poor-formed an integral component of the negative side of the Irish stereotype’[4] The Dublin weekly newspaper added in 1868 â€Å"Nowhere in England can our countrymen consider themselves safe from English mob violence,† The press therefore had a degree of influence on the panic throughout England regardless of wheth er they overstated events or exaggerated them, which is not to say this was the case in these separate examples. As hand in hand they make the situation worse and can spread panic. There were on the other hand reasons for concern and panic within Britain during this time. There were considered to be many Scuttlers and such like which were not recorded during the time and as James Bent describes in his criminal life: reminiscences of forty-two years as a police officer ‘In the early 1890s, staff at the Manchester Royal Infirmary informed the police that â€Å"scarcely a day passed† Without the admission of someone who ad been injured in a scuttling affray’[5] this shows to a large degree that the presence of the police was either needed or attributed to events occurring and therefore persistent panic could be justified to some degree. In addition to this pick pocketing is considered a skill and thus meant training, which opens a new area of debate. The orphans that were taken in had to work for their lodging and this could be the case with picking pockets. This argues that most youths were pushed into crime due to poverty and unbearable backgrounds. Such was the need for the Ragged schools to bring those who did not have a chance at education for the varying reasons that hindered children in the 19th century. The Metropolitan police force is an important factor in scaling the panic of 19th century England as a centralized force that had more responsibility and imposed increasing numbers of laws is an obvious sign of control regardless of whether it was needed or not. It could be considered to be a reactionary attribute to what was happening whether it was to take precautions or act against the facing problems of youth culture. Increases in police forces in cities can also be drawn from the panic of Gang violence and scuttling. Philip Gooderson certainly argues the case, as for example the Salsford police increasing the force by around 30 in the years 1890-1. The various factory acts of the 19th century could also play a part in delinquency as it meant that less and less children were working therefore would either be in education or on the streets. It should also be considered that children had been taken advantage within industries for a long time and the possible effect this had on youth, the 19th century finally saw a slow and gradual intervention in this through various social reforms with such acts as the chimney sweeps act of 1840, which finally began to be enforced unlike previous reforms which were often ignored, as well as the numerous factory acts which allowed better conditions for children and women and age restrictions. The various institutions that were created during the 19th century are an obvious sign of ‘moral panic’ and clearly show one reason why the 19th century has often be concerned with youth. Schools such as the Ragged schools in 1844, Reformatories in 1854 and finally in 1857 Industrial schools, each of which were to their own as such and have varying ideals. However there are conflicting views upon how delinquents should have been treated, and there are a number of private voluntary additions that drove for a varying unishments opposed to prison, such as, Mary Carpenter, Sydney Turner and Mathew Davenport Hill whom helped in different ways to establish delinquency and aid such effects, this also argues the case for ‘moral panic’ as there were now debates on what was best for delinquents in form of punishments and education. Additionally the social welfare and acts of the 1850’s as well as the education act of 1876 introduced a number of industrial schoo ls and further developments within truant schools. There was a network of 208 schools: 43 reformatories, 132 industrial schools, 21 day industrials schools and 12 truant schools’[6] Heather Shore comments that ‘ The juvenile offender was not, then, an invention of the nineteenth century. However, it is clear that in this period a reconceptualisation of youth crime, and various developments in social policy, as well as the activities of certain individuals, resulted in a new language of youthful delinquency. Juvenile delinquency reiterated throughout the nineteenth and twentieth century’s, even today there is a concern for today and tomorrow’s youth as ideals are lost through different generations, not to mention the rise in knife and dangerous weapon crimes. Gang violence and criminality are still high today in London and other major cities with a similar average age of criminality ‘the average age of a teenager arrested for murder in 2008 (18. 1 yea rs) was four months older than the average age of a teenage murder arrestee in 1960 (17.   years)’[7] despite there being ‘moral panic’ for youth culture during the 19th century it’s not strictly persistent just to 19th century, as it is still of concern today. During the 18th and 19th century children worked for up to 18 hours a day, little or no education was offered as a result right and wrong was not always apparent and this is a contributing factor to delinquency and persistent panic in the 19th century, as modernity took hold of Britain and more liberal and welfare ideas were debated which stemmed concern for youth which had not been fully understood or considered in previous century’s. Bibliography Davies, Andrew youth gangs, masculinity and violence in late Victorian Manchester and Salford, Journal of Social History, Vol. 32, No. 2. (Winter, 1998), pp. 349-369 Emsley, Clive Crime and the Victorians Last updated 2011-02-17 http://www. bbc. co. uk/history/british/victorians/crime_01. shtml 02/02/12 Males, Mike A. Criminals and violent offenders getting older and older†¦ not â€Å"younger† 03/12/2010 http://www. cjcj. org/post/juvenile/justice/criminals/and/violent/offenders/getting/older/and/older/not/younger Accessed 02/03/2012 Pearson, Geoffrey Disturbing continuities: ‘Peaky blinders’ to ‘Hoodies’ ( CJM no. 65 Autumn 2006) Shore, Heather The idea of juvenile crime in 19th century England, History Today, June 2000 Swift, Roger Heroes or Villains? : The Irish, Crime, and Disorder in Victorian England : http://www. jstor. org/stable/4051670 Accessed: 06/03/2012 13:45 ———————– [1] Clive Emsley http://www. bbc. co. uk/history/british/victorians/crime_01. shtml [2] http://www. bbc. co. uk/history/british/victorians/crime_01. html [3] Andrew Davies youth gangs, masculinity and violence in late Victorian Manchester and Salford p. 4 [4] Roger Swift Heroes or Villains? : The Irish, Crime, and Disorder in Victorian England [5] Youth gangs, masculinity and violence in late Victorian Manchester and Salford, p. 5 [6] Heather Shore, The idea of juvenile crime in 19th century England, History Today, June 200 p. 7 [7]http://www. cjcj. org/po st/juvenile/justice/criminals/and/violent/offenders/getting/older/and/older/not/younger How to cite Working Class Youth and Moral Panic, Papers

Conflict and Negotiation Business Development of Capabilities

Question: Describe about the Conflict and Negotiation for Business Development of Capabilities. Answer: Introduction The main objective of this report is to help the students to explore the existing capabilities to develop the key capabilities to manage the others capability in an effective manner. For this assignment, the topic of conflict and negotiation is selected. This report significantly discusses about the definitions, models and theories of conflict and negotiation to develop understanding towards the required skills for managing the situation of conflict during the processes of negotiation. Further, this paper will include the self-analysis that will be conducted on the basis of three diagnostic tools which help in determining two areas for further improvement. Again this report will introduce a development plan for improving two areas on the basis of investigated literature on self-analysis techniques. This plan will also include the actions to improve identified areas through the help of certain goals for measuring the progress of development. Review of Literature In the word of Noma Crossman (2012), conflicts take place between negotiators due to the incapabilities of the involved parties. Some time it takes place due to the differences in the viewpoints that restrict the team members to reach an acceptable result. There are three conflicts that are related to the relationship, task, and process, which takes place among the group members and affect the interaction between them negatively (Sarkar, 2010). Thomas, Thomas Schaubhut (2006) defines conflict as a situation, when parties are not disagreeing to reach an acceptable outcome. In this situation, the use of conflict resolving techniques is mandatory. In the similar manner, Tjosvold (2008) defines negotiation as a process between two or more parties to reach an acceptable outcome and address the interest of each stakeholder in an effective manner. Therefore, it can be stated that the negotiation is a process to handle the situation of conflicting effectively. Hence, managers of organizations use negotiation to manage workplace conflicts. OECD (2012) defines the theory of CDA (conflict-related development analysis) that explains steps to manage and resolve the conflict related issues in a significant manner. As per this theory, the analysis of conflicts, evaluation of existing responses and effective determination of each response is key steps to address conflicts effectively but different competencies are required to execute each step. In the word of Atorough Martin (2008). ThomasKilmann Conflict theory is another theory that gives five different styles to address the conflicts. These are given below: In the context of this theory, an individual has to use different competencies to manage the situations of conflicts. Lebitso (2012) defines interest-based relational approach (IBR) as a tool to negotiate with involved parties during the situation of conflict. This theory clearly says that the situation of conflict can be reached at the negotiation table through the help of respect to differences and good relationship. It means the importance of the opinion and view of others are most important during the communication. Otherwise, conflict may take place. This theory focuses on the importance of interpersonal competencies to ensure the successful address of conflict situations. In the word of Ghorbanshiroudi, etal, (2011), there is the strong relationship between emotional intelligence (EI) and conflict management, which lead negotiation between parties. In this context, Goleman has developed four domains of EI that are self-management, social awareness, self-awareness, and relationship management (Ghorbanshiroudi, etal, 2011). Self-awareness needs to competencies to make accurate self-analysis to maintain self-assurance. It needs many competencies for conducting self-management that includes self-control, flexibility, goal-oriented, realization, reliability and initiator. On the other hand, social awareness needs competency to apply understanding and maintaining the awareness towards the organizational issues. In the similar manner, relationship management needs effective communication, teamwork, coaching, collaboration, and mentoring (Ghorbanshiroudi, etal, 2011). This theory defines the skills related to social and emotional for addressing the conflict t hrough the help of negotiating effectively. In the similar sense, Wood Bell (2008) state that leadership skills, decision making capability are essential skills to address the situation of conflicts positively. As a result, an individual may be able to reduce or eliminate the root of the conflict during the negotiation effectively. Daly, etal., (2010) say that an individual needs several competencies for making effective negotiation and management of conflicts. In this context, the self-awareness, adaptability of the situation, mutual communication, understanding, skills to hear others, self-actualization, acceptance, and positive viewpoint are most required competencies in the context of the negotiation process to manage conflicts within the team members. In accordance to Gwakwa, M. (2015), an effective negotiation always facilitates negotiating parties for finding the acceptable solution of each problem. In this context, effective communication based on verbal and non-verbal techniques, emotional intelligence, the capability of problem analysis, skills of stress management are some critical skills, which should have fllowed by a person or manager to manage the mutual conflicts significantly. Thus, the above defined models and theories of negotiation and conflicts play a significant role in the development of required skills to manage the mutual conflicts effectively. Analysis of Self-Capability For conducting the analysis of self capabilities to analyze the capabilities of resolving the issues related to conflicts and negotiating, Belbin Team Inventory, Emotional and Social Competence Inventory (ESCI) and Thomas Khilman Conflict Questionnaire are three more effective diagnostic tools. As per the result of analysis, it can be stated that I am not capable to give support to other people and not able to work in a cooperative manner. Hence, there is strong need to make improvement in skills. The result of first diagnosis (Refer Appendix 1) defines that I use assertive style to address conflict, which defines I use unsupportive behaviour. It means I have to make changes in interpersonal skills to improve its efficiency. I do not care about the view of the other during the mutual communication. The result of the above diagnosis also reveals the similar analysis that means I am poor towards the making of social relationship with others. It means there is a need to make improvement in the interpersonal skills. Above diagnosis also defines that I have to develop the communication skills that will help me to develop the understand towards the issues of team members, their views and attitude before making any decision. In the similar context, the result of diagnosis reveals that there is a need to give the importance to the concerns of others. It means it gives value to self respect rather the respects of others. It means I have to improve this skill. The diagnostic test (Refer Appendix 3) describes that I am not able to manage the problem of the team members due to the less effective people management skill. I do not find the quick solution of every problem due to the panic nature that also increases the stress level. It means I am not able to create the real frame of the problem to find the exact solution. In the same way, Appendix 1 defines that I like to ignore the issues rather finding the solution of each issue. It means I am less capable of analyzing the problems. Therefore, skills of situational analysis have to develop to find the solution of each problem within time. For instance, I get panic, when the member of my team takes leave without informing me. As a result, I do not find me in a situation to get the solution of any problem. Hence, this example clearly explains that there is need to make improvement in the skills related to problem-solving. The analysis result (Refer Appendix 3) also reveals that I have no leadership skills because I am not able to perform a role of a team member, leader or coordinator. I also like to make the decision without listening others view effectively. It means I have to make improvement in the human resource to lead the team members in an effective manner. In the absence of this skill, I may not be able to develop effective workplace relationship with team members that restrict my team by achieving organizational targets timely. Development Plan Through the help of diagnostic tools, it is described that the capabilities related to problem solving and interpersonal relationship require some improvement for enhancing the conflict managing capability to negotiate with the other party effectively. Below is the development plan that can be used for empowering abilities and capabilities to resolve the mutual conflicts: Capabilities Actions Goals Required Time Interpersonal Skills To get the feedbacks of juniors and seniors through the help of regular practice on active listening Listen to everyone before responding them actively Within one month New learning about the different styles and forms of communication for developing the level of understanding through the help of regular participation in group seminars and getting feedback from team members on communication abilities To develop the understating towards the non-verbal and verbal communication Within two months Regular use of stress management through the help of mediation Can able to handle the emotions during the analysis of others behaviour Within Two Months Skills for problem solving Development of knowledge towards the techniques related to problem-solving from self learning through Internet Be able for taking initiatives to offer suggestions to solve problems Within one month By improving the level of knowledge towards the effective techniques of problem-solving with the help of Internet based knowledge Can follow an effective way for managing the problems without stress Within one month By making the analysis of the impact of problems solutions to get new learning Can be able for managing similar problems before the predicted timing Within Three months The above defined development plan will play an effective role to inform the actions for empowering required behaviour, attitude and knowledge level that will help to monitor the impacts of each executed action. The development plan is also an effective tool for making improvement in the personal competencies, which will support the professional and personal life of an individual. Above defined development plans clearly describes the actions, which have to use for making improvement in the interpersonal skills and problem solving skills that will help to manage the actions and behaviour of entire members of the team towards the objective fulfilment. For making improvement in the interpersonal skills, the management of communication, emotion and listening is major areas (Riasi Asadzadeh, 2015). In this context, the above define plan will help to develop the understanding towards the opinion, feeling and views of others that will improve personal behaviour of a person also. This improvement will also encourage the others to find the solution of each problem without affecting the mutual relationship. In this context, the comments of others in regard of listing and communicational skills will help in determining the others perception and impacts of others actions (Throop Castellucci, 2010). In the similar sense, the knowledge of different ways to address the problems during negotiation will also improve the problem-solving skills. It is a well known thought that the effective knowledge helps the individual to make the situation based decisions (Rob Hammond, 2013). In the similar manner, the proper knowledge of problem solving tec hniques will help to select the alternatives as per the situation that will help to follow the situation based attitude for finding the solution of each problem within time. The knowledge of different methods related to the problem solving will encourage entering into every negotiation with the solution of each problem (Schlaerth, Ensari Christian, 2013). As a result, it can be stated that the development plan will help to analyze the behaviour during the problem, which will also help to get the experience for it for future negotiation. For an individual, the process of self-learning is an important term because it will empower the self-managing ability, which improves the responsive power towards the other people. As a result, the problem can be managed through the help of each stakeholder that will also increase the team performance (Ogunyemi, etal., 2010). Then, it can be stated the above proposed development plan may help to address the gap related to capabilities and conflict addressing capability and behaviour that will improve the negotiation skills also. Conclusion Above discussion reveals that the situation based competencies should be used by an individual to address the conflicts positively. As per the above discussion, it can be stated that interpersonal and problem solving skills are two effective skills for dealing with conflict and negotiation. These competencies help an individual to manage the negotiation without conflict therefore; individual should have to improve these competencies because of its direct impact on the thoughts, behaviours and actions of a person. References Atorough, P. Martin, A. (2008). The politics of destination marketing: Assessing stakeholder interaction choice orientations toward a DMO formation, using the Thomas?Kilmann Conflict Mode Instrument", Journal of Place Management and Development, 5(1), 35-55. Daly, T.M., Anne Lee, J., Soutar, G.N. Rasmi, S., (2010). Conflict-handling style measurement: a best-worst scaling application.International Journal of Conflict Management,21(3), 281-308. Ghorbanshiroudi, S., Khalatbari, J., Salehi, M., Bahari, S. Keikhayfarzaneh, M.M. (2011). The relationship between emotional intelligence and life satisfaction and determining their communication skill test effectiveness.Indian Journal of Science and Technology,4(11), 1560-1564. Gwakwa, M. (2015). Conflict and violence prevention at work places: is it the grass that suffers? Effects of conflict and violence on individual and organisational performance in Zimbabwe.European Scientific Journal,11(5). Henry, J. (2001). Creativity and Perception in Management. SAGE. Lebitso, M.C. (2012). The World of Work: Challenges for South African Students. AFRICAN SUN MeDIA. NHS (n.d.). Thomas-Kilmann Conflict Style Questionnaire. Retrieved From: https://www.nelacademy.nhs.uk/downloads/604 Noma, H. Crossman, J. (2012). Analogue And Digital Mindsets: Some Implications For Intercultural Communication Between Western And Eastern Organisations. Asian Academy of Management Journal, 17 (1), 115129. OECD (2012). DAC Guidelines and Reference Series Evaluating Peacebuilding Activities in Settings of Conflict and Fragility Improving Learning for Results. OECD Publishing. Ogunyemi, D., Fong, S., Elmore, G., Korwin, D. Azziz, R. (2010). The associations between residents' behavior and the Thomas-Kilmann Conflict MODE Instrument.Journal of graduate medical education,2(1), 118-125. Riasi, A. Asadzadeh, N. (2015). The relationship between principals reward power and their conflict management styles based on ThomasKilmann conflict mode instrument.Management Science Letters,5(6), 611-618. Rob, C. Hammond, M. (2013). Self-directed Learning: Critical Practice. UK: Routledge. Sadri, G. (2012). Emotional intelligence and leadership development.Public Personnel Management,41(3), 535-548. Sarkar, A.N. (2010). Emerging strategic issues in global business negotiation: sharing global vision.Drishtikon: A Management Journal,1(2), 1-36. Schlaerth, A., Ensari, N. Christian, J. (2013). A meta-analytical review of the relationship between emotional intelligence and leaders constructive conflict management.Group Processes Intergroup Relations,16(1), 126-136. Thomas, K.W., Thomas, G.F. Schaubhut, N. (2006) "Conflict styles of men and women at six organization levels", International Journal of Conflict Management, 19(2),148166. Throop, R.K. and Castellucci, M. (2010). Reaching Your Potential: Personal and Professional Development. USA: Cengage Learning. Tjosvold, D. (2008) The conflict-positive organization: it depends upon us. Journal of Organizational Behvaiour, vol. 29, no. 1, pp. 1928. Wood, V. Bell, P.A. (2008) Predicting interpersonal conflict resolution styles from personality characteristics. Personality and Individual Differences, vol. 45, no. 2, pp. 126131.