Constructive Controversy - Revision history

Tkokotas at 11:29, 20 December 2018

2018-12-20T11:29:54Z

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	~~[[Category:Project Management\|Constructive Controversy]]~~		''Developed by Anders Wildt Woelders''
	~~[[Category:Decision Making\|Constructive Controversy]]~~
	~~[[Category:Risk Management\|Constructive Controversy]]~~
	~~[[Category:Risk\|Constructive Controversy]]~~
	~~[[Category:Conflict Management\|Constructive Controversy]]~~
	Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.		Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.
	Constructive controversy can be seen as an application of the philosophical concept of Methodic Doubt, by René Descartes, which is described as “a way of searching for certainty by systematically though tentatively doubting everything” <ref name=Descartes>http://global.britannica.com/EBchecked/topic/378410/methodic-doubt </ref>		Constructive controversy can be seen as an application of the philosophical concept of Methodic Doubt, by René Descartes, which is described as “a way of searching for certainty by systematically though tentatively doubting everything” <ref name=Descartes>http://global.britannica.com/EBchecked/topic/378410/methodic-doubt </ref>
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			[[Category:Project Management\|Constructive Controversy]]
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			[[Category:Risk\|Constructive Controversy]]
			[[Category:Conflict Management\|Constructive Controversy]]

Tkokotas at 20:15, 23 October 2018

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	[[Category:Decision Making\|Constructive Controversy]]		[[Category:Decision Making\|Constructive Controversy]]
	[[Category:Risk Management\|Constructive Controversy]]		[[Category:Risk Management\|Constructive Controversy]]
			[[Category:Risk\|Constructive Controversy]]
	[[Category:Conflict Management\|Constructive Controversy]]		[[Category:Conflict Management\|Constructive Controversy]]
	Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.		Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.

Different at 20:37, 1 December 2014

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 In education many instructors choose not to use constructive controversy in fear of losing control of the classroom, which might cause some to lose their own sense of being a good instructor. Others are afraid that they are not trained well enough to dive into academic controversies. For constructive controversy to work properly two things must be in order; the instructor must transfer the knowledge of experts in the field to the students and secondly the students must have a full and solid grasp of the topic in question. If these are not in place, the method can result in an animated and noisy discussion, which no one really benefits from.
-It could be argued that these are the same reasons a team leader could hold back from using it in project work. Losing control of the group, creating conflict instead of avoiding it could be one, and not adequate information about a topic to engage in constructive inquiry might be another. It also depends on the social skill of the participants. A group of people with low empathy and conflict seeking personalities might not be the best place to using constructive controversy, especially if the instructor/group leader does not have much experience with it. David W. Johnson found that when used properly in education it yielded a lot of benefits. These are listed in the following table opposed to the findings of using other forms of teaching.
+It could be argued that these are the same reasons a team leader could hold back from using it in project work. Losing control of the group, creating conflict instead of avoiding it could be one, and not adequate information about a topic to engage in constructive inquiry might be another. It also depends on the social skill of the participants. A group of people with low empathy and conflict seeking personalities might not be the best place to using constructive controversy, especially if the instructor/group leader does not have much experience with it. David W. Johnson found that when used properly in education it yielded a lot of benefits. The following table shows what Johnson witnessed when trying the concept on students opposed to the findings of using other forms of teaching.
 Johnson and Johnson state that there are two possible contexts for using constructive controversy: cooperative and competitive<ref name=CCmain />. Their research has shown that using it in a cooperative context gives the participants a much more complete picture of the opposition's position and greater utilization of the information. Using constructive controversy in this case can also inspire participants to seek out people, even from outside of project work, with opposing opinions to find understanding and test the validity of their own ideas.

Different: /* Discussion */

2014-12-01T20:17:34Z

Discussion

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	In education many instructors choose not to use constructive controversy in fear of losing control of the classroom, which might cause some to lose their own sense of being a good instructor. Others are afraid that they are not trained well enough to dive into academic controversies. For constructive controversy to work properly two things must be in order; the instructor must transfer the knowledge of experts in the field to the students and secondly the students must have a full and solid grasp of the topic in question. If these are not in place, the method can result in an animated and noisy discussion, which no one really benefits from.		In education many instructors choose not to use constructive controversy in fear of losing control of the classroom, which might cause some to lose their own sense of being a good instructor. Others are afraid that they are not trained well enough to dive into academic controversies. For constructive controversy to work properly two things must be in order; the instructor must transfer the knowledge of experts in the field to the students and secondly the students must have a full and solid grasp of the topic in question. If these are not in place, the method can result in an animated and noisy discussion, which no one really benefits from.
	It could be argued that these are the same reasons a team leader could hold back from using it in project work. Losing control of the group, creating conflict instead of avoiding it could be one, and not adequate information about a topic to engage in constructive inquiry might be another. It also depends on the social skill of the participants. A group of people with low empathy and conflict seeking personalities might not be the best place to using constructive controversy, especially if the instructor/group leader does not have much experience with it.		It could be argued that these are the same reasons a team leader could hold back from using it in project work. Losing control of the group, creating conflict instead of avoiding it could be one, and not adequate information about a topic to engage in constructive inquiry might be another. It also depends on the social skill of the participants. A group of people with low empathy and conflict seeking personalities might not be the best place to using constructive controversy, especially if the instructor/group leader does not have much experience with it. David W. Johnson found that when used properly in education it yielded a lot of benefits. These are listed in the following table opposed to the findings of using other forms of teaching.


	Johnson and Johnson state that there are two possible contexts for using constructive controversy: cooperative and competitive<ref name=CCmain />. Their research has shown that using it in a cooperative context gives the participants a much more complete picture of the opposition's position and greater utilization of the information. Using constructive controversy in this case can also inspire participants to seek out people, even from outside of project work, with opposing opinions to find understanding and test the validity of their own ideas.		Johnson and Johnson state that there are two possible contexts for using constructive controversy: cooperative and competitive<ref name=CCmain />. Their research has shown that using it in a cooperative context gives the participants a much more complete picture of the opposition's position and greater utilization of the information. Using constructive controversy in this case can also inspire participants to seek out people, even from outside of project work, with opposing opinions to find understanding and test the validity of their own ideas.

Different: /* Discussion */

2014-12-01T19:57:08Z

Discussion

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	In a competitive context it can promote more close-mindedness, rejection of the opponent's ideas, and even rejection of the opponents as persons. For constructive controversy to be used fruitfully in this context it is important that participants acquire collaborative and conflict-management skills as well as perspective-taking. Johnson and his research team focused on two specific approaches that can help participants use constructive controversy in a fruitful manner. The first is disagreeing with an opponent while confirming his/her personal competencies. If a person is just criticized, with the implication of personal incompetence, it will cause that person to be more critical of other people's ideas and increase their commitment to their own ideas. On the other hand by criticizing someone's idea while, at the same time, confirming their personal competence, is much more likely to result in a greater liking of the person criticizing ones idea, and also gives a less critical of view of the opponent's ideas with greater interest in seeking out more information about the opposing ideas.		In a competitive context it can promote more close-mindedness, rejection of the opponent's ideas, and even rejection of the opponents as persons. For constructive controversy to be used fruitfully in this context it is important that participants acquire collaborative and conflict-management skills as well as perspective-taking. Johnson and his research team focused on two specific approaches that can help participants use constructive controversy in a fruitful manner. The first is disagreeing with an opponent while confirming his/her personal competencies. If a person is just criticized, with the implication of personal incompetence, it will cause that person to be more critical of other people's ideas and increase their commitment to their own ideas. On the other hand by criticizing someone's idea while, at the same time, confirming their personal competence, is much more likely to result in a greater liking of the person criticizing ones idea, and also gives a less critical of view of the opponent's ideas with greater interest in seeking out more information about the opposing ideas.
	The second skill Johnson and his team focused on to help groups that are using constructive controversy is perspective taking. Participating in controversies tends to give greater understanding of others' perspectives, which gives rise to creative, high-quality problem-solving as well as better understanding and improved personal relations.		The second skill Johnson and his team focused on to help groups that are using constructive controversy is perspective taking. Participating in controversies tends to give greater understanding of others' perspectives, which gives rise to creative, high-quality problem-solving as well as better understanding and improved personal relations.
	Using Constructive controversy in a competitive context with unskilled individuals, who refuse to see the problem from any perspective, but their own, and are not afraid to make personal attacks will rarely, if ever, be constructive. The method simply works much better if the participants have cooperation on the forefront of their minds, or are at least able to criticize ideas without criticizing a person and are open-minded enough to see things from ~~different perspectives~~ than their own.		Using Constructive controversy in a competitive context with unskilled individuals, who refuse to see the problem from any perspective, but their own, and are not afraid to make personal attacks will rarely, if ever, be constructive. The method simply works much better if the participants have cooperation on the forefront of their minds, or are at least able to criticize ideas without criticizing a person and are open-minded enough to see things from another perspective than their own.

	==References==		==References==

	<references />		<references />

Different at 19:54, 1 December 2014

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Different: /* Discussion */

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Discussion

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	==Discussion==		==Discussion==
	This article has presented most of the uses for constructive criticism. There are many possibilities, as it can both be used for educational purposes~~, and for~~ risk management and decision making in project management.		This article has presented most of the uses for constructive criticism. There are many possibilities, as it can both be used for educational purposes along with risk management and decision making in project management.
	Another proposed use for constructive criticism in project management is as a tool for conflict management. If used correctly with people the instructor knows the limits ~~off~~, it can be used proactively to manage a potential conflict. If the instructor knows that two people would normally disagree on a certain topic, it could be used to make them understand the reverse point of view, before something happens that could escalate the potential conflict. This way of using constructive controversy is also exemplified in the case example. This method of application would be optimal if it could be done without anyone feeling targeted. If one group member feels deliberately targeted he/she could withdraw, or not want to participate, thus getting nothing out of it, and instead escalating the conflict.		Another proposed use for constructive criticism in project management is as a tool for conflict management. If used correctly with people the instructor knows the limits of, it can be used proactively to manage a potential conflict. If the instructor knows that two people would normally disagree on a certain topic, it could be used to make them understand the reverse point of view, before something happens that could escalate the potential conflict. This way of using constructive controversy is also exemplified in the case example. This method of application would be optimal if it could be done without anyone feeling targeted. If one group member feels deliberately targeted he/she could withdraw, or not want to participate, thus getting nothing out of it and instead escalating the conflict. The rules for using constructive controversy might come in useful here.

	As with most working methods, constructive controversy is not always optimal to use. It requires a lot of effort from the participants and will usually also take longer time to use, compared to a debate or individualistic learning. This means that in stressed situations, it is not a good way to go. This further strengthens the argument that constructive controversy is better used in the early phases of a project, especially the initiation and planning phases, where there is not yet much pressure on the different decisions and stress factors have not yet arisen.		As with most working methods, constructive controversy is not always optimal to use. It requires a lot of effort from the participants and will usually also take longer time to use, compared to a debate or individualistic learning. This means that in stressed situations, it is not a good way to go. This further strengthens the argument that constructive controversy is better used in the early phases of a project, especially the initiation and planning phases, where there is not yet much pressure on the different decisions and stress factors have not yet arisen.

Different at 19:24, 1 December 2014

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	In these studies the concept was held up against concurrence seeking, debate and individualistic efforts, and the results showed that if constructive controversy frequently was used the subjects would be “imprinted with a pattern of intellectual inquiry that includes building coherent intellectual arguments, giving persuasive presentations, critically analyzing and challenging others’ positions, rebutting others’ challenges, seeing issues from a variety of perspectives, and seeking reasoned judgments.” <ref name=CCmain />		In these studies the concept was held up against concurrence seeking, debate and individualistic efforts, and the results showed that if constructive controversy frequently was used the subjects would be “imprinted with a pattern of intellectual inquiry that includes building coherent intellectual arguments, giving persuasive presentations, critically analyzing and challenging others’ positions, rebutting others’ challenges, seeing issues from a variety of perspectives, and seeking reasoned judgments.” <ref name=CCmain />

	This article ~~will be~~ written as an in-depth description of a particular method. ~~it will include~~:		This article is written as an in-depth description of a particular method. It includes:
	* ''~~Explanation~~ of the concept''		* ''History and a brief explanation of the concept''
	: The concept is explained in this section along with the background and origin of it.		: The concept is explained in this section along with the background and origin of it.
	* ''Step-by-Step Guide on how to apply it''		* ''Step-by-Step Guide on how to apply it''

Different at 19:16, 1 December 2014

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	[[Category:Risk Management\|Constructive Controversy]]		[[Category:Risk Management\|Constructive Controversy]]
	[[Category:Conflict Management\|Constructive Controversy]]		[[Category:Conflict Management\|Constructive Controversy]]
	Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. Constructive controversy is an interesting working method because it can often lead to the students, or ~~subjects~~, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.		Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.
	Constructive controversy can be seen as an application of the philosophical concept of Methodic Doubt, by René Descartes, which is described as “a way of searching for certainty by systematically though tentatively doubting everything” <ref name=Descartes>http://global.britannica.com/EBchecked/topic/378410/methodic-doubt </ref>		Constructive controversy can be seen as an application of the philosophical concept of Methodic Doubt, by René Descartes, which is described as “a way of searching for certainty by systematically though tentatively doubting everything” <ref name=Descartes>http://global.britannica.com/EBchecked/topic/378410/methodic-doubt </ref>

Different: /* Rules for using Constructive Controversy */

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Rules for using Constructive Controversy

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	# I follow the golden rule of conflict. I act towards opponents as I would have them act toward me. I want the opposing pair to listen to me, so I listen to them. I want the opposing pair to include my ideas in their thinking, so I include their ideas in my thinking. I want the opposing pair to see the issue from my perspective, so I take their perspective.		# I follow the golden rule of conflict. I act towards opponents as I would have them act toward me. I want the opposing pair to listen to me, so I listen to them. I want the opposing pair to include my ideas in their thinking, so I include their ideas in my thinking. I want the opposing pair to see the issue from my perspective, so I take their perspective.

	If these guidelines are not taken into account, the discussion could be a lot less constructive. Potentially a discussion could evolve into a full blown conflict if the topic in question is an actual controversial problem. This is especially important if the instructor knows that there is already friction between some participants or if the participants are ~~easy to anger~~.		If these guidelines are not taken into account, the discussion could be a lot less constructive. Potentially a discussion could evolve into a full blown conflict if the topic in question is an actual controversial problem. This is especially important if the instructor knows that there is already friction between some participants or if the participants are easily upset.

	===Example of Constructive Controversy being used in Project Management===		===Example of Constructive Controversy being used in Project Management===

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	[[Category:Decision Making\|Constructive Controversy]]		[[Category:Decision Making\|Constructive Controversy]]
	[[Category:Risk Management\|Constructive Controversy]]		[[Category:Risk Management\|Constructive Controversy]]
			[[Category:Risk\|Constructive Controversy]]
	[[Category:Conflict Management\|Constructive Controversy]]		[[Category:Conflict Management\|Constructive Controversy]]
	Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.		Constructive controversy is an uncommon method of discussing or learning about a certain topic. When used, it is normally in order to reach a consensus about a controversial topic, without having any preconceptions about it, and leading the subjects to a judicious consensus about the controversy. While it can be used in any situation where a controversy exist, it is most commonly used in education, but the concept can also be applied to benefit in Project-management as a tool to help a group into more critical thinking in order to achieve better results when analyzing a situation. Constructive controversy is an interesting working method because it can often lead to the students, or in general participants, learning much more than just about the topic, because it can make one defend a viewpoint which they might not share from the beginning. This is because, very unlike a debate, participants' point of view is assigned by an instructor rather than something that occurs based on the individual participant's perception of reality.

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	Studies of the concept have found that subjects faced with an intellectual challenge, who apply the methods of constructive controversy, often attain higher-level reasoning strategies, and develop more complex and coherent conceptual structures, as well as stronger critical thinking.		Studies of the concept have found that subjects faced with an intellectual challenge, who apply the methods of constructive controversy, often attain higher-level reasoning strategies, and develop more complex and coherent conceptual structures, as well as stronger critical thinking.
	<ref name=CCmain>~~Johnson,~~ David W., Johnson, Roger T.~~, Smith~~, Karl A. "Constructive Controversy: The Educative Power of Intellectual Conflict", 2010 - Published Online</ref>		<ref name=CCmain>David W. Johnson, Roger T. Johnson, Karl A. Smith "Constructive Controversy: The Educative Power of Intellectual Conflict", 2010 - Published Online</ref>
	In these studies the concept was held up against concurrence seeking, debate and individualistic efforts, and the results showed that if constructive controversy frequently was used the subjects would be “imprinted with a pattern of intellectual inquiry that includes building coherent intellectual arguments, giving persuasive presentations, critically analyzing and challenging others’ positions, rebutting others’ challenges, seeing issues from a variety of perspectives, and seeking reasoned judgments.” <ref name=CCmain />		In these studies the concept was held up against concurrence seeking, debate and individualistic efforts, and the results showed that if constructive controversy frequently was used the subjects would be “imprinted with a pattern of intellectual inquiry that includes building coherent intellectual arguments, giving persuasive presentations, critically analyzing and challenging others’ positions, rebutting others’ challenges, seeing issues from a variety of perspectives, and seeking reasoned judgments.” <ref name=CCmain />

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	The concept was first discussed by Aristotle, who was of the opinion that constructing a deliberate debate of advantages and disadvantages of a specific topic would end up with a constructive solution.<ref name=Aristoteles>http://www.brighthubpm.com/resource-management/84309-the-concept-of-constructive-controversy/</ref> Earlier in society it was commonly believed that controversy was inherently destructive, and could not be used positively. In spite of this Thomas Jefferson believed that free and open-minded discussion should be the foundation of society, and that eventually this would lead to truth, especially if opposing points of view are advocated.		The concept was first discussed by Aristotle, who was of the opinion that constructing a deliberate debate of advantages and disadvantages of a specific topic would end up with a constructive solution.<ref name=Aristoteles>http://www.brighthubpm.com/resource-management/84309-the-concept-of-constructive-controversy/</ref> Earlier in society it was commonly believed that controversy was inherently destructive, and could not be used positively. In spite of this Thomas Jefferson believed that free and open-minded discussion should be the foundation of society, and that eventually this would lead to truth, especially if opposing points of view are advocated.
	<ref name=Jefferson>Morton Deutsch, Peter T. Coleman, Eric C. Marcus, "Handbook of Conflict Resolution - Theory and Practice, 2006, Second Edition, Jossy-Bass p. 90</ref>		<ref name=Jefferson>Morton Deutsch, Peter T. Coleman, Eric C. Marcus, "Handbook of Conflict Resolution - Theory and Practice", 2006, Second Edition, Jossy-Bass p. 90</ref>
	Sigmund Freud also indicated that intellectual conflict was a needed factor for psychological development. <ref name=Freud>Morton Deutsch, Peter T. Coleman, Eric C. Marcus, "Handbook of Conflict Resolution - Theory and Practice, 2006, Second Edition, Jossy-Bass p. 69</ref>		Sigmund Freud also indicated that intellectual conflict was a needed factor for psychological development. <ref name=Freud>Morton Deutsch, Peter T. Coleman, Eric C. Marcus, "Handbook of Conflict Resolution - Theory and Practice, 2006, Second Edition, Jossy-Bass p. 69</ref>
	The actual expression 'Constructive Controversy' comes from David W. Johnson's research. David W. Johnson is a social psychologist, currently working at the University of Minnesota. He began his research in the 1960s where he started documenting the role of intellectual conflict in instruction and decision making. He created the theory behind Constructive Controversy and on the basis of his research it is now a more much widespread method of learning than it used to be.		The actual expression 'Constructive Controversy' comes from David W. Johnson's research. David W. Johnson is a social psychologist, currently working at the University of Minnesota. He began his research in the 1960s where he started documenting the role of intellectual conflict in instruction and decision making. He created the theory behind Constructive Controversy and on the basis of his research it is now a more much widespread method of learning than it used to be.
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	Constructive controversy has been thoroughly researched within the realm of teaching. It can be used in many other different contexts, but the primary focus of this article is in the use of project management.		Constructive controversy has been thoroughly researched within the realm of teaching. It can be used in many other different contexts, but the primary focus of this article is in the use of project management.
	The concept of Constructive Controversy in the context of project management is most useful in the sense of decision making, and risk management. The reason it can be effective in risk management is that research has suggested that many companies are unable to take risks effectively, because of persistent cognitive bias. However, when a group uses constructive controversy to discuss their opposing views for mutual benefit, they may be better at managing their risks, as the cognitive biases can be set aside. <ref name=china>Tjosvold~~, Dean, YU~~, Zi-you "Constructive Controversy and Risk-Taking for Team Innovation in China" - 2001</ref> Constructive Controversy can give a project-team new eyes when trying to discover and asses the different risks revolving a project, as when someone debates ''for'' something they are usually ''against'', or the other way around, it could give a brand new perspective. That might lead to a better assessment of the risks in general, giving a more well-considered project in the end.		The concept of Constructive Controversy in the context of project management is most useful in the sense of decision making, and risk management. The reason it can be effective in risk management is that research has suggested that many companies are unable to take risks effectively, because of persistent cognitive bias. However, when a group uses constructive controversy to discuss their opposing views for mutual benefit, they may be better at managing their risks, as the cognitive biases can be set aside. <ref name=china>Dean Tjosvold, Zi-you YU, "Constructive Controversy and Risk-Taking for Team Innovation in China", 2001</ref> Constructive Controversy can give a project-team new eyes when trying to discover and asses the different risks revolving a project, as when someone debates ''for'' something they are usually ''against'', or the other way around, it could give a brand new perspective. That might lead to a better assessment of the risks in general, giving a more well-considered project in the end.

	Constructive controversy is more useful in the earlier stages of a project, since early phases such as the initiation and planning phases are when most of the important decisions are made. In the latter phases such as execution and closure, there won’t be much use for constructive criticism, unless something has gone wrong, and a new decision has to be made. Here it could also be used if the team has enough time to go through the process of gathering two sides and having them debate and contemplate. However, in the early phases it can be used when a group is faced with a difficult decision. Applying the concept can help team-members seeing the problem with new eyes and help the group come to a well-reasoned and critically analyzed decision.		Constructive controversy is more useful in the earlier stages of a project, since early phases such as the initiation and planning phases are when most of the important decisions are made. In the latter phases such as execution and closure, there won’t be much use for constructive criticism, unless something has gone wrong, and a new decision has to be made. Here it could also be used if the team has enough time to go through the process of gathering two sides and having them debate and contemplate. However, in the early phases it can be used when a group is faced with a difficult decision. Applying the concept can help team-members seeing the problem with new eyes and help the group come to a well-reasoned and critically analyzed decision.
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	===Rules for using Constructive Controversy===		===Rules for using Constructive Controversy===
	In order to use Constructive Controversy in the most constructive manner a certain set of rules, or guidelines, will be presented in this section to help things along. Below ten rules are presented that will cover most of what could potentially start a full-blown conflict between team-members. These rules are found as part of an article on constructive controversy.<ref name=Value of Conflict>~~Johnson,~~ David W. - "Constructive Controversy: The Value of Intellectual Conflict", 2008</ref> If everyone can conform to these rules, constructive controversy will be much more pleasant to use:		In order to use Constructive Controversy in the most constructive manner a certain set of rules, or guidelines, will be presented in this section to help things along. Below ten rules are presented that will cover most of what could potentially start a full-blown conflict between team-members. These rules are found as part of an article on constructive controversy.<ref name=Value of Conflict>David W. Johnson "Constructive Controversy: The Value of Intellectual Conflict", 2008</ref> If everyone can conform to these rules, constructive controversy will be much more pleasant to use:

	#I am critical of ideas, not people. I challenge and refute the ideas of the other participants, while confirming their competence and value as individuals. I do not indicate that I personally reject them.		#I am critical of ideas, not people. I challenge and refute the ideas of the other participants, while confirming their competence and value as individuals. I do not indicate that I personally reject them.