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The purpose of this case study is to explain a specific type of intervention that is both an interpersonal intervention and also a techno-structural intervention. A fictitious situation of a conflict between three senior teachers in a workgroup is presented. Through an iterative process, each of these three incumbents lists the tasks to be performed as a part of one's role. This is followed by an understanding of one's tasks in relation to the others in terms of the extent of interaction. Finally, each of these role incumbents proposes a set of behaviors expected of the other two role incumbents leading to successful working relations.