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Conflict ResolutionBy Annick & Vincent - A Group Project

In groups of people with various temperaments, philosophies and

personalities, there is bound to be interpersonal conflicts. Aninterpersonal conflict may be any form of confrontation or interactionbetween groups that hinders the achievement of group goals(Poduska, 1980). In a school setting where persons work closely andwhere job functions demand constant communication, somerelationships will inevitably be wrought with conflicts.

Conflicts can (1) cause stress, (2) cause frustration, (3) cause hostility,(4) result in impaired or bad judgment, (5) restrict freedom, (6) usevaluable energy, (7) influence other workers negatively, (8) result inlack of confidence in principal or administrator, (9) detract from the

attainment of goals and objectives.

Some reasons for conflicts include:

Cognitive dissonance. A conflict between convergent anddivergent thinking.

Status. When there is a need for status, such as the "wrong"person being promoted.

Economics. Insufficient remuneration. Leadership styles. Differences in leadership styles in

administration.

Stress. Conflicts from stress from external sources; i.e.,functional or dysfunctional situations.

Power struggle. Conflict from power struggle when all want tolead and none want to follow.

Inappropriate assignment of administrative leadership. Conflictresulting from someone of less stature leading a more qualifiedand experienced worker.

The application and interpretation of rules and policies. Assessment of employee performance. Allocation of resources and privileges.

Types of ConflictsThere two types of conflict: (1) substantive conflict, and (2) affectiveconflict. A substantive conflict is associated with the job, notindividuals, while an affective conflict is drawn from emotions

Conflict Resolution Techniques

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The choice of an appropriate conflict resolution technique depends ona number of factors including (1) why the conflict occurred, (2) therelation between the conflicting parties, and (3) the relationshipbetween the principal and the conflicting parties. Most of thesetechniques rest on one model which consists of four steps:

1. Identify or clarify the issues.2. Search for shared values.3. Explore possible solutions.4. Select the solution that satisfies those who have the conflict.

Preventative TechniquesSeveral techniques fall within this category: (1) Personal qualificationsof the principal, promoting and becoming involved in morale-boostingsocial events for staff, students, and parents, (3) promoting effectiveup-down and down-up communication, (4) altering behavior through

motivational seminars, peer evaluation, mentoring, etc. I will elaborateon the personal qualifications of the principal.

The principal must possess the qualities that enhance good workingrelationships among staff members. These qualities include aknowledge of group dynamics, motivational skills, persuasiveness,organizational sensitivity, ethnic and cultural awareness, objectivity, asense of humor, listening skills, and compassion. The principal mustshow a high degree of loyalty and respect to all concerned. She mustbe able to make wise and intelligent decisions and possess someanalytical skills.

Other TechniquesThese techniques include but are not limited to: (1) integration, (2)consensus management, (3) expansion of resources, (4) compromise,(5) negotiation, (6) changing the formal structure of the group, (7)identification of similar goals and objectives, (8) changing the formalstructure of the group, (8) problem solving, (9) superordinate goals,(10) smoothing, (11) authoritative command, (12) altering of thehuman variable.

Authoritative command. This is based on the formal authority

vested in the leader and the tendency of subordinates to obey theleaders command. It is very successful in achieving short-termreduced levels of conflict. Its major weakness is that it does not treatthe cause of the conflict.

Altering the human variable. This is very difficult to achieve. Thegoal is to change the behavior of the conflicting parties. It has a dualpotential effect of alleviating the source of the conflict and ending the

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conflict itself. This is achieved through human relations training,sensitivity and awareness training. A third party is usually involved.

Altering the structural variable. This is the most successfulresolution technique. It is assumed to be so because leaders have

authority to change the organizational structure or at least to have aninput into such changes. This is accomplished by exchanging groupmembers, creating or coordinating positions, developing an appealsystem, expanding the boundaries of the group or the organization.

Integration. It is the most effective technique in cases when differentgoals or ideals are being sought. Integration is achieved through face-to-face dialogue and brainstorming in order to understand the conflictand evaluate the worth of suggestions. This technique is useful, forexample, when two department heads are at odds over the use of thefacilities that one has jurisdiction over.

Consensus management.The principal seeks group input in thedecision-making process, especially in the formation and prioritizing ofgoals. This technique is useful, for instance, when a schooladministration must decide on the best day to begin internalexaminations.

Compromise. Compromise sends a message of tolerance,understanding, and sympathy for both parties leaving integrity anddignity intact. This is especially applicable in teacher-parent, teacher-student, or teacher-teacher conflicts.

Negotiation. Time should be taken to understand both sides throughquestioning, to evaluate what is being said, and to make decisionswithout being subjective. Choices should be offered after pointing outdisadvantages and benefits of suggestions. This is a suitable strategywhen dealing with parents of a disruptive student and when convincingirate teachers to tolerate and "accept" a difficult student back in schoolafter a severe disciplinary infraction.

Problem solving.This also known as confrontation. It seeksresolution of disagreements through face-to-face confrontation of the

conflicting parties. Rather than accommodating various points of view,this approach aims at solving the problem. It does not determine whois right, who is wrong, who wins, or who loses. Conflict stemming fromsemantic misunderstanding can be quickly and effectively alleviated inthis manner.

Superordinate goals. Common goals that two or more conflictingparties each desire and that cannot be reached without the

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cooperation of those involved are called superordinate goals. Thesegoals must be highly valued, unattainable without the help of allparties involved in the conflict, and commonly sought. A union-management dispute illustrates the functioning of the superordinategoal. In times of economic plenty, unions are frequently adamant in

their demands. But in numerous cases where an organizations survivalhas been seriously threatened owing to economic pressures, a unionhas accepted pay reductions to keep the organization in business. Acompelling and highly valued goal, survival, has preceded other,individual objectives, and temporarily resolved the labor conflict.

Smoothing. Smoothing can be described as the process of playingdown differences that exist between individuals or groups whileemphasizing common interests. Differences are suppressed insmoothing, and similarities are accentuated. When we recognize thatall conflict situations have within them points of commonality, we

further recognize that smoothing represents a way in which oneminimizes differences.

Positive Outcomes of ConflictsConflicts can have constructive outcomes when they are properlyhandled. They can: (1) provide greater interest in the topic ofdiscussion, (2) stimulate greater feelings of identify, (3) causeattention to be drawn to the existing problems, (4) cause diffusion ofideas for the solution for other problems, (5) promote understanding,(6) motivate one to work more efficiently.