How To Do Chicago Style Reference Order If No Author Conflict Resolution Strategies in the Workforce

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Conflict Resolution Strategies in the Workforce

Conflict in the workplace is inevitable. When two or more people have to work together and combine ideas, the door to conflict is always open. The goal is to learn to use conflict as a tool that can benefit the whole, instead of destroying it and the idea of ​​concern. A team must have a common goal of success (Temme & Katzel, 1995). Several strategies have proven to be beneficial tools in resolving these destructive conflicts.

Conflict is defined as disagreement or disharmony that occurs in groups when differences in ideas, methods, and members are expressed (Wisinski, 1993). However, these differences do not have to produce a negative result. Used correctly, the group can become closer and more aware of each other’s differences. Regarding others, the group can combine ideas and be more successful in the end.

Management is ultimately responsible for recognizing a conflict, instilling conflict resolution strategies, and ensuring that these strategies are successfully executed. For a school administration, for example, to achieve this goal, it has to be aware of the types of conflict: constructive and deconstructive. Constructive conflict is beneficial to teams. This style focuses on the subject while still maintaining respect for other colleagues. Teammates will show flexibility, support and cooperation with each other. The commitment to the team’s success is evident. The deconstructive conflict, on the other hand, presents selfish behaviors of personal attacks, insults and defensive attitudes. There is no flexibility in the team, and the competition between colleagues is high. Avoiding conflict is obvious (UOP, 2004)

Many external influences can cause or add to a conflict. Limited resources (UOP, 2004) can cause stress among co-workers. If a teacher is worried about the lack of resources for his students, for example, he can demonstrate a high level of stress. This, in turn, can influence any slight friction shared with other teachers. Differences in goals and objectives (UOP, 2004) also cause tension between staff. For example, one teacher may focus on sports and recreational equipment, while another is more dedicated to academics and up-to-date texts. This difference in goals for students can cause additional tension and conflict among staff.

Poor communication (UOP, 2004) can cause conflict between staff. Two teachers with the same goal may not explain themselves clearly to each other. If the messages are not clear, confrontation and conflict will more than likely be the result. Teachers who share different attitudes, values ​​and perceptions (UOP, 2004) open the door to conflict. Similar to teachers with different goals, attitudes, goals, and perceptions that differ cause immense stress for all faculty and staff. Finally, personality clashes (UOP, 2004) are probably the most common problem among a group, and possibly the easiest to overcome. If handled with a mature adult mindset, personality differences should not influence the work environment or group goals. Lack of training, lack of responsibility and favoritism on the part of the administration (First Line, 2007) can also cause conflicts. Teachers and the rest of the school staff must keep the most important aspect of their work (the children) in focus. As adults, they are responsible for their own actions and behaviors.

The ability to recognize the type of conflict allows management to direct the conflict accordingly with the goal of obtaining a positive outcome, rather than leading to destruction. After recognizing the type of conflict, management (or administration) can choose between three different resolution methods: the “4 R” method, the AEIOU method and the negotiation method.

First, the “4 R” method (UOP, 2004) means: Reason- The leader is responsible for finding out if the feelings regarding the conflict are expressed differently within the team. It is also necessary to identify the personal situations present among the staff. Finally, the leader must clarify if the team knows their position; Reaction: The leader is responsible for assessing how the group reacts to each other. It must be determined whether the conflict is constructive or destructive. Once determined, the leader must decide whether the conflict can be transformed into constructive conflict, whether originally destructive; Results: Leaders should now explain the consequences of this conflict. The entire team, including the leader, must determine whether the conflict is serious enough to affect the goal or outcome; Resolution- Finally, the whole team should discuss all possible methods that will help achieve a successful resolution and which one is the best. The “4 R” method takes teams through a resolution process, step by step. This style helps in assessing the situation and helps to reorient the conflict towards a positive outcome.

Second, the AEIOU model (Wisinski, 1993) means: A- Assume that others “mean well; E- Express one’s feelings; I- Identify what you would like to happen; O- The results you expect are clear to the group” (UOP, 2004); U- The group’s understanding is at a mature level. This model communicates your concerns to the group clearly. Suggestions for alternative methods are expressed to the group in a non-confrontational manner. By keeping a calm demeanor, the administration is telling the group that they want the group to succeed.

Third, the negotiation method (UOP, 2004) focuses on a compromising attitude. Separating each person from the problem allows each partner to focus on the group’s interest rather than their personal positions. This technique creates opportunities to reach a variety of possible solutions. The leader is responsible for expressing the importance of an objective perspective when choosing a solution. Through the negotiation technique, everyone knows the problem, and the goal, and everyone is willing to put aside their personal feelings to reach that mutual goal (Krivis, 2006).

Another type of strategy known as the NORMS method helps the manager, or leader, stay objective while dealing with conflict in the work environment. NORMS means (Huber, 2007): N-Interpretation not biased or personal; O-Observable, the situation is seen and touched or experienced by the staff; R-Reliable, two or more people agree on what happened; M-Measurable, conflict parameters can be distinguished and measured; S specifications are not subjective, but objective and non-confrontational. By following the RULES, one can observe the situation with an objective perspective. Therefore, he or she can help the team with the conflict with the right approach to bring the team together and resolve the conflict, as well as benefit from the experience.

Each method promotes a friendly environment that welcomes different ideas. Differences can ultimately benefit the entire group as well as the project or situation at hand. Temme and Katzel state, “For a team-building effort to work … management must be sincere in its determination to see the team-building process through.” (Call a team a team, 1995).

As an administrator, or leader, one is responsible for steering the team toward cohesion and compatibility. This goal can be achieved during a conflict by representing each team member equally, acknowledging the problem, listening to each concern with the same level of importance and respect. To reach a collaborative agreement and goal, each teammate, or employee, is to respect others for their different opinions and goals, but also keep an open mind. Conflicts can be beneficial to a team as they bring new ideas and perspectives to the table. Clear communication and an open mind can turn a conflict into a benefit rather than a burden.

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