Conflict Management in Educational Institutions

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Conflict Management in Educational Institutions

ByBabatunde Sanusi

Kwara State College of Education, Oro.

Abst ract

This paper reviewed available literature on "symptoms" of conflict in formal

organizations, enumerated its causes and t reatments of conflic t Also it

highlighted the permanence of conflict in formal organisations and proposed a

spiral model" in which educational administrators should perceive conflict as

ever recurring phenomenon. It also identified the potentialities of conflict to

generate improvement in aft organisation so that each succeeding epoch in the

spiral shall be superior to the preceding one in Structural arrangement,

provisions of resources, interactions and operations.

Introduction

Organizational behaviour is positively related to organizational output. For this reason,

the educational administrator needs to take conflict management issues as very important issues

because "conflicts and attempts towards resolution are perhaps the most powerful force existing

for bringing about changes in patterns of organizational behaviour" (Hanson, 1991 p. 282).

Indeed one of the commonly expressed concerns of organizational people in developing

countries, is that of permanence of internal conflicts in their organizations. Each institution has

share of the view that it is characterized by internal wrangling. Indeed, the disagreements are

often manifested in open conflicts.

Such conflicts together with other school factors trigger personal stress (Jones, 1988). It

is, however, sad that

"... dysfunctional stress is usually considered personal problem for which those

suffering must f ind their own way out (Hanson, 1991, p. 281).

This is sad because dysfunctional stress is negatively related to performance. It is

humane that management takes care of "mishaps that occur to labour while on duty". This paper

examines the nature, cause and contemporary administrative actions and effects of each of them

to arrive at a concrete resolution of the misery surrounding conflicts in formal organizations.

Sources of Conflicts In Formal Organisations

Literature available provide enough information for meaningful discussion and

description of elements of this topic. Conflicts arise when interests collide usually as a result of

divergence in organizational goats, personal ambition, group loyalties, demands on scarce

resources and so forth. (Rahim, 1986). Therefore, conflicts originate from multitude of sources

found at personal and organizational levels in institutions. The following levels are identified witheach of them being interaction either (1) within and between informal organizational levels or

(2) within or between formal organizational levels or (3) between formal and informal

organizational levels. The crux of the explanation here is that every institution has potentialities

that spark off conflict. These potentialities are groped into three above and further subdivided into

twelve. Each of them is thus enumerated below.

1. Intra-role conflict: This is when various members in a role set simultaneously and

legitimately make differing demands on a single role. An example is when college demands for

more paper writing and the departments demand for increases taught by lecturers.


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2. later-rote conflict: This is when an individual has to perform roles that negate rather than

supplement each other. Kahn, Wotfe and Rosenthal (1964 p. 19) defined it as "the simultaneous

occurrence of two (or more) sets of pressures such that compliance with one would make difficult

compliance with the other".

3. Intra-departmental conflict: This is when members of the same unit are opposed to

another due to different viewpoints. This is usually complicated by the fact that both views are

appropriately informed and correct.4. Inter-departmental conflict: This is when two or more departments compete for facilities

and aids in the organization. Assembly hall, play ground and libraries are usually sources of

interdepartmental conflicts in educational institutions.

5. Intra-organisational conflict: This form of conflict transcends departmental units, A good

example is when teachers complain of unrealistic demands of their time by school programme.

6. Organization - environment conflict: This type emanates from outside the school system

in an attempt to influence policy, programme and.

7. Inter - personal conflict: It stems from personal motives. Interests of persons involved

collide and the attempt of each of them to put his interest ahead provokes another's reaction.

8. Inter-group conflict: Within the hierarchies, departments and along the lines of personal

interest, groups are formed in organizations. The

9. "old guards for example may go head-to-head with "young activities".10. Intra-group conflict: Here, an hitherto harmonious group splits to groups opposed on

an issue or a number of issues. This can degenerate to embittered relationship typical of factions

in staff or students union.

11. Interpersonal conflict: This is when a person-environment social fit is unusual and the

behavioral outcome trigger trouble for him and others (Kahn and Boulding 1964). This is why

administrators generalize that trouble is caused by trouble makers. In actual fact behaviours here

are caused by personal peculiarities such as inadequacies or exceptionally good qualities.

12. Inter-informal system conflict: Members of each informal group often develop and

sometimes manifestly express criticism of other groups. Such conflicts that put informal system

against one another are usually detrimental to cooperative actions.

13. Informal system - environment conflict: Informal levels of action in the organization can

conflict with pressures from external environment. For an example, every organisational man

struggles with pressure from family and communal groups for more quality time and commitment.

The question next is, how do we study objectively, each specific occurrence of conflict in

the organization?

Conflict Analysis

One common characteristic of formal organization is that members deal with conflict

everyday. Sometimes it is between a few individuals. Sometimes it is between groups.Sometimes, these conflict are contained within the operational systems of the organization.

Sometimes, the system actually comes to a standstill. This paper highlights the major approaches

of analyzing the conflict situations. Beyond this, it proposes a model for conflict management in

the organizations.

With a view to understanding and effectively handling conflicts in educational institutions

there are two distinct approaches to studying specific situations. These are structural and process

models. Thomas in Dunette (1976 p. 26) stated that process model "focuses upon the sequence

of events with the need to understand and intervene directly into the stream of events of an on-


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going episode". The administrator traces dynamics of the events by recording the impacts of each

event on succeeding ones.

The structural model studies the conditions, which shape conflict behaviour in a

relationship. The parameters that initiate and direct behaviour in conflict situation are fired or at

least slow to change. Such parameters include formal organisational roles and informal group

membership. This approach is particularly useful in restructuring situation to facilitate desired

bahaviour patterns. Many organisational conflicts are natural consequences of the system. Takefor instance the union and management relationship and the controversy between school

coaches who want games period in the time table and subject teachers who say it should be

evening activity. The triggers of these conflicts are built into the system. The structural model

here advocates the study and reshaping of the conditions that trigger the conflicts.

When the degree of contest in conflict situation is no longer disruptive, conflicts is said to

be resolved. However, the conclusive position here is that any approach to conflict analysis be

extended beyond this to considering conflict aftermath. This is because there are attendant

residual baggage to conflict resolution. A resolution that leaves sense of success and hopeful

expectation facilitates mutual respect and understanding. Residuals of lingering unresolved and

hidden problems which Boulding (1964) called conflict traps trigger insignificant issues that are

sometimes not even related to anything, to explosive reactions. For an example, a decision to

forward the best academic performer in social science for a community service may spark off long

hidden resentment in applied science department that favouritism is the deciding factor of theuniversity authority. This is why comprehensive analysts of conflict situation in formal

organizations needs to consider aftermath of conflict resolution.

Field Work

Having established the need for related works In available literature with appropriate

reference, it is expedient to examine the consciousness of organisational men because they

experience the phenomenon in concrete realities. Which of these conflict types are more

frequent than others? Which of them are considered to be of more Serious consequences? Are

the perception and concerns of organisational men determined by length of service?

It was hypothesised that length of serving experience is a determinant of teacher's

perception of frequency and effect of conflicts in school It was also hypothesised that frequencyof conflicts is a determinant of Impact on individuals involved: Types and cause of conflicts in

schools were listed" in an instrument of four point scale in which very frequent is scored 4,

frequent Is score 3, undecided was scored 2 and not frequent was scored 1. The instrument was

administered on teaching staff of Local Government Secondary Schools at Oloru and Ipaye in

Moro Local Government Area of Kwara State with demographic distinction between experienced

and less-experienced teachers. Experienced teachers are those that have served for six or more

years while less-experienced teachers have less than six-year teaching experience. T test

conducted on the scores of experienced teachers and less experienced teachers found

probability of 827. Since this is greater than 0.5, it was inferred that there was no significant

difference between the perceptions of experienced arid less-experienced teachers. It was also

found that frequency of specific types of conflicts was not a determinant of intensity of impact

Items 9 and 10 had tow frequency rates but high intensity of impact while item that has high

frequency has. low impact intensity. How best do one manage the conflicts/ or, in what way canone get rid of this affliction as it is often referred to?

Conflict Management

Conflict management is the process of removing cognitive barriers to agreement

(Greenhalgh, 1986. p. 50). Conflict is therefore considered managed when it ceases to interfere

with the activities of the parties involved. The positive aspect of collaboration has overcome

restraining aspects of conflict. In view of the .frequency of conflicts in these organizations and the


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attendant effects on persons and activities as evidenced by the fieldwork, it is pertinent to

consider

strategies applicable as solutions. Literature available and indeed findings of the fieldwork

suggest specific strategies. One of such strategies is that of expanding resources. Since scarce

resources do induce conflict, skillful management of resources and expansion of resources base

is a potent tactic. Appeal system provides opportunity of format redress usually through an

ombudsman. Changing interaction patterns bring parties to operate together where there is lackof trust and separates them if conflict originates from differences in principles. Modifying

reward system readjusts reward structure in an organization where reward is at the foundation of

conflicts,

Mergers bring conflicting units to a department to eliminate undue struggle for policy and

resource control. Role clarification is a process or decreasing task ambiguity. Job Expectation

Technique (JET) and Ro Analysis Technique (RAT) are good examples here. The third-party

consultation brings in a neutral person. who ensures that all parties want, to resolve conflict,

ready to compromise, with controlling power of the situation also been fair to all parties. Conflict

sponge is highly tactical and demanding art of redirecting tension and

conflict behaviuor toward oneself. It is employed by competent leaders to dear the atmosphere of

conflicting actions for more productive action to take place at lower levels.

In sum, it should be realized that each of the suggested strategies is actually applicable

to specific sample types. None of them is really applicable to all conflict situations. Otherapproaches to conflict management give continuum from least involvement to total involvement.

Each strategy to a situation

falls somewhere along the continuum. Thomas in Dunette (1976) presented a model that is

comprehensive in the sense that it is a continuum that takes cognizance of all conflict types. Its

diagrammatic representation is shown below in figure 1. This conception explained that the

manager is either assertive or

unassertive. He is assertive when he is preoccupied by his own concerns. He is unassertive

when he is preoccupied with other concerns. Each of the two positions can be manifested at high,

middle or low level. In this way, high level of assertive position will produce domination which high

level of unassertive position

will produce avoidance. The middle point will produce compromise while the low level shall

produce collaboration and accommodation for assertive and unassertive positions respectively.

The terminal along the continuum are avoidance domination, accommodation,

compromise and collaboration. Avoidance is used to delay reaction or as withdrawal, evasion of

indifference. Domination tactic subjugates opposing interests as one party wins at other's

expense. Accommodation some interests to' the .other party either as submission, generously for

conservation of err and resources Compromise "gives and takes" to involved. Collaboration

integrates and satisfies the interests of all parties involved in conflicts.

Figure 1 Conflict Management Strategies

Assertive Domination CollaborationATTEMPTING TO SATISFY

ONES OWN CONCERN

COMPROMISE

Unassertive AVIODANCE ACCOMMODATIONUncooperative Co-operative

ATTEMPTING TO SATISFYONES OWN CONCERN


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Adapted from Thomas. K. in Dunnette, .M. (1976) Handbook of Industrial and OrganisationPsychology. New York: Wiley (p. 900).

Deduction: Centrality of conflict management in school administration

Do these strategies take care of all concerns generated by conflict situations inorganizations? Each conflict situation can be located within the range provided earlier on. in the

same vein, appropriate managerial approaches are provided within the continuum of suggested

solutions, in this sense, conflict management necessitates application of contingency theory. No

single strategy solves all types of conflicts that occur in organizations. Beyond is, it should be

realized that these strategies do not suggest "permanent" solution to conflict generated concerns

in organizations. This is because either a single one or the collection of all, forestall future

occurrence of any of the conflict types. The fieldwork, for example, found that the school system

manufactures the ingredients that initiates conflicts. It was found that in the school, conflicts are

triggered by factors that include "competition for facilities and placements" and" pressure of

work".

This implies that conflict situation will from time to time arise in so far as these factors of

limited resources and pressure of work are permanent features of formal organizations as

dictated by practical reality of life. Stress and every other symptom of conflict should not be seenas a peculiar problem of any institution or administrative style. Rather, it should be realised that

pursuit of organisational and personal goals in natural formal system triggers it. Therefore conflict

management in educational institutions should be seen as a spiral movement from one level to

another. Every epoch is characterized by antithesis that is manifested in conflict. The resolution of

each conflict leads to another epoch, which carries along a new form of contradiction to be

climaxed later. In this form, conflict situation and its resolution is a continuous and permanent

feature of international relationships in educational institutions.

Figure 2: A Proposed model of Conflict Management System

Like human beings, educational organisations get sick, suffer from paralysis,

undernourishment, fatigue, pains, and from time to time die. In many instances organisational

"doctors" must be called in to put this system back to shape. These doctors are called

"organisation development specialists" (Hansbn, 1991 p. 332). Beckhard (1969 p.9). posited that

"organisational development is an effort (1) planned (2) organisational wide and (3) managed

from the top to (4) increase organisation effectiveness and health through (5) planned

interventions in the organisation" processes" using behavioural science "knowledge"

recommendation: In so far as formal arrangement and interpersonal relationships in organisations

are to be modified from time to time, either for purpose of organisational development in which

there is intervention of expert from outside or internal problem solving, improving effectiveness or

redirecting efforts, the administrator has to appreciate the fact that the art of conflict management

occupies a central position in his work. He should also realise that it is neither meant to forestall

conflicts nor is its consequential stress. Stress could be positively related to productivity

depending on the range. Gmelch (1982) explained how low range stress produce boredom,

fatigue, frustration and dissatisfaction. Optimum range stress produced creativity, rational

problem solving and satisfaction while over stimulated stress produced irrational problem solving,


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exhaustion, illness and low self-esteem. Conflicts should therefore, no longer be seen as evil to

be completely forestalled. In the same vein, conflict management should not be seen as terminal

in process; rather, it should be seen as continuing, graduating from one stage to another. It is

equally necessary that appropriate analysis be made to ensure improvement. This is to say that

every succeeding epoch in the spiral should be inherently superior to the preceding epoch.

References

Becthard, R. (1969). Organisation development strategies and models. London; Tavistock.

Dunette, M. (1976). Handbook of industrial and organisation psychology. Chicago; Rand McNally.

Everand, KB. (1986). Developing Management in Schools. Oxford: Basil Blackwell.

Greenhaign, L. (1986) .MR Forum: Managing conflict. Sloan Management Review, 27

Hanson, M. (1991) Education administration and organisation behaviou. Massachusetts: Ally andBacon.

Jones, A. (1988). Leadership for tomorrow's schools. Oxford: Basil Blackwell. Kahn. R. Wolfe, D.M.Qun R.P. Snock, J.S. & Rosenthal, RA (1964). Organisation Stress: Studies in role conflict andambiguity. New York: Wiley.

Musaazi, J.C.S. (1982) The theory and practice of educational administration. London: Macmillan.

Ogundele, A. L. (Ed.) (1987). Secondary School Administration: a management approach. Ibadan:

EvensBrothers Okorie, A. N. (1997). Situational conflict management strategies: different strokes fordifferent folk llorin Journal of Education, 17, 87-98.

Rahim, A. (1986) Management conflict in organisations. New York: Praeger.

Conflict Management in Educational Institutions

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