Conflict

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CONFLICT

Baharak Talebloo GS30910Roya Roustaee GS31027Vita Santa Kusuma C. GS31120Moch. Anfal Hasbi GS31499Muji Utama GS 31501

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As social being, humans always interact with others in various ways.

When two individuals interact and share a common goal then there will be competition. But, when two individuals share a common goal there will be cooperation. On the other hand, if two individuals have different interest then there will be conflict.

Conflict and competition are not only happened in place which contains commercial elements, but also at school.

School as a social system is a proper place to have conducive environment to support teaching and learning process. Learning process would be better if the physical and psychological environment is very conducive. Conversely, conflict and violence in school can make negative impact on teaching and learning process for students.

BACKGROUND OF THE STUDY

•BACKGROUND OF THE STUDY

1. How to manage the conflicts in school to

achieve high performance school.

2.How to apply models appropriately to

manage the conflicts in high performance

schools.

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PROBLEM IDENTIFICATION

1.To identify the nature of conflict and different

models to manage the conflict.

2. To describe the appropriate model of conflict

management toward high performance

school.

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OBJECTIVES OF THE STUDY

According to John W. Newstorm (2011:275) conflict is

an interpersonal process that arises from

disagreements over the goals to attain, the methods

to be used to accomplish those goals, or even the

tone of voice used as people express their positions.

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DEFINITION OF CONFLICT

– Vertical conflict.• Occurs between hierarchical levels.– Horizontal conflict.• Occurs between persons or groups at the same hierarchical level.– Line-staff conflict.• Involves disagreements over who has authority and control over specific matters.

CAUSE OF CONFLICT

– Role conflicts.• Occur when the communication of task expectations proves inadequate or upsetting.– Work-flow interdependencies.• Occur when people or units are required to cooperate to meet challenging goals.– Domain ambiguities.• Occur when individuals or groups are placed in ambiguous situations where it is difficult to determine who is responsible for what.

Cont'

– Resource scarcity.• When resources are scarce, working relationships are likely to suffer– Power or value asymmetries.• Occur when interdependent people or groups differ substantially from one another in status and influence or in values.

Cont'

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According to Robbins and Judge (2008:174-175), the paradigm of conflict development has been through three steps as follows:

1. The Traditional View

2. Human Relation View

3. Interactionist View

CONFLICT PARADIGM DEVELOPMENT

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Substantive conflict is a fundamental disagreement over ends or goals to be pursued and the means for their accomplishment. For example a dispute with one's boss over a plan of action to be followed, such as a the marketing strategy for a new product.

Emotional conflict involves interpersonal difficulties that arise over feelings or anger, mistrust, dislike, fear, resentment, and the like. They can emerge from wide variety of settings and are common among co-workers as well as in superior-subordinate relationships.

TYPES OF CONFLICT

.– Results in positive benefits to individuals, thegroup, or the organization.– Likely effects.• Surfaces important problems so they can be addressed• Causes careful consideration of decisions• Causes reconsideration of decisions• Increases information available for decision making• Provides opportunities for creativity.

Functional (or constructive) conflict

– Works to the disadvantage of individuals, thegroup, or the organization.– Likely effects:• Diverts energies.• Harms group cohesion.• Promotes interpersonal hostilities.• Creates overall negative environment for workers.

Dysfunctional (or destructive) conflict

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Conflict is likely to be high when:

Persons from short-term cultures work with persons from long-term cultures.Persons from individualistic cultures work with persons from collectivistic cultures.Persons from high power distance cultures work with persons from low power distance cultures

CULTURE AND CONFLICT

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According to Nelson and Quick (2003:433-434), conflict has five forms, namely:

1.Interorganizational conflict

Conflict that occurs between two or more organization is called interorganizational conflict.

2.Intergroup conflict

When conflict occurs between group or teams, it is known as intergroup conflict. Conflict between groups can have positive effect within each group, such as increased group cohesiveness, increase focus on tasks and increase loyalty to the group.

Level of Conflict

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3. Intragroup conflict

Conflict can occurs within groups or teams is called intragroup conflict.

4. Interpersonal conflict

Conflict between two or more people is called interpersonal conflict. Conflict between people can arise from many individual differences including personalities, attitudes, values, perceptions and the other differences.

Cont,…

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5. Intrapersonal conflict

When conflict occurs within an individual, it is called interpersonal conflict. There are several types of intrapersonal conflict including interrole, intrarole and person-role conflict :

Interrole conflict occurs when a person experiences conflict among the multiple roles in his or her life. one interrole conflict that many employees experience is work/home conflict, in which their role as worker clashes with their role as spouse or parent.

Intrarole conflict is conflict within a single role. It often arises when a person receives conflicting messages from role senders about how to perform a certain role.

Person-role conflict occurs when an individual in a particular role is expected to perform behaviors that clash with his or her values.

Cont,…

Intrapersonal conflicts.• Actual or perceived pressures from

incompatible goals or expectations.• Approach-approach conflict.• Avoidance-avoidance conflict.• Approach-avoidance conflict.

Cont,…

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CONFLICT PROCESS

Precursor Conditions:

-Communication-Structure

-Personal variables

Precursor Conditions:

-Communication-Structure

-Personal variables

Stage IPotential

opposition and incompatibility

Stage IPotential

opposition and incompatibility

Decreasing group

performance

Decreasing group

performance

Increasing group performance

Increasing group performanceOpen conflict

-Party’s Behaviors-other’s reaction

Open conflict-Party’s

Behaviors-other’s reaction

Conflict handling intentions

-Competing-Collaborating-Avoiding

-Accommodating-compromising

Conflict handling intentions

-Competing-Collaborating-Avoiding

-Accommodating-compromising

Felt conflictFelt conflict

Perceived conflict

Perceived conflict

Stage VOutcomes

Stage VOutcomes

Stage IVBehaviorStage IVBehavior

Stage IIIIntentionStage III

IntentionStage II

Cognition and personalization

Stage IICognition and

personalization

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CONFLICT MANAGEMENT MODEL. THOMAS KILMAN

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CONFLICT RESOLUTION TECHNIQUES

Causes of conflict-Organizational change-Different sets of values-Threats to status-Contrasting perceptions-Lack of trust-Incivility-Difficult tasks-Personality clashes

Causes of conflict-Organizational change-Different sets of values-Threats to status-Contrasting perceptions-Lack of trust-Incivility-Difficult tasks-Personality clashes

Perceptions of conflict-Constructive-Destructive


Participant intentions- Winning- Losing


Resolution strategies-Avoiding-Smoothing-Forcing-Compromising-Confronting


Conflict outcomes-Lose-lose-Lose-win-Win-lose-Win-win

Source: A model of the conflict resolution process. John W Newstorm, 2011:278

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Direct conflict management approaches

AssertiveUnssertive

Uncooperative

Cooperative

Indirect conflict management approaches

– Reduced interdependence.

– Appeals to common goals.

– Hierarchical referral.

– Alterations in the use of mythology and

scripts.

Reduced interdependence.– Used for adjusting level of interdependencywhen work-flow conflicts exists.– Options.• Decoupling.• Buffering.• Linking pins.Appeals to common goals.– Focusing the attention of potentiallyconflicting parties on one mutually desirablegoal.– Helping parties to recognize their mutualinterdependence.– Can be difficult to achieve if:• Prior performance is poor.• Parties disagree over how to improve performance

Cont'

Cont'

Hierarchical referral– Makes use of the chain of command forconflict resolution.– Problems with hierarchical referral.• May not result in true conflict resolution.• Possibility of inaccurate diagnosis of causes ofconflict, resulting in only superficial resolution.• Superiors may attribute conflict to poorinterpersonal relationships.Alterations in the use of mythology and scripts– Scripts are behavioral routines that becomepart of the organization’s culture.– Scripts prescribe ways of dealing withconflict.

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Definition of Negotiation

According to Schermerhorn, Hunt and Osborn (2003:388), negotiation is the process of making joint decision when the parties involved have different preferences.

Negotiation has two important goals namely substance and relationship goals. Substance goals deal with outcomes that relate to the content issue under negotiation. Relationship goals deal with outcomes that relate to how well people involved in the negotiation and any constituencies they may represent are able to work with one another once the process is concluded.

NEGOTIATION

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1. Distributive Negotiation

In distributive bargaining approaches, the participant would each ask the question:”Who is going to get this resource?”

A case of distributive negotiation usually unfold in one of two directions, neither of which yields optimal result: Hard distributive negotiation takes place when each party hold out to get its own way. This lead to competition, then each party seeks dominance over the other and tries to maximize self-interest.

NEGOTIATION STRATEGIES

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2. Integrative Negotiation

In the integrative approach to negotiation, participants would ask:”How can the resources best be utilized?” This question is very different with distributive negotiation. It is less confrontational and it permits a broader range of alternatives to be considered in the process. There is much more win-win solution.

Cont,...

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NEGOTIATION PROCESS

Preparation and planning

Determination of the basic rules

Bargaining and problem solving

Closure and implementation

Clarification and justification

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THIRD PARTIES NEGOTIATORS

There are four types of third parties which are available to help individuals in negotiation:

A.Mediator is a neutral third party who facilitates the negotiation solution by using reasoning and persuasion, offering an alternative and the like. In this case, the situation is the key whether the mediation will be successful or not.

B.Arbitrator is the third party who has the authority to determine the agreement. Arbitrator can be volunteer (requested) or mandatory (forced by law).

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C. Conciliator is a trusted third party to build on informal communication between the negotiator and his opponent. Conciliation is widely used in international disputes, workers and communities.

D. Consultant is trained third party who seeks to facilitate problem solving through communication and analysis, assisted by their knowledge of conflict management.

CONT,..

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According to Veithzal Rivai (2005:14) performance is an achievement or working result by people in an office compare with minimal working standard, target or definite criteria and measured by definite period of time.

According to Frizal (2002:24), school performance is the work achieved by the entire school community who work under the authority and responsibility so as to achieve overall school’s improvement and continuity.

Additionally, school performance is required the work of individual and team as well to perform good organization. Each school has different characteristic on showing their performance, but the outstanding school has specific criteria on performing its organization.

SCHOOL PERFORMANCE

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Handoko (1998:284) describes the relationship between conflict and performance namely if conflict is optimally handled it will result maximum performance. When the conflict resolution is too low the performance of organization will be stagnant and organizational survival is threatened. On the other hand, if the organization has a high level of conflict, diffusion and division could also jeopardize the survival of the organization.

According to Winardi (1994:57), conflict will lead to benefit and not harm to individuals or organization. The beneficial that can be achieved from the conflict are as follow: Creativity and innovation, Conflict can lead to overcoming apathy and could cause people work harder, Bonding and cohesion are getting stronger.

RELATIONSHIP BETWEEN CONFLICT AND PERFORMANCE

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high

low

performance

Degree of conflict hig

h

A BC

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situation Degree of conflict

Types of conflict

Characteristic of internal

organization

Performance outcomes

A Low or no conflict

dysfunctional ApathyStagnant

No response of change

Lack of new ideas

low

B Optimal Functional PassionateInnovativeSelf-critical

high

C High Dysfunctional DisturbDisorderly

Not cooperative

low

CASE STUDY

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SEKOLAH MENENGAH ATAS TARUNA NUSANTARA (TARUNA NUSANTARA SENIOR HIGH SCHOOL) is the best school in Indonesia which has semi military system.

The conflict which usually happened in this school are both horizontal and vertical conflict. The horizontal conflict is conflict which are happens between:

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1. Students in the same level because of multiculturalism.

2. Students in different level (senior vs junior) because in Taruna Nusantara has seniority and senior has the right to organize especially in terms of discipline.

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The vertical conflict that usually happened are:

1. Conflict between students and teachers (pamong) and students with matron (pamong graha)

2. Conflict between teachers and high management level, because high management are usually the former retired military. Therefore, they have different perspective and paradigm in education process.

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Causes of conflict-Different sets of values(Pluralism and DifferentBackground)-Threats to status (will influence the score)-Contrasting perceptions-Lack of trust-Incivility-Difficult tasks-Personality clashes

Causes of conflict-Different sets of values(Pluralism and DifferentBackground)-Threats to status (will influence the score)-Contrasting perceptions-Lack of trust-Incivility-Difficult tasks-Personality clashes







Conflict outcomes-Win-win

Taruna Nusantara Process ConflictTaruna Nusantara Process Conflict

Conflict Resolution Education

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Conflict Resolution

Education in School

Conflict Resolution

Education in Society

Integrated to the vision and mission, goals, and school policy

Integrated to the subject, and counseling

Implemented in daily school life.

Create school culture

Implemented by school and supported by the foundation

Supported by community

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CompromisingConfronting

The third party teacher (pamong) and representative from each class.

Thank You

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Documents

Conflict