Case Studies Conflict Management Decision Making

Case Studies Conflict Management Decision Making-45
According to Blake and Mouton (1964) obliging style is cooperative as the integrating style but this style is indirect and passive.However, one can expect obliging style to have a clear effect on relationship conflict.” The communication professor replied, “very much; but I only know about environmental issues as a layperson.” The forestry professor, who was fielding phone calls about forest management controversies, responded, “that's OK, I don't need a person well-steeped in forest and environmental policy, I need to work with someone who understands conflict.” In that conversation a partnership between two professors—one from communication and one from forestry—was born.

According to Blake and Mouton (1964) obliging style is cooperative as the integrating style but this style is indirect and passive.However, one can expect obliging style to have a clear effect on relationship conflict.” The communication professor replied, “very much; but I only know about environmental issues as a layperson.” The forestry professor, who was fielding phone calls about forest management controversies, responded, “that's OK, I don't need a person well-steeped in forest and environmental policy, I need to work with someone who understands conflict.” In that conversation a partnership between two professors—one from communication and one from forestry—was born.

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In order to plan, implement, and evaluate appropriate educational programming, educational leaders, especially principals, must adopt appropriate conflict management style in order to make effective decisions.

Conflict is pervasive part of social and professional life.

From the influential standpoint, an individual's conflict style is a behavioral orientation and general expectation about one's approach to conflict (Ruble & Thomas, 1976, Thomas & Kilmann, 1978).

This conception of conflict style does not preclude the individual from changing styles or enacting behaviors not typically associated with a particular style, but asserts that individual choose a pattern of principles to guide them through episodes of conflict.

Among various classifications of conflict management styles, two dimensional model of conflict handling styles (Killman, & Thomas, 1977; Rahim, 1986, 2001) is an empirically supported typology which incorporates integrating, obliging, dominating, avoiding and compromising conflict management styles.

An integrating approach to conflicts can be expected where concern for self and concern for other were manipulated; the highest levels of collaborative gains were achieved when negotiators had a high concern for self as well as a high concern for others (Ben-Yoav & Pruitt, 1984a, 1984b; Pruitt, Camevale, Ben-Yoav, Nochajski, & Slyck, 1983).The relationship between conflict management patterns and decision making styles become more salient in educational settings where heads of academic institutions have to cope with various internal and external conflicts in educational institutions by undertaking timely, wise, and appropriate decisions.Educational leaders are at the forefront for implementing educational policies that promote rigorous teaching and learning.Decision making and conflict management styles bear significant role in organizational settings.Executives make their best attempts to resolve conflicts and they are bound to take appropriate decisions at the right time, without which an organization cannot grow at a healthy pace.The Oregon State University professors met during a period of intense environmental conflict in the Pacific Northwest, particularly involving habitat for the Spotted Owl (Daniels and Walker, 2012).They noted that three factors characterized environmental conflicts, such as those involving the Endangered Species Act (e.g., the Spotted Owl): complexity, controversy, and uncertainty.And in so doing their experiences have given rise to the development of “best practices” for conducting collaborative work.This essay considers three sets of best practices for collaboration and compares those practices with the “best practices” that the authors have determined from their 27 years of Collaborative Learning fieldwork.When insights from Collaborative Learning projects are combined with a collective set of best practices, 18 areas emerge to guide collaborative efforts.In 1991, a forestry professor contacted a communication professor to ask about a course in “conflict management” that the communication professor was teaching.

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