Substantive and Relational Effectiveness of Organizational Conflict Behavior

Euwema, Martin; Vliert, van de Evert; Bakker, Arnold B.

doi:10.1108/eb022894

Cited by 61 publications

(65 citation statements)

References 37 publications

(45 reference statements)

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“…Several studies show that competing behaviors (such as forcing) and cooperative behaviors (such as problem solving) do not necessarily exclude one another (Elgoibar, ; Medina & Benitez, ). Furthermore, the combination of these behaviors contributes to effective outcomes (Euwema, Van de Vliert, & Bakker, ). Van de Vliert, Nauta, Euwema, and Janssen (), for example, showed that the combination of problem solving (cooperative behavior) and forcing (competitive behavior) results in better outcomes, both for the actor, and for the joint outcomes of parties (see also Emans, Munduate, Klever, & Van de Vliert, ).…”

Section: Introductionmentioning

confidence: 99%

Competent or Competitive? How Employee Representatives Gain Influence in Organizational Decision‐Making

García

Munduate

Elgoibar

et al. 2017

Negotiation Conflict Man Res

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Conflicts of interest between management and employees are part of organizational life. To manage these conflicts, employee representatives (ERs) often participate in organizational decision making. The objectives of this paper are to investigate the relation between perceived competences of ERs and their influence on organizational decision-making in different types of issues, and the mediating effect of ERs' conflict behaviors on these relations. To test the hypotheses, which are based on theories of power and conglomerate conflict behavior, survey data from 614 human resources directors from 11 European countries were analyzed using structural equation modelling. Results show that perceived competences are positively related to the influence of ERs on decision-making, both for traditional and for innovative issues.Perceived competence is positively related to cooperative, and negatively related to competitive conflict behavior. Conglomerate conflict behavior partly mediates the relation between perceived competences and influence. Implications for representative influence are discussed.

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Section: Introductionmentioning

confidence: 99%

Competent or Competitive? How Employee Representatives Gain Influence in Organizational Decision‐Making

García

Munduate

Elgoibar

et al. 2017

Negotiation Conflict Man Res

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show abstract

“…This was not the case in the local authority. It should be remembered that dominating, sometimes also referred to as forcing (Euwema, Van de Vliert & Bakker, 2003), considered to be the least effective CHS stimulates and escalates conflict, hinders conflict resolution, increase frustration and may result in more aggression and increase in future conflict (Meyer, 2004). Van de Vliert, Euwema & Huismans (1995) believe that the dominating style was less effective when used by supervisors (superiors) with their subordinates.…”

Section: Discussionmentioning

confidence: 99%

Interpersonal conflict – handling styles used in public and private sector organisations: A comparative study

Havenga

Visagie

2006

SA j ind psychol

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The objective of this study was to determine and compare by means of an empirical study whether there exists a significant difference in the handling of interpersonal conflict between two totally different organizations. The study made use of the Rahim Organizational Conflict Inventory -ROC-II instrument to determine the extent of usage of five conflict handling styles by employees of an agricultural company and a local authority. Results indicated that a significant difference exists in usage of the various handling styles between respondents and their superiors as well as respondents and their peers. The obliging style and integrating styles were used the most and the dominating style was used the least in both organisations. Significant differences were also recorded with regard to sex, age and qualifications and the usage of different conflict handling styles. These results have definite implications for managing conflict in organizations.

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“…The theory of conglomerate conflict behaviour states that the components of conflict behaviour should be considered as interrelated. Conglomerations of escalation contending and de-escalation accommodating, integrating, or avoiding might well be more effective than contending in and of itself (Euwema, van de Vliert, Bakker, 2003).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

Čiuladienė

Kairienė

2017

Journal of Teacher Education for Sustainability

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The important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages studentsí behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the studentsí point of view.To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students.Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy.The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding studentsí experience would allow teachers to better respond and manage studentsí reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.

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Substantive and Relational Effectiveness of Organizational Conflict Behavior

Cited by 61 publications

References 37 publications

Competent or Competitive? How Employee Representatives Gain Influence in Organizational Decision‐Making

Competent or Competitive? How Employee Representatives Gain Influence in Organizational Decision‐Making

Interpersonal conflict – handling styles used in public and private sector organisations: A comparative study

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

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