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Thesis (S.J.D.)--University of Toronto, 2004.

Thesis (doctoral)--Universität Hamburg.

Thesis (doctoral)--Université de Fribourg.

Thesis (doctoral)--Universität Hamburg.

Two major theoretical controversies were addressed in this study: (1) whether conflict behavior can best be explained by personal characteristics or by situational characteristics and (2) whether there is one best way to handle conflict or several effective ways depending on the situation. Specifically, it explored the relationship between locus of control (internal, powerful others, chance) and conflict behavior (nonconfrontation, solution-orientation, control) in situations where choosing each of these strategies was regarded most appropriate. The study gathered data relevant to four questions: (1) Is there a relationship between an individual's conflict behavior style and personal characteristics such as feelings of power and control? (2) If there is a relationship, does it affect one's choice of conflict behavior in particular situations? (3) Can situations be defined so that a particular conflict behavior could be considered effective and therefore most appropriate? (4) Are all individuals equally disposed to choose the effective conflict behavior in the situation? Characteristics were defined by this researcher forming the basis for regarding choice of a particular conflict strategy as most appropriate in the situation. Conflict situations incorporating those characteristics were then developed and pretested for use in administering the Organizational Communication Conflict Instrument (OCCI) (Putnam & Wilson, 1982). Four conflict situations were used. Levenson's I, P, and C Locus of Control Scale (1973) and Putnam & Wilson's OCCI (1982) were administered to 163 undergraduates at Portland State University. Females comprised 63% of the sample, males--37%. Results of canonical correlations indicated that "powerful others" locus of control orientation was related to choice of nonconfrontation conflict behavior. Multivariate analysis of variance results indicated that the situation, sex, and locus of control variables account significantly for differences in choice of conflict behavior. The Newman-Keuls procedure revealed an unexpected outcome; all subjects reflected a significant tendency to choose the appropriate behavior in the situation. The findings of this study suggest that conflict behavior can be explained by both personal characteristics and situational characteristics. The study also provides evidence that there is not one best way to handle conflict across all situations, supporting a contingency approach to interpersonal conflict.

This study sets out to investigate how conflict is managed at schools. The literature review clearly indicated the complexity of the management of conflict in school organisations. Schools, by virtue of being social organisations aiming at providing education services to learners, cannot thrive under conditions of dysfunctional conflict. However, it is also clear that not all conflict is bad and can be functional in school improvement and renewal. The most important aspect pertaining to conflict in schools, is that it must be managed. This actually implies that conflict has to be managed from its sources, apparent or potential and that, this must involve a process that ranges from conflict diagnosis to school organisational learning and effectiveness. This clearly relates to all types of conflict and includes, conflict resolution, prevention and management. The empirical study established that school principals largely used the dominating and avoiding styles of handling conflict. The variance between categories of responses indicated that conflict handling styles were used contingent on situational conditions. To this end, it was found that educators from big schools showed statistically significant differences with educators from small schools in so far as principals' conflict handling styles are concerned. Based on this finding and nothwistanding the results of the frequency analysis which generally indicated almost equal responses in terms of the agree and disagree responses, it was concluded that the dominating and avoidng styles, and to an extent, the compromising styles were used predominantly in the surveyed schools. The study thus recommends that peer group and needs-specific capacity building programmes for school principals should be initiated so as to expose principals to conflict management learning experiences from practice, and in relaxed atmospheres facilitated by peer coaching and mentoring. Keywords: conflict; conflict management; conflict management styles, conflict theories, conflict models; conflict resolution; organisational conflict / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

This study sets out to investigate how conflict is managed at schools. The literature review clearly indicated the complexity of the management of conflict in school organisations. Schools, by virtue of being social organisations aiming at providing education services to learners, cannot thrive under conditions of dysfunctional conflict. However, it is also clear that not all conflict is bad and can be functional in school improvement and renewal. The most important aspect pertaining to conflict in schools, is that it must be managed. This actually implies that conflict has to be managed from its sources, apparent or potential and that, this must involve a process that ranges from conflict diagnosis to school organisational learning and effectiveness. This clearly relates to all types of conflict and includes, conflict resolution, prevention and management. The empirical study established that school principals largely used the dominating and avoiding styles of handling conflict. The variance between categories of responses indicated that conflict handling styles were used contingent on situational conditions. To this end, it was found that educators from big schools showed statistically significant differences with educators from small schools in so far as principals' conflict handling styles are concerned. Based on this finding and nothwistanding the results of the frequency analysis which generally indicated almost equal responses in terms of the agree and disagree responses, it was concluded that the dominating and avoidng styles, and to an extent, the compromising styles were used predominantly in the surveyed schools. The study thus recommends that peer group and needs-specific capacity building programmes for school principals should be initiated so as to expose principals to conflict management learning experiences from practice, and in relaxed atmospheres facilitated by peer coaching and mentoring. Keywords: conflict; conflict management; conflict management styles, conflict theories, conflict models; conflict resolution; organisational conflict / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

There is a need to determine the real reasons for conflict in the South African context. because it seems that the transformation process brought forth a reduction in work opportunities, workers losing their jobs, an increase in workplace violence, increasing dissatisfaction amongst workers, more strikes occuring, affirmative action, discrimination, recruitment of workers without the appropriate skills, corruption, workers who are too lazy to work, and professionals going overseas, etcetera. Personnel in the companies must be adequately informed about the nature of conflict, the causes of conflict, the types of conflict and the management of conflict, because conflict is increasing and it must be managed correctly otherwise it will be destructive and inhibit the functioning of a company. The objectives of the research study are as follows: a) To determine how conflict dynamics are conceptualised in literature through the application of industrial sociological theories, organizational principles and general management theories. b) To determine the main sources of conflict within the Engineering Company. c) To determine if personnel on the horizontal and vertical levels in the Engineering Company are influenced differently by conflict. d) To determine if there is a significant difference between the personnel in the Engineering Company in the manner in which they handle conflict with their superior and subordinates. The research study consists of a theoretical and an empirical framework. Chapter 1 covers the introduction, problem statement, the method and purpose of the research, and the description of relevant terms. In Chapter 2, the philosophies of Georg Friedrich Hegel and Immanuel Kant, and the theories of Karl Marx and Max Weber are used to serve as a basis on which the study can be built. In Chapter 3, the nature of conflict is discussed in terms of the following types of conflict: interpersonal conflict, intrapersonal conflict, intergroup conflict, and intragroup conflict. The management of the different types of conflict is also discussed. Chapter 3 covers the empirical data of the research, and the empirical research results of the study. The most important results of this study and recommendations are given in Chapter 5. / Thesis (M.A. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2006

Thesis (M.A. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2006.