Increasingly, evidence indicates that workplace interpersonal conflicts (WIC) are the most upsetting/troublesome daily work stressors (Sulsky & Smith, 2007), and within the context of nursing, WIC is a problem of high prevalence and intensity (Baltimore, 2006; Farrell, 1999). In relation to coping with stressors such as WIC, Lazarus and Folkman (1984) established the transactional model of stress and coping, where cognitive appraisals of the stressor (e.g., perceived control) are central to coping and classified all coping behaviors as either problem-focused or emotion-focused. They also proposed the "goodness of fit hypothesis", which predicts that problem-focused coping efforts used to cope with stressors of high appraised control and emotion-focused coping paired with stressors of low appraised control will produce the most effective outcomes. Contrary to these predictions, the general literature has produced inconsistent results, suggesting that context, research method, and individual difference variables (i.e., occupational tenure) should be considered when testing this hypothesis, particularly in novel contexts such as the nursing workplace. This research was part of a larger study to identify key factors in the retention of nurses in the workforce, including a weekly survey spanning 12 weeks. Across the 12 week study period, 148 nurse participants completed an online survey, which included questions regarding the most negative interpersonal conflict at work for that week, the appraised controllability of the event, how the participant coped across 8 coping strategies, and how effective the coping efforts were. I used hierarchical linear modeling to test the goodness of fit hypothesis with these data, where the interaction terms between coping frequency and control represented the key predictions of goodness of fit. Results revealed no support for the goodness of fit hypothesis, as the interactions were not significant. Consistent with goodness of fit, however, perceived control positively predicted problem-focused coping and negatively predicted emotion-focused coping for some nurses. This suggests that despite no improvement in coping outcomes, the underlying mechanisms for goodness of fit (i.e., matching perceived control with coping type) were in operation. Results also demonstrated no support of occupational tenure as a variable influential on the coping process. However, supplemental analyses revealed that as organizational tenure increased, nurses varied their coping strategies more, which then, in turn, produced more effective coping outcomes. As the first effort to examine goodness of fit within the workplace to the best of my knowledge, these results suggest that the goodness of fit hypothesis may only have limited applicability to nursing, but should be examined in other nursing contexts and workplace conditions. Moreover, the length of time a nurse spends with an organization seems to influence one's coping style and the ability to match coping efforts with situational characteristics, producing more effective coping with interpersonal conflicts at work. These findings also imply that providing nurses with training about organization-specifics may improve efforts to cope with interpersonal conflicts that arise in the workplace.

An individual's struggle with "self," which consists of personal identity and social identity, can create both intra- and interpersonal conflict. In this study, I explored how such struggles inform identity-based conflict and how such conflicts are addressed by intergroup dialogue. A dialogue was conducted with University students, consisting of discussions about participants' struggles with "self" and social identity. These conversations were analyzed using a mixed methods and content analysis approach. The study revealed that identities such as gender play significant roles in creating conflict within "self" and with others. National origin, race, and ethnicity also affect personal identity; however, these identities have greater influence on participants' relationships with others. Four different stages of dialogue were crucial in determining changes in the perceptions of participants. It was learned that dialogue helped participants to give new meaning to their identities. Individual "self"--personal identity--defines each person's ability to understand others, not the social identity. Participants reported their level of trust, openness, and willingness to engage with people not from their own identity group increased and improved because of their participation in the dialogue. Therefore, dialogue can be a valuable tool to understand and transform identity-based conflicts.

This study examined the nature of teacher conflict and conflict management strategies employed by teachers in sixteen selected primary schools in the Pitseng region, Lesotho. The study was informed by the micro-political and organizational theories of Ball (1987), the two-dimensional model of conflict management proposed by Rahim (1983), and the model of oppression conceptualised by Young (2000). The study utilized a mixed methods approach. The sample included 16 schools and 163 teachers. The data collection techniques included a questionnaire survey and semi-structured interviews. Data were analyzed quantitatively and qualitatively. The findings revealed that teachers experienced institutional, cultural and personal conflicts within the micro-politics of the school settings. The complexity of teacher conflict becomes evident in the intersection of factors such as educational policy, religion, cultural norms and beliefs, ideologies and social groupings within schools. It is argued that embedded in teacher conflict are forms of oppression and domination and related power struggles. Four cross cutting issues exacerbate teacher conflict in the study schools, and these are: poor communication or lack of dialogue, inadequate conflict management skills, ineffective school leadership, and teacher stress within schools. The study revealed that teachers used strategies that were located mainly in three conflict management domains: integrating, obliging and compromising. Power dynamics within schools, religious and cultural ideologies, norms and beliefs, and lack of support were viewed as barriers to effective conflict management. Lack of support from the school management was cited as a major problem in addressing teacher conflict in these schools. The study has important implications for policy implementation at school and national levels, teacher development and school leadership training. The focus of conflict management training should be on getting teachers to analyse conflict and situations that trigger conflict through a social justice lens. A key aim would be to build socially just and inclusive school cultures located in a rights discourse, and grounded in the principles of participation, accountability, social inclusion, non-discrimination and linkages to human rights standards. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

Studies of life span development in everyday problem solving suggest two trajectories of change in adulthood: individuals become less effective at solving well-defined instrumental problems but more effective at managing ill-defined interpersonal problems. Two experiments were conducted to examine the ability of young and older adults to effectively manage an interpersonal problem that has a well-defined measure of instrumental success. Participants played an iterated Prisoner s Dilemma game with same-age, computer-simulated strangers (Experiment 1) and friends (Experiment 2). Success was dependent upon one s ability to put aside self-interest and cooperate with a partner. Computer-simulated partners reciprocated the participants decisions 100% of the time or behaved in a more self-interested manner. Young and older adults tendencies to create conflict with the reciprocating partner and their defensive reactions to the selfish partner were examined. Although young adults outperformed older adults when playing the game on their own, they did not carry this performance advantage into the interactive rounds. In fact, despite their success when playing alone, young adults were no more successful than older adults when interacting with others. Young and older adults both cooperated more with friends than with strangers and more with the reciprocating partner than the selfish partner. However, when the participants first interaction was with a selfish stranger, older adults were more cooperative than young adults and consequently accrued more reward. This is consistent with previous research demonstrating that older adults use more passive interpersonal problem solving strategies than young adults, and it also partially supports the prediction that advancing age leads to more effective strategy implementation when solving interpersonal problems.

The purpose of this study was twofold. The first was to further clarify and expand or understanding of the relationship between interpersonal conflict, incivility, and their roles as stressors in the stressor-strain relationship. The second goal was to examine how neuroticism, extraversion, agreeableness, conscientiousness, trait anger, and sphere specific locus of control moderate the stressor-strain relationship between task conflict, relationship conflict, incivility and workplace and health outcomes. The results suggest that extraversion, neuroticism, conscientiousness, agreeableness, trait anger, and locus of control play significant roles in how workplace aggression affects individuals. These findings suggest that occupations that experience a high level of workplace aggression should consider incorporating these personality traits into their selection system as a way of limiting or reducing the effects workplace aggression can have on individual health, wellbeing, and job outcomes.

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To be a humanitarian aid worker [HAW] in the field entails working in a demanding environment, and in this milieu, interpersonal conflicts [IC] sometimes arise which may risk the entire project. The ones responsible for dealing with ICs, should they occur, are HAWs in management positions employed by various humanitarian organisations [HO]. However, the hypothesis presented in this thesis is that HAWs are not always provided with the training necessary. This thesis aims to critically analyse how HO prepare and train HAWs, specifically in IC management, and whether two significant HOs, Médecins Sans Frontières [MSF] and the International Federation of the Red Cross [IFRC], can be described as learning organisations [LO] according to Senge’s (1990) five disciplines. Through qualitative content analysis, involving interviews and literature reviews, the author seeks to identify training gaps, how MSF and IFRC can become LOs, and how these organisations would benefit from becoming LOs.  According to interview participants, the author found that more training would be beneficial, both for themselves and for MSF and IFRC, since many ICs go unmanaged. Furthermore, it was identified that MSF and IFRC had taken a few steps in a direction that could lead to them becoming LOs. However, more can be done, and through Senge’s disciplines, MSF and IFRC would benefit from more involved HAWs, improved wellbeing of HAWs, and possibly lower staff turnover.  In conclusion, the hypothesis of this thesis was proven to some extent. HAWs do receive training; however, more training can be provided. The wellbeing of HAWs is also a vital problem that HOs have to consider to lower retention rates, encourage their HAWs to stay employed, and further encourage learning within the organisations.

No description available.

This study investigated responsibility attributions for a partner's emotional infidelity and for a partner's sexual infidelity, and the likelyhood that the victim or partner would end the relationship. This study found a significant relationship between responsibility attributions for a romantic partner's unfaithfulness and the likelihood the relationship would end: the stronger the attributions of personal responsibility the more likely the relationship would dissolve.

Objective: The primary objective of this study was to investigate the perception and handling of interpersonal conflict within the gender spectrum compilation of biological sex and gender identity. Methods: The research of this study was conducted by means of a theoretical study and a quantitative empirical analysis. Literature analysis and scientific theories form the basis for the first three chapters of this study. These include the philosophies of Karl Marx and Max Weber, followed by a detailed discussion on the dynamics of conflict. The empirical analysis utilized cross-sectional survey design, with a combined convenience quota sample of employees (n=133) within the company taken. This consisted of top management, middle management and lower management. The empirical study utilized the Bem Sex Role Inventory (BSRI) and the Rahim Organisational Conflict Inventory-II (ROCI-II). The Bem Sex Role Inventory (BSRI) provided self-determining assessments of masculinity and femininity in terms of the respondent’s self-reported control of socially desirable, stereotypically masculine and feminine personality characteristics. The Rahim Organisational Conflict Inventory-II (ROCI-II) measured the present methods of conflict management specifically within an organizational environment. Results: It was noted that there was no difference in how pure biological sex (males and females) perceived and handled conflict within the workplace; but there was a difference in how the different gender identity groups (masculine males vs. feminine males and feminine females vs. masculine females) perceived and handled conflict. Conclusion: This study highlighted the conflict-dynamics within the gender-spectrum of a large South African sugar manufacturing company. Results of the study proved that the motivation towards this study was achieved in the sense that, although there were no differences in how different genders perceive and handle conflict, differences were found in the different gender identities within each of those genders. It is recommended that further research include a comparative study between two or three manufacturing companies to see how different companies within the same industry deviate from or resemble the results of this study. Further research could also determine whether there are differences, by cross-checking all four gender identity groups (masculine males, feminine males, feminine females and masculine females) using the MANOVA statistical procedure. / MCom (Labour Relations Management), North-West University, Potchefstroom Campus, 2015