Most people regard conflict as something to avoid at all costs. Still, we’d all agree that it’s a familiar, perennial, and powerful part of human interaction, including among groups and teams. In this chapter, we will define conflict, consider whether conflict is functional or dysfunctional, discuss the conflict process, and identify strategies for preventing and reducing conflict in groups.

Definitions of Conflict

Conflict is a state of discord caused by the actual or perceived opposition of needs, values, and/or interests between people working together. Conflict on teams takes many forms and can be minor, causing only brief disruption, or major, threatening the team’s ability to function and attain its goals.

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The Positive and Negative Sides of Conflict

There are some circumstances in which a moderate amount of conflict can be helpful. For example, conflict can stimulate innovation and change. Conflict can help individuals and group members grow and develop self-identities. As noted by Coser (1956):

Conflict, which aims at a resolution of tension between antagonists, is likely to have stabilizing and integrative functions for the relationship. By permitting immediate and direct expression of rival claims, such social systems are able to readjust their structures by eliminating their sources of dissatisfaction. The multiple conflicts which they experience may serve to eliminate the causes for dissociation and to reestablish unity. These systems avail themselves, through the toleration and institutionalization of conflict, of an important stabilizing mechanism.

Conflict can have negative consequences when people divert energies away from performance and goal attainment and direct them toward resolving the conflict. Continued conflict can take a heavy toll in terms of psychological well-being. Conflict has a major influence on stress and the psychophysical consequences of stress. Finally, continued conflict can also affect the social climate of the group and inhibit group cohesiveness.

Therefore, conflict can be either functional or dysfunctional depending upon the nature of the conflict, its intensity, and its duration. Indeed, both too much and too little conflict can lead to a variety of negative outcomes, as discussed above. In such circumstances, a moderate amount of conflict may be the best course of action. The issue for groups, therefore, is to eliminate conflict but rhow to manage and resolve it when it occurs.

Types of Conflict

Group conflicts may deal with many topics, needs, and elements. Kelly (2006) identified the following five types of conflict:

First, there are conflicts of substance. These conflicts, relate to questions about what choices to make in a given situation, rest on differing views of the facts. If Terry thinks the biology assignment requires an annotated bibliography but Robin believes a simple list of readings will suffice, they’re in a conflict of substance. Another term for this kind of conflict is “intrinsic conflict.”

Conflicts of value are those in which various parties either hold totally different values or rank the same values in a significantly different order. The famous sociologist Milton Rokeach (1979), for instance, found that freedom and equality constitute values in the four major political systems of the past 100 years—communism, fascism, socialism, and capitalism. What differentiated the systems, was the degree to which proponents of each system ranked those two key values. According to Rokeach’s analysis, socialism holds both values highly; fascism holds them in low regard; communism values equality over freedom, and capitalism values freedom over equality. As we all know, conflict among proponents of these four political systems preoccupied people and governments for the better part of the twentieth century.

Conflicts of process arise when people differ over how to reach shared goals or values. For example, how closely should they stick to rules and timelines? Or, when should they let their hair down and brainstorm new ideas? What about when multiple topics and challenges are intertwined; how and when should the group deal with each one? Another term for these disputes is “task conflicts.”

Conflicts of misperceived differences occur when people interpret each other’s actions or emotions erroneously. You can probably think of several times when you first thought you disagreed with another people but later found out that you’d just misunderstood something they said and that you actually shared a perspective with them. Or perhaps you attributed a different motive to them than what really underlay their actions. One misconception about conflict, however, is that it always arises from misunderstandings. This isn’t the case, however. Robert Doolittle (1976) noted that “some of the most serious conflicts occur among individuals and groups who understand each other very well but who strongly disagree.”

These four types of conflict may interact with each other over time, either reinforcing or weakening each other’s impact. They may ebb and flow according to the topics and conditions a group confronts. Even if they’re well dealt with, further emotional and personal kinds of conflict can occur in a group. Relationship conflicts, also known as personality clashes, often involve people’s egos and sense of self-worth. Relationship conflicts tend to be particularly difficult to cope with, since they frequently aren’t admitted for what they are. Many times, they arise in a struggle for superiority or status.

A Model of the Conflict Process

The most commonly accepted model of the conflict process was developed by Kenneth Thomas (1976). This model consists of four stages: (1) frustration, (2) conceptualization, (3) behavior, and (4) outcome.

Stage 1: Frustration

Conflict situations originate when an individual or group feels frustration in the pursuit of important goals. This frustration may be caused by a wide variety of factors, including disagreement over performance goals, failure to get a promotion or pay raise, a fight over scarce economic resources, new rules or policies, and so forth. In fact, conflict can be traced to frustration over almost anything a group or individual cares about.

Stage 2: Conceptualization

In the conceptualization stage of the model, parties to the conflict attempt to understand the nature of the problem, what they want as a resolution, what they think their opponents want as a resolution, and various strategies they feel each side may use to resolve conflict. This stage is really the problem-solving and strategy phase. For instance, when management and union negotiate a labor contract, both sides attempt to decide what is most important and what can be bargained away in exchange for these priority needs.

Stage 3: Behavior

The third stage of Thomas’s model is actual behavior. As a result of the conceptualization process, parties to a conflict attempt to implement their resolution mode by competing or accommodating in the hope of resolving problems. A major task is to determine how best to proceed strategically. That is, what tactics will the party use to attempt to resolve the conflict? Thomas has identified five modes for conflict resolution: (1) competing, (2) collaborating, (3) compromising, (4) avoiding, and (5) accommodating (see Table 1).

The choice of an appropriate conflict resolution mode depends to a great extent on the situation and the goals of the party. According to this model, each party must decide the extent to which it is interested in satisfying its own concerns—called assertiveness—and the extent to which it is interested in helping satisfy the opponent’s concerns—called cooperativeness. Assertiveness can range from assertive to unassertive on one continuum, and cooperativeness can range from uncooperative to cooperative on the other continuum.

Once the parties have determined their desired balance between the two competing concerns—either consciously or unconsciously—the resolution strategy emerges. For example, if a union negotiator feels confident she can win on an issue that is of primary concern to union members (e.g., wages), a direct competition mode may be chosen. On the other hand, when the union is indifferent to an issue or when it actually supports management’s concerns (e.g., plant safety), we would expect an accommodating or collaborating model.

What is interesting in this process is the assumptions people make about their own modes compared to their opponents’. For example, in one study of executives, it was found that the executives typically described themselves as using collaboration or compromise to resolve conflict, whereas these same executives typically described their opponents as using a competitive mode almost exclusively (Thomas & Pondy, 1967). In other words, the executives underestimated their opponents’ concern as uncompromising. Simultaneously, the executives had flattering portraits of their own willingness to satisfy both sides in a dispute.

Stage 4: Outcome.

Finally, as a result of efforts to resolve the conflict, both sides determine the extent to which a satisfactory resolution or outcome has been achieved. Where one party to the conflict does not feel satisfied or feels only partially satisfied, the seeds of discontent are sown for a later conflict, as shown in the preceding figure. One unresolved conflict episode can easily set the stage for a second episode. Action aimed at achieving quick and satisfactory resolution is vital; failure to initiate such action leaves the possibility (more accurately, the probability) that new conflicts will soon emerge.

Recognizing your Emotions

Have you ever seen red, or perceived a situation through rage, anger, or frustration? Then you know that you cannot see or think clearly when you are experiencing strong emotions. There will be times in groups and teams when emotions run high, and your awareness of them can help you clear your mind and choose to wait until the moment has passed to tackle the challenge. During this time avoiding can be useful strategy, at least temporarily.

Emotions can be contagious, and fear of the unknown can influence people to act in irrational ways. The wise communicator can recognize when emotions are on edge in themselves or others, and choose to wait to communicate, problem-solve, or negotiate until after the moment has passed.

Bach and Wyden (1968) discuss gunnysacking (or backpacking) as the imaginary bag we all carry, into which we place unresolved conflicts or grievances over time. Holding onto the way things used to be can be like a stone in your gunnysack, and influence how you interpret your current context.

People may be aware of similar issues but might not know your history, and cannot see your backpack or its contents. For example, if you are used to things one way, and a group member handles them in a different way, this may cause you some degree of stress and frustration. Bottling up your frustrations only hurts you and can cause your relationships within the group to suffer. By addressing, or unpacking, the stones you carry, you can better assess the current situation with the current patterns and variables.

Preventing and Reducing Conflict

There are many things group members can do to reduce or actually solve dysfunctional conflict when it occurs. These generally fall into two categories: actions directed at conflict prevention and actions directed at conflict reduction.

Strategies for Conflict Prevention

We shall start by examining conflict prevention techniques, because preventing conflict is often easier than reducing it once it begins. These include:

1. Emphasizing group goals and effectiveness. Focus on group goals and objectives should prevent goal conflict. If larger goals are emphasized, group members are more likely to see the big picture and work together to achieve corporate goals.
2. Providing stable, well-structured tasks. When work activities are clearly defined, understood, and accepted, conflict should be less likely to occur. Conflict is most likely to occur when task uncertainty is high; specifying or structuring roles and tasks minimizes ambiguity.
3. Facilitating dialogue. Misperception of the abilities, goals, and motivations of others often leads to conflict, so efforts to increase the dialogue among group members and to share information should help eliminate conflict. As group members come to know more about one another, suspicions often diminish, and greater intergroup teamwork becomes possible.
4. Avoiding win-lose situations. When win-lose situations are avoided, less potential for conflict exists.

Strategies for Conflict Reduction

Where dysfunctional conflict already exists, something must be done, and you may pursue one of at least two general approaches: you can try to change attitudes, or you can try to behaviors. If you change behavior, open conflict is often reduced, but group members may still dislike one another; the conflict simply becomes less visible. Changing attitudes, on the other hand, often leads to fundamental changes in the ways that groups get along. However, it also takes considerably longer to accomplish than behavior change because it requires a fundamental change in social perceptions.

Nine conflict reduction strategies are discussed below. The techniques should be viewed as a continuum, ranging from strategies that focus on changing behaviors near the top of the scale to strategies that focus on changing attitudes near the bottom of the scale.

1. Physical separation. The quickest and easiest solution to conflict is physical separation. Separation is useful when conflicting individuals or groups are not working on a joint task or do not need a high degree of interaction. Though this approach does not encourage members to change their attitudes, it does provide time to seek a better accommodation.
2. Use of rules and regulations. Conflict can also be reduced through the increasing specification of rules, regulations, and procedures. Again, however, basic attitudes are not modified.
3. Limiting intergroup interaction. Another approach to reducing conflict is to limit intergroup interaction to issues involving common goals. Where groups agree on a goal, cooperation becomes easier.
4. Use of integrators. Integrators are individuals who are assigned a boundary-spanning role between two people or groups. To be trusted, integrators must be perceived by both groups as legitimate and knowledgeable. The integrator often takes the “shuttle diplomacy” approach, moving from one person or group to another, identifying areas of agreement, and attempting to find areas of future cooperation.
5. Confrontation and negotiation. In this approach, competing parties are brought together face-to-face to discuss their basic areas of disagreement. The hope is that through open discussion and negotiation, means can be found to work out problems. Contract negotiations between union and management represent one such example. If a “win-win” solution can be identified through these negotiations, the chances of an acceptable resolution of the conflict increase.
6. Third-party consultation. In some cases, it is helpful to bring in outside consultants to act as a third-party, who understand human behavior and can facilitate a resolution. A third-party consultant not only serves as a go-between but can speak more directly to the issues, because they is not a group member.
7. Rotation of members. When group members are moved from one group to another, they come to understand the frames of reference, values, and attitudes of other members; therefore communication is increased. When those rotated are accepted by the receiving groups, change in attitudes as well as behavior becomes possible. This is clearly a long-term technique, as it takes time to develop good interpersonal relations and understanding among group members.
8. Identification of interdependent tasks and superordinate goals. A further strategy is to establish goals that require groups to work together to achieve overall success.
9. Use of training. The final technique on the continuum is training. Outside training experts are retained on a long-term basis to help groups develop relatively permanent mechanisms for working together. Structured workshops and training programs can help forge more favorable intergroup attitudes and, as a result, more constructive group behavior.

References

• Bach, G., & Wyden, P. (1968). The intimacy enemy. Avon.
• Brown, D. L. (1986). Managing conflict at organizational interfaces. Addison-Wesley Publishing Co., Inc.
• Coser, L. (1956). The functions of social conflict. Free Press.
• Doolittle, R.J. (1976). Orientations to communication and conflict. Science Research Associates.
• Hocker, J.L., & Wilmot, W.W. (2001). Interpersonal conflict (6th ed.). McGraw-Hill.
• Kelly, M.S. (2006). Communication @ work: Ethical, effective, and expressive communication in the workplace. Pearson.
• Neilsen, E.H. (1972). Understanding and managing conflict. In J. Lorsch & P. Lawrence (Eds.), Managing group and intergroup relations. Irwin.
• Rokeach, M. (1979). Understanding human values: Individual and societal. The Free Press.
• Thomas, K. (1976). Conflict and conflict management. In M. D. Dunnette (Ed.), Handbook of industrial and organizational behavior.Wiley.
• Thomas, K., & Pondy, L. (1967). Toward an intent model of conflict management among principal parties. Human Relations, 30, 1089–1102.

Authors & Attribution

This remix comes from Dr. Jasmine Linabary at Emporia State University. This chapter is also available in her book: Small Group Communication: Forming and Sustaining Teams.

The sections “The Positive and Negative Sides of Conflict,” “A Model of the Conflict Process,” and “Managing Conflict in Groups” are adapted from Black, J.S., & Bright, D.S. (2019). Organizational behavior. OpenStax. https://openstax.org/books/organizational-behavior/. Access the full chapter for free here. The content is available under a Creative Commons Attribution License 4.0 license.

The sections “Definitions of Conflict,” “Types of Conflict” and “Recognizing Emotion” are adapted from is adapted from “Managing Conflict” from An Introduction To Group Communication. This content is available under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0) License without attribution as requested by the work’s original creator or licensor.