Deck 11: Conflict and Communications in Organizations

Question 1

Using Kenneth Thomas' model of conceptualizing conflict, which of the following is likely to occur if a person is high in cooperativeness and low in assertiveness.

A) A teacher who is given extra work by the team leader refuses to do so unless everyone in the department also is required to perform the work.
B) Although bothered by the extra workload, a principal agrees to send the staff development office the forms it demands.
C) A superintendent refuses to turn over financial information to a school board member without school board approval.
D) A teacher ignores a parent who demands that her child be moved to a new seat in the classroom because of problem with surrounding students.
E) A teacher agrees to sit down with the team leader to work out an agreement to the team leader's request with which the teacher does not agree.

Answer 1

B

Question 2

Provide an example of a win-lose orientation to conflict. Describe how the parties behave with each other and among group members. Then describe the results most likely to occur from win-lose.

Answer 2

An example such as the one below that shows hostility between parties and/or lack of an honest search for a solution is acceptable. Among group members they will close ranks and expect members to hold to group goals. Results can include rejection of leaders and lasting emotional reactions.
Example: A teachers' union decided to strike because of lack of movement in negotiations. Teachers were angry and spoke negatively about the administration to the press. Neither side was willing to budge from their positions, nor did they offer any compromises. Most teachers closed ranks, and those teachers who did not agree to strike were ostracized. Bad feelings lingered for years, and the negotiations process continued to be negatively affected. In addition, bad feelings continued among the teachers who did and did not strike.

Question 3

What is the difference between functional and non-functional conflict? Give an example of each using your own experience as the basis for your response. You may use any type of organization as an example. Why is functional conflict with an external group
e.g., in a school situation, that would be a parent group, a special interest group, a group from state government or accrediting agency, etc.) frequently beneficial to an organization? Using a specific situation as an example, describe how leaders may create functional conflict within their organizations.

Answer 3

not answered

Question 4

Todd Whitaker offers suggestions for dealing with difficult individuals. Select all that apply.

A) Give them some appropriate responsibilities and praise them in front of others.
B) Confront them vigorously in front of others when they are being inappropriate.
C) Raise their discomfort level by approaching them privately about their negative behaviors.
D) Educate them on how they come across to others.
E) Ignore them.

Question 5

Which of the following have been identified by Louis Pondy as primary sources of latent conflict? Select all that apply.

A) Competition for resources
B) Hostile behavior
C) Decisions on goals or how to accomplish them
D) Principal control of most decisions
E) Unfunded state mandates

Question 6

Kenneth Thomas identified four parts of conflict that occur in a sequence of episodes. Which of the following is the correct order in which the four parts occur?

A) Conceptualization, frustration, outcome, behavior
B) Frustration, conceptualization, behavior, outcome
C) Frustration, behavior, conceptualization, outcome
D) Outcome, behavior, conceptualization, frustration
E) Conceptualization, frustration, behavior, outcome

Question 7

Illustrate by example the effects that hostile conflict can have on individuals and their organization.

Question 8

The faculty committee working on a discipline policy for the school is at an impasse. The issues creating the conflict involve in-school suspension v. external suspension and paddling. About half of the committee has aligned themselves with in-school suspension with no paddling allowed, and the others favor external suspension with paddling permitted. They have come to you the principal) to resolve the conflict. What kind of conflict manager are you? What do you do? What are the alternatives that might resolve the conflict?

Question 9

Which of the following are examples of leader behaviors that are compatible with contemporary views of dealing with conflict? Select all that apply.

A) A principal tells two people who are in a conflict over use of department materials that he wants them to stop arguing.
B) Two first grade teachers believe that phonics is the best approach to teaching reading and two others disagree. The principal lets them work it out among themselves.
C) Two second grade teachers who were in conflict most of the year will be placed in different grade levels next year.
D) With two parties in a conflict, the principal holds a meeting in which she leads a discussion of the issues and sets goals for a solution.
E) With two parties in a conflict, the principal holds a meeting in which she lets them know that they are responsible to resolve their disagreement so the school will not be disrupted.

Question 10

A teacher, Mr. Blake, is asked by the team leader to turn in detailed weekly lesson plans. Mr. Blake does not see the point in doing this time-consuming work, and he believes the team leader is being autocratic. He asks to meet with the whole team and the team leader to discuss lesson planning to determine potential solutions. Mr. Blake's reaction shows that he is:

A) Low in assertiveness and high in cooperation.
B) High in assertiveness and low in cooperation.
C) Medium high in cooperation and medium high in assertiveness.
D) Low in both.
E) High in both.

Question 11

Using Kenneth Thomas' model of conceptualizing conflict, which of the following is likely to occur if a person is high in cooperativeness and high in assertiveness.

A) A teacher who is given extra work by the team leader refuses to do so unless everyone in the department also is required to perform the work.
B) Although bothered by the extra workload, a principal agrees to send the staff development office the forms it demands.
C) A superintendent refuses to turn over financial information to a school board member without school board approval.
D) A teacher ignores a parent who demands that her child be moved to a new seat in the classroom because of problem with surrounding students.
E) A teacher agrees to sit down with the team leader to work out an agreement to the team leader's request with which the teacher does not agree.

Question 12

Views of classical, bureaucratic organizations toward conflict would involve which of the following management behaviors or ideas? Select all that apply.

A) Managers believe that conflict is inevitable and should be managed.
B) Managers seek harmony through collaborative work groups.
C) Managers believe that organizations should be smooth running and harmonious.
D) Managers seek harmony through control and organizational structure.
E) Managers should let conflict run its course.

Question 13

Illustrate by example the difference between malevolent and non-malevolent hostility.