Chapter 20: Change and Conflict
This chapter focuses on change and how it leads to conflict. The three psychological components of the change process that determine the course of conflict among different groups are motivation, commitment, and the dynamics of change as a process (Deutsch, Peter & Eric, 2006). In any system that has conflict training, it is necessary to allow further theorizing and empirical research as they relate to conflict resolution and change.
In order to understand a system’s conflict-handling skills, different ideas can be applied to generating commitment that can propel the organization towards achieving a peaceful working atmosphere (Deutsch, Peter & Eric, 2006). The change agent is required to create opportunities for members of the system. This would allow them to take part in planning and organizing how their skills are to be strengthened. The change agent might be any character in the company which identifies the need to modify some aspects of the organization. For the person to succeed in driving the change plan to other members, it is recommended that he reduce intergroup conflict. He must also engage all members to avoid a sense of neglect among other members.
Another way of gaining commitment from other members is through creating some element of free choice. Members have to be allowed to choose the level at which they feel comfortable to examine the change in the organization. This would help avoid making them feel like they are in a position by force and consider the atmosphere more irritating to work in (Claxton, 1998).
Therefore, to reduce resistance and generate commitment, it is necessary to remind people about their choices. The change agent should not force or mandate people to participate if they do not want to participate in an effort to strengthen their conflict skills. The reason is to avoid increased resistance and compliance.
Chapter 22: Learning through Reflection
A reflection is a form of philosophical, mental consciousness that is focused on an issue (Deutsch, Peter & Eric, 2006). The issue here can be a problem or task ahead that requires deep thinking and individual judgment in an attempt to find a solution. It is a process that originates from a vivid look at a situation, taking the time to ponder over it, drawing lessons from it and applying the knowledge in handling future, related problems (Deutsch, Peter & Eric, 2006).
For an individual to address conflicts in the society, he has to put in a learning review that provides related structures necessary to assist in meditation. People’s understanding of a situation can be improved by different learning reviews; the issues at hand might be outcomes, goals, and contextual factors that influence the way they look at the situation (Claxton, 1999).
Facilitators help people gain skills by identifying different ways of carrying out such learning reviews. They reflect on both the cognitive and non-cognitive dimensions of the conflict. The problem may arise without anyone expecting, but the impact created by surprise is greater and more challenging to deal with (Deutsch, Peter & Eric, 2006). Facilitators, therefore, draw lessons from experience and build their skills to enable them to address conflict at such moments.
There is an expression of Action Science specialist who helps people to understand defensive signals that cause people to reject the phenomenon. It creates a self-defeating prophecy apart from being self-fulfilling. The facilitator has to realize that it takes a process to identify and respond to such feelings (Boud, 1998). It is necessary to note that the status of the individual in the environment affects his interactions and knowledge of how the emotions may be a limitation on reflection-in-action in the course of a conflict.
References
Boud, D. & Walker, D. (1998).Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, vol. 23, issue 2, pp.191- 206.
Claxton, G (1999). Wise up: The challenge of lifelong learning. London: Bloomsbury.
Deutsch, M., Peter T. C. & Eric C. M. (eds) (2006). The handbook of conflict resolution: Theory and practice. San Francisco: Jossey-Bass Publishers.