Theoretical bases and skills in conflict resolution practice

Part One

The primary theoretical models of conflict include the cooperative model, principled negotiation, human needs model, conflict transformation, and conflict transmutation (Dixit, 2004). Theoretical bases for conflict resolution include both macro-level and micro-level frameworks that guide understanding of human behavior and decision-making (Cunningham, 1998). Many theories of conflict resolution at some point refer to human needs theory, which helps clarify sources of conflict as being traceable to unmet needs. Conflict arises when fundamental needs are not being met, and resolutions are more likely to arise when parties recognize what their needs are as well as those of their opponents. Conflict resolution theories based on needs theory focus on how multiple parties with differential needs can reach peaceable and mutually beneficial solutions (Burton, 1990). The goal of conflict resolution will be to attain win-win outcomes, which may ironically require both personal humility and the offering of concessions.

Although human needs theory remains salient in understanding root causes of and possible solutions to conflict, the conflict resolution strategy that pertains more specifically to my own personal and professional life is conflict transformation. Conflict transformation essentially blends human needs theory with the principles of transformational leadership. The leader—whether serving as mediator, arbitrator, facilitator, or broker—works to empower all stakeholders. Too often, leaders inadvertently or purposely strip power from the primary parties in order to impose an artificial peace. Conflict resolution strategies that do not include transformational leadership are almost always destined to fail because the parties will not perceive the terms as being legitimate. Human needs theory also shows that conflict resolution strategies that do not empower each party will also fail to fulfill the fundamental needs that were not being met in the first place.

Moreover, conflict transformation encourages the kind of compassionate view necessary to engender meaningful and long-lasting resolutions. I am not always able to use conflict transformation strategies in my personal and professional life, but my goal is to become a transformational leader. A transformational leader empowers members of conflicting parties to accomplish two essential goals: one, to “understand their own situation and needs,” and second, to “recognize the situation and needs of their opponents,” (Dixit, 2004, p. 1). Transformational leadership and conflict transformation therefore depend on the evolution of emotional intelligence. My ability to lead in the area of conflict resolution will continually be guided by my commitment to development of emotional intelligence: including self-awareness and cognizance of personal biases, and also empathy for all parties involved.

Part Two

The specific conflict resolution skill I am committed to developing in my work as a leader is reflection, which is one of the Liberty University School of Education (n.d.) SCRIP components. Reflection refers both to self-reflection and for the patience required to reflect thoughtfully and critically on the issues at hand. Reflection is crucial for professional and ethical competency in conflict resolution. Scripture supports the efficacy and importance of reflection in reaching both personal and professional goals, particularly as reflection engenders humility and dispels false pride. For example, the Bible outlines the dispositional qualities that facilitate an attitude of reflection. “But the fruit of the Spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control,” (Galatians 5:22). Likewise, Scripture shows how reflection is a practical skill that can be applied to real-world situations. “Suppose one of you wants to build a tower. Won’t you first sit down and estimate the cost to see if you have enough money to complete it?” (Luke 14:28). Reflecting on the facts or merits of a case allows the effective conflict resolution leader to establish terms for peaceful resolution. Similarly, self-reflection helps the conflict resolution leader avoid making assumptions or leaping to conclusions.

Reflection is a disposition that requires emotional intelligence. One of the key components of emotional intelligence skills is the ability to monitor one’s own thoughts and feelings, and also to manage or control those thoughts proactively and effectively. Empirical research shows that in fact emotional intelligence is essential for effective conflict resolution in the healthcare setting, as researchers found “nurses must develop emotional intelligence” in order to “use effective strategies in conflict management,” (Basogul & Ozgur, 2016, p. 228). The results can be generalized to educational leaders, who also need emotional intelligence and its corresponding power of reflection in order to manage emotions and channel them effectively during conflict. Emotions can become problematic in conflict situations, as unmet needs can give rise to deeply rooted negative reactions like fear and anger (Burton, 1990). Therefore, reflection on my own and others’ emotional states is a requisite for effective conflict resolution in any personal or professional setting.

There are several ways I can develop emotional intelligence and learn to apply it to leadership positions and especially to conflict resolution settings. One way is through prayer and the cultivation of humility and self-control. Another method is through active training. Basogul & Ozgur (2016) recommend that leaders take emotional intelligence skills building courses to improve conflict resolution skills. I can also practice the art of reflection via self-guided practices like journaling and conscientiously applying evidence-based practice to my work as an educational leader (Liberty University School of Education, n.d.).



References
Basogul, C. & Ozgur, G. (2016). Role of emotional intelligence in conflict management strategies of nurses. Asian Nursing Research 10(3): 228-233.
Burton, J. (1990). Conflict: Human Needs Theory. London: Macmillan Press.
Cunningham, W.G. (1998). Theoretical framework for conflict resolution. http://cain.ulst.ac.uk/conflict/cunningham.htm#chap3
Dixit, M. (2004). Theories of conflict resolution. Institute of Peace and Conflict Studies. http://www.ipcs.org/article/terrorism/theories-of-conflict-resolution-an-analysis-1531.html
Liberty University School of Education (n.d.). Defined Dispositions for the Liberty University School of Education.