Conflict Resolution in Internet School Workteams

Resolving conflicts within Internet schoolwork teams can often be a challenging task. At the University of Phoenix, as well as elsewhere, such conflict must be successfully managed in order to achieve peak team performance. While Internet-based team situations often face special challenges, the fundamentals of conflict resolution remain applicable. Successful conflict resolution involves a number of aspects, including exploring the reasons for the conflict, determining solutions, agreement on the solution, implementation and evaluation of the solution, and practicing the conflict resolution process.

Conflict is often a natural result of teamwork. However, the fact that conflict is natural does not mean that it cannot be managed in order to get the best team result.

It is important that team members understand that individual members have strong, and often different emotions and feelings, and that different opinions can be one of the most important benefits of teamwork (Penn State University).

Conflict can take a number of different forms. Internal conflict occurs when an individual experiences personal conflict that interferes with their ability to perform. Individual conflict with another team member and individual conflict with the entire team can also occur. Conflict can also take the form of conflict between several team members, conflict between teams, and even conflict between a team and a single person outside of that team (such as a supervisor or faculty member) (Penn State University).

Internet-based teamwork often has special challenges. Online groups such as those at the University of Phoenix are different from traditional groups in that they do not have face-to-face contact. As such, these Internet-based groups do not allow the visual, auditory, and other cues that we often use to interact with others. This can create a feeling of anonymity that can both weaken group norms, and sometimes increase the speed of intimacy within the group (King, 1999). There are also definite positive potentials for online groups, as noted by Collins and Berge (1996) who state there is hope for "a virtual community... that provides support and encouragement and promotes sharing (cited in King, 1999).

The basics of conflict resolution strategies apply to Internet-based school work teams, despite the special challenges and characteristics of groups. A number of specific steps should be taken in order to resolve conflict. The steps include exploring the reason for the conflict, finding alternative solutions, agreeing on an appropriate solution, implementing and evaluating the solution, and practicing the conflict resolution process.

While there commonalities among disputes and it is also important to realize that each team is unique, and that disputes can arise for a number of different reasons. As such, it is important to consider that conflict resolution techniques must be able to address these differences. Important in all successful conflict resolution is the idea of negotiation, which involves listening to both sides, and avoiding responses such as confrontation and avoidance (Townsley, 1995).

While exploring the reason for the conflict, is important to try to deep personalize the conflict. Simply, this means focusing on issues, rather than personalities. In this situation, each side should attempt to objectively explain their point-of-view, and individuals should be encouraged to listen to other points-of-view (Penn State University). At this stage, it is important to address the conflict directly. Failing to address a conflict can result in a result tensions that appear often at the worst times (Heathfield, 2004).

After determining the reasons for the disagreement, it is important to discern alternative solutions. At this stage, it can often be helpful to ask each participant to describe the actions that they would like the other party to take. Three or four suggestions are an optimal number. Similarly, asking participants to identify what to the other person can do less of, more of, stop doing, and start doing may be helpful (Heathfield, W2004).

The next step is to get the parties involved to agree on the most appropriate solution. This stage may include further exploration of specific solutions. It is important to emphasize the need for treating each other with dignity and respect during this and other stages (Heathfield, 2004).

Implementation and evaluation of the solution are the next key steps in successful conflict resolution. Implementing the solution includes putting an action plan for each individual to address what they can do to solve the problems (Townsley, 1995).

After the conflict resolution plan has been in place for a determined amount of time, it is important to consider if the plan is meeting its goals. This is the evaluation stage, where it is determined if the solution is working. At this stage, it should be decided if the solution needs to be revamped, if it has worked and is no longer necessary, or if it should continue to be implemented for a longer period of time.

One of the key components to successful conflict resolution is practice. In an online group, the moderator or supervisor plays an important role in creating effective conflict resolution. Notes Heathfield (2004), "Conflict mediation is an example of 'practice makes perfect'." As such, the supervisor must be willing to intervene in conflicts, and create an environment where conflict is dealt with successfully. One of the key ways to achieve this is to practice the techniques of conflict resolution.

Conflict resolution in internet school work teams like those at the University of Phoenix must take into consideration the special dynamics that occur within an online environment, in addition to the steps outlined for successful conflict resolution. An online community, as noted previously, often lacks the auditory and verbal cues that can signal emotionality. As such, it may be more likely that members will misinterpret the emotions or attitudes of other group members. Notes Mark Slouka virtual communities can exist in "a world of enormous silence" where "language grows strained and awkward" (cited in King, 1999). Within this context, the group facilitator or leader should pay special attention to trying to discern the real emotions of individuals involved in a dispute.