Effective Conflict Resolution Strategies For Managing Team Performance
Application of Problem Solving Techniques in Conflict Resolution
Effective conflict resolution is one of the most significant challenges faced by managers dealing with interdisciplinary teams. According to Martínez-Moreno et al. (2015), the efficiency of a team manager to initiate proper techniques of solving problems and persuading his team members to arrive at a consensus plays a crucial role in influencing the success of individual group members, the team and the organization. The issues of collaboration and creativity in interdisciplinary teams are highly capable of generating conflicts mainly when the group members are cross-generational and are pursuing the forming and conforming phases. The current section of the study seeks to undertake a critical analysis of how creative problem techniques of solving problems can be in the application in resolving conflicts and coax members of an interdisciplinary team towards pursuing a consensus and the most effective strategies of managing ongoing team performances.
Creativity in conflict resolution encompasses the ability of the members of an organization to combine diverse points of view as a basis for generating solutions that depict higher degrees of novelty and usefulness (Singer 2018). According to Prause and Mujtaba (2015), managers working with interdisciplinary teams often rely on the creativity of their team members as a way of pooling the diverse expertise, talents, and proficiencies availed by each team player. Functional diversity is one of the most significant potencies availed by the members of interdisciplinary groups pursuing the forming and conforming phases of team development in fostering problem-solving through appreciation of the diversities presented by each of the team players (Folger, Poole and Stutman 2015). Yong, Seur and Mannix (2014) explain that group members possess specific information that may be of the critical essence in leading the interdisciplinary team towards innovative solutions. In my position as the manager of the assigned unit, I will rely on the different series of potencies, social networks, talents, proficiencies, work experiences and information availed by each of the team players to foster problem-solving by taking advantage of the capacities for creativity enhanced by each of the team members.
The functional diversities enjoyed by members of interdisciplinary teams set an avenue for potential conflicts (Martínez-Moreno et al. 2015). According to Redick et al. (2014), members of a multidisciplinary team try to find information relating to their peers and compete by demonstrating their areas of expertise, as well as the competencies they possess in tackling the tasks presented, which regularly stirs the emergence of conflicts. On the other hand, Tjosvold, Wong and Feng Chen (2014) explain that the kind of pride depicted by multidisciplinary team players in their areas of specialization could lead to the emergence of team-based conflicts as each player embraces unhealthy traits such as protection of intellectual territory and the use difficult terminologies. Such issues could stimulate communication barriers among the group members, which regularly deters proper integration. On the other hand, Bradley et al. (2015) cite the emergence of an “us-versus-them” mindset as an issue that may lead to deepened distrust and exclusion among members of an interdisciplinary team.
Application of Feedback and Motivation Techniques to Manage Performance in Teams
In my position as the interdisciplinary team manager, I will apply conflict asymmetry as a technique of dealing with the differences revealed by my team members. According to Fisher (2016), individual members of a team uphold the notion that their peers in group settings need not support perceptions that contradict with their points of view. As a consequence, there are tendencies that the asymmetric perceptions regarding divergences in multidisciplinary teams may lead to the formations of specific subgroups as well as different coalitions. According to Kalliamvakou et al. (2015), subgroups and coalitions are faced with challenges such as formation along similar perceptions and values, strengthened relationships and minimal interactions with other groups. Such issues may lead to the emergence of asymmetric conflicts. However, when dealing with the assigned interdisciplinary team, I will apply conflict asymmetry in resolving the problems faced with my group members by creating an ample avenue and operational environment that will foster the processes of exchanging, combining and transforming the novel and exclusive ideas presented by individual team players as a way of striking a common point. According to Cameroon and Green (2015), the art of combining and transforming the concepts put forth by multiple agencies plays a crucial role in creating bridges aimed at linking the differing agencies. Darawon, Igel, and Badir (2016) reveal that novelty in team settings does not only present proper avenues of exposing team players to ideas that are different from what they uphold but also makes it a requirement that they must alter the previously supported philosophies. As a consequence, I will encourage each stakeholder to acknowledge the fact that their viewpoints, skills, and knowledge could be in the face of various limitations. On the other hand, I will encourage each of these players to develop some degrees of interpersonal confidence in appreciating the effectiveness of integrating the ideas upheld by the other members of the team.
Feedback and motivation techniques play a significant role in managing performance in multidisciplinary team settings. According to Krumnet et al. (2016), proper development of the motivation approaches adopted in team settings leads to significant improvements in the performance of the group. Further, Hu et al. (2017) associate institutionalization of active feedback channels and motivation with an increase in morale and productivity. I will apply feedback and motivation techniques in the interdisciplinary team assigned by creating a positive working environment, setting goals, offering effective leadership, availing incentives and recognizing achievements as discussed in the ensuing subsections
I will manage the ongoing performance of the team by ensuring that each member is in the provision of an upbeat working environment. According to Paletz et al. (2018), positive relations in team settings get into existence through the development of avenues aimed at sharing ideas and availing the instruments needed to foster effective functioning among members. I will ensure that I am available to solve the problems presented by the members and give each player with the opportunity of working with the absolute independence when necessary.
Derdowski et al. (2018) advocate for setting attainable goals and objectives among members as an aspect of realizing the overall aims of the team. While setting goals presents members with something to strive for in their endeavors within the interdisciplinary team, it also plays a crucial role in ensuring that the group benefits from the corporate gains availed.
Availing a Positive Environment
Incentives are the gifts that the members of interdisciplinary teamwork towards attaining by accomplishing the tasks assigned. In my position as the manager, I will avail each of my team members with rewards that are comparable to their efforts in ensuring that the set goals, for instance, I will include financial incentives in the form of cash prizes, vouchers and restaurant gift certificates to motivate my members. On the other hand, team players that avail extraordinary performances will be presented with nonfinancial incentives such as designated parking spaces and office spaces.
Leadership plays a significant role in fostering the decision making processes of an interdisciplinary team. According to Hu et al. (2018), team leaders must be capable of practicing the power and authority bestowed. On the other hand, ineffective leadership in group settings is characterized by inadequate comprehension of the underlying tasks and institutional procedures. Such inadequacies could act as viable avenues for institutional wrangles.
The strategies adopted will ensure that the multidisciplinary team assigned moves from the current stage to the conforming stage through enhancement of job satisfaction, the performance of the members, and reduction in the turnover rates.
Hu et al. (2018) explain that employees tend to enhance their performances in instances where they are ied with a motivating environment. In the current interdisciplinary team members will reveal that they are satisfied with their positions by showing their abilities in understanding their roles and ensuring that their competencies are aimed at meeting the goal, mission, and vision of the group.
The strategies put in place will enhance the performance of the team. According to Fisher (2016), provision of incentives boosts a team player’s morale towards receiving the set rewards. In the interdisciplinary team assigned, members will work towards duplicating the behaviors that are appreciated with positive reward systems and eliminate the functions that are negatively reinforced; an aspect that will stir an increase in performance.
Turnover increases in instances where the motivational attempts put in place are flawed. However, the adoption of incentives that reveal higher degrees of fairness and are performance-based leads to a reduction in the levels of attrition and dismissals among workers.
Conclusion
In conclusion, managers working with interdisciplinary teams often rely on the creativity of their team members as a way of pooling the diverse expertise, talents, and proficiencies availed by each team player. The functional diversities enjoyed by members of the interdisciplinary team sets an avenue for potential conflicts. In my position as the interdisciplinary team manager, I will apply conflict asymmetry as a technique of dealing with the differences revealed by my team members. I will use feedback and motivation techniques in the interdisciplinary team assigned by creating a positive working environment, setting goals, offering effective leadership, availing incentives and recognizing achievements. The strategies adopted will ensure that the multidisciplinary team assigned moves from the current stage to the conforming stage through enhancement of job satisfaction, the performance of the members, and reduction in the turnover rates.
References
Bradley, BH., Anderson, HJ., Baur, JE and Klotz, AC 2015, ‘When conflict helps: Integrating evidence for beneficial conflict in groups and teams under three perspectives’, Group Dynamics: Theory, Research, and Practice, vol. 19. no. 4, p.243.
Cameron, E. and Green, M., 2015, Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers.
Darawong, C., Igel, B. and Badir, YF 2016, ‘The impact of communication on conflict between expatriate and local managers working in NPD projects of MNC subsidiaries: A local perspective’, Journal of Asia-Pacific Business, vol. 17. No. 1, pp.81-99.
Derdowski, L., Øgaard, T., Marnburg, E. and Mathisen, GE 2018, ‘Creative and innovative behaviours of corporate directors: an elusive role of task-related conflicts’, Journal of Management and Governance, vol. 5, no.3, pp.1-25.
Fisher, R.J., 2016, ‘Interactive conflict resolution: A social-psychological approach to resolving violent ethnopolitical conflict’, In Ronald J. Fisher: A North American Pioneer in Interactive Conflict Resolution vol. 3, no. 6, pp. 105-132
Folger, J., Poole, M.S. and Stutman, R.K., 2015. Working through conflict: Strategies for relationships, groups, and organizations. Routledge.
Hu, N., Chen, Z., Gu, J., Huang, S. and Liu, H., 2017. ‘Conflict and creativity in inter-organizational teams: The moderating role of shared leadership’, International Journal of Conflict Management, vol. 28 no. 1, pp.74-102.
Kalliamvakou, E., Damian, D., Blincoe, K., Singer, L. and German, D.M., 2015, ‘Open source-style collaborative development practices in commercial projects using GitHub’, In Proceedings of the 37th International Conference on Software Engineering, vol. 1, no. 1, pp. 574-585
Krumm, S., Kanthak, J., Hartmann, K. and Hertel, G., 2016, ‘What does it take to be a virtual team player? The knowledge, skills, abilities, and other characteristics required in virtual teams. Human Performance, vol. 29, no. 2, pp.123-142.
Martínez-Moreno, E., Zornoza, A., Orengo, V. and Thompson, L.F., 2015, ‘The effects of team self-guided training on conflict management in virtual teams’, Group Decision and Negotiation, vol. 24, no. 5, pp.905-923.
Paletz, S.B., Pavisic, I., Miron-Spektor, E., Lin, C.C., Paletz, S.B.F., Pavisic, I., Miron-Spektor, E. and Lin, C.C., 2018, Diversity in Creative Teams: Reaching Across Cultures and Disciplines, Handbook of Culture and Creativity.
Prause, D. and Mujtaba, B.G., 2015, ‘Conflict management practices for diverse workplaces’, Journal of Business Studies Quarterly, vol. 6, no. 3, p.13.
Redick, A., Reyna, I., Schaffer, C. and Toomey, D., 2014. ‘Four-factor model for effective project leadership competency’, Journal of Information Technology and Economic Development, vol. 5, no. 1, p.53.
Singer, L., 2018, Settling disputes: Conflict resolution in business, families, and the legal system. Routledge.
Tjosvold, D., Wong, A.S. and Feng Chen, N.Y., 2014, ‘Constructively managing conflicts in organizations’, Annu. Rev. Organ. Psychol. Organ. Behav., vol. 1, no. 1, pp.545-568.
Yong, K., Sauer, S.J. and Mannix, E.A., 2014. ‘Conflict and creativity in interdisciplinary teams’, Small Group Research, vol. 45 no. 3 pp.266-289.