CONFLICT MANAGEMENT STRATEGIES AND EMPLOYEE PERFORMANCE
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CONFLICT MANAGEMENT STRATEGIES AND EMPLOYEE PERFORMANCE
ABSTRACT
This study uses a quantitative survey research design. The study will include the survey design after the development of questionnaires (survey instrument) through which crucial information and insight about the association and relationships that exist between the dependent variable and the independent variables were assessed and acquired.
The researcher employs staff from Impact High Secondary School in Akure, Ondo State. The basic random sample technique was used to select a total of 42 employees from Impact High Secondary School in Akure, Ondo State.
The study found that accommodating conflict management strategies has a positive and significant impact on academic staff commitment in Ondo State secondary schools (β=0.397; p<0.05)
while collaborating conflict management strategies has a positive and significant impact on academic staff engagement (β=0.278; p<0.05), and avoiding conflict management strategies has a positive and significant impact on academic work attitude.
The study shows that conflict resolution tactics have a significant impact on employee performance in chosen secondary schools in Ondo State.
The study concluded that, rather than competing for supremacy, staff should work together in peace and unity to achieve a common purpose for the organisation. Employees should be trained in dispute resolution methods;
organisations should provide appropriate space for decision-making, proper operation, and optimum production. Management should also address employee welfare, and organisations should foster participatory rather than dictatorial management styles.
Chapter one
INTRODUCTION
1.1 Background for the study
Organisations all over the world exist to achieve a specific goal and objective, and in order to achieve these goals and objectives, the organization’s human resources must be properly harnessed to effectively and efficiently utilise the resources of other organisations in driving the organisation forward (George & Jones, 2013).
The organization’s human resources (employees) serve as the foundation for all of its activities. Employees use all resources and production elements to meet the organization’s aims and objectives (Ariyon & Ikemefuna 2011, Egbuta 2016).
However, because no two persons are alike in terms of lifestyle, personality, beliefs, value systems, and religion, employees in an organisation may encounter conflict on a daily basis (Larey, 2014). As a result, conflict management has become a hot topic among human resource managers all over the world.
Furthermore, Nigeria’s diversified population and embrace of multiculturalism make it particularly vulnerable to workplace conflict in many organisations (Owolabi, 2015).
As a result of the clash of cultural values, beliefs, and lifestyles, conflict among employees has arisen, which has the potential to develop if not managed appropriately.
As a result, all industries, sectors, and occupations require conflict resolution. The need for conflict resolution is even more severe in the academic sector, where the “leaders of tomorrow” are instilled with information, because it is critical that students learn in a safe and tranquil environment free of distraction or disruption (Ojiafor, 2013). Therefore, it is crucial that confrontations are kept to the bare minimum in secondary schools.
An organisation is a structured social system made up of groups and individuals that collaborate to achieve predetermined goals (Rafaeli, 2015). Organisations are made up of people with diverse family backgrounds, attitudes, beliefs, abilities, and personalities, which is a formula for conflict in any organisation.
This indicates that no organisation can effectively carry out its daily operations without meeting some type of conflict. Thus, conflict is the most prevalent, universal, and ubiquitous phenomenon associated with group activity and interaction.
According to Uya (2014), conflict is inextricably linked to humans and their endeavours, whether group or organisation. This suggests that fighting is a “necessary evil” that one cannot avoid.
Conflict occurs when individuals or organisations have irreconcilable aims, cognitions, or emotions, resulting in opposition (Kelly, 2010). According to Wall and Callister (2015), conflict is the process by which one party feels that another party’s interests are opposing or negatively influencing its own.
Conflict in the workplace is an expression of hatred, antagonism, and misunderstanding among employees (Iravo 2011). Conflict between persons in institutions arises as a result of their constant interaction with one another.
This means that workplace conflict might arise between employees, between management and an employee, or between employees themselves. For example, when employees go on strike, it indicates an increased disagreement between the institution’s administration and its employees.
Workplace conflicts must be addressed and resolved effectively. Failure to do so can cause the issue to escalate, resulting in employee unrest (Okafor, 2015).
Conflict is now a serious threat to academic life in Nigeria. Schools frequently appear to be the source of conflict, and they are also a symptom of broader policy issues. This is evidenced by the frequency with which ASUU (Academic Staff Union of Universities) strikes occur at tertiary institutions across the country.
According to Egberigbe (2009), a key source of this ongoing dispute is the Nigerian government’s failure to meet the needs of Nigerian lecturers and give them with the incentive they require to carry out their tasks properly.
The first ASUU strike occurred in 1988, following the organization’s formation in 1978 (Lateef, 2014). The walkout was called to demand fair wages and university autonomy (Nasir, 2013).
The strike was met with a harsh response from General Babangida’s military dictatorship, which suspended and stripped the body of its assets (Babasola, 2002). The body was later reestablished in 1990 following agreements with the military government (Babasola 2002).
However, since then, the ASUU body has gone on eighteen strikes over a variety of demands, including salary increases, better working conditions, and improvements to university facilities (Fashola, 2015).
This has had a negative impact on students’ academic performance and the level of quality education in Nigeria, as no Nigerian university is now ranked among the top 1,000 universities in the world (Johnson, 2013).
Furthermore, conflicts in Nigerian educational institutions are not limited to universities; they can also occur at polytechnics and colleges of education. For example, in January 2017, the Academic Staff Union of Polytechnics, or ASUP, went on a seven-day statewide strike over a lack of salary and stipend payments, among other demands.
They have also promised to go on another statewide strike until their salary demands are granted (Hassan, 2015). Furthermore, Nigerian colleges of education go on strike on a regular basis to protest bad infrastructure and low remuneration for academics and facilitators in schools, as seen in the 2014 strike (chimara, 2016).
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