This article was first published in Training and Learning (www.trainingandlearning.co.uk) in March 2005 and is reproduced with the kind permission of the Institute of Training and Occupational Learning (www.traininginstitute.co.uk)
Managing Conflict
Neil Thompson
Conflict is a much misunderstood concept. The National Health Service has recently launched a major training initiative relating to what they describe as conflict. However, the details of this programme show that their major focus is on aggression and violence. While there are clearly close links between conflict and aggression and violence, they are certainly not the same thing.
In my view, it is better to see aggression and violence as what can happen if conflict is not managed properly, rather than as manifestations of conflict in their own right. Linking conflict too closely to aggression and violence is to present too narrow a view of conflict – and also too negative a view, as conflict can be very constructive and helpful at times.
The potential for conflict is ever-present in human interactions – and that includes, of course, when we are helping people to learn, whether through training, supervision, appraisal, coaching or mentoring. It is therefore important that we have at least a basic understanding of conflict and how it can be managed.
One important pitfall to avoid is to assume that an expression of conflict is a problem in itself. Conflicts that are not aired and are allowed to go ‘underground’ can do a lot more harm than expressed conflicts that can be dealt with constructively. Suppressed conflicts have the nasty habit of coming back and biting us on the bum when we least expect it!
Two important skills in handling conflict are, first: to be able to recognise it – sometimes the tell-tale signs of conflict are there, but, if we are not sensitive to them, we may not pick up on them and ‘nip them in the bud’. By the time they become apparent to us, they may be much more difficult to deal with because they have become more entrenched and more complex. Second, we need to have the assertiveness skills required to deal with conflict situations positively and constructively (so that we can prevent them from getting worse over time and make the most of their positive potential).
Conflict should not be seen as something that arises only when personal or professional relationships break down. On the contrary, conflict is part and parcel of all relationships and interactions. To play down conflict as an issue in the workplace in general and in learning and development in particular is to be very naïve. Conflict is more accurately seen as a core part of people working together. It can be a source of creativity, motivation and, ironically excellent working relationships (people who have worked through conflict issues together can, afterwards, become very good work allies with great respect for one another).
The object of the exercise, then, is not to prevent conflict – rather, it is a case of developing our knowledge and skills (and the confidence that comes with a higher level of knowledge and skills) to be able to manage conflict. This involves not only preventing it from escalating, but also using it positively where possible.
Somebody on one of my conflict management training courses put it very aptly when he said that conflict is like fire. It is no problem when it is contained and controlled – in a fireplace, for example – and can actually do a lot of good, but if it is allowed to get out of control, it can be disastrous, constantly growing and destroying all around it.
Neil Thompson is Professor of Applied Social Studies at Staffordshire University and managing director of Avenue Consulting Ltd (www.avenueconsulting.co.uk). He is the editor of the British Journal of Occupational Learning.
© Neil Thompson 2005
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