Labor Relations—Problem Solving through Constructive Conflict

This chapter explores adversity, and methods of teaching students how to cope with stress and adversity. It discusses the independent-self and the interdependent-self, the ‘Three Cs’ programme, which emphasizes cooperative community (social interdependence, interpersonal relationships, group skills), constructive conflict (the benefits of controversy, problem-solving training, peer mediation), and civic values.

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Stages in moving toward cooperative problem solving labor relations projects and a case study

Human Resource Management ◽

10.1002/hrm.3930180302 ◽

1979 ◽

Vol 18 (3) ◽

pp. 1-8 ◽

Cited By ~ 3

Author(s):

Richard P. Nielsen

Keyword(s):

Problem Solving ◽

Labor Relations ◽

Cooperative Problem Solving

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Relational curiosity and constructive conflict: a study in classrooms

Emotions and Society ◽

10.1332/263169020x15961169000238 ◽

2020 ◽

Vol 2 (2) ◽

pp. 179-195

Author(s):

Elizabeth M. Olsson

Keyword(s):

Problem Solving ◽

Conflict Management ◽

Social Problem ◽

Social Problem Solving ◽

Emotional Labour ◽

Constructive Conflict ◽

Conflict Handling ◽

Social Interactionism ◽

Constructive Conflict Management

Researchers have cast conflict as inherently emotional, but the emotions promoting constructive conflict handling remain underexplored. This article extends existing research using social interactionism as a lens to understand emotions as embedded in the relations and relationships that animate social disputes. Departing from three cases observed inside classrooms, the article demonstrates how teachers utilise curiosity to reframe, stimulate and transform conflicts with their students. Results elucidate the features of relational curiosity, an instrumental emotion with the capacity to promote social problem solving in concert with others. More broadly, findings contribute to research on prosocial emotions as tools for constructive conflict management and emotional labour as a relational phenomenon in educational contexts.

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Types of conflict, types of relationships and preferred conflict resolution strategies: Implications for constructive conflict resolution programmes

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1201163p ◽

2012 ◽

Vol 44 (1) ◽

pp. 163-178

Author(s):

Danijela Petrovic ◽

Milica Vucetic

Keyword(s):

Conflict Resolution ◽

Problem Solving ◽

Practical Significance ◽

Childhood And Adolescence ◽

Constructive Conflict ◽

Conflict Situations ◽

Relationship Types ◽

Conflict Resolution Strategies ◽

Conflict Resolution Strategy ◽

Resolution Strategies

Constructive conflict resolution programmes are based on the idea that children and youth do no have sufficient knowledge of the procedures and skills for conflict resolution, which is why the conflicts they take part in soon become destructive. Notwithstanding the indubitable practical significance of the constructive conflict resolution programmes, it can be objected that they are not sufficiently based on empirical findings about the characteristics of conflicts in childhood and adolescence. Hence, this paper explores different types of conflict with peers and friends with the aim of determining the preferred conflict resolution strategies and using the obtained results to consider the implications for the improvement of constructive conflict resolution programmes. The research was conducted on the sample of 286 adolescents. The method of hypothetical conflict situations was used for studying the preferred conflict resolution strategies. The key results, which should be taken into account when developing constructive conflict resolution programmes, indicate that the preference for a conflict resolution strategy varies depending on conflict type (problem solving is mostly used in conflicts occurring due to opinion differences and disrespect of agreement, unlike the conflicts arising due to provocations, stubbornness and dishonesty) and relationship types (in conflicts with friends, adolescents prefer problem solving, while in peer conflicts they more frequently opt for competition).

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Dovish and Hawkish Influence in Distributive and Integrative Negotiations: The Role of (A)symmetry in Constituencies

Group Decision and Negotiation ◽

10.1007/s10726-021-09759-6 ◽

2021 ◽

Author(s):

Hillie Aaldering ◽

Shirli Kopelman

Keyword(s):

Problem Solving ◽

Labor Relations ◽

Empirical Support ◽

Dyadic Negotiation ◽

Business Negotiations ◽

Practical Implications

AbstractDovish and hawkish constituency pressures influence representative negotiations. Dovish constituency voices promote a collaborative and problem-solving approach, but can also allow for exploitation in negotiations. Hawkish voices encourage a competitive approach, but may leave value on the table. These dynamics are investigated in four experiments. In two interactive dyadic-negotiation experiments (Experiments 1 & 2; N = 186 and N = 220), we investigated how constituency pressures influenced outcomes in two negotiation settings (distributive and integrative). Representatives of dovish constituencies reached higher negotiation outcomes than representatives of hawkish constituencies, when facing a representative with a similar constituency (Experiment 1). However, when representatives with a dovish constituency met with representatives of a hawkish constituency, dovish representatives reached lower gains in both negotiation settings (Experiment 2). This hawkish advantage was replicated in two online scenario studies (Experiments 3 & 4; N = 248 and N = 319). There was no consistent empirical support for the role of a potential future interaction in eliciting representatives’ concessions (Experiment 1–3), however, an absence of accountability to constituents reduced representatives’ competitiveness, irrespective of whom they represented (Experiment 4). Theoretical and practical implications for labor relations, diplomacy, and business negotiations are discussed.

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