CONFLICT MANAGEMENT The Psychology of conflict and conflict ...

17. CONFLICTS IN THE STUDY OF CONFLICT IN ORGANIZATIONS 449
A more important difficulty is taking these categories too seriously,
especially in the theorizing that conflict types or sources of conflict are
more or less likely to be constructive. For example, conflicts that involve
task issues are more constructive than relationship ones; conflicts based
on resource scarcity are more likely to be destructive whereas those about
socially validated beliefs are more apt to be constructive. The category of
task conflict, for example, contains a wide variety of conflicts and they
can be discussed effectively or ineffectively, as can relationship ones or
process ones or whatever type of conflict. Just because people have scarce
resources does not mean that they cannot approach their conflicts open
mindedly and try to distribute these scarce resources fairly and efficiently
(Poon, Pike, & Tjosvold, 2001; Tjosvold & Poon, 1998). Managers have demonstrated
that they can use their anger to resolve issues and strengthen
their relationships (Tjosvold & Su, in press). Indeed, research has not been
able to show that task conflicts are reliably more constructive than relationship
ones (De Dreu & Weingart, 2003).
Another objection to categories is both practical and philosophical.
Practically, what value is there in telling managers and employees that
relationship conflicts are not constructive? Are they supposed to make
these issues disappear or simply not talk about them?
Philosophically, our research should empower people, should give
them the courage and the know-how to deal with conflicts. But the idea
that relationship conflicts or scarce resources are harmful can let people
believe that the negative effects of conflicts are inherent in the conflicts
themselves. Rather than recognize that they are making choices that affect
course and consequences of conflict, they believe that the destructive conflict
“just happens to them.” Our research should help people confront
and meet their responsibilities to manage their conflicts, not give them an
excuse to avoid or escalate conflict.
Distinguishing conflicts by their type or source fits popular stereotypes
about the value of rational, impersonal ways and the obstructive role of feelings
in dealing with conflicts. But feelings and thinking are highly related.
Even discussing academic issues involves important emotions; researchers
have strong feelings about how to conduct their studies. Dealing with conflict
requires an integration of our rational and emotional sides. Our research
should help people confront their stereotypes and adopt more useful ways
to manage their conflicts constructively. However, there is conflict over how
we should conceptualize conflict management.
Behavioral strateGies versus soCial PsyCholoGiCal
aPProaChes to ManaGinG ConfliCt
Conflict is something people do and must act upon; even avoiding
conflict often involves considerable effort and strategizing (Tjosvold
& Sun, 2002). Researchers, especially communication-oriented ones, as