Functional & Dysfunctional Conflict
Conflict may be viewed as being
functional or dysfunctional. Functional
conflict refers to any divergence which is responsive and innovative aiding in
creativity and viability (Falikowski, 2002).
This creative confrontation allows individuals engaged in a controversy
or dispute to be at odds with the issues, yet not each other. “The critical factor is the willingness to
explore and resolve it mutually.
Appropriately handled, conflict can provide an important opportunity for
growth” (Functional & Dysfunctional Conflicts, 2010). Dysfunctional conflict occurs when conflict
“disrupts, prevents job performance, and upsets personal psychological
functioning” (Falikowski, 2002). Typically, problems occur when emotions
distort the content issue. Feelings are
misperceived or stated too intensely (Functional & Dysfunctional Conflicts,
2010).
An example of an intergroup conflict
which converted from functional to dysfunctional occurred amongst a
communications class. Students were
assigned to groups of four or five and then were instructed to select a topic
on which to deliver an oratorical speech.
Initially, selecting a topic was a bit of a challenge. The group was indecisive. After two class sessions passed without a
topic being selected, the team captain suggested for the group to draw
straws. Soon thereafter, the topic was
selected and agreed upon by all, and then the captain began to delegate tasks
and research responsibilities. However,
this only proved to be a short-term solution.
The next two weeks, the group met with regularity. Yet as time wore on, certain team members
became disgruntled that their topic had not been selected, and began to cease
meeting with the group outside of scheduled class time (i.e. library, dorm
sessions). The group began to fall
behind in progress in comparison to the rest of the class; therefore the team
captain took it upon himself to fulfill others’ obligations. Nevertheless, this dysfunctional conflict
could have been reverted back to functional by utilizing the following tactics:
1.
Mediation - Integrating
a neutral third party: The team captain could have expressed his concern to the
class instructor, requesting class time (while every team member was present)
to have an intervention in which the instructor could express and reiterate the
importance of group cooperation and involvement.
2.
Communication
– Team members could have called one another throughout the week to check-in
and update cross-information, rather than waiting for a particular session or
meeting to initiate contact.
References:
Falikowski,
A. (2002). Conflict. Retrieved from
Functional
& Dysfunctional Conflicts. Retrieved from
