Conflict management and resolution strategies in engineering colleges in Telangana State

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The aim of the paper is to explore the reasons for the conflicts between teachers and the principals in engineering colleges in Telangana, analysis the nature of the reasons for conflicts in the teaching profession, expose the strategies applicable to manage or resolve these conflicts and the likely impact on their performance is considered in this study.

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International Journal of Management (IJM) Volume 7, Issue 7, November–December 2016, pp.144–152, Article ID: IJM_07_07_015 Available online at http://www.iaeme.com/ijm/issues.asp?JType=IJM&VType=7&IType=7 Journal Impact Factor (2016): 8.1920 (Calculated by GISI) www.jifactor.com ISSN Print: 0976-6502 and ISSN Online: 0976-6510 © IAEME Publication CONFLICT MANAGEMENT AND RESOLUTION STRATEGIES IN ENGINEERING COLLEGES IN TELANGANA STATE Mamatha Kulakarni, P. Kesava Rao and S. Shireesha Institute of Aeronautical Engineering, Hyderabad, India ABSTRACT Conflict is an intrinsic and unavoidable human phenomenon as it is a state of mind wherein personal emotions such as likes and dislikes due to various interactions within or with others, create a feeling that one has been severely discounted or ones position or profession is challenged and that ultimately lead to a certain behavioral actions and reactions. Schools, degree colleges, professional colleges and other educational institutions are no exception and like any other organization that involves human beings, are prone to one or other type of conflicts. Conflict free educational institutes had not existed and will never exist. Detecting the reasons of conflicts, coping efficiently and effectively with potential conflicts is therefore one of the most important aspects of the senior teachers, deans, principals or management members in the colleges. The aim of the paper is to explore the reasons for the conflicts between teachers and the principals in engineering colleges in Telangana, analysis the nature of the reasons for conflicts in the teaching profession, expose the strategies applicable to manage or resolve these conflicts and the likely impact on their performance is considered in this study. Key words: Categorical data, Conflicts, Engineering colleges, Management strategy, Resolution. Cite this Article: Mamatha Kulakarni, P. Kesava Rao and S. Shireesha, Conflict Management and Resolution Strategies in Engineering Colleges in Telangana State. International Journal of Management, 7(7), 2016, pp. 144–152. http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=7&IType=7 1. INTRODUCTION Conflict is a mind process in which one party perceives that its interests are being opposed or negatively affected by another party (Wall J.J & Callister R.R, 1995), and the interactive process manifested in incompatibility, disagreement, dispute or dissonance within or between social entities (Rahim, M. A., 1992). In this study, conflict refers to some form of friction, disagreement, or discord arising within the faculty members when the beliefs or actions of Principal are either resisted by or unacceptable to one or more teachers. It ranges from work issues of responsibility, power, authority, and ethics to interpersonal matters like misunderstandings, difference of opinion and poor communication between Principal and teachers. Conflict can arise between members of the same department, known as intradepartmental conflict, or it can occur between members of two or more departments, and involve violence, interpersonal discord, and psychological tension, known as interdepartmental conflict. If conflicts in colleges are not http://www.iaeme.com/IJM/index.asp 144 editor@iaeme.com
Conflict Management and Resolution Strategies in Engineering Colleges in Telangana State handled in time, there could be negative repercussions on learning and development [Muhammad Nafees, Kamran Masood, Shaheen Ashraf Tahirkheli, 2012]. 2. MOTIVATION TO THE RESEARCH STUDY Conflict free educational institutes had not existed and will never exist. Conflicts at schools and colleges are sensitive and are not easy to solve. Detecting the sources of conflicts, coping efficiently and effectively with potential conflicts is therefore one of the most important aspects of the senior teachers, principal, directors or the management members in the colleges. Teachers work under academic pressures and often they do not go fully along with principals. Besides, professional jealousness between teachers may create dislikes. Conflict management styles such as competing, avoiding, collaborating, compromising and accommodating are useful in managing and resolving conflicts in colleges [Abdul Ghaffar, 2010]. Conflicts in colleges can occur within a teacher (intra personal conflict). The conflict process among teachers and principals consists of five stages: Potential opposition or Incompatibility; Cognition and personalization; Intentions; Behavior; Outcome [Bankovskaya Violetta, 2012]. 3. MAPPING OF TEACHER PRINCIPAL CONFLICTS TO VARIOUS TYPES OF CONFLICTS Why the teacher principal conflicts arise at all in colleges. The teachers normally demand whatever they believe they are deprived of, and they become resistant, annoy, or violent to college principal. Some principals increase the potential for conflicts in colleges through substandard management styles, their improper attitudes, interests and negative interaction with teachers. Some teachers and principals blur the issues on conflicts by mixing them with emotions and by operating from certain belief systems such as superiority, injustice, vulnerability, distrust and helplessness [Eidelson, Roy, J; Eidelson, Judy I 2003). Conflicts between teachers and principals can come because of principals due to unfair assignment of roles, unfair time schedules for fulfilling teaching, harsh measures, improper attitude, personal interests etc. While some experienced teachers learn how to manage the conflicts and resolve them, unmanaged conflicts might lead to severe problems for the teachers and principals, it could become a serious and difficult situation especially for inexperienced teachers involved in the conflicts. Besides, poor communication, unfair treatment of peers, being egocentric, having unfair values, lack of ethics and sense of responsibility could be the causes for conflicts between Principal and the teachers. Beside, limited resources, allocation of interdependent main line work, lack of role clarity, poor communication channels, differences in perceptions, principal behavior, individual differences, unclear authority structures, and empowerment disparities also cause conflicts. Similarly, Structural factors (Shortage of common resources, goal differences, inter dependency, Authority relationships, jurisdictional ambiguities), Personal factors (Skills, abilities, personality difference, Conscientiousness, Agreeableness, Openness to experience, Extroversion, Diversity), Communication could also aid the creation of conflicts. Conflict is not always a bad event. Conflict traditionally has a negative meaning but in some situations it actually improves performance of the organization. It can also deepen differences, and lead other teachers to polarize into either/or positions. However, conflicts managed with good strategies and also the resolved conflicts can be constructive, helping to ‘clear the air’, releasing emotion and stress, and reduce tension. The functional type of conflict or constructive conflict (like the accelerator and the brake pedal in a car) supports the goals of the college and improves the faculty’s performance and students results. The dysfunctional conflict or destructive conflict is negative by nature and can lead to damages, losses and disruptions if not managed and resolved in time. Conflicts in colleges can have five stages namely latent conflict, perceived conflict, felt conflict, manifest conflict, and conflict aftermath [Olu Okotoni and Abosede Okotoni, 2003]. Conflict happens in colleges whenever principal’s decision can influence everyone and control the situation to get better or worse. Conflict is initially geminates with perceptions of people involved and is intangible, it gets manifested when the conflicts gets expressed out verbally through arguments, body languages, expression of feelings, and fights [ De Janasz, S. C., Dowd, K. O. & Schneider, B. Z. 2006]. http://www.iaeme.com/IJM/index.asp 145 editor@iaeme.com
Mamatha Kulakarni, P. Kesava Rao and S. Shireesha Teachers may misunderstand each other or principal. Teachers may disagree on resource allocation. The conflict between teachers and principals starts when they different wants, needs, values and views. The challenge for colleges, as for the wider community, is to find ways of managing conflict constructively so that those involved can learn and grow from the experience [ Sandy Cahir, Liz Freeman, Fran Gass, Monica Hill & Fred Stern, 2001]. 4. MODELS OF CONFLICT MANAGEMENT AND RESOLUTION IN ENGINEERING COLLEGES Early Conflict Management Models, Khun and Poole's Model (2000), De Church and Marks's Meta- Taxonomy (2001), Rahim's meta model Rahim (2002) reveal that there are five phases of conflict. Phase one is the initial tolerance stage. Phase two involves when the college teachers have noted the continued deviation from expected behavior of the principal. Phase three occurs when there is verbal aggression, teachers gets irritated and verbal messages become more hostile and aggressive. Phase four is when there is physical aggression, and phase five is the stage of rejection when there is total silence and attempts are made to eliminate the deviant behavior. As such, the nature of the conflict depends upon the type of disagreement between the teachers and the principal [T. O. Adeyemi, 2009]. Within this framework, there are five management approaches: integrating, obliging, dominating, avoiding, and compromising. Integration involves openness, exchanging information, looking for alternatives, and examining differences so solve the problem in a manner that is acceptable to both parties. Integrating strategy enable parties involved in conflict to pool all their information together, put their differences on the table and examine them along with any data that might contribute to a resolution What this imply in the college system is that, the college highest authority must be able and willing to contribute time, energy, and resources to finding and implementing a solution. Obliging or Accommodating Conflict Resolution Style or Smoothing style (Unassertive and cooperative) requires a high degree of cooperativeness. A College Director or college management member using this style tries to get his/her own goals, objectives, and desired outcomes to make the principal, teachers to achieve their goals and outcomes. On the surface, harmony is maintained, but underneath, there is still conflict. It can work where preserving a relationship is more important than dealing with the conflict right now. Dominating strategy can be considered by the college management member to resolve the conflict by dictating what the teachers or the principal will do. That is, college management simply resolves conflict as it sees fit and communicates its decisions to the teachers or the principal. The teachers usually will abide by a superior’s decision, whether or not they agree with it. Specifically, it advocates the establishment of a super ordinate- subordinate relationship. Competing Conflict Resolution Style or Forcing style or fight or “win-lose” approach where the strength and power of one person wins the conflict. Assertive and uncooperative). It can be determined as a conflict management style with high assertiveness and low cooperativeness and offers relatively quick solutions. It has its place, but anyone using it needs to be aware that it will create a loser and if that loser has no outlet for expressing their concerns, then it will lead to bad feeling. In Avoiding Conflict Resolution Style or Denial or withdrawing style (Unassertive and uncooperative) style, assertiveness and cooperativeness are low. College management member who fear conflict use the avoiding style to escape from conflict situations. When this style of conflict management is used, teachers and the principal will also lose. This is where everyone pretends there is no problem. It’s helpful if those in conflict need time to ‘cool down’ before any discussion or if the conflict is unimportant, but cannot be used if the conflict won’t just die down. It will create a lose/lose situation, since there will still be bad feeling, but no clearing the air through discussion, and results, in Transactional Analysis terms, in ‘I’m not OK, you’re not OK’. Compromising strategy is a diplomatic strategy that gets every one talking about issues and moves one closer to each other and to a resolution. In compromise, the teachers or the principals have something to give and something to take and go for a mutually acceptable resolution. Compromising Conflict Resolution Style or negotiation (Moderate in both assertiveness and cooperativeness) . This style can be determined as a “give-and-take” approach with moderate levels of both assertiveness and cooperativeness. Both parties give up something, http://www.iaeme.com/IJM/index.asp 146 editor@iaeme.com
Conflict Management and Resolution Strategies in Engineering Colleges in Telangana State in favour of an agreed mid-point solution. It takes less time than collaboration, but is likely to result in less commitment to the outcome [Victor, David A., 2012]. Collaborating Conflict management Style or win- win scenario (Assertive and cooperative) in which Principals and teachers creatively work together to achieve the goals and desired outcomes. Stimulating conflict is considered as an approach that requires up-front initiative from management member or director aimed at minimizing the impact of potential negative conflict. In this case programmed conflict could be introduced. Management member should play devil’s advocate and use dialectical inquiry to develop and clarify opposing points of view. Third party intervention techniques of dysfunctional crisis management (facilitation, conciliation, peer review, ombudsman, mediation, arbitration), negotiation (distributive, integrative, added value negotiation). In effective conflict management, it is essential to “distinguishing between useful conflicts and conflicts that should be eliminated”. “the objective of conflict management should be to see that conflict remains on the creative and useful side of an invisible but critically important line that separates the good or natural conflict from that which is bad or unnatural”. The most important element of conflict management strategy is the early recognition of the conflict and keeping attention to the conflicting parties. 5. CONFLICT MANAGEMENT AND RESOLUTION IN ENGINEERING COLLEGES The most important element of conflict management strategy is the early recognition of the conflict and keeping attention to the conflicting parties. Conflict management involves doing things to limit the negative aspects of conflict and to increase the positive aspects of conflict. The aim of conflict management is to enhance learning and group outcomes, including effectiveness or performance in organizational setting [ Rahim, M. A., 2002 ; Kalagbor, Levi Doe, Nnokam, Nyege Chinda, 2015). However, wrong design of Conflict management process could degenerate into negative type of conflicts. Conflict resolution in college teachers involves the reduction, elimination, or termination of all forms and types of conflicts. Hence, conflict resolution tends to use terms like negotiation, bargaining, mediation or arbitration. The primary conflict manager in the college is the principal for teacher-teacher or teacher- student conflicts. For conflicts involving teachers and principal, the director or the management member of the college has power to make changes and is also responsible for outcomes in the conflict episode. The management person can reprimand the unfair teacher, warn the principal, re-align the teacher to principal, counsel the teacher or the principal, arrange a meeting with management board etc. While conflict management is a method incorporated to facilitate a positive or at least an agreeable outcome. Principals and teachers have to cooperate in conflict resolution and management in the college system on issues bordering on campus discipline and control. Conflicts or severe disputes in engineering colleges could be managed by a mediation or compromising or negotiation process in which, a dialogue between the teacher (s) and principal to reach a beneficial outcome. Conflicts can be managed by the process of mediation ( Inquisitorial, Arbitration, Moot) in which the persons not involved in the group conflict such as the senior teachers, directors, management persons who is a third party could intervene as mediator and convinces the disagreed staff to remove any loss of face and nullifies the conflicts. Emotional intelligence has a connection with the choice of conflict management style. Emotion‐related behavior and emotional intelligence skills directly affect the choice of conflict management strategy in colleges. The management may adopt the intervention model with various levels. First, after recognizing problems in a teachers group, the director or the management member or the senior experienced teacher should initiate the correction process by involving all the teachers concerned, posing questions, brainstorming potential resolution solutions. If this does not resolve the conflict, the management member may explain and impose strict appropriate and relevant guidelines for the teachers and seeking a third person’s assistance as a counselor if required. http://www.iaeme.com/IJM/index.asp 147 editor@iaeme.com
Mamatha Kulakarni, P. Kesava Rao and S. Shireesha 6. METHOD OF THIS RESEARCH WORK The data required to find out the reasons is acquired using a semi-structured interview strategy with engineering college teachers. The teachers from several engineering colleges in urban areas around Hyderabad were approached with a pre prepared questionnaire. One of the authors and a research colleagure were present at each interview session and took notes of the responses. The interviews started with one of the researchers describing the purpose and background of the study. This was followed by directed questions and discussions about the study. The length of the interviews varied from 20 to 30 minutes with each teacher. The notes were compared with the answers received in written from the teachers and consolidated. This research employed a combined method (survey questionnaire combined with semi-structured interview) for collecting and analyzing the data because quantitative method (survey questionnaire) is suitable and easy for collecting data from college teachers [Slavin R.E., 2007]. The answer of questionnaire was in 'Yes', 'No' form. There are around 810 AICTE approved engineering colleges in Telangana approved till 2015 year falling under south central region in India. Prominent 30 colleges in Hyderabad, Secunderabad and Ranga reddy are considered for this study. The teacher’s age profiles varied from 28 to 65 years and are sprawled over various engineering branches. The number of colleges covered in data collection is 30 from Hyderabad and Ranga Reddy district regions. Instrumentation (questionnaire) consists of the 20 questions framed as per the data collection sequence. The interviews were taken by the author along with a research colleague and about 30 minutes were spent at each of the sampled teacher. The teachers selected belong to different colleges and belong to different departments. 7. ANALYSIS OF DATA AND RESULTS The data collected for this study is basically nominal or categorical dichotomous data and this data is summarized and presented using a contingency table 1. The responses of the teachers is primarily a psychological measurement and accordingly, the questionnaire is frame and used as a devise to gauge attitudes, behaviour, interests, qulifications and performance parameters to detect the traits of the principals that could form a reason of conflict. The teachers were requested to complete the questionnaire that requires them to indicate the extent to which they agree fully or disagree fully. Such data is collected from seventy faculty members belonging to various engineering colleges and the summarised categorical dichotomous data is shown in the table. The table below categorises the responses to the question by traits of the principals (both counts and row percentages are given). Since the data are not continuous, it is not appropriate to use the statistical mean or standard deviation to summarise the distribution and this data is used as contingency data (Alan C Elliot & Wayne A Woodward, 2007). The non-appreciative attitude in this case tells us that the teachers who said yes is 41 and this number is 68.4% of total 60 respondants. From the total counts of the responses for attitude parameter, it can be seen that slightly more than half (i.e., 149 out of 240 or 62.1%) of the responses agree that the attitude of Principal could be a reason of conflict. If this pattern turns out to be consistent among all attitude categories (i.e., if about 62.1% were agreeing as yes in each of the attitude category), then this would be evidence against an association between type of attitude and agreeing status. However, examination of the table reveals the interesting result that while every other attitude category has more yes responses than disagreeing responses. Note that if there were no association between the two variables, then we would expect, for example, that about 62.1 % of the 70 API based responses (i.e., 43.5) would be agreeing and that about 37.9 % of these 70 subjects (i.e., 26.5) would be disagreeing. In the case of non-appreciative attitude, for example, the observed frequencies (41) are quite similar to these “expected” frequencies (37.3). API could not be a strong reason for conflict of teachers with principals. Three parameters related to behaviour were chosen to find out whether the behaviour of the Principal would be a reason of conflict with the teachers. If we look at the categorical data table containing the responses from the teachers on the behaviour aspects of the Principals, the pattern shows that the expected counts and the observed counts are very close and the yes response is high in all the three questions. This data analysis suggests that the http://www.iaeme.com/IJM/index.asp 148 editor@iaeme.com
Conflict Management and Resolution Strategies in Engineering Colleges in Telangana State Principal behaviour could induce conflicts in the teachers. It is seen from the table showing the responses of the teachers on the interests of the principals as a reason of conflict that the overal response is yes. The expected and the observed counts for the negative response for the intention of the principals to bypass the teaches in administrative affairs are not associated. The responses of the teachers on the Qualities of the principals as a reason of conflict show that the overal response is positive. The expected and the observed counts for the affirmative response are associated for the qualities of the principals seems. The lower qualifications, the marshal nature, the harsh measures on teachers for trivial reasons, lack of insight into the judgements appear to the reasons for the origin of the conflicts. The observed and expected counts for the Inferior personality, non uniformity in Role assignments to teachers, violation of rules by the principal are nearly the same for indicating that these parameters of the pricipal could be connected to the origin of the conflicts of the teachers with the principals. 8. TABLES Table 1 Conflicts between Teachers and Principals in TS Engineering Colleges - Questionnaire for data collection Attitude of Principal as a reason of Conflict Yes No Total Non-appreciative attitude 41 19 60 Expected Count 37.3 22.7 60 Percentage with in Attitude 68.4 % 31.6% 100% Avoid straight forward teachers and pressurize gentle teachers 59 11 70 Expected Count 43.5 26.5 70 Percentage with in Attitude 84.3% 15.7% 100 Threat to spoil the API 29 41 70 Expected Count 43.5 26.5 70 Percentage with in Attitude 41.4% 58.6% 100% Jucy pick for main line activities 20 20 40 Expected Count 24.8 15.2 50 Percentage with in Attitude 50% 50% 100% Total Count 149 91 240 Expected Count 149 91 240 Overal Percentage with in Attitude 62.1% 37.9% 100% Behavior of Principal as a reason of conflict Yes No Total High-handed behavior 35 19 54 Expected Count 36 18 54 Percentage with in Behaviour 64.8 % 35.2% 100% Unkind behavior 41 20 61 Expected Count 40.7 20.3 61 Percentage with in Behaviour 67.2% 32.8% 100 Ever angry behavio 42 20 62 Expected Count 41.4 20.6 62 Percentage with in Behaviour 67.7% 32.3% 100% Total Count 118 59 177 Expected Count 118 59 177 Overal Percentage with in Behaviour 66.7% 33.3% 100% Interests of Principal as a reason of conflict Yes No Total http://www.iaeme.com/IJM/index.asp 149 editor@iaeme.com
Mamatha Kulakarni, P. Kesava Rao and S. Shireesha Liking for flatterers 35 30 65 Expected Count 41.7 23.3 65 Percentage with in interests 53.8% 46.2% 100% Discrimination of religious or similar factors 30 30 60 Expected Count 38.5 21.5 60 Percentage with in interests 50% 50% 100% Lack of attention in teaching process 40 18 58 Expected Count 37.2 20.8 58 Percentage with in interests 69% 31% 100% Reluctance to solve professional problems 30 30 60 Expected Count 38.5 21.5 60 Percentage with in interests 50% 50% 100% Intention to by pass teachers in administrative affairs 60 1 61 Expected Count 39.2 21.8 61 Percentage with in interests 98.3% 0.7% 100% Total Count 195 109 304 Expected Count 194.9 108.8 304 Overal Percentage with in interests 64.1% 35.8% 100% Qualities of Principal as a reason of conflict Yes No Total Lower Qualifications 45 20 65 Expected Count 49.5 15.5 65 Percentage with in Qualities of Principals 69.2% 30.8% 100% Lack of ability to take decisions at right time 60 10 70 Expected Count 53.3 16.7 70 Percentage with in qualities of principals 85.7% 14.3% 100% Not meeting schedules for payment of salaries 36 30 66 Expected Count 50.3 15.8 66 Percentage with in qualities 54.5% 45.5% 100% Tyrannical or very harsh measures of control 54 1 55 Expected Count 41.9 13.1 55 Percentage with in interests 98.2% 1.8% 100% Total Count 195 61 256 Expected Count 195.1 60.9 256 Overal Percentage with in qualities 76.2% 23.8% 100% Performance of Principal as a reason of conflict Yes No Total Inferior personality 50 10 60 Expected Count 46.2 13.8 60 Percentage with in performance of Principals 83.3% 16.7% 100% Role assignments to teachers 51 8 59 Expected Count 45.3 13.7 59 Percentage with in performance of principals 86.4% 13.6% 100% Shifting her/his responsibility upon you 36 30 66 Expected Count 50.7 15.3 66 Percentage with in performance 54.5 45.5 100% http://www.iaeme.com/IJM/index.asp 150 editor@iaeme.com
Conflict Management and Resolution Strategies in Engineering Colleges in Telangana State violation of rules by the principal 55 10 65 Expected Count 49.9 15.1 65 Percentage with in performance 84.6 15.4 100% Total Count 192 58 250 Expected Count 192 58 250 Overal Percentage with in performance 76.8% 23.2% 100% 9. CONCLUSION This research has looked into the reasons for the conflicts between the teachers and Pricipals in engineering colleges in Telangana state and the discussed the methods to handle principal -teacher conflicts. The research has addressed the issue from the point of view of the traits of the principals only in the formation of conflicts and not that of the teachers. The teacher principal conflicts are seem to be a common phenomenon in Telangana Engineering colleges. The unfair treatment, less ethical practices, the attitude and behaviour of some principals are found to germinate conflicts. The authors believe that research conclusions will provide Telangana colleges with practical and useful information for increasing the level of college performance. It is hoped that the findings of this study may throw light to the stake holders in the engineering colleges to know the causes of disputes between teacahes and principal that are detrimental to the college education system and suggest methods to manage and resolve these conflicts wisely and successfully towards the harmonious working environment with optimum productivity in the professional colleges in the newly formed Telangan state. ACKNOWLEDGEMENT Authors are very grateful to Ms. P.B. Esther Rani, and Ms. Naidu Jayasri, the Associate Professors in English Department of Freshman Engineering in the Institute of Aeronautical Engineering, Hyderabad for the language improvements and editing support given in completing this article. Authors are thankful to Abdul Afsar Pasha, Associate Professor in M.B.A Department for giving advice in preparing this paper. REFERENCE [1] Wall J.J & Callister R.R, Conflict and its management Journal, 21:3, pp515-558, 1995 [2] Rahim, M. A., Managing conflict in organizations, 2nd ed., (Westport, CT: Praeger,1992) [3] Muhammad Nafees, Kamran Masood, Shaheen Ashraf Tahirkheli, Effect of Teacher Administration Conflict on Academic Achievement, International Journal of Learning & Development, Intl Journal of Learning & Development, ISSN 2164-4063, 2012, Vol. 2, No. 4 [4] Abdul Ghaffar, Conflict in Colleges: Its Causes & Management Strategies, Journal of Managerial Sciences, Volume III, Number 1I, 2010, 212-227 [5] Bankovskaya Violetta, Development of conflict management strategies to increase the organizational effectiveness in Nordic companies, Master’s thesis, Reykjavik University, School of Business, 2012 [6] Eidelson, Roy, J; Eidelson, Dangerous ideas: Five beliefs that propel groups toward conflict, American Psychologist, 58 (3): doi:10.1037/0003-066X.58.3.182, 2003, 182–192. [7] Olu Okotoni And Abosede Okotoni, Conflict Management In Secondary Schools In Osun State, Nigeri, Nordic Journal of African Studies 12(1), 2003, 23-38. [8] De Janasz, S. C., Dowd, K. O. & Schneider, B. Z. Interpersonal skills in organizations, 2nd edn. (New York: McGraw-Hill/Irwin, 2006) http://www.iaeme.com/IJM/index.asp 151 editor@iaeme.com
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