MANAGERIAL PERSONALITY DEVELOPMENT ON

INTERVIEW& CONFLICT MANAGEMENT

GUIDED BY : : Prof. JAGBIR ALAWAT

NAME : Sayon Das COURSE:BBA (B&I) 5th SEM. EnrollmentNo:02921201810 BATCH :2010-1013

Maharaja Surajmal Institute Affiliated to GGS Indraprastha University, Delhi

Table Of Contents Topics

PAGE NO.

INTERVIEW INTERVIEW MEANING

ASPECTS OF QUALITATIVE RESEARCH INTERVIEWS

3 4 5 6-8 8-9 10 11-12 13 14 15 16 17 18 19 20 21 22-23 24 25-26

TECHNIQUE STRENGTHS AND WEAKNESSES ADVANTAGES AND DISADVANTAGES PREPARATION FOR INTERVIEW TYPES OF INTERVIEW QUALITATIVE RESEARCH INTERVIEW CONFLICT MANAGEMENT CONFLICT MANAGEMENT MEANING CAUSES OF CONFLICT MANAGEMENT TYPES CONFLICT MANAGEMENT STAGES CONFLICT MANAGEMENT REACTION CONFLICT MANAGEMENT APPROACHES MANAGEMENT STRATEGIES THEORIES

INTERVIEW

INTERVIEW
An interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from the interviewee.

Interview as a method for qualitative research

Definition - The qualitative research interview seeks to describe and the meanings of central themes in the life world of the subjects. The main task in interviewing is to understand the meaning of what the interviewees say. (Kvale Interviewing, when considered as a method for conducting qualitative research, is a technique used to understand the experiences of others. Interviewing differs from other methods of data collection in that it is often more exploratory in nature, and allows for more flexibility. Interviewing stems from the desire to know more about the people around us and to better understand how the people around us view the world we live in: At the heart of interviewing research is an interest in other individuals stories because they are of worth. Thus interviewing is most effective when the goal of said research is to gain insight into the subjective understandingof those around us. By asking participants why we are enabled to not only observe their behavior but to subsequently understand the meaning that underlies that behavior, and to have this meaning explained to us in the participants own words

ASPECTS OF QUALITATIVE RESEARCH INTERVIEWS

Interviews are completed by the interviewer based on what the interviewee says.

Interviews are a far more personal form of research than questionnaires. In the personal interview, the interviewer works directly with the interviewee. Unlike with mail surveys, the interviewer has the opportunity to probe or ask follow up questions.

Interviews are generally easier for the interviewee, especially if what is sought are opinions .

Interviews are time consuming and they are resource intensive. The interviewer is considered a part of the measurement instrument and interviewer has to be well trained in how to respond to any contingency.

TECHNIQUE
When conducting choosing to interview as a method for qualitative research, it is important to be tactful and sensitive in your approach. Interviewer and chapter researcher, of his Irving book, Seidman, devotes an entire Interviewing as Qualitative Research, to the import of proper interviewing technique and interviewer etiquette. Some of the fundamentals of his technique are summarized below

Listening: According to Seidman, this is both the hardest as well as the most important skill in interviewing. Furthermore, interviewers must be prepared to listen on three different levels: they must listen to what the participant is actually saying, they must listen to the inner voice or subtext of what the participant is communicating, and they must also listen to the process and flow of the interview so as to remain aware of how tired or bored the participant is as well as logistics such as how much time has already passed and how many questions still remain. The listening skills required in an interview require more focus and attention to detail than what is typical in normal conversation. Therefore it is often helpful for interviewers to take notes while the participant responds to questions or to tape-record the interviews themselves to as to be able to more accurately transcribe them later.

Ask questions (to follow up and to clarify): While an interviewer generally enters each interview with a predetermined, standardized set of questions, it is important that they also ask follow-up questions throughout the process. Such questions might encourage a participant to elaborate upon something poignant that theyve shared and are important in acquiring a more comprehensive understanding of the subject matter. Additionally, it is important that an interviewer ask clarifying

questions when they are confused. If the narrative, details, or chronology of a participants responses become unclear, it is often appropriate for the interviewer to ask them to re-explain these aspects of their story so as to keep their transcriptions accurate.

Be respectful of boundaries: Seidman explains this tactic as Explore, dont probe, It is essential that while the participant is being interviewed they are being encouraged to explore their experiences in a manner that is sensitive and respectful. They should not be probed in such a way that makes them feel uncomfortable or like a specimen in lab. If too much time is spent dwelling on minute details or if too many follow-up questions are asked, it is possible that the participant will become defensive or unwilling to share. Thus, it is the interviewers job to strike a balance between ambiguity and specificity in their question asking.

Be wary of leading questions: Leading questions are questions which suggest or imply an answer. While they are often asked innocently they run the risk of altering the validity of the responses obtained as they discourage participants from using their own language to express their sentiments. Thus it is preferable that interviewers ask open-ended questions instead. For example, instead of asking Did the experience make you feel sad? - which is leading in nature - it would be better to ask How did the experience make you feel - as this suggests no expectation.

Dont interrupt: Participants should feel comfortable and respected throughout the entire interview - thus interviewers should avoid interrupting participants whenever possible. While participants may digress in their responses and while the interviewer may lose interest in what they are saying at one point or another it is critical that they be tactful in their efforts to keep the participant on track and to return to the subject matter in question.

Make the participant feel comfortable: Interviewing proposes an unusual dynamic in that it often requires the participant to divulge personal or emotional

information in the presence of a complete stranger. Thus, many interviewers find it helpful to ask the participant to address them as if they were someone else, such as a close friend or family member. This is often an effective method for tuning into the aforementioned inner voice of the participant and breaking down the more presentational barriers of the guarded outter voice which often prevails.

STRENGTHS AND WEAKNESSES

When considering what type of qualitative research method to use, Qualitative Interviewing has many advantages. Possibly the greatest advantage of Qualitative Interviewing is the depth of detail from the interviewee. Interviewing participants can paint a picture of what happened in an specific event, tell us their perspective of such event, as well as give other social cues. Social cues, such as voice, intonation, body language etc. of the interviewee can give the interviewer a lot of extra information that can be added to the verbal answer of the interviewee on a question. This level of detailed description, whether it be verbal or nonverbal, can show an otherwise hidden

interrelatedness between emotions, people, objects unlike many quantitative methods of research. In addition, Qualitative Interviewing has a unique advantage in its specific form. Researchers can tailor the questions they ask to the respondent in order to get rich, full stories and the information they need for their project. They can make it clear to the respondent when they need more examples or explanations. Not only can researchers also learn about specific events, they can also gain insight into peoples interior experiences, specifically how people perceive and how they interpreted their perceptions. How events affected their thoughts and feelings. In this, researchers can understand the process of an event instead of what just happened and how they reacted to it. Another advantage of Qualitative interviewing is what it can give to the readers of academic journals and papers. Research can write a clearer report to their readers, giving them a fuller understanding of the experiences of our respondents and a greater chance to identify with the respondent, if only briefly. Now Qualitative Interviewing is not a perfect method for all types of research. It does have its disadvantages. First, there can be complications with the planning of the interview. Not only is recruiting people for interviews hard, due to the typically personal nature of the interview, planning where to meet them and when can be difficult. Participants can cancel or change the meeting place at the last minute. During the actual interview, a possible weakness is missing some information. This can arise from the immense multitasking that the interviewer must do. Not only do they have to make the respondent feel very comfortable, they have to keep as much eye contact as possible, write down as much as they can, and think of follow up questions. After the interview, the process of coding begins and with this comes its own set of disadvantages. First, coding can be extremely time consuming. This process typically requires multiple people, which can also become expensive. Second, the nature of qualitative research itself, doesnt lend itself very well to quantitative analysis. Some researchers report more missing data in interview research than survey research, therefore it can be difficult to compare populations

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ADVANTAGES 1) Motivational IEE more likely to take questions seriously. Can be a new experience, a break in the daily routine. Most people would rather talk than write. 2) Flexibility Allows greater flexibility in wording, sequence and direction. IER able to clarify or paraphrase questions if IEE confused. Easier to explore highly complex or abstract topics. 3) Additional information. Allows the monitoring/evaluation of: Interpersonal skills. Nonverbal and paralinguistic behavior. Emotional tone. Behavior under stress. Internal consistency of IEE's answers. 4) Technical reasons. May not want IEE to return to previous questions. May want to limit the amount of time IEE has to respond. Nature of the material may require a more personal touch (e.g., terminating an employee) DISADVANTAGES 1) Training and practice requirements. IER must simultaneously: Listen (process verbal and nonverbal information). Guide direction. Take notes or remember. 2) Time and cost 3) Confidentiality 4) Potential to cue, bias or distort IEE responses. IER may unintentionally influence IEE's answers. IER may consciously or unconsciously misinterpret or distort IEE's responses. 5) IER characteristics can influence IEE responses.

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PREPARATION FOR THE INTERVIEWER

SELF PREPARATION FOR THE INTERVIEWEE

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TYPES OF INTERVIEWS

Informal, conversational interview - no predetermined questions are asked, in order to remain as open and adaptable as possible to the interviewees nature and priorities; during the interview the interviewer goes with the flow. General interview guide approach - intended to ensure that the same general areas of information are collected from each interviewee; this provides more focus than the conversational approach, but still allows a degree of freedom and adaptability in getting the information from the interviewee Standardized, open-ended interview - the same open-ended questions are asked to all interviewees; this approach facilitates faster interviews that can be more easily analyzed and compared.

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Closed, fixed-response interview - all interviewees are asked the same questions and asked to choose answers from among the same set of alternatives. This format is useful for those not practiced in interviewing.

Qualitative Research Interviews

Compared to something like a written survey, interviews allow for a significantly higher degree of intimacy, with participants often revealing personal information to their interviewers in a real-time, face-to-face setting. As such, this technique can evoke an array of significant feelings and experiences within those being interviewed. On the positive end, interviewing can provide participants with an outlet to express themselves. Since the job of interviewers is to learn, not to treat or counsel, they do not offer participants any advice, but nonetheless, telling an attentive listener about concerns and cares can be pleasing. As qualitative researcher Robert S. Weiss puts it, To talk to someone who listens, and listens closely, can be valuable, because ones own experience, through the process of being voiced and shared, is validated. Such validation, however, can have a downside if a participant feels let down upon termination of the interview relationship, for, unlike with figures like therapists or counselors, interviewers do not take a measure of ongoing responsibility for the participant, and their relationship is not continuous. To minimize the potential for this disappointment, researchers should tell participants how many interviews they will be conducting in advance, and also provide them with some type of closure, such as a research summary or a copy of the project publication. On the negative end, the multiple-question based nature of interviews can lead participants to feel uncomfortable and intruded upon if an interviewer encroaches on territory that they feel is too personal or private. To avoid crossing this line, researchers should attempt to distinguish between public information and private information, and only delve deeper into private information after trying to gauge a participants comfort level in discussing it. Furthermore, the comparatively intimate nature of interviews can make participants feel vulnerable to harm or exploitation.This can be especially true for situations in which a superior interviews a subordinate, like when teacher interviewers his or her student. In these situations, participants may be fearful of providing a wrong answer, or saying something that could potentially get them into trouble and reflect on them negatively. However, all interview relationships, not just explicitly superiorsubordinate ones, are marked by some degree of inequality, as interviewers and participants want and receive different things from the technique Thus, researchers should always be concerned with the potential for participant feelings of vulnerability, especially in situations where personal information is revealed. In order to combat such feelings of vulnerability and inequity and to make participants feel safe, equal, and respected, researchers should provide them with information about the study, such as who is running it and what potential risks it might entail, and also with information about their rights, such as the right to review interview materials and withdraw from the process at any time. It is especially important that researchers always emphasize the voluntary nature of participating in a study so that the participants remain aware of their agency.

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CONFLICT MANAGEMENT

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WHAT IS A CONFLICT?

A state of disharmony between incompatible or antithetical persons, ideas, or interests; a clash. Opposition between characters or forces in a work of drama or fiction, especially opposition that motivates or shapes the action of the plot. A psychic struggle between opposing or incompatible impulses, desires, or tendencies.

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CAUSES OF CONFLICT:
1. 2. 3. 4. 5. Security Inability to control self and others Respect between parties Limited Resources Frustrations

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TYPES OF CONFLICT

1.

Intrasender conflict originates in the sender who gives conflicting instructions

2.

Intersender arises when a person receives conflicting messages from one or more sources.

3. 4. 5.

Interrole occurs when a person belongs to more than one group. Person-role result of a discrepancies between internal and external role. Interperson between people whose positions require interaction with other persons who fill various roles in the same organization or other organizations.

6.

Intragroup occurs when a group faces new problem, when new values are imposed on the group from outside, or when ones extragroup role conflicts with ones intragroup role.

7.

Intergroup common when two groups have different goals and can only achieve their goals at the others expense.

8.

Role Ambiguity condition where an individual do not know what is expected of them.

9.

Role Overload individuals cannot meet the expectations placed on them.

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STAGES OF CONFLICT
1. Latent conflict phase of anticipation It exists whenever individual, groups, organization or nations have differences that bother one or the other but those differences are not great enough to cause one side to act to alter the situation. There is not yet an outright conflict present but a number of factors exist that create the conditions that could result in a conflict. 2. Perceived conflict indicates cognitive awareness of stressful situation It exists when there is a cognitive awareness on the part of at least one party that events have occurred or that conditions exist favorable to creating overt conflict. Groups recognizes that a conflict is emerging and starts to look for possible explanation. 3. Felt conflict presence of affective states such as stress, tensions, anxiety, anger, hostility. Organization, groups or individual become more internally cohesive. Other group in the organization are viewed with suspicion as outsider. Us versus them mentality begins to really take hold. 4. Manifest conflict overt behavior resulting from the above three stages. At this stage the conflicting parties are actively engaging in conflict behavior which is usually very apparent to non-involved parties. Feelings of conflict are now translated into actions and words which could either be constructive obstructive to problem solving process.

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Reactions to conflict
1. Sublimation- a defense mechanism by which the individual satisfies a socially prohibited instinctive drive through the substitution of socially acceptable behavior. 2. Vigorous physical exercise 3. Increase efforts 4. Identification- a persons association with or assumption of the qualities, characteristics or views of another person or group. Attribution to yourself (consciously or unconsciously) of the characteristic of another person. 5. Re-interpret goals 6. Substitute goals setting another goal 7. Rationalization- a defense mechanism by which your true motivation is concealed by explaining your actions and feelings in a way that is not threatening. 8. Attention getting 9. Reaction formation- a defense mechanism by which an objectionable impulse is expressed in an opposite or contrasting behavior. 10. Flight into fantasy 11. Projection- the attribution of ones own attitudes, feelings or desires to someone or something as a nave or unconscious defense against anxiety or guilt. 12. Displacement- unconscious defense mechanism whereby the mind redirects emotion from a dangerous object to a safe object. 13. Fixation- a strong attachment to a person or thing especially such an attachment formed in childhood or infancy and manifested in the immature or neurotic behavior that persists throughout life. 14. Withdrawal- detachment as from social or emotional involvement. 15. Repression- the classical defense mechanism that protects you from impulses or ideas that would causes anxiety by preventing them from becoming conscious. 16. Conversion- repressed ideas conflicts or impulses are manifested by various bodily symptoms, such as paralysis or sensory deficits that have no physical.

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APPROACHES TO CONFLICT RESOLUTION

1. ACCOMMODATING - the person neglects personal concerns to satisfy the concerns of others. It is cooperative but unassertive. 2. COMPROMISING the individual attempts to find mutually acceptable solutions that partially satisfy both parties in reflects assertiveness and cooperation 3. COLLABORATING the individual attempts to work with others toward solutions cooperative 4. COMPETING the person pursues personal concerns at anothers expense. It is a power oriented mode that is assertive but uncooperative. the competition that satisfy the work of both parties it is both assertive and

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is

aggressive

and

pursues

ones

own

goals

at

anothersexpense.

Conflict Management
NEGOTIATION is a strategic process used to move conflicting parties toward an outcome.

PROCESS/PHASES OF NEGOTIATION:
PHASE 1 Establishing the issue and agenda

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PHASE 2 Advancing demands and uncovering interests PHASE 3 Bargaining and discovering new options inflict resolution to both parties; options to resolve PHASE 4 Working out an agreement PHASE 5 Aftermath is the period following an agreement in where parties are expending the consequences of their decisions.

Collaboration is achieved through a developmental process. It is sequential yet reciprocal and characterized by seven strategies and activities. 1. Awareness makes a conscious entry into a group process, focus on goals of convening together, generate definition of collaborative process and what it means to team members. 2. Tentative exploration and mutual acknowledgement a. Exploration disclose professional skills for the desire process; disclose areas where contribution cannot be mace, disclose values

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reflecting priorities; identify roles and disclose personal values, including time, energy, interest and resources. b. Mutual acknowledgements clarify each members potential contributions; clarify members work style, organizational supports and barriers to collaborative efforts.

3. Trust building determines the degree to which reliance on others can achieved; examines congruence between words and behaviors; set interdependent goals; develop tolerance for ambiguity. 4. Collegiality defines the relations of the members with each other; define the responsibilities and tasks of each; defines entrance and exit conditions.

5. Consensus determine the issues for which consensus; determine the process for reevaluating consensus outcomes. 6. Commitment realize the physical; emotional and material actions directed toward the goal; clarify the procedures for reevaluating commitment in light of goal depends and group for deviance. 7. Collaboration initiate process of joint decision making reflecting the synergy that results from combining knowledge and skills.

Strategies of Conflict Resolution

1. Win Lose
a. Position Power b. Mental or Physical Power c. Failure to respond d. Majority rule e. Railroading

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2. Lose-lose
a. Compromise b. Bribes c. Arbitration d. General Rules

3. Win-win
a. Consensus b. Problem-solving

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THEORIES AND MODELS

Dual concern model of conflict resolution The dual concern model of conflict resolution is a conceptual perspective that assumes individuals preferred method of dealing with conflict is based on two underlying themes or dimensions. 1. 2. A concern for self (i.e. assertiveness), A concern for others (i.e. empathy).

According to the model, group members balance their concern for satisfying personal needs and interests with their concern for satisfying the needs and interests of others in different ways. The intersection point between these two dimensions ultimately lead individuals towards exhibiting different styles of conflict resolution (Goldfien & Robbennolt, 2007). The dual model identifies five conflict resolution styles/strategies that individuals may use depending on their dispositions toward pro-self or prosocial goals. 1. Avoidance conflict style Characterized by inaction and passivity, avoidance conflict style is typically used when an individual has reduced concern for their own outcomes as well as the outcomes of others. During conflict, these avoiders adopt a wait and see attitude, often allowing conflict to phase out on its own without any personal involvement (Bayazit & Mannix, 2003). Unfortunately, by neglecting to address high-conflict situations, avoiders risk allowing problems to fester out of control. 2. Yielding conflict style In contrast, yielding or accommodating conflict styles are characterized by a high concern for others while having a low concern for ones own self. This passive pro-social approach emerges when individuals derive personal satisfaction from meeting the needs of others and have a general concern for maintaining stable, positive social relationships.[1] When faced with conflict, individuals with a yielding conflict style tend to give into others demands out of respect for the social relationship (e.g., to maintain group unity) because they believe being agreeable may be more important than winning (Goldfien & Robbennolt, 2007).

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3. Competitive conflict style Competitive or fighting conflict style maximizes individual assertiveness (i.e., concern for self) and minimizes empathy (i.e., concern for others). Groups consisting of competitive members generally enjoy seeking domination over others, and typically see conflict as a win or lose predicament.[1] Fighters tend to force others to accept their personal views by employing competitive, power tactics (e.g., argue; insult; accuse; violence) that foster feelings of intimidation (Morrill, 1995). 4. Cooperation conflict style Characterized by an active concern for both pro-social and pro-self behavior, cooperation conflict style is typically used when an individual has elevated interests in their own outcomes as well as in the outcomes of others. During conflict, cooperators collaborate with others in an effort to find an amicable solution that satisfies all parties involved in the conflict. Individuals with this type of conflict style tend to be highly assertive and highly empathetic at the same time.] By seeing conflict as a creative opportunity, collaborators willingly invest time and resources into finding a win-win solution. According to the literature on conflict resolution, a cooperative conflict resolution style is recommended above all others (Sternberg & Dobson, 1987 5. Conciliation conflict style Conciliation or compromising conflict style is typical of individuals who possess an intermediate-level of concern for both personal and others outcomes. Compromisers value fairness and, in doing so, anticipate mutual give-and-take interactions. By accepting some demands put forth by others, compromisers believe this agreeableness will encourage others to meet halfway, thus promoting conflict resolution (van de Vliert & Euwema, 1994). This conflict style can be considered an extension of both yielding and cooperative strategies.

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