LEADERSHIP & CONFLICT MANAGEMENT IN ADULT EDUCATION
Introduction
The ability to observe and detect conflict in its conceptual stages is a required skill for adult educators. As human and social development agents, adult educators are found at the centre of conflicts at all levels of society most of the time. Conflicts in society and in organisations, or at regional and international levels have varying effects on people and on development. Organisational conflicts, divorce rates, human rights issues, political oppression, armed conflict, terrorism, war and the threat of nuclear weapons, trade and economic conflicts, as well as other forms of global conflicts, stress on the psychological, economic, political, environmental and social well being of societies and the world at large. The inconsequential reality of conflict requires people to always be prepared.
Adult education often awakens people to their social conditions and inequalities in society. Cognitive and functional skills improve people and capacitate them to question the status quo. In most instances, this is when conflict emerges to the surface. Therefore, after bringing people to a level where they can meaningfully participate in their own development and that of their society, nation or the world, skills to deal with challenges and conflicts associated with those transitional processes are imperative. When people are dissatisfied with the norm or with their conditions, they bring in new ideas and innovate new ways of achieving their goals. Conflict occurs when old ideas are challenged by new ones or as new systems replace old ones. This enables the society to remain functional. Whilst this is the functional purpose of conflict, unguided or unrestrained, conflicts have catastrophic consequences.
Adult education often awakens people to their social conditions and inequalities in society. Cognitive and functional skills improve people and capacitate them to question the status quo. In most instances, this is when conflict emerges to the surface. Therefore, after bringing people to a level where they can meaningfully participate in their own development and that of their society, nation or the world, skills to deal with challenges and conflicts associated with those transitional processes are imperative. When people are dissatisfied with the norm or with their conditions, they bring in new ideas and innovate new ways of achieving their goals. Conflict occurs when old ideas are challenged by new ones or as new systems replace old ones. This enables the society to remain functional. Whilst this is the functional purpose of conflict, unguided or unrestrained, conflicts have catastrophic consequences.
What Is Conflict?
Tubbs, Mass and Papastefanou (2012) define conflict as “An expressed struggle between two or more individuals, groups based on differences, goals, values, beliefs, or a fight for resources. Folarin (u.d) defines conflict as “an existing state of disagreement or hostility between two or more people.” More definitions will be provided following articles depending on the type, nature or level of conflict being discussed. Eziebe and Oguonu (2014:325) say “Conflict is an inevitable part of life and it has a recurrent decimal in every political system”. Conflicts result from different opinions, ideologies, or different interest and needs.
Understanding the Nature of Conflict
There are divergent views about conflict as well as divergent definitions of conflict. To understand conflicts of any kind at any level, the reader should also understand the theoretical underpinnings of conflict. The views about conflict influence the approach for resolving conflicts by different leaders, managers or third parties. On the one hand, conflict is regarded as a bad element of society and groups; hence it has to be avoided at all costs. On the other hand, others regard conflict as a necessary evil in society that helps maintain social equilibria.
While there are several definitions of conflict, it is noteworthy to point out that, an understanding of the nature, type, and level of conflict helps to define conflict in a more meaningful way. Several definitions of conflict shall be referred to in the text depending on the type, level or nature of conflict under discussion in the following. The following are general definitions referred to;
Paspalanova (2008:21) says, “Conflict is a very important part of human relations. It is a necessary condition of social interaction and development… (Thakore, 2013). It is a struggle or contest between people with opposing needs, ideas, beliefs, values, or goals” Another simple definition of conflict by Follarin, (1997) states that it is an “existing state of disagreement or hostility between two or more people”.
Conflict Management or Conflict Resolution: Which is which?
According to Butler (2009:01), Conflict management is “any effort by a third party at preventing conflict from getting worse”. Conflict management involves acquiring skills related to conflict resolution, self-awareness about conflict modes, conflict communication skills, and establishing a structure for managing conflicts at different levels (Thakore, 2013). Conflict managers can be professionals or diplomats employed or hired to deal with conflictual relations in organisations, teams or states. Conflict management arises from a belief that conflicts should be contained or managed to prevent them from escalating and becoming dysfunctional (Butler, 2009).
Conflict management is not the same as conflict resolution. On the one hand, conflict management refers to the efforts to limit the spread or escalation of a conflict. Conflict management also refers to the efforts to minimize antagonism and suffering in order to create an environment for interaction without resorting to violence (Gultekin, Karapinar, Camgoz, & Ergeneli, 2011). On the other hand, conflict resolution seeks to promote reconciliation at the primary level by studying the context and root causes of the conflict, thus it highly appeals to normative values, cultural practices, social and political rules as well as the social institutions that sustain the conflict. Thus, while efforts can be made to end conflicts of a material nature, more should be done to bring contenders of different ideological, cultural or religious beliefs to a common understanding. This is also done to find a balance or a satisfactory position for all parties involved (Butler, 2009).
Conclusion
Adult educators are leaders in various portfolios, therefore, conflict management skills are a requirement for adult educators. Appreciating the nature of conflicts, causes of conflicts and the difference between conflict management and conflict resolution efforts is a good starting point in the study. More details are covered in the following articles designed to take readers through a step-by-step process in Conflict Management.
Conclusion
Adult educators are leaders in various portfolios, therefore, conflict management skills are a requirement for adult educators. Appreciating the nature of conflicts, causes of conflicts and the difference between conflict management and conflict resolution efforts is a good starting point in the study. More details are covered in the following articles designed to take readers through a step-by-step process in Conflict Management.
