Literaturnachweis - Detailanzeige
| Autor/in | McIntyre, Scott Elmes |
|---|---|
| Titel | Superior-Subordinate Conflict Management Style Reported by Self and Other. |
| Quelle | (1997), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Adults; Conflict Resolution; Employee Attitudes; Employer Attitudes; Employer Employee Relationship; Foreign Countries; Supervision; Supervisors; Supervisory Methods |
| Abstract | A study examined how managers report handling conflict, in comparison with their subordinates' ratings. The model used includes two dimensions, concern for self and concern for others, with five interpersonal conflict-handling styles: Avoiding, Dominating, Compromising, Integrating, and Obliging. Data were gathered using the Rahim Organizational Conflict Inventory II on 109 managers and 372 subordinates from East Coast companies. The study found that managers and their subordinates agree on the ranking of the conflict management strategies used by managers, ranking them in order of frequency used as Integrating, Compromising, Obliging, Dominating, and Avoiding. Since the two most-used styles reflect social desirability, involving a moderate-to-high concern for self and others, these styles are more congruent with current organizational changes that espouse a more participative, group-based approach to managing employees and conflict. Differences were found between the managers' self-reported conflict management style and the subordinates' ratings. Managers reported being more Integrating and Dominating whereas their subordinates rated them as more Avoiding and less Compromising than the managers rated themselves. The study confirmed the assertion that self-report data may yield different information than ratings by other, suggesting that these two sources of information should be considered when evaluating managers' conflict management strategies. (11 references) (Author/KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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