The impact of mediation training on conflict resolution styles of career professionals at The University of Texas at San Antonio /
This study examined the impact of mediation training on conflict resolution styles of career professionals at The University of Texas at San Antonio (UTSA). Responses were elicited regarding various perceptions toward the impact of mediation training on communication skills, conflict resolution styl...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=728409601&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study examined the impact of mediation training on conflict resolution styles of career professionals at The University of Texas at San Antonio (UTSA). Responses were elicited regarding various perceptions toward the impact of mediation training on communication skills, conflict resolution styles, and job satisfaction. The ROCI-I and ROCI-II were sent to a randomly selected group of career professionals (administration, tenured faculty, staff) from a population of mediation trained and non-trained individuals (n=100). The questionnaires generated data regarding perceptions toward handling conflict at the intrapersonal, intergroup, and intragroup levels and the utilization of five conflict resolution styles with bosses, subordinates and peers. Results of a two-tailed, independent samples t-test were significant in that non-trained, tenured faculty respondents perceived inconsistencies and disagreements at the Intragroup level. The ANOVA and Scheffe post-hoc analyses were significant for both mediation trained and non-trained administration, tenured faculty, and staff respondents for Integrating/Dominating statements concerning bosses and Obliging statements concerning peers. In this sample the presence or absence of mediation training had no significant impact on job satisfaction of administration, tenured faculty, and staff participants. The primary conclusions drawn from this study are (a) the responses were homogeneous at the group level regardless of mediation training; (b) differing perceptions of the use of conflict resolution options existed at the subgroup levels between trained and non-trained participants; and (c) new insights into how group relationships impact effective campus-wide communication were gained. Recommendations include, among others: 1. Research into the development of standardized instruments that reflect a new paradigm of thinking about conflict in specific cultural settings. 2. Investigation of qualitative and quantitative research methodologies as a multi-method approach to studying conflict in natural settings. 3. The creation of a taxonomy of conflict that identifies optimal performance levels and conflict thresholds in organizational settings. 4. The growth of "conflict resolution experts" who have practical and theoretical experience in conflict resolution. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xiii, 151 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 123-134). |