EFFECT OF WORKPLACE CONFLICTS ON EMPLOYEE PERFORMANCE

CASE STUDY: AYA GROUP OF COMPANIES

BY

MUJUNI JOSHUA

REG NO. DBAC/12/CPD/3077/PS

RESEARCH PROPOSAL SUBMITTED TO THE DEPARTMENT OF VOCATIONAL

AND LONG DISTANCE LEARNING, IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF A DIPLOMA IN

BUSINESS ADMINISTRATION OF MAKERERE

UNIVERSITY BUSINESS SCHOOL

NOVEMBER 2014

i

DECLARATION

I, Mujuni Joshua, declare that this research proposal is my own original work and has never

been submitted for the award of a Diploma in any University / College / Institution in and

outside Uganda.

Signed ……………………………

Mujuni Joshua/mujunijoshua23@gmail.com

Date............................................

ii

APPROVALThis is to certify that this research proposal titled “effect of workplace conflicts on employee

performance” has been done under my constant supervision and is now ready for submission.

Sign…………………………………….. Date…………………………………..

Supervisor

Mr. Mupadha Reuben

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DEDICATION

This project proposal is dedicated to my parents, siblings, friends and many others for their

support they gave to me during my studies not forgetting their care

My thanks also go to my brothers, sisters, and friends for the advice and the good will for me.

May the almighty God bless them all copiously.

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ACKNOWLEDGEMENT

I begin by expressing my gratitude to Almighty God for His most mercy and blessing, to

whom I owe the strength that enable me to complete this research proposal without many

barriers and difficulties.

Most important, my deepest thanks go to my most beloved research supervisor, Mr. Reuben

Mupandha for his guidance, support, comments, and encouragement. His supervision is highly

appreciated.

I would like to express my sincere thanks and profound gratitude to the Human Resource

Manager at Aya group of companies Mr. Kkabaale Khalfan giving me useful information to

complete this study.

Sincere thanks to my beloved parents, Mugisha George and Namande Rose for their support

and encouragement during my long journey in completing this study.

I also would like to thank my diploma friends for their sincere help. their cooperation is the

key to ensure that this study is completed successfully. Last but not least, I would like to

extend my thanks to those who involved either directly or indirectly in the completion of this

research proposal.

Thank you.

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ABSTRACT

When conflicts are not addressed effectively, emotions can run high and individuals suffer

(Thompson, 2008). Conflicts can be a rather challenging risk area to mitigate because the

inherently personal nature of conflicts of interest can make them difficult to detect and

difficult to control (Walker, 2009). Therefore, the importance of properly managing conflict is

significant to most organization because it will affect the employee performance.

Many studies have been done and discussed the conflict in the organization around the world

but less study was conducted to examine conflicts at the workplace that suit with Ugandan

context. Therefore, this study examines the relationship between conflicts at the workplace

and employee performance. The conflicts at the workplace in this study are interpersonal

conflict, intrapersonal conflict, intergroup conflict, intragroup conflict and many others. The

employee performance include quality of service, attendance, flexibility, work related attitudes,

employee’s job outcome and employee's commitment. This study will also involve the conflict

management styles like accommodating, competition, avoiding, collaborating and many

others at the workplace

This study will also discover the moderating effect of employee performance in the

relationship between conflicts at the workplace and employee's job outcomes.

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TABLE OF CONTENTSDECLARATION......................................................................................................................................................ii

APPROVAL.............................................................................................................................................................iii

DEDICATION…………………………………………………………………….………………………...……IV

ACKNOWLEDGEMENT PAGE……………………………………………………………..………..…………v

TABLE OF CONTENTS.........................................................................................................................................vi

ABSTRACT..............................................................................................................................................................1

SECTION ONE.........................................................................................................................................................2

INTRODUCTION.....................................................................................................................................................2

1.0 Introduction.....................................................................................................................................................2

1.1 Background.....................................................................................................................................................2

1.2 Statement of the problem................................................................................................................................3

1.3 Main Purpose of the Study.............................................................................................................................4

1.4 Specific Objectives of the study.....................................................................................................................4

1.5 Research Questions.........................................................................................................................................4

1.6 The Scope of the study...................................................................................................................................5

1.7 The Significance of the study.........................................................................................................................6

1.8 The conceptual Framework…………………………………………………………...……………………6

1.9 Definitions of Key Terms…………………………………………………………………………………..8

SECTION TWO........................................................................................................................................................9

LITERATURE REVIEW..........................................................................................................................................9

2.0 Introduction.....................................................................................................................................................9

2.1 Different Types of workplace conflicts..........................................................................................................9

2.2 Employee Performance.................................................................................................................................15

2.3 Conflict Management Styles with employee performance...........................................................................16

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2.4 Relationship between conflicts and employee performance........................................................................24

2.5 Conclusion...................................................................................................................................................30

SECTION THREE..................................................................................................................................................31

METHODOLOGY..................................................................................................................................................31

3.0 Introduction...................................................................................................................................................31

3.1Research Design............................................................................................................................................31

3.2 Study population...........................................................................................................................................31

3.3 Sample size...................................................................................................................................................31

3.4 Unit of Analysis............................................................................................................................................32

3.5 Sources of Data.............................................................................................................................................33

3.6 Data Collection Instruments.........................................................................................................................33

3.8 Ethical Consideration....................................................................................................................................34

3.9 Data Management and Analysis...................................................................................................................34

3.10 Limitation of the Study……………………………………………………..…… ……………………..35

REFERENCES........................................................................................................................................................36

APPENDICIES...............................................................................................................................................38

Appendix I Proposed Budget ……………………………………………………….…………………….…..40

Appendix II Work plan …………………………………………………………………………………….…41

Appendix III Statement of Consent……………………………………………………………………….…..42

Appendix IV Questionnaire……………………………………………………………………………….…..43

Appendix V Interview Guide ………………………………………………………………………………...49

Appendix VI Table for Determining Sample Size from a Given Population…………………………..…….51

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SECTION ONE

1.0 Introduction

This section consists of the background of the study, statement of the problem, objectives of the

study, research questions, scope of the study, significance of the study and definitions of key

terms.

1.1 Background of the study

According to Thomas Schelling (1960) conflicts that are strategic are essentially bargaining

situations in which the ability of one participant to gain his or her end is dependent on the

choices or decisions that other participants will make.

But I define conflicts as relational disputes, disagreements, arguments, quarrels, and fights

among two or more parties.

Andy Teach (2010) author of from graduation to corporation stated that individuals come from

different backgrounds and beliefs merging together at workplace making conflicts inevitable in

any business environment that involves human interaction.

Conflicts are omnipresent in every organization because of human interaction in all organization.

Conflicts within an organization are inevitable and unavoidable occurrence and have a negative

outcome on the individual and the organization, unless properly managed (Almosdy, 2007;

Tjosvold, 2006; 2008)

Depending on how the conflict is managed the destructive effects may be minimized and the

constructive effects may result from the conflict. These conflicts are categorized into two

functional and dysfunctional conflicts.

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Employee performance is a vital and important element that supports in achieving its goals and

objectives. No organization can achieve all its goals and objectives basing on only an individuals

effort but on total efforts from all individuals and factors that influence their performance like

conflicts must be analyzed by managers. Therefore any influential factor in individuals’ affairs at

workplace like conflicts should be managed with due skill and care because it affects their

performance. In addition, these conflicts take up a lot of managers’ time at all managerial levels

(Luthans, 2008; Slocum and Hellriegel 2007; Hitt, et al 2006; Al-Nimr 1994)

No supervisors spend more than 25% of their time on conflict management, and managers spend

more than 18% of their time on relational employee conflicts. This has doubled since the 1980s.

Reasons for this are "the growing complexity of organizations, use of teams and group decision

making, and globalization." (Lang, 2009, p. 240) Conflict management is something that

companies and managers need to deal with. Conflict significantly affects employee morale,

turnover, and litigation, which affects the prosperity of a company, either constructively or

destructively. (Lang, 2009, p. 240) Turnover can cost a company 200% of the employee's annual

salary. (Maccabeus & Shudder, p. 48)

Performance is a major multidimensional construct aimed to achieve results and has a strong

link to strategic goals of an organization (Mwita, 2000)

It’s against this background that the study is aimed at establishing the relationship between

conflicts and employee performance. This research will be carried out at Aya Group of

companies situated in Kawempe, Kampala (U) and all findings will be presented and conclusions

will be derived,

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1.2 The statement of the problem

Conflicts management improves on employee performance with more constructive effects than

destructive of conflicts. Despite the conflict management in many organizations like Aya Group

of companies, conflicts are increasing with more negative than positive effects on employee

performance in areas like decision making, teamwork, morale of workers, labor productivity and

efficiency, optimum utilization of resources and many others according to Camilleri (2004).

If conflicts are managed with due skill and care, the organization may achieve its goals and

objectives through employee performance. If nothing is done on conflicts, the performance of

employees may deteriorate affecting the organizational performance which in the long run may

fail the organization in achieving its goals and objectives. Therefore the study is intended to

establish relationship between conflicts and employee performance at Aya Group of companies.

1.3 Main purpose of the study

The main purpose of the study is to investigate the effects of workplace conflicts on employee

performance.

1.4 Specific objectives of the study.

To identify different types of workplace conflicts and their causes

To examine various conflict management styles used by managers

To establish relationship between workplace conflicts and employee performance in an

organization

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1.5 Research questions

What are different types of workplace conflicts and their causes in an organization?

How are various conflict management styles used by managers in an organization?

Does workplace conflict have a relationship with employee performance in an

organization?

1.6 Scope of the study

1.6.1 Subject study

The study will mainly focus and concentrate on the workplace conflicts and their effects on

employee performance in an organization.

1.6.2Geographical scope

The study will be conducted at Aya Group of companies Headquarters located at Kawempe plot

62 Bombo Road, Northern Kampala

1.6.3 Time scope

The study will concentrate company affairs between June 2012 up to date and it will be

conducted for four months and the findings will be used.

1.7 Significance of the study

The findings of the study may help the organization achieve effective performance of

employees by using conflict management styles appropriately at workplace.

The study may also help managers in organization to employ good conflict management

styles in relevant situations effectively.

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This may also reduce the destructive effects of conflicts like lack of morale, unnecessary

costs

This may be used by the researcher to establish the relationship between conflicts and

employee performance. The finding may be added to the existing literature review about

conflicts and employee performance and they may be used by other researchers,

academicians, scholars and many others.

1.8 Conceptual Framework

The conceptual framework is logically developed, described, and elaborated network of

associations among the variables deemed relevant to the problem situation. Two variables are

undertaken for the study. The main objective of the study is to identify the relationship of

conflicts on employee performance. Employee performance is considered as the dependent

variable and workplace conflicts as the independent variable. The extraneous variables include

Training and development, Health and safety measures, Motivation skill variety, task identity,

task significance, autonomy, and feedback that influence the employee performance although

under the study they will be controlled

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Independent variable Dependent Variable

(

Extraneous Variable

Source: primary data

Figure 1.1 The relationship between conflicts at the workplace and employee performance

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Workplace conflicts

Interpersonal conflicts

Intrapersonal conflicts

Intergroup conflicts

Intragroup conflicts

Conflict Management Styles

Negotiation

Compromise

Avoidance

Collaborating

Employee performance

Quality of Service

Attendance

Flexibility

Work Related Attitudes

Employee’s job outcome

Training and development

Health and safety measures

Motivation skill variety, task identity,

task significance, autonomy, and

feedback.

1.9 Definition of Key Terms

There are few important terms that may be used in this study. Terms can be defined as follows:

Conflict

Thompson (2008) mentioned that conflict as a process that begins when one party perceives that

another party has negatively affected, or is about to negatively affects something that the first

party cares about.

Interpersonal Conflict

According to Schermerhorn, John, Hunt, James, Osborn, and Ricard (2005), interpersonal

conflict occurs between two or more individuals or person in opposition to one another.

Intrapersonal Conflict

According to Rahim (2001), intrapersonal conflict reflects a challenge to a Person’s basis for

prediction and control resulting in greater uncertainty.

Intergroup Conflict

Tajfel and Turner (1979) explained intergroup conflict as the individual who are members of the

opposing group were behave towards each other as a function of their respective group

membership rather than in terms of their individual characteristics or individual relationship

Employee's Performance

Employee's work performance includes job satisfaction, fairness, promotion of skills and

productivity (Camilleri, 2004).

Employee's Job Outcomes

It was a variety of work-related outcomes, including organizational commitment, turnover, job

satisfaction, and job performance (Morewitz, 2009).

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SECTION TWO

LITERATURE REVIEW

2.0 Introduction

The general objective of this study is to find out the relationship between conflicts at workplace

and employee performance. This study will focus on the employees of Aya Group of Companies.

This section review all past studies related to the conflicts and employee performance

2.1 Different types of conflicts in an organization

According to Flanagan and Ruden (2008), research over the past fifteen years has determined

that there are two essential types of conflict in organizations: task conflict and relationship

conflict. Task conflict concentrates on how to resolve problems caused by differences in

viewpoints, ideas and opinions. Researchers have discovered that conflict will result in creativity

and improved decision-making. It is another way to acknowledge conflict in a positive term. The

second type of conflict is known as relationship conflict.

2.1.1 Classifying Conflict

The literature of organizational behavior and management has highlighted different types of

conflict. Conflict may be classified on the basis of its sources.

It may also be classified on the basis of organizational levels (individual, grouped.) at which it

may originate.

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Sources of Conflict

The classification of conflict is often made on the basis of the antecedent conditions that lead to

conflict. Conflict may originate from a number of sources, such as tasks, values, goals, and so

on. It has been found appropriate to classify conflict on the basis of these sources for proper

understanding of its nature and implications. Following is a brief description of this

classification.

Affective Conflict

This occurs when two interacting social entities, while trying to solve a problem together,

become aware that their feelings and emotions regarding some or all the issues are incompatible

(Guetzkow & Gyr, 1954; see also Amason, 1996).

This category of conflict has been labeled psychological conflict (Ross & Ross,

1989, p. 139), relationship conflict (Jehn, 1997a), emotional conflict (Pelled,

Eisenhardt, & Xin, 1999), and interpersonal conflict (Eisenhardt, Kahwajy, &Bourgeois, 1997)

Pelled et al. defined it as “a condition in which group members have interpersonal clashes

characterized by anger, frustration, and other negative feelings” (p. 2).

Substantive Conflict

This occurs when two or more organizational members disagree on their task or content issues

(Guetzkow & Gyr, 1954). This type of conflict has also been labeled task conflict (Eisenhardt et

al., 1997; Jehn, 1997a; Pelled et al., 1999), cognitive conflict (Amason, 1996; Cosier & Rose,

1977; Holzworth, 1983), and issue conflict (Hammer & Organ, 1978, p. 343). Jehn (1997b)

characterized this type of conflict as “disagreements among group members’ ideas and opinions

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about the task being performed, such as disagreement regarding an organization’s current

strategic position or determining the correct data to include in a report” (Jehn, 1997b, p. 288).

It is appropriate to distinguish between substantive and affective conflicts.

Whereas affective conflict is concerned with the feelings or emotions of the conflicting parties,

substantive conflict is associated with the task or other business-related issues involved in such a

situation.

Conflict of Interest

This is defined as an inconsistency between two parties in their preferences for the allocation of a

scarce resource. This type of conflict occurs “when each party, sharing the same understanding

of the situation, prefers a different and somewhat incompatible solution to a problem involving

either a distribution of scarce resources between them or a decision to share the work of solving

it” (Druckman & Zechmeister, 1973, p. 450). The contention of managers A and B for the same

vice president’s job exemplifies a conflict of interest.

Conflict of Values

This occurs when two social entities differ in their values or ideologies on certain issues

(Druckman, Broome, & Korper, 1988). This is also called ideological conflict. The ideological

disagreement of supervisors A and B on the question of “compensatory hiring” is an example of

value conflict. Conflict between pro-life and pro-choice groups in connection with abortion is

another example of conflict of values.

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Goal Conflict

This occurs when a preferred outcome or an end-state of two social entities is inconsistent. In

rare cases “it may involve divergent preferences over all of the decision outcomes, constituting a

zero-sum game” (Cosier & Rose, 1977,

p. 378). The understanding of managers A and B that only one of their preferred job design

programs can be implemented for their division is an example of goal conflict.

Realistic versus Nonrealistic Conflict

The former refers to incompatibilities that have rational content (i.e., tasks, goals, values, and

means and ends). Nonrealistic conflict occurs as a result of party’s need for releasing tension and

expressing hostility, ignorance, or error.

Whereas realistic conflict is associated with “mostly rational or goal-oriented “disagreement,

nonrealistic conflict “is an end in itself having little to do with group or organizational goals”

(Ross & Ross, 1989, p. 139).

Realistic and nonrealistic conflicts are similar to Haiman’s (1951, p. 181) intrinsic and extrinsic

conflicts. They also correspond with real and induced conflict, the latter being cases where

representatives of conflicting groups have ends to be gained (e.g., their own prestige) apart from

the ends in dispute between groups. This would be the situation in which union leaders

precipitated a conflict with management in order to strengthen their hold over the union

membership. (Mack & Snyder, 1957, p. 220; see also Bisno, 1988, p. 31)Olson’s (1968, p. 135)

description of expressive conflict parallels non realistic conflict.

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Institutionalized versus Noninstitutionalized Conflict

The former is characterized by situations, in which actors follow explicit rules, and display

predictable behavior, and their relationship has continuity, as in the case of line–staff conflict or

labor–management negotiations.

Retributive Conflict

This conflict is characterized by a situation where the conflicting entities fee the need for a

drawn-out conflict to punish the opponent. In other words, each party determines its gains, in

part, by incurring costs to the other party (Saaty, 1990, p. 49). Examples of retributive conflicts

are Northern Ireland and Palestinian–Israeli conflicts and the Cold War between the former

superpowers.

Misattributed Conflict

This relates to the incorrect assignment of causes (behaviors, parties, or issues)to conflict

(Deutsch, 1977). For example, an employee may wrongly attribute to his or her supervisor a cut

in the employee’s department budget, which may have been done by higher-level managers over

the protest of the supervisor.

Displaced Conflict

This type of conflict occurs when the conflicting parties either direct their frustrations or

hostilities to social entities that are not involved in conflict or argue over secondary, not major,

issues (Deutsch, 1977).

2.1.2 Levels of Analysis

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Organizational conflict may be classified as Intraorganizational (i.e., conflict within an

organization) or interorganizational (i.e., conflict between two or more organizations).

Intraorganizational conflict may also be classified on the basis of levels (individual, group, etc.)

at which it occurs. On this basis Intraorganizational conflict may be classified as intrapersonal,

interpersonal, Intragroup, and intergroup. These four types of conflict may be described as

follows:

Intrapersonal Conflict

This type of conflict is also known as intraindividual or intrapsychic conflict.

It occurs when an organizational member is required to perform certain tasks and roles that do

not match his or her expertise, interests, goals, and values.

Interpersonal Conflict

This is also known as dyadic conflict. It refers to conflict between two or more organizational

members of the same or different hierarchical levels or units. The studies on superior–

subordinate conflict relate to this type of conflict.

Intergroup Conflict

This is also known as intradepartmental conflict. It refers to conflict among members of a group

or between two or more subgroups within a group in connection with its goals, tasks, procedures,

and so on. Such a conflict may also occur as a result of incompatibilities or disagreements

between some or all the members of a group and its leader(s)

Intergroup Conflict

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This is also known as interdepartmental conflict. It refers to conflict between two or more units

or groups within an organization. Conflicts between line and staff, production and marketing,

and headquarters and field staffs are examples of this type of conflict. On special type of

intergroup conflict is between labor and management.

Conflicts classified by sources can take place at the interpersonal, Intragroup, or intergroup

levels. In other words, incompatibilities caused by these sources can occur in the context of two

individuals, a group, or two groups.

It was indicated in the definition of organizational conflict that conflict may occur within or

between social entities. This distinction between conflicts within and conflict between social

entities depends on a system perspective for a given problem. The classification of conflict into

four types based on the level of its origin, shows that analysis at different levels may be

beneficial depending on the nature of the problem(s).

2.2 Employee's Performance

Based on Jacobs (2008), conflicts allow organizations to use the knowledge of Conflict

behaviors to identify strategies to optimize employee performance.

Employees, who are more satisfied with their jobs, tend to perform better than those who are

less satisfied. A study by Moss and Martinko (1998) stated that the performance attributions of

leaders used the taxonomy which describes attributions as varying along the two dimensions of

stability and locus of control yielding four potential attributions: effort (unstable, internal),

ability (stable, internal), task difficulty (stable, external), and luck (unstable, external).

According to Camilleri (2004), performance and conflict role state has negative relationship. In

contrast, De Dreu and Beersma (2005) indicate that under certain situation, conflict can acted as

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a function to increase performance. Herleman (2009) indicates some scholars demonstrated that

interpreting a situation as challenge or in very difficult place, it will lead to lower subjective

stress and higher perceptions of performance

2.3 Conflict management styles and their relationship with employee performance in

organization

The emphasis is in conflict management, as opposed to resolution of conflict. The difference is

more than semantic (Robbins, 1978; Boulding, 1968). Conflict resolution implies reduction,

elimination, or termination of conflict. A large number of studies on negotiation, bargaining,

mediation, and arbitration fall into the conflict resolution category. In a review of literature on

conflict and conflict management, Wall and Callister (1995) made the following comments:

“[W]e raised three of the most important questions in this article: is moderate conflict desirable?

Is too little conflict as dysfunctional as too much? And should leaders, at times, promote conflict

to attain organizational goals? Wall and Cloister’s approach to handling conflict is inconsistent

with the recognition of scholars that organizational conflict has both functional and dysfunctional

outcomes. Their conclusions fall within the realm of conflict resolution, which involves

reduction or termination of all conflicts. This is like throwing out the baby with the bathwater.

What we need for contemporary organizations is conflict management, not conflict resolution.

Conflict management does not necessarily imply avoidance, reduction, or termination of conflict.

It involves designing effective strategies to minimize the dysfunctions of conflict and enhancing

the constructive functions of conflict in order to enhance learning and effectiveness of an

organization. Studies on conflict resolution did not provide any clear link between conflict

management strategies and organizational learning and effectiveness. In order to design effective

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conflict management strategies, relevant literature on conflict and conflict management styles in

connection with the following should be discussed

2.3.1 Fisher and Ury approach to conflict

Negotiation

Fisher and Ury (1981), in their excellent book, Getting to Yes: Negotiating Agreement without

Giving In makes a very good point that everybody is a negotiator. Whenever we have a conflict

with another party, we are required to negotiate. Negotiation skills are essential for managing

interpersonal, Intragroup, and intergroup conflicts. Since managers spend more than one-fifth of

their time dealing with conflict, they need to learn how to negotiate effectively. Sometimes they

are required to negotiate with their superiors, subordinates, and peers, and, at other times, they

are required to mediate conflict between their subordinates.

Fisher and Ury (1981; see also Fisher, Ury, & Patton, 1993) have forcefully argued that a method

called principled negotiation or negotiation on merits can be used to manage any conflict.

Principled negotiation involves the use of an integrating style of handling conflict. Fisher and

Ury’s four principles of negotiation relate to people, interests, options, and criteria.

Separate the People from the Problem

If the parties can concentrate on substantive conflict instead of on affective conflict, they may be

able to engage in the problem-solving process. Unfortunately, “emotions typically become

entangled with the objective merits of the problem. Hence, before working on the substantive

problem, the ‘people problem’ should be disentangled from it and dealt with separately” (Fisher

&Ury, 1981, p. 11). In other words, the conflicting parties should come to work with and not

against each other to deal with their common problem effectively.

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Focusing on the problem instead of on the other party helps to maintain their relationship.

Hocker and Wilmot (1991) suggest that for parties in interpersonal conflicts, “long-term

relational or content goals can become super ordinate goals that reduce conflict over short-term

goals, but only if you separate the people from the problem” (p. 218).

Focus on Interests, Not Positions

This proposition is designed to overcome the problem of focusing on stated positions of the

parties because the goal of conflict management is to satisfy their interests. A position is what a

party wants, that is, a specific solution to an interest. If a bargainer starts with a position, he or

she may overlook many creative alternative solutions for satisfying the interests. Fisher and Ury

(1981) argue, “When you do look behind opposed positions for the motivating interests, you can

often find an alternative position which meets not only your interests but theirs as well” (p. 43).

This is especially true in organizations where members are very often concerned about

productivity, efficiency, cost, and soon.

Invent Options for Mutual Gain

Bargainers rarely see the need for formulating options or alternative solutions so that parties may

be benefited. As was mentioned before, during period of intense conflict, the parties may have

difficulty in formulating creative solutions to problems that are acceptable to both parties. It

would help if the parties could engage in a brainstorming session designed to generate as many

ideas as possible to solve the problem at hand. Brett (1984) suggests that, “in practice, what

seems to work best to break open a negotiation and to generate creative solutions is to initially

focus on interests” (p. 673).

Insist on Using Objective Criteria

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To manage conflict effectively, a negotiator should insist that results be based on some objective

criteria. Brett (1984) presented the classic example of “the tale of the mother with two children

and with one piece of cake. Because both children are clamoring for the entire piece, the wise

mother tells one child he can cut the cake into two pieces and tells the other child she can make

the first choice (p. 673). Examples of objective criteria include market value, attainment of

specific goals, scientific judgment, ethical standards, and so on.

Once the negotiators start searching for objective standards for managing conflict effectively,

the principal emphasis of the negotiation changes from negotiations over positions to alternative

standards. “Once a standard is agreed on, there need be no further negotiations over the issue

because the settlement terms are implicit in the objective standards” (Brett, 1984, p. 674).

Learning to communicate effectively with the other party is very important in principled

negotiation. Hocker and Wilmot (1991) suggest that the following statements may be used if one

wants to use the integrating style of handling conflict:

2.3.2 Kilmann & Thomas styles of approaching conflict

There’s no doubt that people have different ways of handling conflict and that these different

styles affect the outcomes of conflict. A conflict style is defined as a patterned response or

behavior that people use when approaching conflict. One of the most widely recognized models

of conflict styles was developed by Kilmann and Thomas (1975, 1977), based on the work of

Blake and Mouton (1964).

The Thomas-Kilmann model identifies five conflict styles: (1) avoidance, (2) competition, (3)

accommodation, (4) compromise, and (5) collaboration. This model (see Figure 2.2) describes

conflict styles along two dimensions: assertiveness and cooperativeness. Assertiveness refers to

26

attempts to satisfy one’s own concerns, while cooperativeness represents attempts to satisfy the

concerns of others. Each conflict style is characterized by how much assertiveness and how

much cooperativeness an individual shows when confronting conflict.

Figure 2.1

Source: Reproduced with permission of authors and publisher from Kilmann, R. H., & Thomas,

K. W. Interpersonal conflict-handling behavior as reflections of Jungian personality dimensions.

Psychological Reports, 1975, 37, 971-980. ©Psychological Reports, 1975.

In conflict situations, a person’s individual style is usually a combination of these five different

styles. Nevertheless, because of past experiences or situational factors, some people may rely

more heavily on one conflict style than on others. Understanding these styles can help you select

the conflict style that is most appropriate to the demands of the situation.

Avoidance

27

Avoidance is both an unassertive and an uncooperative conflict style. Those who favor the

avoidance style tend to be passive and ignore conflict situations rather than confront them

directly. They employ strategies such as denying there is a conflict, using jokes as a way to

deflect conflict, or trying to change the topic. Avoiders are not assertive about pursuing their

own interests, nor are they cooperative in assisting others to pursue theirs.

Competition

Competition is a conflict style of individuals who are highly assertive about pursuing their own

goals but uncooperative in assisting others to reach theirs. These individuals attempt to resolve a

struggle by controlling or persuading others in order to achieve their own ends. A competitive

style is essentially a win-lose conflict strategy. For example, when Wendy seeks to convince

Chris that he is a bad person because he is habitually late for meetings, regardless of his reasons

for doing so, it is a win and lose conflict style. In some situations, competition can produce

positive outcomes. It is useful when quick, decisive action is needed. Competition can also

generate creativity and enhance performance because it challenges participants to make their best

efforts. Generally, though, competitive approaches to conflict are not the most advantageous

because they are more often counterproductive than productive. Resolution options are limited to

one party “beating” another, resulting in a winner and a loser. Attempts to solve conflict with

dominance and control will often result in creating unstable situations and hostile and destructive

communication. Finally, competition is disconfirming; in competition, individuals fail to

recognize the concerns and needs of others.

Accommodation

28

Accommodation is an unassertive but cooperative conflict style. In accommodation, an

individual essentially communicates to another, “You are right, I agree; let’s forget about it.” An

approach that is “other directed,” accommodation requires individuals to attend very closely to

the needs of others and ignore their own needs. Using this style, individuals confront problems

by deferring to others. Accommodation allows individuals to move away from the uncomfortable

feelings that conflict inevitably produces. By yielding to others, individuals can lessen the

frustration that conflict creates. This style is productive when the issue is more important to one

party than the other or if harmony in the relationship is the most important goal.

The problem with accommodation is that it is, in effect, a lose-win strategy. Although

accommodation may resolve conflict faster than some of the other approaches, the drawback is

that the accommodator sacrifices his or her own values and possibly a higher-quality decision in

order to maintain smooth relationships. It is a submissive style that allows others to take charge.

Accommodators also lose because they may fail to express their own opinions and feelings and

their contributions are not fully considered.

Compromise

As Figure 2.1 indicates compromise occurs halfway between competition and accommodation

and involves both a degree of assertiveness and a degree of cooperativeness. Many see

compromise as a “give and take” proposition. Compromisers attend to the concerns of others as

well as to their own needs. On the diagonal axis of Figure 2.1, compromise occurs midway

between the styles of avoidance and collaboration. This means that compromisers do not

completely ignore confrontations, but neither do they struggle with problems to the fullest

degree. This conflict style is often chosen because it is expedient in finding middle ground while

partially satisfying the concerns of both parties.

29

Compromise is a positive conflict style because it requires attending to one’s goals as well as

others’. Compromise tends to work best when other conflict styles have failed or aren’t suitable

to resolving the conflict. Many times, compromise can force an equal power balance between

parties.

Among the shortcomings of the compromise style is that it does not go far enough in resolving

conflict and can become “an easy way out.” In order to reach resolution, conflicting parties often

don’t fully express their own demands, personal thoughts, and feelings. Innovative solutions are

sacrificed in favor of a quick resolution, and the need for harmony supersedes the need to find

optimal solutions to conflict. The result is that neither side is completely satisfied.

Collaboration

Collaboration, the most preferred style of conflict, requires both assertiveness and cooperation. It

is when both parties agree to a positive settlement to the conflict and attend fully to the other’s

concerns while not sacrificing or suppressing their own. The conflict is not resolved until each

side is reasonably satisfied and can support the solution. Collaboration is the ideal conflict style

because it recognizes the inevitability of human conflict. It confronts conflict, and then uses

conflict to produce constructive outcomes.

The results of collaboration are positive because both sides win, communication is satisfying,

relationships are strengthened, and negotiated solutions are frequently more cost-effective in the

long run.

Unfortunately, collaboration is the most difficult style to achieve. It demands energy and hard

work among participants as well as shared control. Resolving differences through collaboration

requires individuals to take time to explore their differences, identify areas of agreement, and

30

select solutions that are mutually satisfying. This often calls for extended conversation in which

the participants explore entirely new alternatives to existing problems.

2.4 The relationship between workplace conflicts and employee performance

Conflict is a reality of life in today’s competitive workplace. McCartney (2010) claim that

conflict in the workplace can be functional (forces creativity or positive output) or dysfunctional

(negative and stressful).

An optimum level of conflict, or functional conflict, can be healthy in the organization as it

encourages everyone to search for better ways to do their duties.

2.4.1 Conflict Affects Commitment and Absenteeism

Research has shown that commitment is a critical ancestor of employee behavior in common

(Allen and Meyer, 1990; Meyer and Allen, 1991) and in absenteeism (Blau, 1986; Gellatly,

1995; Hanish and Hulin, 1991; Hammer, Landau, Stern, 1981; Mathieu and Zajac, 1990;

Mowday, Porter, Steers, 1982; Sagie, 1998; Somers, 1995).

Affective commitment is defined as the employee's positive emotional attachment to the

organization. Lined up with the social exchange principle (Shore, Tetrick, Lynch and Barksdale,

2006), employees that have strong affective commitment come into contact with an internal

strength and encouragement focus, leading to achieve maximum desire level of success under the

terms of the contract (Luchak and Gellatly, 2007). If affective commitment is low, employees

may cease their employment, although absenteeism might be an option to resign work while it

provides workers with a mechanism to express their disagreement to serious circumstances in the

organization (Gaziel, 2004). Absenteeism and others resignation behaviors such as lateness and

31

personnel turnover will reflect ‘indirect’ attitudes like increased job dissatisfaction and low

organizational commitment (Sagie, 1998).

Research has shown the relationship between supervisory conflict and absenteeism. Specifically,

an integrative conflict strategy can be seen as a form of leadership (Lorenzi, 2004) by which

leaders focus to the desires of a group instead of focus on their own limitation and personal

interests. Supervisors that implement an integrative conflict strategy give space to their

employees’ anxieties and make an effort to satisfy them. In fact, this strategy pays off in terms of

a more committed and more present workforce. This integrative conflict strategy may be seen as

a transformational leadership, given that its importance is associated with the leader’s sense of

social responsibility and collective interests rather than with self-interest (House and Aditya,

1997).

Accumulating evidence suggests that transformational leadership is positively related with

individual work attitudes such as employee commitment (Avolio, Zhuoh and Bhatia, 2004). If

leaders can identify the subordinates’ needs, transformational leaders are capable to motivate

their subordinates to get more involvement in their jobs, follow-on in higher levels of

organizational commitment (Walumbwa and Lawler, 2003). Also, it decreases the levels of

absence in workforce.

2.4.2 Effects of Workplace Conflict on Employee Performance.

Several earlier studies reported the relationship between workplace conflict and individual and

organizational outcomes. Julian and Perry (1967), in their experimental study, found that both

quality and quantity of team performance were considerably higher in competitive than

cooperative conditions. Hoffman and Maier (1961) found that experimental groups with

heterogeneous members and consequent conflicts of interest and opinion produced better

32

solutions to standardized sets of solutions. Torrance (1954) reported that aircraft crews whom

perceived a greater amount of conflict were more effective than crews’ who reported less

conflict. Pelz and Andrews (1976) found that scientists who were exposed to discussion with

differently oriented colleagues tended to be more productive. Blau’s (1963) study of two

government agencies suggested a negative relationship between competitive behavior and

performance in situations of cooperative group norms. It is generally agreed by organization

theorists that cooperation or lack of conflict generally induces positive relations among group

members, but the groups may not be able to attain a higher level of performance. Some of these

problems are discussed under “cohesiveness and groupthink, ”Rahim’s (1983e) study with a

collegiate sample indicated a low to moderate degree of inverse relationship between Intragroup

conflict and three dimensions of perceptual measures of organizational effectiveness, such as

productivity, adaptability, and flexibility. The correlation between workplace conflict and

organizational climate, as measured by Likert’s (1967) Profile of Organizational Characteristics,

was negative. This possibly indicates that a higher system of management deals with conflict

more constructively than a lower system. The study also indicated a moderate negative

correlation between workplace conflict and job satisfactions. Dewar and Werbel (1979) found a

weak negative correlation between overall conflict and job satisfaction. More recent studies have

tried to investigate the relationship between intragroup conflict and individual and group

outcomes. A study by Baker, Tjosvold, and Andrews (1988) reported that project managers who

used both cooperative and confirming (conveying that the other party is accepted as effective and

avoiding insults and blaming) approaches to conflict “received high marks from project team

members on a conflict constructiveness measure and on a management effectiveness measure.

Unfortunately, this study did not deal with the difficult issue of the relationships of the amount

33

and/or the styles of handling Intragroup conflict to group productivity or task performance. Wall

and Nolan’s (1986) experimental study with Task-oriented groups reported the following:

Inequity was negatively associated with satisfaction with group and positively associated

with conflict. Greater inequity was associated with affective conflict than substantive (task)

conflict.

Lower inequity was associated with integrative, rather than distributive or avoidance,

styles of conflict management. The least amount of inequity was associated within substantive

conflict managed with integrative styles.

Satisfaction was more positively associated with integrative styles than either distributive

or avoidance styles of conflict management. The greatest amount of satisfaction with the group

was associated with substantive conflicts that are managed with an integrative style.

Substantive conflict was positively associated with the use of an integrative style, and affective

conflict was positively associated with the avoidance style of conflict management.

There was no relationship between the number of conflict episodes and the quality of

outcome, that is, the group’s final product (which was operationally defined as the grade the

individuals received for their final project).

Unlike the study by Baker et al. (1988), Wall and Nolan (1986) attempted to investigate the

relationships of conflict and conflict styles to the group’s final product. Wall and Nolan indicated

that their “results were contrary to the general position one finds in the literature” (p. 1048). This

study does not either confirm or disconfirm the relationship between intragroup conflict and

individual or group performance. obey, Farrow, and Franz (1989) reported a field study at five

periods over 22 months that tested a model of group participation, influence (of individual

members who affect decisions related to the final design of information system), conflict

34

(manifest disagreement among group members), and conflict management (extent to which

disagreements are replaced by agreement and consensus) in information system development

projects. Results indicated that participation positively affected influence, that influence

positively affected conflict and conflict management, and that conflict negatively influenced

conflict management. This study did not attempt to measure the final output of the project

groups. A field study by Schnake and Cochran (1985) investigated the effects of two goal-setting

dimensions (goal clarity and goal difficulty) on intra- and interdepartmental conflicts and the

effects of these conflicts on internal work motivation and intrinsic job satisfaction. Results

indicate that lower levels of goal difficulty and goal clarity are associated with higher levels of

intra- and interdepartmental conflict and those higher levels of conflict are associated with lower

levels of internal work motivation and intrinsic job satisfaction. The results of the study should

be viewed with care because of the problems of common method variance.

A field study by Rahim (1990) with manufacturing employees reported positive relationship

between conflict (sum of intrapersonal, Intragroup, and intergroup Conflict) and job burnout

(sum of emotional exhaustion, depersonalization, and personal accomplishment). But the

relationship between conflict and supervisory rating of job performance (sum of performance,

conformance, dependability, and personal adjustment) was no significant. Another field study

that investigated the relationship between intragroup conflict and job performance was by

Rutland (1983). This study with mountain-climbing groups found support for the hypothesis that

conflict is positively associated with job performance. Recent studies show that affective conflict

negatively influences group performance, group loyalty, work-group commitment, job

satisfaction, and intent to stay in the present organization (Amason, 1996; Jehn, 1994; Jehn,

35

North craft, & Neale, 1999). Pelled, Eisenhardt, and Xin’s (1999) study found no relationship

between affective conflict and performance.

A study by Jehn (1995) indicates that a moderate level of substantive conflict is functional, as it

stimulates discussion and debate, which help groups to attain a higher level of performance. This

conflict can improve group performance through better understanding of various viewpoints and

alternative solutions (Bourgeois, 1985; Eisenhardt & Schoonhoven, 1990; Jehn, 1997a, 1997b;

Jehn et al., 1999). “Groups with an absence of task conflict may miss new ways to enhance their

performance, while very high levels of task conflict may interfere with task completion” (Jehn,

1997a, p. 532). It should be noted that the beneficial effects of substantive conflict on

performance were found only in groups performing non routine tasks, not groups performing

standardized or routine tasks.

Groups that experience substantive conflict are able to make better decisions than those that do

not. This relationship has also been found to be true at the individual level (Amason, 1996;

Cosier & Rose, 1977; Fiol, 1994; Putnam, 1994; Schweiger, Sandberg, & Ragan, 1986).

Although substantive conflict enhances group performance, like affective conflict, it can

diminish group loyalty, work-group commitment, intent to stay in the present organization, and

satisfaction (Jehn, 1997a; Jehn et al., 1999). As a result, interventions for conflict management

should be able to develop cultural norms to support disagreement among group members in

connection with tasks and other related management issues without generating affective conflict.

It appears that most of the studies on organizational conflict have neglected to investigate the

relationship between conflict and job performance. Future studies need to indicate how different

types of workplace conflict (e.g., substantive conflict and affective conflict) and the styles of

handling such conflict affect individual and group performance.

36

2.5 Conclusion

Conflicts are defined in many ways as an interactive process manifested in incompatibility,

disagreements, or dissonance within or between social entities (i.e., individual, group, and

organization).

Summarizing what many scholars have researched and talked about workplace conflicts is that it

is present in every organization and it is because most of the organization uses human resources

who come from different backgrounds, beliefs, tribes causing differences at workplace. Conflicts

have got an impact on the employee performance in both positive and negative way depending

on how they are managed in an organization. Many organizations tend to ignore the presence of

conflicts and its effects.

Although workplace conflicts are sometimes functional in improving the employee performance,

it should be minimized by the conflict management styles to curb the negative effects of it to

employees and the organization in total. But workplace conflicts have got more negative effects

than positive so it implies that it should be minimized in every organization to reduce on them.

Workplace conflicts can be managed by the Thomas Kilmann style which includes compromise,

collaborating, accommodating, competition, and avoiding.

But avoiding conflict is often the easiest way to deal with it. It does not however make it go

away but rather pushes it background, only to have it resurface in a new form. By actively

resolving conflict when it occurs, we can create a more positive work environment for everyone

to perform to his/her best at the workplace.

37

38

SECTION THREE

METHODOLOGY

3.0 Introduction

This section will comprise the different methods that were used in collecting and interpreting

data related to the study by discussing choices related to: Research Design, study population,

sampling strategies data collection methods, instruments, data quality control, data analysis and

procedure.

3.1Research Design

In this study, the researcher will employ a quantitative descriptive design. The survey designs are

classified together because they also belong together logically. They are more quantitative in

nature, requiring questions, interview guide, as data collection method. The data will be analyzed

and presented in tabular form and charts.

3.2 Study population

The study will be conducted among employees, casual workers, leaders, team leaders, and

Managers of Aya Group Of Companies. The categories are chosen because they are thought to

be involved in the workplace conflicts, decision making and forming Aya Group Of Companies.

The company employs 100 permanent employees from all departments. From the above

population of respondents, the researcher will consult the Human resource Manager who will help

her obtain a number of permanent employees.

3.3 Sample size

The researcher will choose to sample as suggested by Crujcie and Morgan 1970), who suggested

that sampling is important in selecting elements from a population in such a way that the sample

39

elements selected represent the population. The researcher will use a sample of 86 respondents

drawn as from the population of 100 permanent employees as indicated in the table below

A table showing a sample size of a population (Crujcie and Morgan (1970) table of sample

size)

Department Population Sample Sampling method

Top Management 10 10 Census

Human Resource Department 10 10 Census

Heads of department 10 10 Census

Operations 25 24 stratified

Employee/Staff 35 32 stratified

Total 100 86

3.3.1 Sampling techniques

In quantitative researches, it is believed that if the sample is carefully obtained, it is then possible

to generalize the results to the whole population as suggested. The researcher will use simple

random sampling techniques where for each department, the HRM was contacted first and lists

of permanent employees were obtained through which employees in different departments will

be randomly chosen to obtain 86 respondents

3.4 Unit of Analysis

The researcher will focus only on the permanent employees of Aya Group of Companies at the

headquarters in Kawempe. The unit will involve both the men and women employees as

participants in the research.

40

3.5 Sources of data

3.5.1 Primary data

Primary data will be obtained from the field using instruments such as questionnaires, interview

guide and observation

3.5.2 Secondary data

Secondary data will be got from, top management reports and records, dissertations, text books,

the internet and other materials (such as journals, news papers, e.t.c) as found useful to the study

3.6 Data Collection Methods

3.6.1 Questionnaire

Questionnaire will be used because of its ability to reduce any bias and the collection of

authentic data important for data analysis. The researcher will use both closed ended and open-

ended questions aimed at testing the effects of Workplace conflicts on employee performance in

Aya Group Of Companies.

3.6.2 Interview Guide

The researcher will conduct one on one direct interview with selected employees during the

study. Structured questions and open ended statements will be used in trying to interview, leaders

and supervisors in different departments. This instrument will be selected because of its

flexibility and will guide the researcher on common questions concerned with the topic.

3.7 Data Quality Control

3.7.1 Validation of Research instrument

Questionnaire will be tested by administering it a week before data collection on 5 employees of

Aya Group Of Companies. This will be done to ensure that the questions are correct, valid and

41

reliable, the language used is appropriate. The designed information and changes will be made to

the final questionnaire.

3.7.2 Reliability of Research Instrument

Reliability aimed at testing for how reliable the instruments will be to the study (i.e. ability of

instrument to test for the same results over time). To ensure reliability, the researcher will carry out a

pilot study where a few respondents will be given questionnaires to rate themselves on the

applicability of the instruments.

3.8 Ethical considerations

The research will be practiced at a high level of confidentiality and privacy regarding the data

obtained from respondents. The questionnaire will be clear in introduction as the research is to

collect data for academic purposes only, the study will seek the consent of the respondents and

assurance that respondents will remain anonymous without discussing their identity.

3.9 Data Management and analysis

Data management will include; data coding, editing, and entering of the data, data cleaning and

data analysis. This will be done after all the required data is successfully collected. This will be

done to ensure consistence, uniformity and completeness. Data capture will be done by Ms Excel

where analysis of data will be done.

3.9.1 Statistical Analysis

After this process, the data will be subjected to descriptive analysis to create meaning of the

findings from the field and find out the relationship that support or contradict original by using

Statistical Package for Social Scientists (SPSS) and Microsoft Excel. Data will be tabulated

accounting for the number of cases falling in a given group. Tables, graphs and charts will be

derived hence inferential statistics will be developed to answer research questions. Pearson's

Correlation Coefficients of Conflicts at the Workplace and Employee's Performance shall be

42

used to show relationship between conflicts and employee performance at Aya Group of

Companies.

3.9.2 Interpretation.

The researcher will present all the statistical findings in form of textual description for easy

understanding of the results by any interested client. This will help in achieving excellent

statistical information for display.

3.9.4 Report Presentation.

The researcher will put together all the information in summary form of the findings of the study.

The findings of the study will be presented in form of graphs, charts, frequency tables

3.10 Limitations

Time due for the research may not be as much as necessary to carry out a detailed study on the

effects of workplace conflicts on employee performance the researcher will try as fast as possible

to work around the clock.

Another limitation is about the non responses that may crop up because of the sensitivity of the

study (workplace conflicts and employee performance) by many employees which may still

include conflicts with the top management making it hard for the participants.

Financial constraints may arise due to the fact that the researcher is a student and the study

requires more funds for it to be successful although this can be solved by approaching different

people to fund the study.

43

REFERENCES

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Corporate Ladder One Rung at a Time by corporate veteran

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ambiguity. Journal of Applied Psychology, 68, 320–333.

Fisher, R., & Ury, W. (1981). Getting to yes: Negotiating agreement without giving in.

Haper, C. E. (2004). Conflict Management Styles, Strength of Conflict Management Self-

Efficiency and Moral Development Levels of School Counselors. A PhD Thesis, North

Caroline State University, USA.

Jehn, K. A. (1994). Enhancing effectiveness: An investigation of advantages and disadvantages

of value-based intragroup conflict. International Journal of Conflict Management, 5,

223–238.

Kilmann, R. H., & Thomas, K. W. (1977). Developing a forced-choice measure of conflict

handling behavior: The “MODE” instrument. Educational and Psychological

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Luthan, L, (1998). Organizational Behavior. 4th ed. Boston: McGraw-Hill.

M. Afzalur Rahim (2001) Managing conflict in organizations 3rd Edition. New York: Penguin

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Praeger, (1989) Managing Conflict: An Interdisciplinary Approach and Theory and Research

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Rahim, M. A., & Bonoma, T. V. (1979). Managing organizational conflict: A model for

diagnosis and intervention. Psychological Reports, 44, 1323–1344.

Rahim, M.A, 1983. A measure of styles of handling interpersonal conflict. Academy of

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Rahim, M.A, 2001. Managing Conflicts in Organizations (3rd ed.). Westport, CT: Quorum

Books

Ross, R. S., & Ross, J. R. (1989). Small groups in organizational settings. Englewood Cliffs, NJ:

Prentice-Hall.

Saaty, T. L. (1990). The Analytic Hierarchy Process in conflict management. International

Journal of Conflict Management, 1, 47–

Saaty, T. L. (1990). The Analytic Hierarchy Process in conflict management. International

Journal of Conflict Management, 1, 47–68.

Schwenk, C. R., & Thomas, H. (1983). Effects of conflicting analyses on managerial decision

making: A laboratory experiment. Decision Sciences, 14, 467–482.

Seiler, J. A. (1963). Diagnosing interdepartmental conflict. Harvard Business Review, 41 (5),

121–132.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New

York: Doubleday.

Shaw, M. E. (1981). Group dynamics: The dynamics of small group behavior (3rd Ed.). New

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Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In W. G. Austin

& S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-48).

Monterey, CA: Brooks/Cole.

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Tjosvold, D. (1997). Conflict within interdependence: Its value for productivity and

individuality. In C. K. W. De Dreu & E. Van de Vliert (Eds.), Using conflict in

organizations (pp. 23–37). London: Sage.

Wall, J., & Callister, R. (1995). Conflict and its management. Journal of Management, 21,

515–558.

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(Vol. 19, pp. 293–355). New York: Academic Press.

46

APPENDICES

APPENDIX I

PROPOSED BUDGET

Particulars Quantity Unit cost

(shs)

Sub-total cost

(shs)

1 Personnel

Research Analyst 1 200,000 200,000

Research Assistants 2 100,000 200,000

Data Entry Clerk 1 50,000 50,000

Transport (Car hire) 250,000 250,000

2 Supplies

Questionnaire duplication 3 Ream of paper 15,000 45,000

Flip chart paper 2

Pens 1 dozen 6,000 6,000

Pencil 1 dozen 2,400 2,400

Marker 10 1,500 15,000

Photocopying cost 1000 50 50,000

Printing and Binding 20 5,000 100,000

3 Report Making 100,000 100,000

4 Miscellaneous Expenses 150,000 150,000

Total 1,168,400

47

APPENDIX II

WORK PLAN

MONTHS SEPT-NOV,

2014

JAN, 2015 FEB ,2015 MARCH,

2015

WEEKS 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 proposal

preparation

2 proposal submission

3 preparing of study

tools

4 preparing for field

work

5 data collection

6 data entry

7 data analysis and

write up

8 report writing &

submission

48

APPENDIX III

STATEMENT OF CONSENTThe Effect of Workplace Conflicts on Employee Performance

I……………………………………………………….have been requested to participate in this

study titled, “The effect of workplace conflict on employee performance”. I have received

adequate explanation of the details of the study. The purpose of this study, the procedure to

follow and the benefits of the study have been fully explained to me. I fully understand that I

may withdraw my participation in the study at any time and it won’t affect any of my work.

I hereby sign/thumbprint to participate in the study:

Name……………………………………………. (Participant)

Sign…………… …………………………………Date…………………………

I have explained the purpose of this study to the respondent, to the best of my knowledge and

conviction. She/he has understood the purpose and benefits of the study.

Sign ……………………………………………...Date…….……….……..……..

(Researcher)

49

APPENDIX IV

QUESTIONAIRES FOR EMPLOYEES ON THE EFFECT OF WOEKPLACE CONFLICTS

ON EMPLOYEE PERFORMANCE IN AYA GROUP OF COMPANIES

BACKGROUND VARIABLES

In this section you are kindly requested to tick the alternative that fits your opinion.

1. Age …………………..

2. Sex

Male Female

3. Level of education

1. Diploma

2. Graduate

3. Masters degree

4. Marital status

Single Married Divorced

5. How long have you served as an employee?

……………………………………………………………………………….……

6. What is your position in this company?

.................................................................................................................................

50

INDEPENDENT VARIABLES: WORKPLACE CONFLICTS.

THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRE

Consider situations in which you find your wishes differing from those of another person. How

do you usually respond to such situations?

On the following pages are several pairs of statements describing possible behavioral responses.

For each pair, please circle the "A" or "B" statement which is most characteristic of your own

behavior. In many cases, neither the "A" nor the "B" statement may be very typical of your

behavior, but please select the response which you would be more likely to use.

When done answering, transfer your answers to the scoring sheet on the last page, and sum each

of the columns.

1. A. There are times when I let others take responsibility for solving the problem.

B. Rather than negotiate the things on which we disagree, I try to stress those things upon

which we both agree.

2. A. I try to find a compromise solution.

B. I attempt to deal with all of another's and my concerns.

3. A. I am usually firm in pursuing my goals.

B. I might try to soothe the other's feelings and preserve our relationship.

4. A. I try to find a compromise solution.

B. I sometimes sacrifice my own wishes for the wishes of the other person.

5. A. I consistently seek the other's help in working out a solution.

B. I try to do what is necessary to avoid useless tensions.

6. A. I try to avoid creating unpleasantness for myself.

51

B. I try to win my position.

7. A. I try to postpone the issue until I have had some time to think about it.

B. I give up some points in exchange for others.

8. A. I am usually firm in pursuing my goals.

B. I attempt to get all concerns and issues immediately out in the open.

9. A. I feel that differences are not always worrying about.

B. I make some effort to get my way.

10. A. I am firm in pursuing my goals.

B. I try to find a compromise solution.

11. A. I attempt to get all concerns and issues immediately out in the open.

B. I might try to soothe the other's feelings and preserve our relationship.

12. A. I sometimes avoid taking positions which would create controversy.

B. I will let another have some of their positions if they lets me have some of mine.

13. A. I propose middle ground.

B. I press to get my points made.

14. A. I tell another my ideas and ask them for theirs.

B. I try to show him the logic and benefits of my position.

15. A. I might try to soothe the other's feelings and preserve our relationship.

B. I try to do what is necessary to avoid tension.

16. A. I try not to hurt the other's feelings.

B. I try to convince the other person of the merits of my position.

17. A. I am usually firm in pursuing my goals.

B. I try to do what is necessary to avoid useless tensions.

52

18. A. If it makes the other person happy, I might let them maintain their views.

B. I will let the other person have some of their positions if they let me have some of mine.

19. A. I try to get all concerns and issues immediately out in the open.

B. I try to postpone the issue until I have had some time to think it over.

20. A. I attempt to immediately work through our differences.

B. I try to find a fair combination of gains and losses for both of us.

21. A. In approaching negotiations, I try to be considerate of the other person's feelings.

B. I always lean toward a direct discussion of the problem.

22. A. I try to find a position that is intermediate between mine and another person's.

B. I assert my wishes.

23. A. I am often concerned with satisfying all my wishes.

B. There are times when I let others take responsibility for solving problems.

24. A. If the other's position seems important to them, I would try to meet their wishes.

B. I try to get the other person to settle for a compromise.

25. A. I try to show the other person the logic and benefits of my position.

B. In approaching negotiations, I try to be considerate of the other person's wishes.

26. A. I propose a middle ground.

B. I am nearly always concerned with satisfying all my wishes.

27. A. I sometimes avoid taking positions that would create controversy.

B. If it makes the other person happy, I might let them maintain their views.

28. A. I am usually firm in pursuing my goals.

B. I feel that differences are not always worth worrying about.

29. A. I propose middle ground.

53

B. I feel that differences are not always worth worrying about.

30. A. I try not to hurt the other person's feelings.

B. I always share the problem with the other person so that we can work it out.

SCORING THE THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRECompeting Collaborating Compromising Avioding Accomodating(FORCING) (problem solving) (sharing) (Withdrawal) (smoothoning)

12 A34567 B8 A9

10 B A1112131415161718192021222324252627282930

Total the number of letters circled in each columnCompeting Collaborating Compromising Avioding withdrawing(FORCING) (problem solving) (sharing) (Withdrawal) (smoothong)

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EMPLOYEE PERFORMANCE

Given the key given, tick or choose the right alternative that corresponds with your opinion as

follows:

SD means Strongly Disagree,

D means Disagree,

A means Agree,

SA means Strongly Agree

STATEMENT SD D A SA

Am always present at work no matter

conflicts

Conflict affects the quality of service

Conflicts affects the attitude of employees

Conflicts can be resolved at the workplace

I am given the needed support by my

supervisor when involved in conflicts

I have been in conflict with my fellow staff

My colleagues encourage me to perform

My supervisor is a team player

There is conflict in my department.

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APPENDIX V

STRUCTURED INTERVIEWS FOR MANAGERS AND HEAD OF DEPARTMENTS WHO

ARE INVOLVED IN LEADERSHIP OF EMPLOYEES IN LEMAN LIMITED

Instructions

Please answer the following statements as understood or practiced by you

1. Please explain workplace conflicts

…………………………………………………………………………………………………………

2. Briefly state any workplace conflicts in your organization.

…………………………………………………………………………………………………………

3. What is the intergroup conflict?

…………………………………………………..................................................................................

4. Is intergroup conflict important for employee performance?

…………………………………………………………………………………………………………

5. What is interpersonal conflict?

………………………………………………….................................................................................

b). Is interpersonal conflict important in employee performance?

……………....................................................................................................................

c). If positive, explain how

…………………………………………………………………………………………………………

6. What is intrapersonal conflict?

……………………………………………………………………………………………………… b).

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Is intrapersonal conflict important for employee performance?

...........................................................................................................................................................

.c). If positive, explain how

…………………………………………………………………………………………………………

7. What is performance?

………………………………………………………………………………………………………

8. Is employee performance based on workplace conflicts? b). if yes,

Why?.....................................................................................................................

9. How can conflicts limit successful employee performance?

..................................................................................................................................................................

10. What kind of workplace conflicts would you recommend for your department? b).

Why? ........................................................................................................................................................

..........

APPENDIX VI

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Krejcie & Morgan’s Table for determining sample sizes (s) for finite population (N)

N S N S N S N S N S

10 10 100 80 280 162 800 260 2800 338

15 14 110 86 290 165 850 265 3000 341

20 19 120 92 300 169 900 269 3500 346

25 24 130 97 320 175 950 274 4000 351

30 28 140 103 340 181 1000 278 4500 354

35 32 150 108 360 186 1100 285 5000 357

40 36 160 113 380 191 1200 291 6000 361

45 40 170 118 400 201 1300 297 7000 364

50 44 180 123 420 1400 297 8000 367

55 48 190 127 440 205 1500 302 9000 368

60 52 200 132 460 210 1600 306 10000 370

66 56 210 136 480 214 1700 310 15000 375

70 59 220 140 500 217 1800 313 20000 377

75 63 230 144 550 226 1900 317 30000 379

80 66 240 148 600 234 2000 320 40000 380

85 70 250 152 650 242 2200 322 50000 381

90 73 260 155 700 248 2400 331 75000 382

95 76 270 159 750 254 2600 335 100000 384

Source; (From Gay & Airasian, 2003:113)

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