Effective School Management

parties approach each issue. In reality the situation is often ‘lose–lose’ since
the parties both do things which are against their own real advantage (as well
as wasting their own time on the conflict). Real – or ‘superordinate’ – goals
and interests are lost sight of in the heat of battle. Conflict may be overt,
leading to a rehearsal of the same arguments at each meeting. More
dangerously it is covert, and the parties do not actually talk to each other
about the real issues but canvass support from those whom they believe to be
influential. They will each also take actions which affect the other party,
without informing him or her.
INTERGROUP COMPETITION
Competition, like conflict, can be of great value to an organization. However,
it can easily be destructive. The process can be seen diagrammatically in Figure
7.1. Once intergroup competition develops into a ‘win–lose’ situation it is even
more difficult to handle than between individuals. If any one member of a
group departs from the ‘party line’ he or she may be perceived as a traitor and
outcast.
Unfortunately,  ‘win–lose’ conflict with another group is, as shown in
Figure 7.1, a very effective means of achieving allegiance within a group.
Napoleon and General Galtieri of Argentina both recognized this fact and
used it, while the government of Margaret Thatcher, whatever may or may
not have been its degree of fault, undoubtedly benefited at the polls in 1983
from the ‘Falklands effect’. Subconsciously or consciously, managers who are
unsure of themselves will use conflict to win support – often with disastrous
consequences for the organization. The head, the local authority, the
examining board or another department will be perceived as the ‘enemy’
who are always doing things wrong: ‘Look what they’ve done now!’
ATTITUDES TO CONFLICT
There are basically four possible attitudes that can be adopted by the