Intergroup relations are significant for members working within a unit to ensure that tasks are completed efficiently and promptly. For instance, in an educational setting, an intergroup relation can include the elementary and primary school teachers. A common situation that can result in intergroup conflict in the teaching fraternity would be differences in goals and objectives. However, in a bid to mitigate this conflict, it remains essential for leaders to identify the drivers and causes of intergroup wrangles.
The intergroup conflict in the learning institution arose due to several reasons. First, the members of each group showed different levels of aims and ambitions (Fisher, 2012). As a result, this lead to strife as each group had a unique perception regarding success. The second significant reason for the intergroup conflict is disagreements. When groups merge for a common purpose, each has its unique way of doing things that might not be accepted by the other. The difference in philosophy and approach led to disputes between the elementary and primary teaching groups. Superiority complex led to the conflict with factors such as masculinity, the quest for power, and education level playing a significant role. Since the members of each group came from different intercultural groups, cultural differences led to conflicts due to differed values, beliefs, and perceptions. Rahim (2017) noted that the quest for competition might also hinder the blending of different team members as each one tries to outshine the other. The overall result was an intergroup conflict across the entire spectrum.
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Resolving the group conflict was essential because it prevented it from blowing out of proportion and becoming a company-wide problem. Since the groups could not solve their issues on their own, external assistance was required. The first technique was to disband the intergroup and create another that takes into cognizance of the compatible personalities. Strict policies regarding fairness and ethical behavior were instilled at all levels of the intergroup (Sherif, 2015). Furthermore, everybody was made to understand and appreciate not only their value but that of the coworkers too. A conflict resolution department was created to handle any wrangles between members of groups. A whistleblowing desk was also created to ensure that members who did not agree with a particular cause had a mechanism of airing their views (Leibbrandt & Sääksvuori, 2012).
The disbandment of the initial group and the creation of another one focusing on identical personalities were extensively successful. Teachers with similar interests and perceptions were placed together to ensure that the intergroup mission became a reality. However, the creation of a conflict resolution platform failed because there lacked a sense of authority because fellow teachers of the same rank handled this department. As a result, the most recommendable technique would be to instill a form of punishment for all employees engaging in wrangles. If any members of the intergroup are implicated in a wrangle, then they would face suspension without pay. Such a strategy would assist members to align to the overall objectives of the organization without allowing personal differences in the way of organizational efficiency.
References
Fisher, R. J. (2012). The social psychology of intergroup and international conflict resolution . Springer Science & Business Media.
Leibbrandt, A., & Sääksvuori, L. (2012). Communication in intergroup conflicts. European Economic Review , 56 (6), 1136-1147.
Rahim, M. A. (2017). Managing conflict in organizations . Routledge.
Sherif, M. (2015). Group conflict and co-operation: Their social psychology . Psychology Press.
