Leadership influence as a catalyst for effective conflict resolution???

Posted on November 04, 2014 by Dr John Daniel , One of Thousands of Life Coaches on Noomii.

Conceptually speaking, there are definitive relationships between leadership influence, culture, values, power, pluralism, human social development, and effective conflict resolution. Rossi (2003) argues that international conflict stems from “the anarchy of international structure and power relations among members of the system” (p. 150). He suggests a societal-level analysis “better explains the origin of conflict in more recent years” (p. 150). Consequently, he identifies that “the sources of conflict lies in issues of culture, religion, ethnicity, and national identity” (p. 150). He proposes a conceptual framework for reconciliation based on “bottom-up transformation” (p. 151). Moreover, he argues that reconciliation at the grass-root level rest on “four core concepts- truth, mercy, justice, and peace” (p. 151). The author’s practical education solution focuses on “cross-cultural concepts” (p. 152) and “dialogue among students” (p. 152).

Rossi’s substratum segues into the spiritual worldview of leadership influence on conflict resolution. The Book of Proverbs provides a number of keys to godly leadership including such character traits as humility, love, faithfulness, loyalty, integrity and trust. Leaders are also admonished to control their anger, and not to concern themselves with the insults of men (Proverbs 19:11, 19). Moreover, they are encouraged to use wisely the power that comes from their influence (Proverbs 19:12, 20), and not to be lazy. (Microsoft Power Point Presentation, 2010, Proverbs 19:15, 23). Consequently, pivotal to sound Christian leadership influence is vulnerability and the establishment of trusting relationships. According to Lencioni (2005), “When it comes to teams, trust is all about vulnerability” (p. 14). However, persons will not become vulnerable in the absences of human bonding; commonly referred to as relationship. Consequently, relationships and trust are inseparable! Establishing this much-needed framework is imperative to understanding the intricate nuances involved between influence and conflict.

As a pastor, counselor, and aspiring education psychologist, leadership preparation, a leader-driven vision, and conflict resolution are integral elements of one’s daily vocation. According to Sternberg (2008), “most school psychologists work in special education departments or psychological services departments for public and private schools school systems or in school-based and school-linked health centers” (p. 228). According to (Duckett, Sixsmith, & Kagan, 2008), “community psychologists seek multi-level interventions that promote individual, group-level, organizational, community, societal, and political change” (p. 91). Unmistakably, education is the common thread required to implement the intervention process. Contextually, all the specializations overlap at the point of betterment. According to (Zittoun, & Perret-Clermont, 2009), four lenses of learning and change highlight processes for educational development and change (p. 388). In other words, this author’s vocation involves significant integration of myriad skills sets aimed at positive change through achieving multi-level interventions. Conflict resolution represents one such intervention modality.

Rebore notes, “conflict may shift from values to the means that will be used to reach the desired resolution” (p. 224). Contextually speaking, Sternberg asserts (2008), “scientific psychology applied to education is a significant discipline in its own right. Many in the field immerse themselves in laboratory studies of human learning and motivation” (p. 45). From this perspective, the key to optimizing client, student, patient, and community benefits lies in creating an environment of trust. This can only be achieved when the cognitive, social, and application elements of psychology are effectively integrated with organizational leadership. Introspectively, is human conflict avoidable? Rebore concludes, “A more desirable approach to resolution of conflict is based on a mode of thinking that views conflicts as unavoidable, given that values are conditional, incommensurable, and incompatible” (p. 224).

References

Duckett, P., Sixsmith, J., & Kagan, C. (2008, February). Researching pupil well-being in UK secondary schools: Community psychology and the politics of research. In Childhood: A Global Journal of Child, 15 (1), 89-106.

Lencioni, P. (2005). Overcoming the five dysfunctions of a team. San Francisco: Jossey-Bass.

Rebore, R. (2001). The ethics of educational leadership. New Jersey: Merrill Prentice-Hall.

Rossi, J. A., (2003). Teaching about international conflict and peacemaking at the grassroots level. Social Studies, 94(4), 149-157.

Sternberg, R. J. (2008). Career paths in psychology: Where your degree can take you. (2nd ed.). Washington: American Psychological Association.

Zittoun, T., Perret-Clermont, A. (2009, September). Four social psychological lenses for developmental psychology. European Journal of Psychology of Education, 24 (3), 387-403.

John E. N. Daniel is a trusted professional with over 30 years of experience as a results-driven global leadership strategist. He is a visionary with a burning desire to teach, coach, empower, develop, and assist persons from all walks of life toward the attainment of their maximum potential as well as the fulfillment of their God-given life purpose and destiny. John is a Certified Life Purpose Professional Coach, Certified Clinical Christian Therapist, International Speaker, Consultant and Global Ministry Leader. His academic training includes: leadership theory and development, community development, human services counseling, business administration, and educational psychology. He possesses a consummate passion to birth, inspire, motivate, and empower emerging leaders in both religious and corporate communities. You can read more about him at www.leapsinc.com or endtime-ministries.com