Conflict Resolution Capacity Building Program - Coursework Example

HRD Program: Conflict resolution at MNCs Name Institution Tutor Date: Abstract: Conflict resolution is recognized as a priority area in the multinational companies that operate across many nations and where employees with diverse cultural, political and economic backgrounds are prone to conflicts. Identifying the conflict areas within an organization is of prime importance in the planning of conflict resolution development programs. This paper entails a plan, design, modes of delivery and evaluation of HRD development program essential for training employees on resolving organizational conflicts. Towards that end, Conflict Resolution Capacity-Building program is proposed. The program is designed to help multinational corporations to strengthen their corporate governance strategies to anticipate and resolve conflicts and possible crisisso as to function effectively in multicultural settings as well as strengthen their development and productivity agenda (Kaplan and Norton, 2001). An identified learning need in multinational companies is conflict resolution skills Multinational companies of the 21st century deal with swift changes and increased competitions, placing pressures on the management and employees, such pressures increase stress and the potential for conflicts at the workplace (Yuan, 2010; Tridel and Reio, 2011). Although multinational companies have continually established operations in foreign countries, a bulk of them has failed to achieve their expectations. In some cases -- such as in Australian multinationals operating in China -- foreign managers have expressed that they have been frustrated (Yuan, 2010). Recent studies have concluded that poor performances of the foreign-based companies have resulted from cultural-based misunderstandings caused by cultural stereotypes, differences, prejudices and language barriers, all which increase the likelihood of conflict (Triantaphyllou and Mann, 1995). The way in which conflicts are managed at the workplace influences the conflict process and the outcome. In addition, the level of conflict management skills has a direct effect on the level and incidence of conflicts in the future (Tridel and Reio, 2011). There is need to train employees on conflict resolution skills in the context of multinational companies. Workplace conflicts are common particularly in multinational companies, which are characterized by existence of employees from diverse cultural backgrounds (Yuan, 2010). Conflict resolution skills are an essential element of corporate governance and the organizational leaders must be equipped with skills in conflict resolution skills (Banerjee, 2013). Failure to address the workplace conflicts may have negative effects on teamwork and employee productivity, learning and performance. This paper will focus on how the conflict resolution program at multinational companies can be improved, planned, designed, delivered and evaluated (Wagner, 2010). Plan – Conflict Resolution Capacity Building Program Conflict resolution is identified as a priority area within the multinational company. According to Yuan (2010), identifying the conflict areas within an organization is of prime importance in the planning of conflict resolution development programs. Banerjee (2013) defines conflict as the relationship of mutually dependent individuals who refuse to go along with the organizational objectives, values and aims and who perceive the other party as potentially interfering with the achievement of their goals. Conflict management on the other hand entails designing helpful strategies that are capable of reducing conflict frequencies while at the same time maximizing the positive effects of conflict to improve learning and productivity in the organization (Tridel and Reio, 2011). In this paper, conflict will be viewed as a cycle, such as in any social process, where the causes will be examined, the core process evaluated and lastly the outcome or effects examined. To understand the conflict process, the circumstances must comprise elements of emotions, interdependence, behaviors and perceptions (Tridel and Reio, 2011). Performing needs analysis of the organization allows the HRD personnel to align the HRD interventions to the objective of the organization. A priority area is to improve the conflicts resolution skills of the upper-level management in the organization (Werner and DeSimone, 2012; Rosenblum-Kumar, n.d). In planning an interventional program to organizational conflicts, an accurate description of the problem is made to help identify the most affected departments and where the problems are prevalent. This will help in establishing realistic objectives for conflict resolutions as well as offer a baseline for measuring progress (Rosenblum-Kumar, n.d). A clear definition of the problem is also needed to convince the executive management that the program is essential. The information required in the description of the problem will be obtained from several sources, including from qualitative data available from organizations that conduct researches on organizational conflicts. Employees of the multinational corporations may also be interviewed to get qualitative data. Regardless of whether the conflicts arise from breaches of employment contracts or disagreement between workers, the resolution process would be best approached using a deliberate strategy that takes into account varied conflict resolution styles of each participant (Tridel and Reio, 2011). If conducted well, the training program can improve worker relationships, improve productivity as well as save resources (Banerjee, 2013). The common issues planned to be addressed by the training program include: Resolution of complaints or grievances before they escalate into conflicts; Tackling the root causes of conflicts; Encouraging employee accountability; Group problem-solving; Understand individual conflict resolution style; Separation of individuals from the causes of problems. Aside from understanding the application of the aforementioned concepts and skills, the participants in the training will be allowed to put into practice the applications during the group discussions (Rosenblum-Kumar, n.d). Design – Conflict Resolution Capacity Building Project Conflict Resolution Capacity Building Program is proposed as the method for resolving frequent or intractable conflicts in multicultural settings – such as in multinational organizations (Yuan, 2010). The design employs two heuristics for analysis of conflicts and designing of new systems that can respond to the conflicts fast and efficiently before they spiral to extents capable of affecting the productivity of the employees (Rosenblum-Kumar, n.d).  The two include: Strengthen the capacities of the multinational companies to improve their productivity by integrating conflict resolution concepts into corporate policies and objectives. Enable the multinational companies to formulate policies and mechanisms that control conflicts or disputes before they escalate into major conflicts. The two aforementioned heuristics will be enabled using a program that imparts researchskills as well as encourages consultation and information dissemination, all of which are focused on four themes namely: Analysis of early warning of conflicts Organizational capacity building in resolution of conflicts; Skills development in resolution of conflicts; Integration of conflict resolution into work. Since multinational companies will continue to grapple with intense political and socio-cultural transformations, their economic developments has been challenged (Yuan, 2010). Rosenblum-Kumar (n.d) established a link between peace and development. The upper level management of the multinational companies has to effectively understand this link, to strengthen it. Substantiating the link between peaceful co-existence and development of the organization is directly related to building the corporate governance capacity and calls for development of the human resource management to solve worker disputes as well as develop management mechanism that support reconciliation and resolution of conflicts in post-conflict scenarios (Brahm and Ouellet, 2003). Thus an integrated approach to capacity-building in the resolution of conflicts will enable multinational corporations to strengthen their individual capacities to control internal as well as transnational conflicts constructively (Yuan, 2010). Yuan (2010) argues that While the multinational corporations recognize the need for more comprehensive and systematic conflict prevention and resolution measures, studies show that their course of actions are often limited and reactive rather than proactive. The main objective of the training program is therefore designed to be more diagnostic and analytical to enable the upper-level management in multinational corporations to formulate proactive policies and procedures to resolve conflicts as well as manage diversity in their multicultural settings in a constructive manner (Rosenblum-Kumar, n.d). The program will involve consultations, brainstorming sessions, roundtable discussions and training modules.The 12-month experiential program will offer the upper level management of multinational corporations, practical tools essential for optimizing problem-solving processes. Given the multicultural settings of the multinational companies, the Conflict Resolution Capacity Building project is intended to enable the corporations to strengthen their corporate governance criteria as well as be able to respond to possible conflicts, diffuse the conflicts, work productively in conflicting environments, and strengthen their development practice using conflict resolution techniques (Kaplan and Norton, 2001). To ensure this, the training program will focus on four areas. Analysis of conflicts and early response mechanism; Conflict transformation skills development Organizational capacity building in conflict resolution; Conflict resolution approaches to development. The training workshops are intended for the top management personnel of the multinational corporations.The 12-month program will consist of 8 modules as indicated in the table. Table 1: Program Outline Module Area of Study Module 1 Elements of conflict resolution program Designing integrated conflict management program Strategies for enabling effective conflict response mechanism to ensure all employees are involved Module 2 Communication skills in conflict resolution Primary communication styles Model 3 Key communication skills to effectively resolve conflicts How do model communication skills at critical areas of conflict Model 4 Managing defensive response to conflicts Encouraging assertive communication among employees to prevent incidences of conflicts Module 5 Fundamentals of working with disagreements that prevent incidences of conflict Six-step model for successful negotiations Model 6 Strategies for managing impasse Managing multiparty conflicts Understanding individual conflict resolution styles Module 7 Types of power for facilitating conflict management Designing staff mediation systems for conflict resolution Module 8 Designing and implementing collaborative dispute resolution system Formation of employee facilitation program Developing individual conflict mediation program Individual coaching Improvements are further proposed for this program design. They include the combination of a set of learning delivery media and methods through the use of workplace assignment to improve transfer of learning as well as allow the participants to attend to the module flexibly (Akbulut and Cardak, 2011). Indeed it is viewed that a combination of training methods would ensure that the attendees are maximally engaged and can transfer their learning content (Werner and DeSimone, 2012). An integrated approach to training recognizes that varied learning styles and preferences of the learners. In addition, program plans or lesson plans will also have to be created to ensure that all modules proposed are covered (Akbulut and Cardak, 2011). This paper suggest that the program/lesson plan should apply the use of technology to enable flexibility in delivery of learning content such as through the use of teleconference, use of self-paced e-learning, use of discussion groups as well as the use of multimedia such as video, and audio.The reason for combining a range of delivery methods is to ensure that the preferences for acquisition of knowledge by the participants are taken into account (Akbulut and Cardak, 2011). Implementation of Conflict Resolution Capacity Building Program Participants in the capacity building program include mainly the upper-level management of the multinational corporations who have years of experience in management. On account of an assumption that the participants are highly experienced personnel, the training program will use experiential approaches for delivery of learning during the training sessions. However, guided learning methods will as well be used where applicable (Rosenblum-Kumar, n.d). For instance, in the program outline, module 8 combines both role playing and multimedia use that assists the attendees to carry out coaching based on skills or knowledge to improve employee interactions at the practical levels at work (Crawford and Bodine, 1996). To ensure the transfer of learning, the modules can be implemented through three approaches, namely job approaches, self-paced learning and classroom training. Gagne’s theory of instruction postulates that learning should be approached uniquely depending on the expected learning outcome. It is also useful in the assessment of the extent of the training to the participants. Classroom training sessions suggested in the implementation of the topics includes integration of computer-based training (CBT), discussions, lectures, multimedia use and role playing. Most of the modules require classroom training and will integrate the learning methods in delivery of learning. The program will also use job training methods, such as networking, coaching, mentoring and carrying out assignments. A major advantage of using this method is that it ensures improved transfer of learning since the participants will be trained as they perform their jobs.The management of the participating multinational corporations will be involved collaboratively with the training practitioners in planning and coordinating guidelines and conceptual parameters of each training session as well as modify the range of the aforementioned themes (Werner and DeSimone, 2012). This will prevent duplication as well as ensure the formats of presentation are consistent as well as ensure continuity of the modules. Further, consultative process for each of the themes would then be carried out with the appropriate practitioners, expected to come up with the relevant learning content and documents, which form the basis for choosing specific learning methods, instruments and tools in each theme. Program Evaluation The evaluation of the Conflict Resolution Capacity Building Programis done usingKirkpatrick‘s evaluation model. The model uses four assessment levels, which include outcome, reaction, behavior and learning. Thus to effectively assess the efficiency of Capacity Building Program, the evaluation will have to be carried out at all four levels. In evaluation of the program, it will be essential to examine the manager’s expectations for the program. Thus a metric will have to be identified to indicate and deliver on their expectations (Werner and DeSimone, 2012). Stage I –Reaction: To what extent did the participants react positively to the training Stage II – Learning: To what extent did the participants acquire the planned knowledge, attitudes or skills? Stage III – Behavior: To what extent did the participants apply the imparted knowledge to their job situations? Stage IV – Results: To what extent did the targeted results happen resulting from the training experience and the follow-up reinforcement? An evaluation program that integrates all the four elements of Kirkpatrick’s evaluation model will be used (Kirkpatrick, 1959). Thus developing evaluation instruments based on each level would be crucial. Level one evaluation assesses the reaction of the participants to the program, and whether their reactions are positive or negative. Here, the assessments can be done through tests or interview questions. Level two evaluates the participants’ level of learning that the participants acquired. The assessment of level two would be done through assessment tests, study assignments and observation of on the job application or role plays (Werner and DeSimone, 2012). Level three assesses the changes in behaviors of the participants back at work, where multi-source feedback can be used to gather feedback on the behaviors from the participants’ workmates, supervisors or subordinates. Level four assesses the extent in which the program has improved the capacity of the organization to prevent, respond to conflicts and resolve conflicts (Werner and DeSimone, 2012). Case study or survey of the multinational company will have to be conducted to determine the impact of the program on the performance of the organization. To ensure there is continuation of the program, then a systematic follow-on of the evaluation would need to be done. This will ensure the program design and framework is continually improved (Kirkpatrick, 1959). Table 2: Kirkpatrick’s evaluation model of Conflict Resolution Capacity Building Program Level Type of Evaluation Evaluation characteristics Evaluation tools Relevance 1 Reaction What participants feel of the training program Verbal reaction Post-training surveys questionnaires Practicable and easy to obtain 2 Learning Measurement of increased knowledge acquisition by participants Assessment tests (before and after training) Interviews Questionnaires Easy to set up Suitable for quantifiable skills 3 Behavior Evaluation of application of learning at work Observations Interviews Measuring behavior of participants requires cooperation and skill of coworkers or supervisors. 4 Results Evaluation of the training effect on the company performance Measures already in through standard management systems and reporting More complex for the whole organization and simple on individual basis Conclusion Conflict resolution in multinational companies requires a mix of human and analytical skills. Every participant in the training program should learn to resolve conflicts both effectively and constructively. Conflict Resolution Capacity Building Program that this paper proposes addresses organizational learning priorities and connections to the strategic outcomes of the organization. Still, improving the design of the program will be significant in improving the conflict resolution capacities of the multinational corporations. Setting up the training program to address the learning preferences of the participants as well as offer more prospects to apply the things learnt at the work scenarios (Tridel and Reio, 2011). Through the designing and implementation of a systematic approach to evaluation using Kirkpatrick’s evaluation model will further corroborate the significance of Conflict Resolution Capacity Building Program. References Akbulut, Y &Cardak, C. (2011). Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011. Computers & Education, 58, 835–842 Banerjee, P. (2013). Its important to manage conflict at workplace. Deccan Herald. (Online) Retrieved from: [http://www.deccanherald.com/content/177497/F] Accessed 6 June 2013 Brahm, E. &Ouellet.(2003). Designing New Dispute Resolution Systems. Beyond Intractability. (Online) Retrieved from: [http://www.beyondintractability.org/bi-essay/designing-dispute-systems] Accessed 6 June 2013 Crawford, D. &Bodine, R. (1996).Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. (Online) Retrieved from: [https://www.ncjrs.gov/pdffiles/conflic.pdf] Accessed 6 June 2013 Kaplan, R. S. and Norton, D. P. (2001). The Strategy-Focused Organization: How Balanced Scorecard Companies Thrive in the New Business Environment. Boston, MA: Harvard Business School Press Kirkpatrick D. L. (1959).“Techniques for evaluating training programs.” Journal of American Society of Training Directors, 13 (3): pp21–26. Rosenblum-Kumar, G. n.d.Capacity-Building in Conflict Management. UNDP. (Onlie) Retrieved from: [http://www.unpan.org/information/technical%20highlights/conflictpg.htm] Accessed 6 June 2013 Triantaphyllou, E. & Mann, S. (1995). “Using The Analytic Hierarchy Process For Decision Making In Engineering Applications: Some Challenges.” International Journal Of Industrial Engineering. Vol. 2, No. 1, pp. 35-44 Tridel, J. &Reio, T. (2011). “Managing Workplace Incivility: The Role of Conflict Management Styles—Antecedent or Antidote?.” Human Resource Development Quarterly, 22(1) 395-406 Wagner, M. (2010). “The role of corporate sustainability performance for economic performance: A firm-level analysis of moderation effects.” Ecological Economics,Vol.69(7), pp.1553-1560] Werner, J., & DeSimone, R. (2012). Human resource development (6th ed.). London: Thompson Learning Yuan, W. (2010)."Conflict management among American and Chinese employees in multinational organizations in China."Cross Cultural Management: An International Journal, 17 (3): 299-311 Read More