Work Matters: Teamwork part 3 - Sort it out!

Working in closeknit teams with young children as well as with constant external and internal everyday pressures from a variety of sources, means that conflict is bound to occur.

Conflict is an inevitable part of working with other people, and working with young children is a value-ridden process. So, in early years settings, where individuals work in teams, the potential for conflict is high.

Examples of conflict include disagreements, quarrels, confrontation, differences of opinion, clashes and friction. A certain amount of conflict is not necessarily unhealthy and could be viewed as an important and integral part of the team-building process. It indicates that staff are able to question, challenge and voice views openly rather than simply accepting the way things are. How the conflict is resolved and its impact on team performance are key factors for team leaders to consider.

Handling conflict is a skill that may be needed not only by the leader, but all team members involved in a given situation.

It is the motivation and source of the conflict which needs dealing with.

Causes of conflict

Conflict stems from a variety of sources

- An individual who feels they have been treated unjustly or unfairly becomes demotivated and provokes conflict as a way of increasing their own selfesteem.

- Personality clashes where two people are at odds in terms of their tolerance of each other.

- Stress created by pressure from within or beyond the workplace - a team member having problems at home may be less patient or perform less well than usual, leaving others to carry extra workload; internal pressures such as report writing or staff shortages can cause disputes.

- Differing beliefs about 'good practice' based on individual philosophies, values and experiences.

- Breaking established 'rules' - for example, one team member not wearing staff uniform, or turning up late without apparent sanction.

- Structural constraints - for example, long hours or inadequate resources leading to frustration.

- Resistance to change - this can be active or passive, where an individual is set in their ways and finds it difficult to adapt to change.

Regardless of the cause, personality is a major factor in the conflict equation. People have various tolerance levels depending on their age, background and experience. One person might be sensitive if another does not say 'good morning', and make an issue of it. Another might simply let it pass. One person might not take kindly to being asked to take on an extra duty; someone else might be willing to help in any way. Where conflict occurs, it is essentially due to a breakdown in communication and interpersonal relationships within the team.

Managing conflict

If we acknowledge that conflict is a natural - and even a potentially positive occurring feature of working together - then it is not the existence of the conflict that is at issue, but the way it is handled by those involved. Group relationships are the key to providing good quality service. Therefore, identifying and managing the source of the conflict is a key element in the resolution of the issue.

Key ways of handling conflict

- Collaboration - used when both sets of concerns are too important to be compromised. This requires a co-operative approach negotiating with those involved until a consensus is reached.

- Avoidance - can work when the issue is trivial, as it may go away on its own and giving it attention can escalate it. Conversely, the conflict could get worse if avoided and not handled promptly. Sometimes avoidance allows a cooling-off period and then the situation resolves itself without intervention.

- Compromise - achieves a temporary solution to a complex issue, but may not last. Can be a quick fix useful in avoiding potential disruption.

- Competition - When an unpopular decision needs implementing. This approach can be used when, as team leader, you know you are absolutely right. It requires assertiveness and can lead to an uneasy truce. If one party insists on prolonging the conflict, the team leader may need to be assertive and force the issue, making it clear that the matter is closed or grievance procedures need to be followed.

Where the conflict involves two people, it is important not to let a situation of winners and losers arise as other team members become involved and start taking sides. Whereas assertiveness is a positive response, aggression is a negative response.

Think about conflict situations in which you have been involved. Consider the following questions.

- What were the sources of the conflict?

- How was the situation handled by the team leader?

- Could anything have been done differently?

Where a degree of turbulence is acceptable, the setting manager needs to judge if there is a negative impact on team performance, and this is the time to step in. Signs of conflict may also have an impact on attendance at work and on staff turnover. The defence reaction is a slowing down and a lessening of interest, becoming de-motivated and only doing what is necessary. The manager needs to be aware of undercurrents and have systems for staff to communicate their worries or concerns before they escalate into conflict.

If things cannot be resolved informally, it is important that you have clear grievance procedures in place, where staff can put their concerns in writing. Using grievance procedures and asking staff to set out issues in writing usually sorts out a petty squabble from a more serious issue.

Do you have clear policies and systems for sharing information?

It is important to distinguish between conflict and hostility. Where there is hostility, the attacks focus on persons rather than professional practice and become emotional rather than being linked to a professional difference of viewpoint. There is a refusal to listen or to be willing to discuss any compromise. Conflict that becomes personal or involving bullying and intimidation must not be tolerated and can be classed as harassment. Even giving someone the cold shoulder is harassment, and policies on this issue need to be clear from the outset.

Change

A common cause of conflict is change. During the past decade the early years sector has undergone major changes from the external policy context, which have inevitably been translated into practice. However, even overtly straightforward internal changes in one setting can lead to conflict if the change is not introduced or explained to staff.

If, for example, a manager changed the way children had their snack time, or the system of registering children, without consultation, staff would be likely to resist. Here again, communication is the key factor. Where staff understand the changes and the impact of any change, they will feel less threatened and consequently less resistant to the change. On the other hand, simply introducing a change suddenly for no apparent reason will inevitably lead to resistance and conflict.

Resistance will be less likely if change is seen as an opportunity for improvement. This can be a time to be realistic and try to persuade others of the potential benefits of change.

Some individuals have an inbuilt low tolerance for change, which can stem from the fear of not being able to live up to any new expectations arising from it. Seeing change as a threat is what leads to resistance. The leader needs to stay focused on explaining where the change will lead, which, in turn, will help staff to feel involved and to have some understanding and ownership of the change. It may be that training needs to be offered before going ahead.

Team building is a complex, ongoing process. Quality care and education depend on the ability of the staff to work productively as a team towards shared goals. Good teams are testimony to good practice. High performing teams are built on clear systems of communication and support, clear job roles and effective leadership.

Conflict is a natural phenomenon in early years settings. If it is not dealt with immediately and effectively, it may flare up into open hostility and become a destructive element. However, if managed appropriately, conflict can add to the strength of the team, leading to improved shared understandings and performance.

- Caroline Jones is course leader for the Early Years Foundation Degree and is based at the Centre for Lifelong Learning, University of Warwick

FURTHER INFORMATION

Leadership and Management in the Early Years, by Caroline Jones and Linda Pound, published by Open University Press. Visit www.openup.co.uk.