5.7: Summary
- Page ID
- 225866
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)In this chapter we have dealt with managing conflict. We have defined conflict and identified dangers which can arise from it. We have leadership approaches to conflict and reviewed the nature of conflict in the work environment. We have also explored effective conflict management strategies. Conflict is a perennial and nature part of group communication which can be managed effectively if we understand the important concepts and skills shared in this chapter.
Review Questions:
Interpretive Questions -
- In what 2–3 ways has your view of conflict changed as a result of reading this chapter?
- To what degree do you feel that techniques which are effective for managing conflict in small groups can produce positive results within large organizations or between nations? On what evidence or experience do you base your view concerning this question?
Application Questions
- Think of one of your ongoing relationships in which conflict plays a larger or more harmful part than you would prefer. Which conflict management strategies from this chapter are you willing to put into use in that relationship? Please report back to one or more of your classmates in two weeks concerning the outcome of your plan.
- Think of a leader you know who you believe manages conflict particularly effectively. Arrange an interview with the person in which you ask him/her for examples of how s/he used one or more of the strategies mentioned in this chapter. Ask also if the person has further advice for you to use in a conflict situation. Present your instructor with a short written description of the results of your interview.
By now, you may be wondering about the relationship between influence and power. Research has examined the relationship between the three levels of influence and the six bases of power. Coercive, reward, and legitimate power only influence people at the compliance level. Whereas, informational, expert, and referent power have been shown to influence people at all three levels of influence: compliance, identification, and internalization.40 When you think about your own interpersonal influencing goals, you really need to consider what level of influence you desire a person’s change in thoughts, feelings, and/or behaviors to be. If your goal is just to get the change quickly, then using coercive, reward, and legitimate power may be the best route. If, however, you want to ensure long-term influence, then using informational, expert, and referent power are probably the best routes to use.
Research SpotlightIn 2013, Shireen Abuhatoum and Nina Howe set out to explore how siblings use French and Raven’s bases of power in their relationships. Specifically, they examined how older siblings (average age of 7 years old) interacted with their younger siblings (average age was 4 ½ years old). Sibling pairs were recorded playing at home with a wooden farm set that was provided for the observational study. Each recorded video lasted for 15-minutes. The researchers then coded the children’s verbal and nonverbal behaviors. The goal was to see what types of power strategies the siblings employed while playing.
Unsurprisingly, older siblings were more likely to engage in power displays with their younger siblings to get what they wanted. However, younger siblings were more likely to appeal to a third party (usually an adult) to get their way.
The researchers also noted that when it came to getting a desired piece of the farm to play with, older siblings were more likely to use coercive power. Younger siblings were more likely to employ legitimate power as an attempt to achieve a compromise. Abuhatoum, S., & Howe, N. (2013). Power in sibling conflict during early and middle childhood. Social Development, 22(4), 738–754. doi.org/10.1111/sode.12021
Key Takeaways- Herbert Kelman noted that there are three basic levels of influence: compliance (getting someone to alter behavior), identification (altering someone’s behavior because they want to be identified with a person or group), and internalization (influence that occurs because someone wants to be in a relationship with an influencer).
- French and Raven have devised six basic bases of power: informational, coercive, reward, legitimate, expert, and referent. First, we have informational power, or the power we have over others as we provide them knowledge. Second, we have coercive power, or the ability to punish someone for noncompliance. Third, we have reward power, or the ability to reward someone for compliance. Fourth we have legitimate power, or power someone has because of their position within a culture or a hierarchical structure. Fifth, we have expert power, or power that someone exerts because they are perceived as having specific knowledge or skills. Lastly, we have referent power, or power that occurs because an individual wants to be associated with another person.
- Think of a time when you’ve been influenced at all three of Kelman’s levels of influence. How were each of these situations of influence different from each other? How were the different levels of influence achieved?
- Think of each of the following situations and which form of power would best be used and why:
- A mother wants her child to eat his vegetables.
- A police officer wants to influence people to slow down in residential neighborhoods.
- The Surgeon General of the United States wants people to become more aware of the problems of transsaturated fats in their diets.
- A friend wants to influence his best friend to stop doing drugs.
This section was aggregated from Interpersonal Communication: Power and Includence by Wrench, Punyanunt-Carter & Thweatt 9.3 Power and Influence:
Power and Influence is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Jason S. Wrench, Narissra M. Punyanunt-Carter & Katherine S. Thweatt (OpenSUNY) via source content that was edited to the style and standards of the LibreTexts platform; a detailed edit history is available upon request.
Further Attributions:
OER Textbooks Used to Aggregate this textbook taken from the following texts. All text is licensed under the creative commons attribution-non commercial-share and share a like 4.0 international license unless otherwise stated:
- OER: An Introduction to Group Communication V2.0 Published by University System of New Hampshire
- OER: Chapter 14: Oral Presentations LibreTextHumanities "Oral Presentations" is a derivative of "ENGL210: Technical Writing - Tips for Creating an Effective Presentation” , "Oral Presentations” by David McMurrey and Cassandra Race - Open Technical Communication, Authored by: Excelsior Online Reading Lab, Presentations and Other Visual Aids. Authored by: Nina Burokas. Provided by: Lumen Learning, and VARK Illustration. Provided by: Lumen Learning. "Oral Presentations" is licensed under CC BY 4.0 by Lise-Pauline Barnett.
- OER: Leadership and Small Group Communication. By LibreText Social Sciences
- OER: Introduction to Communication LibreText Social Sciences by Paynton & Hahn chapter 10.5 Group Roles
- OER: Interpersonal Communication: Power and Includence by Wrench, Punyanunt-Carter & Thweatt
This text is a remixed OER licensed under Creative Commons Attribution-Non Commercial-Share and Share a like 4.0 International License by West Hills Community College Coalinga January 2024.
This text is a remixed OER licensed under Creative Commons Attribution-Non Commercial-Share and Share a like 4.0 International License by West Hills Community College Coalinga January 2024.