IMPACT OF CONFLICT MANAGEMENT ON EMPLOYEES’

PERFORMANCE IN LEARNING INSTITUTIONS: A CASE OF PHOENIX

RESEARCH INSTITUTE
Presented in Partial Fulfillment
Of the requirements for the degree of
Bachelor of Accountancy
By
Nivel Goledema
2020

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 DECLARATION

I Nivel Goledema, declare that the work in this thesis was carried out in accordance with the
regulations of the Cavendish University Zambia and is original except where indicated by
specific reference in the text. No part of the thesis has been submitted as part of any other
academic award. The thesis has not been presented to any other education institution. Any views
expressed in the thesis are those of the author and in no way represent those of the School.

Student‟s Signature………………………………… Date………………………………

Full Names……………………………………….

Supervisor‟s signature……….…………………………. Date………………………………..

Full Names……………………………………….

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 DEDICATION
I would like to dedicate this research to my father Mr Stanley Goledema,my mother Evelyn
Matunge , brothers Elliot, Trywell,Clayson, Edward, Lackson, Jack, and sisters Memory,
Tiyeseko(Dzao), Elizabeth, Matolase, prisca and Evelyn. My fiancee Bridget and Tabita Miti
among many that were always being there for me even when things were tough..

To Cavendish university Zambia school management and staff, thanks very much, indeed
success begins at Cavendish.

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 ACKNOWLEDGEMENTS
First of all, I would like to express my sincere gratitude to all people, who supported me during
the preparation of the study journey of the attainment of Bachelor of Accountancy.

A special thanks to Phoenix research institute staff at Lusaka campus for the timely
response.with all your busy schedule you made efforts and ensured that my work was a priority.

To my supervisor Mr Mwale Beda who played a pivotal role of a mentor, thanks a million times.

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 TABLE OF CONTENTS

Contents
DECLARATION............................................................................................................................ i

DEDICATION............................................................................................................................... ii

ACKNOWLEDGEMENTS ........................................................................................................ iii

LIST OF TABLES ..................................................................................................................... viii

LIST OF FIGURES ................................................................................................................... viii

CHAPTER 1.0: INTRODUCTION ............................................................................................. 1

1.1 An overview .......................................................................................................................... 1

1.2 Introduction ........................................................................................................................... 1

1.3 Background of the study ....................................................................................................... 2

1.4 Research Purpose .................................................................................................................. 4

1.5 Problem Statement ................................................................................................................ 5

1.6 Objectives of study ................................................................................................................ 5

1.6.1 General objective of study.................................................................................................. 5

1.6.2 Specific Objectives of study............................................................................................... 5

1.6 Significance and justification of the study ............................................................................ 5

1.8 Research questions ................................................................................................................ 6

1. 9 Scope of study ...................................................................................................................... 6

CHAPTER 2.0: LITERATURE REVIEW ................................................................................ 7

2.1 Overview ............................................................................................................................... 7

2.2 Conceptual and Theoretical framework ................................................................................ 7

2.2.1 Theoretical framework ....................................................................................................... 7

2.2.2 Conceptual framework ....................................................................................................... 8

2.3 Operational definitions .......................................................................................................... 9

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 2.3.1 Scarce resource ................................................................................................................... 9

2.3.2 Communication .................................................................................................................. 9

2.3.3 Management ....................................................................................................................... 9

2.3.4 Discrimination .................................................................................................................... 9

2.4 Previous Studies .................................................................................................................... 9

2.4 Conflict Styles and Resolution Mechanisms ....................................................................... 11

2.4.1 Conflict styles ................................................................................................................... 11

2.4.2 Integrating style ................................................................................................................ 12

2.4.3 Obliging style ................................................................................................................... 12

2.4.4 Dominating style .............................................................................................................. 12

2.4.5 Avoiding style .................................................................................................................. 12

2.4.6 Compromising style ......................................................................................................... 13

2.5 Comparative Studies and Research Variables ..................................................................... 13

2.5.0 Alternative Dispute Resolution (ADR) mechanisms ....................................................... 13

2.5.1 Negotiation ....................................................................................................................... 13

2.5.2. Conciliation ..................................................................................................................... 13

2.5.3. Mediation ........................................................................................................................ 13

2.5.4. Arbitration ....................................................................................................................... 14

2.6 Research Gap....................................................................................................................... 14

CHAPTER 3.0: RESEARCH METHOLOGY AND DESIGN .............................................. 15

3.1 An Overview ....................................................................................................................... 15

3.2 Research Method and Design .............................................................................................. 15

3.3 Research Philosophy and Approach .................................................................................... 15

3.4 Research Strategy ................................................................................................................ 16

3.5 Research Choice .................................................................................................................. 16

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 3.6 Time Horizon ...................................................................................................................... 16

3.7 Sampling Frame .................................................................................................................. 16

3.8 Sample size.......................................................................................................................... 16

3.9 Sampling techniques ........................................................................................................... 17

3.10 Data Collection Techniques .............................................................................................. 17

3.11 Operationalization of research variables ........................................................................... 17

3.12. Reliability and Validity of data ........................................................................................ 18

3.13. Ethical Considerations...................................................................................................... 18

3.13 Delimitation of the Study .................................................................................................. 18

CHAPTER 4.0: PRESENTATION AND ANALYSIS OF DATA ......................................... 19

4.1 An overview ........................................................................................................................ 19

4.2 Respondents‟ profile ........................................................................................................... 19

4.2.1 Gender .............................................................................................................................. 19

4.2.2 Age ................................................................................................................................... 20

4.2.3 Income .............................................................................................................................. 21

4.2.4 School/Department ........................................................................................................... 22

4.3 Causes of Conflicts Analysis ............................................................................................... 23

4.4: The conflict resolution styles analysis ............................................................................... 26

4.5 Conflict resolution Analysis ................................................................................................ 27

4.6. Reasons why not quit job due to unresolved conflict......................................................... 28

4.7 Summary of findings ........................................................................................................... 29

CHAPTER 5.0: DISCUSSION AND INTERPRETATION OF FINDINGS ........................ 30

5.1 Overview ............................................................................................................................. 30

5.2 Study Findings Summary .................................................................................................... 30

5.2.1 Causes of conflict ............................................................................................................. 30

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 5.2.2 Conflict as a strategic issue .............................................................................................. 31

5.2.3 Conflict resolution styles .................................................................................................. 31

CHAPTER 6.0: CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS ....... 32

6.1 Overview ............................................................................................................................. 32

6.2. Conclusions ........................................................................................................................ 32

6.2.1 Poor Communication, Leadership and Office Space ....................................................... 32

6.2.2 Strategic Issue .................................................................................................................. 32

6.2.3 Resolution Methods ......................................................................................................... 32

6.3 Implications ......................................................................................................................... 32

6.4 Recommendations ............................................................................................................... 33

REFERENCES ............................................................................................................................ 34

APPENDICES ............................................................................................................................. 36

APPENDIX I: QUESTIONNAIRE ....................................................................................... 36

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 LIST OF TABLES
Table 1: Operationalization of research variables ........................................................................ 17
Table 2: Analysis of Causes of conflict ........................................................................................ 23

LIST OF FIGURES
Figure 1: Factors managing conflict in learning Institutions .......................................................... 8
Figure 2: Respondents Gender ...................................................................................................... 19

Figure 3: Respondents Age ........................................................................................................... 20

Figure 4: Respondents Income...................................................................................................... 21

Figure 5: School/Department ........................................................................................................ 22

Figure 6: The conflict resolution styles ........................................................................................ 26

Figure 7: Conflict resolution methods .......................................................................................... 27

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 CHAPTER 1.0: INTRODUCTION

1.1 An overview

This chapter presents an introduction to the Research topic,background,Research

purpose,problem statement, Research objectives,significance and rationale of the study,Research
questions and the scope of the study.

1.2 Introduction

Conflict, can be seen as individuals or a group of people contending for their own way to be
obtained (Reece and Brandt 1996). Conflict Management, according to Lispsky and Avgar
(2010), it is taking on a proactive approach to handling conflict by managers. Conflict
management strategies, are the styles of handing conflict according to Rahim (2001). According
to section 1 of the Zambian Labour Act, an employee is: “an individual, other than an
independent contractor who works for another person and who receive, or is entitled to receive,
remuneration for that work: or in any manner assists in carrying on or conducting the business of
an employer.” According to, the Zambian Labour, an employer is “ any person including the
State who employs or provides work for, an individual and which remunerates or expressly or
tacitly undertakes to remunerate that individual: or permits an individual to assist that person in
any manner in the carrying or conducting that persons business.”

Competing is commonly called the win/lose style, it is appropriate when quick action is required,
when unpopular courses of action must be taken, when there is competition for scarce resources.
Compromising is also called lose/lose because both parties must give up part of what they want,
so that all may have some of what they want. It is appropriate when there is time pressure, when
it isn't possible for all parties to get all their needs met. Avoiding is lose/lose style doesn't
address the conflict, and is appropriate as a temporary measure when tempers are hot, or when
you need time to decide on a course of action. It may be an appropriate permanent measure
when the issues are not important. Collaborating is win/win conflict style allows all parties to get
all of their needs met. It is preserve appropriate when the issues are not important.

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Conflict is a term that is often heard and spoken about, but what does it actually mean?
According to Reece and Brandt (1996) conflict can be seen as individuals contending for their
own way to be obtained. Once their way has been gained, it prevents the other party from
reaching their desired outcome. The losing party may feel slighted and may hold a grudge
against the other party.

Conflict is not always bad; it can benefit organizations such as the Phoenix Research Institute.
According to Devin (2008), conflict in the work place can create opportunities. The
opportunities, if managed correctly, can be helpful. Good conflict can lead to innovation and new
methods of working as well as new policies can be brought in. The older redundant policies can
be done away with and increase efficiency. For example, the Phoenix online registration came
about through conflict. The old system was tedious and tiring. Conflicts between staff and
students was taxing. This conflict allowed for a new system to be introduced, which appealed to
staff and students. In this case conflict was very productive.

This research will hopefully benefit the staff members of the Institute and assist them in future.
This can also benefit people who are struggling with conflict in the workplace and the managers
in their different places of work.

1.3 Background of the study

Conflict in the workplace is not a new issue. It has always been, and will always be, in the
workplace. Workplace conflict has the power to build or destroy the institution, which could
cause the under utilization of employees and eventually low productivity, and decline in profits.

Conflict is natural and is bound to happen. Conflict occurs during the clashing of interests or
ideas in the workplace. The workplace is where many people with different backgrounds meet.
What is seen as normal to one individual, may not be normal to another; this leads to conflict
(Devin 2008).

There are many causes of conflict; one of the main causes according Reece and Brandt (1996), is
lack open communication. Employees choose to gossip about one another or hear from the

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grapevine. The best way which should be used is talking and listening to one another. This
allows for co-workers to make sure that what they are saying is heard.

According to Thorne (2015), scarce resources in the workplace can lead to conflict this leads the
question: do organisations have the resources to cater to all their employee‟s needs. Is there
equity in the distribution of work in relation to their wages, and could it cause conflict?
The different cultures in the workplace, race, gender, envy, greed and management, are all
factors that increase conflict in the workplace.

There are mainly three views on conflict, the traditionalists, human relations view and the
interactionist view. The traditionalist, hold that any type of conflict is viewed as bad and
disruptive, and it should be put to a stop immediately (Meer 2013). The human relations view,
according to Meer (2013) started in the late 1940s to the mid-1940s. They learned to accept
conflict and that it cannot be eliminated from an organisation. They held that conflict could be
beneficial to organisations, and it can lead to increased group performance.
The interactionist view, according to Adoni and Anie (2006), sees conflict as a positive process.
They believe that it has the potential to increase organisational performance, as long as it is
managed through correct procedures. They believe not all conflict is beneficial and healthy.

According to Acas (2014) the prevention of conflict lies in that the policies and procedures used.
This allows the time spent on deciding how to handle the conflict to be cut short, because there
are clear demarcated ways to handle the situations. The level of training and experience the
managers have with conflict, can also improve and help the policies and procedures to hold firm
and be executed.

There are five main conflict management styles which are, integrating, obliging, dominating
style, avoiding, and compromising. According to Ozkalp, Sungur and Ozdemir (2009)

● The integrating style is, making efforts to understand oneself and the other party, and to
make ways to reach mutual understanding through the discussion of different views or
opinions.

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 ● The obliging style shows high concern for others but low concern for oneself. This style
promotes the preservation of relationships, instead of enforcing one‟s desired outcome.

● The dominating style, is known as the win-lose situation. The other party ensures that he
achieves his desires at the other party‟s expense.

● The avoiding style, shows that the parties involved show little to no interest in each
others desires. This causes conflict to be postponed, and no agreement is made.

● Compromising, according to Thomas (n.d.), is when the parties show average interest and
concern for one another‟s desires. This allows for an acceptable way to be made to meet
each party‟s interests.

The increased amount of time and money spent on dealing with conflict is alarming. Conflict
should be seen as a strategic issue as it affects the revenue of the organisation. According to
Sweeney and Saundry (2013), the human resource function is quite centralised, which then
makes more line managers the ones who are at the forefront of handling cases related to conflict.
Conflict resolution is not a skill most managers possess. They are the ones who tackle the
problems that come with conflict. The first step to take is to allow managers to have conflict
management and resolution skills, which allows the avoidance of long drawn out disputes.

1.4 Research Purpose

The nature nature of this research is exploratory and explanatory . This research seeks to explore
on conflict management and to explain the triggers for conflict at Phoenix Research Institute.
The nature of this research is qualitative as it does not dwell much on numbers and
figures,however a bit of figures were used in chapter 4.
This research led to the discovery of two major theories that were used to manage conflict at
Phoenix research institute including integrating and compromising styles . These styles are
explained in detail in chapters four and five.

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1.5 Problem Statement
The focus of this study is to understand conflict, and how to manage it in the workplace
especially in learning institution in Zambia. Conflict management is very daunting as people
seem to have the perception that all conflict is negative but that is not so. Managers are faced
with conflict and lack the skills to identify and manage the conflict. These skills need to be
known by all people who are in positions of power such as management (Sweeney and Saundry
2013).

1.6 Objectives of study

1.6.1 General objective of study

To assess the impact of conflict management on employees „performance in learning institutions

1.6.2 Specific Objectives of study

1. To find out the factors that contribute to conflict in learning institutions.
2. To understand methods or ways on how conflict can be resolved and managed in the
learning institutions.
3. To evaluate whether or not conflict can be a strategic issue at the learning institutions.

1.6 Significance and justification of the study

This study benefits people who are interested in conflict management and resolution, whether it
be for the use in an organizational setting or in a theoretical setting. In a theoretical setting, such
as undergraduates in tertiary institutions studying any course, not necessarily business
administration or Accountancy . The study can help anyone who needs answers to conflict in the
workplace, as well as at tertiary institutions. This study will also allow managers to understand
and deal with conflict better, to value conflict management and its significance. This study will
allow an in-depth view into selected departments at Phoenix. It will be seen how the institution
views conflict, how they handle it, and what causes it in their workplace. Phoenix can view this
study and use it to make improvements to their conflict management and resolution, where it is
necessary. This can lead to a more unified institution, if results of the study are taken into
consideration, and applied correctly. Undergraduates may use this to reason, whether in the

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workplace, conflict will be managed effectively or will one have to bear the burdens of
unresolved conflict in the workplace?

This study looks at the causes of conflict in the workplace. The causes looked at will be gender,
age, communication, scarce resources, discrimination and management, with the help of the
Labour Law of Zambia these concepts can be understood better. The styles of conflict and how
they are matched to resolution. Lastly, conflict handled as a strategic issue.

In conclusion, there are many causes of conflict, some, which can be controlled, and others,
which cannot. There are three views on conflict namely: the traditional view, the human relations
view, and the interactionist view. In the workplace, there are several styles of conflict:
integrating, obliging, dominating, avoiding and compromising. The way conflict can be resolved
lies in these styles of conflict. Conflict resolution must be matched to the style of conflict, in
order to have success.

1.8 Research questions

1. What factors contribute to conflict in the workplace at Phoenix Research Institute?
2. How can conflict be resolved and managed?
3. Can conflict management be a strategic issue at the Phoenix Research Institute?

1. 9 Scope of study
This chapter has explained in details the background, purpose, significance and the boundary of
the study. It highlighted the general objective and the importance of this study and who is
expected to benefit from the findings of the study. Furthermore, the chapter laid down the
intended research methodology and research questions under which the study was done. The
scope and importance of study have also been highlighted.

The next chapter will review previous literature done on the impact of conflict management on
employees „performance in learning institutions and will seek to establish conclusions that were
drawn from previous studies. The chapter includes a review of the theories and past studies done.

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 CHAPTER 2.0: LITERATURE REVIEW

2.1 Overview
This chapter comprises the theoretical framework of conflict management and definition. This
will facilitate a better understanding of conflict, its causes and ways of managing it in the
workplace.
Workplace conflict has evolved over the years and might continue its evolution. The workplace
and its staff might not be prepared to adapt to its changing faces. The skills for solving conflict
are necessary and must be harnessed by all who will be in contact with people in the workplace.

2.2 Conceptual and Theoretical framework

2.2.1 Theoretical framework

Workplace conflict affects every organization in this world; workplace conflict involves the
perceived or actual disharmony in what is expected from individuals or groups in the workplace
as pointed out by Devin (2008). Moreover Reece and Brandt (1996), considered conflict as to
consist of a mismatch of information and attitudes, and that conflict can be seen as individuals
contending for their own way to be obtained, and once obtained, it prevents the other part from
reaching their desired outcome.

The three theories of conflict allow for better understanding of conflict. There is the functional
approach, which is characterizes as conflict as a social function, which asks questions such as
what is the purpose of conflict? The second one is the situational approach, which analyses the
reason as to why the conflict is arising. The third one is the interactionist approach that sees
conflict as participative. It seeks to find what ways are used to show conflict (Ahamefula 2014).
The three theories of conflict tie into the views of conflict that are linked together.

There are three views on conflict, namely, the traditional view on conflict, the human relations
view and the interactionist‟s view. Meer (2013), shows that in the traditional view, conflict is
seen as bad and crippling to the organisation and which needs to be eradicated from the
organisation. He then adds that this view causes and certain level of distrust between the

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management and the subordinates. The human relations view as suggested by Verma (1998), the
way conflict is handled determines whether it is seen as good and bad. This view accepts that
conflict features in organisations, and will always be there. The good effects that conflict has,
allow conflict to be managed correctly without trying to get rid of it. The interactionist view
however, accepts conflict completely. If there is too little conflict, they believe that the
organisation will become stagnant. Verma (1998), points out that an appropriate amount of
conflict is healthy, and necessary to stimulate innovation and creativity in the workplace.

2.2.2 Conceptual framework

Figure 1: Factors managing conflict in learning Institutions

Arbitration

Mediation

Conflict Management

Conciliation

Negotiation

Source: Authors own

In all the literature reviewed, taken together, it is evident that there have been mixed findings on
the factors affecting the conflict management around the globe. Focusing on Learning
Institutions in Zambia, there is evidence for a need to clarify the impact of the theoretically
established; the empirically evidenced findings and the emerging impacts of conflict

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management in learning Institutions. In the case of Zambia, no significant results exist in the area
of study which indicates a need for continuous study. This chapter helped the researcher to fine
tune the research objective in the light of what had been covered above.

2.3 Operational definitions

2.3.1 Scarce resource

Scarce resources are resources that are limited in terms of them being available as to when they
are needed. Scarce resources include workers , equipment, raw materials and the organizers.

2.3.2 Communication
Communication is imparting or exchanging of information by speaking, writing or using some
other medium. It involves the transfer of information from one place ,person or group to another.
Every communication involves a sender and a recipient.

2.3.3 Management
Management involves the activity of setting the strategy of an organization and coordinating the
efforts of its employees to accomplish its objectives through the application of available
resources such as financial , natural ,technology and human resources.

2.3.4 Discrimination
Discrimination is the unjust or prejudicial treatment of different categories of people especially
on grounds of race,age or sex.

2.4 Previous Studies

Thorne (2015), points that the workplace is abundant with scarce resources. Since resources are
not always available, that is what makes them more valuable. Once an organisation has too little
resources, it puts a strain on the employees; they cannot be as efficient and effective as they
would be if they have enough resources to sustain them. Acas (2014), postulates that an increase
in the workload increases conflict. Employees as a scarce resource, scares resource starts all
other problem, under paid and overworked employees are volatile. Issues such as office space;
full-time lectures are entitled to office space, but what of the part-time lectures, who have been

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given many modules to teach. That can cause the part-time lecturers to be aggrieved. Areas such
as insufficient parking space can cause inter-departmental conflict.

Workplace conflict starts at the perceived or actual disharmony in what is expected from
individuals or groups in the workplace as pointed out by Devin (2008). Perceptions allow room
for misunderstandings. The individuals do not actually talk to one another but choose to use the
„grapevine‟ to air their concerns, without seeking the truth first (Reece and Brandt 1996). This
reveals that the methods of communication are not clear, both the receiver and the sender do not
understand each other. Furthermore, Joeng (2008), shows that the values and identity people
possess differs from person to person. If the values and the identity of a person are not clear, it is
easy misunderstand and miscommunicate and that breeds conflict.

CPP Global (2008), argues that the kind of leadership involved in the organisation affects the
levels of conflict. They go on to say that, the lack of good leadership makes a big impact on
conflict. The lack of leadership leads to unknown roles in the organisation. Mismatches of
resources are excellent grounds for conflict. Devin (2008), states that the mismatch between
what managers expect from employees, and what the employees actually do creates conflict.
This mismatch or miscommunication allows managers to promote conflict when it is
unnecessary.

Ansari and Jackson (1995), state that cultural diversity, which comprise race, ethnicity,
nationality language and religion. The above-mentioned factors can indeed lead to conflict in the
workplace. Once an individual in the workplace realises that there are culturally diverse people.
It can create an „us versus them‟ situation. Ansari and Jackson (1995), argue that instead of
actually getting to know individuals from a culturally diverse background, people tend to
stereotype those individuals. That leads to having certain expectations of with whom they are
interacting. They tend to judge them without giving them the benefit of the doubt. This leads to
conflict.

Gender has always had its role to play in conflict. CPP Global (2008), describes that women tend
to be more involved in conflict that had escalated. Once all individuals hold this particular view

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on women, they will avoid getting into disputes with women. The employees will not
communicate effectively with the women. The employees will avoid women in the workplace
due to the stereotype of women being more argumentative than men. This causes fear in the
workplace, and promotes the mismatch of expectations and results.

The age of an individual can cause conflict in the workplace. In the African setting, it is
generally accepted that younger people should always consider what older people advise them to
do or say. In the work environment, it is much different when the qualifications one holds
determines what position one has and to whom one reports. Vidaillet (2008), points out that
some older employees, feel envious of new younger employees, with higher qualifications. The
older employees fear that the younger employees expose their weaknesses. That then leads to
conflict and if left unchecked can lead to sabotage, which is detrimental to the entire
organisation.

HIV/AIDS is often a source of discrimination. Once an employee‟s status has been disclosed to
an employer, the employer would want to dismiss that employee. Tension in the workplace
regarding an employee‟s status can lead to conflict, and the degradation of that employee‟s
reputation. Thankfully, there are policies in place, which prevent such situations from occurring.

According to Parker (2012), sexual harassment should be taken seriously. Sexual harassment in
its nature violates the dignity and emotional well-being of an individual. This violation creates a
bad work environment, which damages working relationships. Valuable time is lost due the
negativity in the work environment. The employer has a duty to ensure that the wrong doer is
brought to justice. The employer must also ensure that sexual harassment does not occur in the
organisation (Parker 2012).

2.4 Conflict Styles and Resolution Mechanisms

2.4.1 Conflict styles

According to Ozkalp, Sugur and Ozdmir (2009), the model of conflict management styles has
two dimensions: one, concern for oneself and two, concern for others. It includes five

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interpersonal conflict styles which are, avoiding, dominating, compromising, integrating and
obliging.

2.4.2 Integrating style

The integrating style, as Rahim (2001), points out that this style can be seen as collaboration
between parties involved in conflict. These parties are willing to hear and try to understand the
situation from the other party‟s perspective. Ozkalp and others (2009), also show that this style
shows high concern for oneself and a high concern for the other party. This helps to reach a point
of resolution much faster.

2.4.3 Obliging style

Ozkalp and others (2009), show that the obliging style‟s focal point is from refraining from
disturbing relationships in the workplace. There is a high concern for other and low concern for
oneself. The party will try to play down his concerns in order to make peace as soon as possible.
Ozkalp and others continue to state that this style is best used when one party is actually correct
and the other party is not. One part may feel that it would be better if he gives up the conflict, if
the returns are higher than the risk of having a long drawn out conflict.

2.4.4 Dominating style

This style focuses on the win-lose situation. This occurs when one party tries to satisfy his needs
or concerns at the expense of the other party. Rahim (2001), points out that this style shows high
concern for oneself but low concern for others. One party will try their best to reach their desired
outcome no matter the cost. That party will not consider the other party‟s concerns and desired
outcome. Winning, is more important than actually resolving the conflict.

2.4.5 Avoiding style

Rahim (2001), points out that this style, is associated with a low concern for oneself and others.
The party involved in a situation like this would rather have the problem „swept under the rug‟
without having to deal with the conflict. His desires and concerns will not be addressed, and he

12
will not want to address the other party‟s concerns and desires, withdrawing from the conflict
could cause increases of conflict in the organisation.

2.4.6 Compromising style

According to Ozkalp and others (2009), this style shows average concern for oneself and for
others. It involves looking for a way to reach an agreement, which satisfies both parties‟
concerns and desires. This style accommodates giving and receiving. If either party cannot reach
consensus it is best to use this method.

2.5 Comparative Studies and Research Variables

2.5.0 Alternative Dispute Resolution (ADR) mechanisms

2.5.1 Negotiation
Negotiation is a process where different parties with different ideas come together to reach an
area in which they can agree on a matter at hand Stele and Beasor (1999),. They go on to say that
negotiation is a personal activity, which sets the standards and tone to which the other party will
hold to one. Mainly negotiation is an exchange of preferred demands. Dewar (2000), points out
that negotiation should be more of a discussion and unravelling of feelings, needs, and perceived
problems. That now can lead to proper negotiations, which allows for good exchanged and the
meeting both the needs of the parties involved.

2.5.2. Conciliation
Conciliation, which is similar to mediation, allows a facilitator who may choose to suggest
solutions, if he wishes to (Parker 2012).According to the Zambian Employment Code Act, 2019
(No. 3), “conciliation includes, mediating a dispute; conducting a fact finding-exercise.

2.5.3. Mediation
Medication according to Parker (2012), allows the facilitator to attempt to reconcile the parties
involved. The facilitator, if he wishes can suggest ways in which the conflict can be resolved.
Mediation occurs when a neutral third party is brought in to oversee the conflict. The parties
involved need to acquire the information about the other party‟s situation from his perspective
(Dewar 2000), this allows for suspicions and misunderstandings to be cleared out. Dewar (2000),

13
shows that if conflict escalates beyond mediation, the parties involved must make serious and
expensive decisions to go to employee tribunals. After the point of mediation, it is often difficult
to restore the damaged relationship between parties.

2.5.4. Arbitration
Arbitration is simply allowing a third party to assess the conflict situation, and information
available through the parties involved and make a binding decision about the conflict (Acas
(2014), Arbitration according to Parker (2012), occurs when a dispute escalates beyond the point
of conciliation and mediation. The parties involved in the dispute choose to settle the dispute
through a tribunal instead of a court of law. Once a decision is made at the tribunal there is
usually no appeal to the courts.

2.6 Research Gap

From the literature review, taken together,it is evident that there have been mixed findings on the
factors affecting the conflict management around the globe.
Focusing on Learning Institutions in Zambia, there is evidence for a need to clarify the impact of
the theoretically established; the empirically evidenced findings and the emerging impacts of
conflict management in learning Institutions. In the case of Zambia, no significant results exist in
the area of study which indicates a need for continuous study and this was a motivation for this
research.

14
 CHAPTER 3.0: RESEARCH METHOLOGY AND DESIGN

3.1 An Overview
This chapter presents the procedures that were used by the researcher in conducting the research
study and it contains the research design, Research Philosophy and Approach, Population Size,
Sample size and Sampling techniques, Data Collection Techniques , Reliability and Validity of
data , Research Method and Ethical consideration.

3.2 Research Method and Design

The nature of this study is qualitative; therefore, the research design will be a case study. The
study will cover Phoenix Research Institute main campus. The use of qualitative data is
desirable, because it allows for understanding the whys and the how‟s, therefore closed and open
questions were used in the questionnaire.
During the analysis, the researcher will edit the data by eliminating the potentially invalid and
inaccurate questionnaires. In this research, a qualitative method was used. The inductive
approach was used as well to generate a framework or theory to match the research objectives
mentioned in chapter one. Data presentation was in form of tables and figures.
Exploratory research is the first stage of the project and is used to orient the researcher and the
study in terms of early stages of theory development (Wisker, 2001).This type of research is
commonly used when new knowledge is sought or certain behavior and the causes for the
presentation of symptoms, actions, events need discovering. The objective of exploration is the
development of hypotheses, not testing.
Descriptive studies estimate the proportions of the population that have these characteristics and
discover associations among these variables (Cooper & Schindler, 2008).Percentages and
descriptive statistics such as the mean and standard deviations were used during data analysis.
Explanatory research enables to examine and explain relationships between variables, in
particular causal-effect relationship.

3.3 Research Philosophy and Approach

Most of the time, two approaches to analysing research data, the deductive and inductive
approach. The deductive approach is mainly used in quantitative research, which uses a

15
predetermined framework to analyse data. The inductive approach analyses data with very little
or no predetermined framework and the data itself allows a framework to be made, this method
is commonly used in qualitative research (Burnard and others 2008).
The approach used was the inductive approach due to the nature of the research, which is a
qualitative research with quantitative elements.

3.4 Research Strategy

Research Strategy was survey. A survey is a type of method in which the opinions of the sample
or population is sought by the researcher, usually with a more objective research instrument, say
a structured questionnaire.

3.5 Research Choice

The population of this study was all the staff of Phoenix Research Institute main campus in
Lusaka. The staff were chosen for this study because they are the primary individuals that are
responsible for running of the academic institution.

3.6 Time Horizon

In terms of time horizon, research design was cross-sectional. A cross-sectional study examines a
particular phenomenon at a specific period of time (Saunders et al., 2007). According to
Malhotra and Birks (2007) one sample of a population can be taken and studied at a particular
time as in a single cross-sectional study or two or more samples of a target population could be
studied once as in multiple cross sectional study.

3.7 Sampling Frame

Zikmund et al. (2012) defined sample frame as a list of elements from which a sample may be
drawn; also called working population. The staff of Phoenix Research Institute main campus in
Lusaka was the sampling frame.

3.8 Sample size

A sample of 30 participants of Phoenix Research Institute academic and administrative staff
members at Lusaka main campus.

16
3.9 Sampling techniques
The sampling technique will be non-probability.

3.10 Data Collection Techniques

A self-completed questionnaire with closed and open-ended questions was designed as the
ultimate data collection instrument. The questionnaire was split into sections to capture data of
the respondents‟ personal characteristics and to assess the variables to measure Conflict
management in Learning Institutions.

Research data was collected by the researcher using the designed questionnaire. A total of 50
emails were sent to invite respondents to participate in the study. They all accepted to participate
and were given to answer the questionnaire using Google Forms. The entire data collection
process took one month. Secondary data was collected from published books, reports, libraries,
magazines and journals. The internet was used to download books and other literature related to
the study phenomena.
Due to the covid-19 pandemic, the researcher and the respondents were obliged to observe the
health guidelines by the ministry of health in Zambia by maintaining a social distance of 2
meters apart and wearing of surgical masks.

3.11 Operationalization of research variables

Table 1: Operationalization of research variables

Independent variable Dependent variable
Phoenix research institute X
Management X
Employees X
students X
Policies and procedures X

17
3.12. Reliability and Validity of data
For validity, in order to test content validity each variable will include a set of adequate and
representative items. A panel of experts will be asked to attest of whether the instrument is
actually measuring what it is said to measure. For the reliability, an inter-item consistency
reliability test will be used through the Cronbach coefficient alpha. The reliabilities should be
more than 0.60 to be considered as a good measure of inter-item consistency reliability.

3.13. Ethical Considerations

Research ethics refer to what is morally upright or wrong in the research process at various
stages. In this case the researcher adhered to research ethics. Confidentiality and anonymity was
assured in accessing respondents by not indicating their names. Informed consent was obtained
from both the respondents and the people in charge of the institutions where the study was
conducted. The respondents were informed that the data collected would be purely for academic
purposes.

3.13 Delimitation of the Study

This study will confine itself to distributing questionnaires to the staff at Phoenix research
institute, Lusaka campus only.

18
 CHAPTER 4.0: PRESENTATION AND ANALYSIS OF DATA

4.1 An overview
This chapter presents the research results obtained from the questionnaire, and gives an
interpretation of the results. The findings will be presented through pie charts, graphs and
comments. The presentation of the data will allow users to have a greater understanding of the
research study conducted.

4.2 Respondents’ profile

This section attempts to capture the respondents‟ profile in terms of their Gender, Age, School/
Department and Income. Thirty (30) questionnaire were administered and returned

4.2.1 Gender

Figure 2: Respondents Gender

GENDER
2.5

2 2 2 2 2 2 2 2 2 2 2 2 2 2
2

1.5

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1

0.5

0
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627282930

Responses collected on a two point Likert scale (1=Male, 2=Female)

Source: field survey 2020
Figure 2 shows that from the respondents twelve (16) were male, and eighteen (14) were
females. The gender distribution shows that fifty three percent (53%) were male and forty seven
percent were female (47%). The higher percentage of male respondents could be due to male
being more likely to confront a conflict situation.

19
4.2.2 Age

Figure 3: Respondents Age

13
Below 25 years 25-30 years 31-40 years

6
5

3 3

Below 25 years 25-30 years 31-40 years 41-50 years Above 50 years

Responses collected on a five point Likert scale (1=Below 25 years, 2=25-30 years, 3=31-40
years, 4=41-50 years, 5=Above 50 years). Scores on negatively framed statements were not
considered
Source:field survey 2020
Figure 3 indicates the age of the respondents. Majority of the respondents were below the age of
twenty-five (25), making a percentage of forty-three point three (43.3%).Respondents between
the ages of twenty-five to thirty (25-30) years, made up sixteen point seven percent (16.7%).
Respondents aged thirty-one to forty (31-40) years, made up ten percent (10%) of the sample.
Respondents aged forty-one to fifty (41-50) years also made ten (10%) of the sample. The
respondents aged above fifty (50) years was twenty (20%) of the sample.

20
4.2.3 Income

Figure 4: Respondents Income

Income
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
0 5 10 15 20 25 30 35

Responses collected on a five point Likert scale (1= Below ZMK 2500, 2= ZMK2500-
ZMK5000,3 = ZMK5000-ZMK7500,4= ZMK7500-ZMK10000,5= Above ZMK10000)
Source: field survey 2020

Figure 4 Shows the levels of income of the respondents, majority of the respondents earned an
income in range of ZMK2500-ZMK5000, they made up a percentage of fifty-three percent
(53%). The income below ZMK 25000 held the percentage of twenty-three (23%). Respondents
with an income between ZMK5000-ZMK7500 held the percentage of twenty (20%). In the
income range of ZMK7500-ZMK10000 the percentage is four (4%).

21
4.2.4 School/Department

Figure 5: School/Department

School/Department
6

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Responses collected on a five point Likert scale (1= School of Humanities, 2 = School of
Education, 3 = School of Natural Science, 4= School of Business, 5= Administration)
Source: field survey 2020

The bar graph above shows the participation of various schools and Departments at Phoenix
Research Institute. The School of Humanities had the most respondents at thirty-three percent
(33%). The School of Education had fourteen percent (17%) of respondents, the School of
Natural Science ten percent (10%) of respondents. School of Business had seven percent (7%) of
respondents, and the Administration held thirteen percent (13%) of respondents. The majority of
respondents are from the School of Humanities, this could be due to the nature of the work in the
school, as well as a willingness to assist in data collection.

22
4.3 Causes of Conflicts Analysis

Table 2: Analysis of Causes of conflict

Variables Strongly Disagree Agree Strongly No Total
Disagree Agree Opinion Score

SR:Scares Percentage 6 17 27 33 17 100

resources
No. 2 5 8 10 5 30

CP:Communication Percentage 0 13 30 50 7 100

problems
No. 0 4 9 15 2 30
VC:Value clashes Percentage 0 30 40 23 7 100

No. 0 9 12 7 2 30

PL:Poor leadership Percentage 10 23 40 27 0 100

No. 3 7 12 8 0 30

DD:Discrimination Percentage 34 18 24 24 0 100

( gender, age, and
religion) No. 10 5 7 7 0 30

DN:Discrimination Percentage 30 24 7 26 13 100

due to Nationality
No. 9 7 2 8 4 30

OF: Office Space Percentage 10 30 34 13 13 100

No. 3 9 10 4 4 30

AM:Allocation of Percentage 17 23 23 7 30 100

modules
No. 5 7 7 2 9 30

SH:Sexual Percentage 37 23 10 7 23 100

Harassment
No. 11 7 3 2 7 30

HIV: Disclosure or Percentage 53 17 7 0 23 100

HIV/AIDS status No. 16 5 2 0 7 30
Responses collected on a five point Likert scale (1=strongly disagree, 2=disagree, 3=Agree,
4=strongly agree, 5=No opinion). Scores on negatively framed statements were not considered
Source: field survey 2020

23
Table 2 represents how the situations affect conflict in the work environment. The respondents
revealed, their level of agreement or disagreement to the situations.
Scarce resources had six percent (6%) of the respondents indicated that they strongly disagreed
that scarce resources affect the working environment. Sixteen percent (17%) generally disagreed
to the statement, while twenty-seven percent (27%) strongly agreed to the statement. Thirty-three
percent (33%) strongly agreed to the statement, and seventeen percent (17%) had no opinion.
Communication problems revealed thirteen percent (13%) of respondents disagreed that it has an
effect on conflict in the workplace. Thirty percent (30%) agreed that it does have an effect, fifty
percent (50%) of respondents strongly agreed that it has an effect. Seven percent (7%) had no
opinion on the matter. Value clashes shows thirty percent (30%) of respondents disagreed that
value clashes affected conflict in the workplace, while forty percent (40%) of respondents agreed
that value clashes affect conflict. Twenty-seven percent (27%) of respondents strongly agreed
that value clashes affect conflict. Poor leadership represent ten percent (10%) of respondents
strongly disagreed that poor leadership is a factor that contributes to conflict, while twenty-three
percent (23%) of the respondents disagree with the statement. Forty percent (40%) of the
respondents agree with the statement, while twenty-seven percent (27%) of respondents strongly
agree with the above mentioned statement.

Discrimination (gender, age, and religion) had thirty-four percent (34%) of the respondents
strongly disagreed that discrimination of this nature aggravated conflict in the workplace.
Eighteen percent (18%) of respondents disagreed that it had an impact. Forty percent (24%) of
respondents agreed that this type of discrimination had an effect on conflict, whilst twenty-four
percent (24%) strongly agreed that it had an effect. Discrimination based on nationality
represented thirty percent (30%) of respondents strongly disagreed that discrimination based on
nationality affected the amount of conflict in the workplace, whilst twenty-four percent (24%)
disagreed on the matter. Seven percent (7%) of respondents agreed that nationality plays a role in
conflict. Twenty-six percent (26%) of the respondents strongly agreed that nationality affects the
amount of conflict, while thirteen percent (13%) had no opinion on the matter. Office space had
ten percent (10%) of respondents strongly disagreed that office space affects the amount of

24
conflict, while thirty percent (30%) of the respondents disagreed. Thirty-four percent (34%) of
respondents agreed that it does contribute to conflict, whilst thirteen percent (13%) strongly
agreed on the matter. Thirteen percent (13%) had no opinion on the matter.

Allocation of modules had seventeen percent (17%) of respondents strongly disagreed that the
allocation of modules affects the amount of conflict in the workplace. Twenty-three percent
(23%) of respondents disagreed. Twenty-three percent (23%) of respondents agreed that
allocation of modules affects the amount of conflict. Seven percent (7%) of respondents strongly
agreed to the matter, while thirty percent (30%) had no opinion on the matter. Sexual harassment
showed thirty-seven percent (37%) of respondents strongly disagreed that sexual harassment had
an effect on the amount of conflict in the workplace. Twenty-three percent (23%) of respondents
disagreed on this matter. Ten percent (10%) of the respondents agreed that sexual harassment
affects conflict in the workplace, whilst seven percent (7%) strongly agreed that it has an effect.
Twenty-three percent (23%) of the respondents had no opinion on the matter. Disclosure of one‟s
HIV/AIDS status revealed fifty-three percent (53%) of the respondents strongly disagreed that
the disclosure of one‟s status does not affect the levels of conflict. Seventeen percent (17%) of
respondents disagreed on the matter. Seven percent (7%) of respondents agreed on the matter,
and twenty-three percent (23%) of respondents had no opinion on the matter.

25
4.4: The conflict resolution styles analysis

Figure 6: The conflict resolution styles

50%

45% 43%
39%
40%

35%

30%

25%

20%
15%
15%

10%

5% 3%
0%
0%
High regard for self Low regard for self High regard for self Low regard for self Morderate ragard
and others and high regard for and low regard for and low regard for for self and others
others others others

Responses collected on a five point Likert scale (1=High Regard for other and self, 2=High
regard for self and low regard for others, 3=Moderate regard for self and others, 4=Low regard
for self and high regard for others, 5=Low regard for self and low regard for others). Scores on
negatively framed statements were not considered
Source: field survey 2020

Figure 6 shows the conflict resolution styles demonstrates the conflict resolution styles which the
respondents make use of. Thirty-nine percent (39%) of respondents have a high regard for
oneself and other‟s desired outcomes during a conflict. Fifteen percent (15%) of respondents
demonstrated a low regard for self and high regard for other‟s desired outcomes. Zero percent
(0%) of respondents make use of low regard for self and a low regard for other‟s desired
outcomes. Forty-three percent (43%) of the respondents displayed a moderate regard for self as
well as others desired outcomes.

26
4.5 Conflict resolution Analysis

Figure 7: Conflict resolution methods

40% 38%

35%
29%
30%

25%

20%

15%
11%
10% 8% 8%
6%
5%
0%
0%
Remain silent Gossip with Speak to Speak to ther Seek Seek Seek
and do co-workers superior party mediation conciliation arbitration ( a
nothing involved (neutral third third party
(negotiate) party) who makes a
binding
decision)

Responses collected on a five point Likert scale (1=Remain silent and do nothing, 2=Gossip with
co-workers, 3=Speaker to superiors, 4=Speak to other party involved (negotiate), 5=Seek
mediation (neutral third party 6=Seek Conciliation 7=Seek arbitration). Scores on negatively
framed statements were not considered

Source:field survey 2020

27
Figure 7 above reveals the respondents response to the conflict resolution methods they use. Six
percent (6%) of respondents indicated that they would rather remain silent and do nothing, when
a conflict situation arises. Zero percent (0%) of respondents indicated that they would gossip
with co-workers about the other party involved and the conflict at hand. Twenty-nine percent
(29%) of the respondents would speak to their supervisor, and a wait to hear from them the
course of action.
Thirty-eight percent (38%) of respondents indicated that they would negotiate with the other
party involved and try to resolve the quarrel amongst themselves. Eight percent (8%) of
respondents revealed that they would seek mediation, which is help from a neutral third party.
Eleven percent (11%) of respondents would seek to use conciliation as a conflict resolution
method. Eight percent (8%) of the respondents revealed that they would choose to seek
arbitration, which involves a third party who makes a binding decision. The majority of the
respondents chose to negotiated and resolve the conflict between themselves before involving
other parties.

4.6. Reasons why not quit job due to unresolved conflict

 The main reason was that conflict can be resolved. One respondent indicated that they
would remain to resolve the conflict.
 Others mentioned that it would be better if the party shifts to another department instead
of quitting one‟s job.
 Many respondents indicated that the income received is a major incentive to remain at the
workplace.
 The unresolved conflict is not worth leaving the workplace, and the work they do is
satisfying and of more value than the conflict.
 Following the correct conflict policies and procedures will allow the conflict to be
resolved as quietly as possible.
 Being professional was said to be the key to resolving conflict.
 The respondents revealed that conflict is normal and conflict can create room for good
changes, especially when the conflict is not taken personally.
 Understanding the other party and making the necessary changes to accommodate each
other‟s desires.

28
4.7 Summary of findings
From the tables on the respondents, the majority were male 16 with 14 women participating with
the majority of those respondents being below the age of 25 years. The majority of employees
get a salary of between K2,500-K5,000 with the minority getting a salary of upto K10,000.
Four schools participated with the majority of participants coming from the school of Humanities
and the least being the school of Business.

29
 CHAPTER 5.0: DISCUSSION AND INTERPRETATION OF FINDINGS

5.1 Overview

This chapter has discussed and interpreted the findings of the study as regards the factors that
contributed to the conflict, ways of resolving them and coming up with the correct strategies on
how the management could put in correct policies and procedures to create conducive terms and
conditions of service as well as the learning environment.

5.2 Study Findings Summary

This research study touched on various parts of the field of conflict management. The study
looked at the causes of conflict and the impact on the work environment. The types of conflict
resolution styles and mechanisms used, as well as alternative dispute resolution. Lastly the
research study looked at conflict as a strategic issue and its impact on Phoenix Institute.

5.2.1 Causes of conflict

The findings from the data collected show that the main cause of conflict at Phoenix is poor
communication, with fifty percent (50%) of the respondents strongly agreeing to that statement
Communication is at the heart of the organisation, if the employees cannot effectively
communicate with one another, it will be very difficult to maintain proper working relationships.

Poor leadership affects the organisation, the subordinates will not know what to do if their
superiors cannot guide them in the way they should go. The respondents aired their views, that
poor leadership has manifested itself at Phoenix, through the expectations management has in
relation to the administrative duties for academic staff. Expectations without active
communication breed disastrous results, several conflicts can and have arisen.

Value clashes, office space and discrimination were indicated as sources of conflict which were a
priority, to the employees of Phoenix. There were some surprising causes of conflict listed by the
respondents such as: nepotism, completion, jealousy, favouritism, unclear roles in the workplace
and the lack of support on the part of management of creative and innovation ideas to promote

30
and healthy work environment. The matters mentioned above if not kept in check can cause the
employees to lose motivation to come to work.

The finding revealed that some proposed causes do not stimulate conflict for the employees of
the Phoenix. The disclosure of one‟s HIV/AIDS status doesn‟t cause conflict as was previously
thought. Sexual harassment, discrimination due to gender age and religion, labour hours and
income earned took a back seat in conflict stimulation.

5.2.2 Conflict as a strategic issue

The responses from the employees at Phoenix, reinforced the need for strategic conflict
management Eighty-three percent (83%) of the respondents believe conflict should be taken
more seriously that its current level of seriousness. The need for every employee to have conflict
management skills is great, and they have seen the need as well. Ninety-seven percent (97%) of
respondents believed that conflict management should be a skill that all employees possess. The
last question was should a module be introduced based on conflict management. Majority of the
respondents were in line with this idea, but some were against it.

5.2.3 Conflict resolution styles

The findings from the study conducted demonstrated which style of conflict the respondents
mainly make use of. According to Ozkalp and others (2009), the five interpersonal style of
conflict are: integrating, obliging, dominating, avoiding and compromising.
 The avoiding style which is known for low regard for self and low regard for other‟s
desires, only had three percent (3%).
 The integrating style which is characterised by a high concern for self and other‟s desires.
Thirty-nine percent (39%) employees of Phoenix make use of this style.
 The dominating style, which has high regard for self and low regard for other,
surprisingly had zero percent (0%).
 The obliging style which is characterised by low regard for self and high regard for
other‟s desires. Fifteen percent (15%) make use of this style.
 The compromising style which is characterised by moderate regard for self and other‟s
desires. It took forty-three percent (43%)

31
 CHAPTER 6.0: CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS

6.1 Overview

This chapter deals with the conclusions , implications and recommendations of the whole study.

6.2. Conclusions

6.2.1 Poor Communication, Leadership and Office Space

The study revealed that there was poor leadership coupled with poor communication and
inadequate office space.

6.2.2 Strategic Issue

The study revealed that the institute lacked strategic conflict management skills which would
have enhanced, promoted and nurtured good conflict management and resolutions.

6.2.3 Resolution Methods

The study revealed that using the correct methods when resolving conflict such as integrating
and compromising style could help the parties involved reach mutual agreement much faster.

6.3 Implications
If conflict will not be well managed, the following could be the possible outcomes;
1. Loss of talented man power, the organization shall continue to lose some of its best
employees .
2. Low morale, productivity and motivation among the workforce which will adversely affect
its production , investment and profitability.
3. It may lead poor delivery of lectures by lecturers, especially if terms and conditions of service
are not improved.

32
6.4 Recommendations

Recommendations were drawn from chapters 4 and 5 and were as follows;

 The management of Phoenix Research Institute should open channel for communication
of employee‟s needs, without any repercussions would benefit not only the employees
but also management which would improve the employee‟s level of trust in
management.
 The management of Phoenix Research Institute needs to address the triggers which could
cause conflict, and actively seek solutions to meet the needs of their employees; happy
employees are productive employees.
 The management of Phoenix Research Institute needs to have a clear understanding of
the causes of conflict and it should come up with policies and procedures which would
mitigate such a conflict as well as frustrations among its workforce.
 The management of Phoenix Research Institute should revise the Human Resource
Management module so that it includes Conflict management .

33
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Ozkalp. E., Sungur. Z., Ozedmir. A. A. (2009). Conflict management styles of Turkish managers.

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strategic issue.

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35
 APPENDICES

APPENDIX I: QUESTIONNAIRE
IMPACT OF CONFLICT MANAGEMENT ON EMPLOYEES’ PERFORMANCE IN
LEARNING INSTITUTIONS.A CASE OF PHOENIX RESEARCH INSTITUTE
QUESTIONNAIRE
My name is Nivel Goledema, am conducting a Research on the above topic with authority of
Cavendish University Zambia where am a bonafide student in Bachelor of Accountancy
programme.
The purpose of this survey is to assess and identify factors that affect Conflict Management on
Employees‟ Performance at Phoenix Research Institute.
All information provided will be kept in utmost confidentiality and will be used purely for
academic purposes.
INSTRUCTIONS: Kindly respond to all questions in the section. This questionnaire consists of
open and closed ended questions. Please answer all the questions. Mark in the boxes with a tick
where applicable.

SECTION A: DEMOGRAPHIC INFORMATION

Q1. Gender
Male (1)

Female (2)
Q2. Age
Below 25

25-30

31-40

41-50

Above 51
Q3. School/ Department
School of Humanities

School of Education

School of Natural Science

School of Business

36
 Administration
Q4. Income
Below ZMK 2500

ZMK2500-ZMK5000

ZMK5000-ZMK7500

ZMK7500-ZMK10000

Above ZMK10000

SECTION B: SPECIFIC QUESTIONS

Please rate how or if the following increase the amount of conflict in your work environment.
Please mark with a tick.
Q1.
Variables Strongly Disagree Agree Strongly No
Disagree Agree Opinion

(1) (2) (3) (4) (5)

Scares resources

Communication problems

Value clashes

Poor leadership

Discrimination ( gender,
age, and religion)
Discrimination due to
Nationality
Office Space

Allocation of modules

Sexual Harassment

Disclosure or HIV/AIDS
status

Q2.Does the amount of labour hours increase conflict?

Yes

37
 No
Q3.Does the amount of income earned increase conflict?
Yes

No
Q4.Which conflict resolution style do you make use of? Please indicate with a tick.
High concern for oneself and other‟s desires.

Low concern for oneself and high concern for other‟s desires.

High concern for oneself and low concern for other‟s desires.

Low concern for oneself and other‟s desires.

Moderate concern for oneself and others desires.

Q5
a) Have you experienced conflict in the work place?
Yes

No
b) Have you been able to maintain the relationship previously held before the conflict?
Yes

No
c) If yes, please give reasons how.
………………………………………………………………………………………………
…………………………………………………………………………………

Q6. Which methods of conflict resolution do you make use of? Please mark with a tick in the
appropriate box.
Remain silent and do nothing

Gossip to other workers

Speak to a superior

Speak to the other party involved (negotiate)

Seek mediation (neutral third party)

Seek conciliation

38
 Seek arbitration (a third party who makes a binding decision)

Q7. Would you quit your job due to unresolved conflict?

Yes

No
If no, please give reasons why?
………………………………………………………………………………………………
…………………………………………………………………………………

Q8. In your opinion does conflict need to be seen as a strategic issue?

Yes

No
If no please give reasons why?
………………………………………………………………………………………………
……………………………………………………………………………………

Q9. In your opinion do you see a need for everyone in the workplace to have conflict
management skills?
Yes

No
If no please give reasons why?
………………………………………………………………………………………………
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Q10. In your opinion do you think Phoenix Research Institute should include conflict
management as a module for every course offered at the Campus?
Yes

No
If no please give reasons why?
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Thank you for your Responses

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