Faculty Comments Thank you for Week 4 – Assignment 1. I have g.docx

Faculty Comments: Thank you for Week 4 – Assignment 1. I
have graded your Application to reflect the Rubric assessment:
DDBA_8300_Week_4_Assignment_Rubric. Grade: 85/100 =
68/80
DDBA_8300_Week_4_Assignment 1_Rubric
Superior Criteria
Excellent Criteria
Satisfactory Criteria
Marginal
Criteria
Unsatisfactory Criteria
Not
Submitted
Element 1a:
Initial Post –
Quantitative
Problem
Statement
(Hook
& Anchor

Statements)
Points:
8 (10%)
Student presents a well-written hook (WOW statement)
statement that includes a correctly formatted APA citation and a
well-written anchor statement that demonstrates the magnitude
of the business problem and includes a correctly formatted APA
citation from a quantitative perspective. There are no errors.
Points:
7.6 (9.5%)
citation from a quantitative perspective. There are one or two
minor errors.
Points:
6.8 (8.5%)
Student presents a hook (WOW statement) statement that
includes a correctly formatted APA citation and an anchor
statement that demonstrates the magnitude of the business
problem and includes a correctly formatted APA citation from a
quantitative perspective; however, the hook does not provide
sufficient impact or anchor does not provide a number
demonstrating magnitude or citations are not appropriate.
Points:
6 (7.5%)
Student presents a cursory or incomplete hook (WOW
statement) statement and/or a cursory or incomplete anchor
statement that is not appropriate for a quantitative problem
statement and/or is missing citations.
Points:
4 (5%)
Does not meet minimal standards.
Points:
0 (0%)

Did not submit element.
Element 1b:
Initial Post –
Quantitative
Problem
Statement
(General &
Specific
Business
Statements)
Points:
8 (10%)
Student presents a well-written general business statement that
identifies an over-arching business problem and a well-written
specific business problem that identifies who has the problem
from a quantitative perspective. There are no errors.
Points:
7.6 (9.5%)
from a quantitative perspective. There are one or two minor
errors.
Points:
6.8 (8.5%)
Student presents a general business statement that identifies an
over-arching business problem and a specific business problem
that identifies who has the problem from a quantitative

perspective; however, the general and/or specific business
statements are not clear, are missing some details, and/or are
not relevant to leaders in business.
Points:
6 (7.5%)
Student presents cursory or incomplete general business
statement and/or cursory or incomplete specific business
problem that does not align to the hook and anchor statements,
is not a business problem, and/or is not appropriate for a
quantitative study.
Points:
4 (5%)
Points:
0 (0%)
Element 2a: Initial
Post - Qualitative
Problem Statement
(Hook & Anchor
Statements)
Points:
8 (10%)
citation from a qualitative perspective. There are no errors.
Points:
7.6 (9.5%)

citation from a qualitative perspective. There are one or two
minor errors.
Points:
6.8 (8.5%)
Student presents a hook (WOW statement) statement that
includes a correctly formatted APA citation and an anchor
statement that demonstrates the magnitude of the business
problem and includes a correctly formatted APA citation from a
qualitative perspective; however, the hook does not provide
sufficient impact or anchor does not provide a number
demonstrating magnitude or citations are not appropriate.
Points:
6 (7.5%)
Student presents a cursory or incomplete hook (WOW
statement) statement and/or a cursory or incomplete anchor
statement that is not appropriate for a qualitative problem
statement and/or is missing citations.
Points:
4 (5%)
Points:
0 (0%)
Element 2b: Initial
Post - Qualitative
Problem Statement
(General & Specific
Business
Statements)

Points:
8 (10%)
from a qualitative perspective. There are no errors.
Points:
7.6 (9.5%)
from a qualitative perspective. There are one or two minor
errors.
Points:
6.8 (8.5%)
Student presents a general business statement that identifies an
over-arching business problem and a specific business problem
that identifies who has the problem from a qualitative
perspective; however, the general and/or specific business
statements are not clear, are missing some details, and/or are
not relevant to leaders in business.
Points:
6 (7.5%)
Student presents cursory or incomplete general business
statement and/or cursory or incomplete specific business
problem that does not align to the hook and anchor statements,
is not a business problem, and/or is not appropriate for a
qualitative study.
Points:
4 (5%)
Points:
0 (0%)
Element 3:

Description
and Rationale
for Changes
Points:
8 (10%)
Student presents a thorough and detailed 1-page description and
rationale for changes made to both quantitative and qualitative
problem statements, including supportive references to the
Doctoral Study Rubric and Research Handbook. Several
examples and sources support thinking.
Points:
7.6 (9.5%)
Student presents a thorough and detailed 1-page description and
rationale for changes made to both quantitative and qualitative
problem statements, including supportive references to the
Doctoral Study Rubric and Research Handbook. Several
examples and sources support thinking. There are one or two
minor errors.
Points:
6.8 (8.5%)
Student presents 1-page description and rationale with some
details regarding changes made to both quantitative and
qualitative problem statements, including some supportive
references to the Doctoral Study Rubric and Research
Handbook. Some examples and sources support thinking.
Points:
6 (7.5%)
Student presents a cursory or incomplete 1-page description and
rationale with vague or missing details regarding changes made
to both quantitative and qualitative problem statements,
including few supportive references to the Doctoral Study
Rubric and Research Handbook. Few examples or sources
support thinking.
Points:

4 (5%)
Points:
0 (0%)
Element 4:
Critical
Thinking
Points:
16 (20%)
Writing exhibits excellent evidence of thoughtful critical
analysis and thinking; careful examination is made of
assumptions and possible biases, with detailed supporting
rationale. Writing synthesizes the classroom experiences and
content; analyze patterns or connections between theory and
practice; and draws logical conclusions based on well-reasoned,
superb arguments.
Points:
15.2 (19%)
Writing exhibits excellent evidence of thoughtful critical
analysis and thinking; careful examination is made of
assumptions and possible biases, with detailed supporting
rationale. Writing synthesizes the classroom experiences and
content; analyze patterns or connections between theory and
practice; and draws logical conclusions based on well-reasoned,
superb arguments. There are one or two minor errors in
explanation.
Points:
13.6 (17%)
Writing exhibits some evidence of thoughtful critical analysis
and thinking. A good examination is made of assumptions and
possible biases, with some supporting rationale. Writing
synthesizes the classroom experiences and content; analyzes
patterns or connections between theory and practice; and draws

logical conclusions based on well-reasoned arguments
adequately, but not superbly.
Points:
12 (15%)
Writing exhibits little evidence of thoughtful critical analysis
and thinking. Examination is not made of assumptions and
possible biases. Writing does not synthesize the classroom
experiences and content; nor analyzes patterns or connections
between theory and practice. Logical conclusions based on well-
reasoned arguments are not exhibited.
Points:
8 (10%)
Points:
0 (0%)
Element 5: Written
Delivery Style
& Grammar
Points:
12 (15%)
Student consistently follows APA writing style and basic rules
of formal English grammar and written essay style. Student
communicates in a cohesive, logical style. There are no spelling
or grammar errors.
Points:
11.4 (14.25%)
Student consistently follows APA writing style and basic rules
of formal English grammar and written essay style. Student
communicates in a cohesive, logical style. There are one or two
minor errors in spelling or grammar.
Points:
10.2 (12.75%)
Student mostly follows APA writing style and basic rules of

formal English grammar and written essay style. Student mostly
communicates in a cohesive, logical style. There are some
errors in spelling or grammar.
Points:
9 (11.25%)
Student does not follow APA writing style and basic rules of
formal English grammar and written essay style and does not
communicate in a cohesive, logical style.
Points:
6 (7.5%)
Points:
0 (0%)
Element 6: Formal
and Appropriate
Documentation
of Evidence,
Attribution of
Ideas (APA Citations)
Points:
12 (15%)
Student demonstrates full adherence to scholarly reference
requirements and adheres to APA style with respect to source
attribution, references, heading and subheading logic, table of
contents and lists of charts, etc. There are no APA errors.
Points:
11.4 (14.25%)
Student demonstrates full adherence to scholarly reference
requirements and adheres to APA style with respect to source

contents and lists of charts, etc. There are one or two minor
errors in APA style or format.
Points:
10.2 (12.75%)
Student mostly adheres to scholarly reference requirements
and/or mostly adheres to APA style with respect to source
contents and lists of charts, etc. Some errors in APA format and
style are evident.
Points:
9 (11.25%)
Student demonstrates weak or inconsistent adherence scholarly
reference requirements and/or weak or inconsistent adherence to
APA style with respect to source attribution, references,
heading and subheading logic, table of contents and lists of
charts, etc. Several errors in APA format and style are evident.
Points:
6 (7.5%)
Points:
0 (0%)
Dispute Resolution and Employee Retention
Walden University
Qualitative and Quantitative Methodology for Applied Business
Research
Dr. Rocky Dwyer
2/3/2019
Quantitative Problem Statement
The dispute in the concerned business revolves the lack of ideal
dispute resolution methods. The lack of effective ways of
dealing with dispute has led to an increased employee’s
turnover. Rather than resolving the differences within the
organization, many employees opt to resign from their
positions. Between the year 2013 and 2018, government reports

indicate that the employee’s turnover rate has increased by 7%.
Similar sentiments are held by Presbitero (2016) as only a
negligible portion of employees retire due to age while the
largest portion retires due to unfavorable factors.
James (2016) is of the idea that managers can better retain the
employees by making sure that there are adequate dispute
resolution methods. Currently, there is a problem with many
managers as they fail to acknowledge the role of dispute
resolution methods in shaping the operations of an organization
and fostering a positive organizational culture. The high
turnover levels indicate that there is a strain between the
management and the employees. Poor working relations between
the two groups create some hurdles in the implementation of
crucial policies and changes.
Qualitative Problem Statement
An increased employee’s turnover has adverse implications on
the organizational performance’s levels. In a typical setting, the
objective of any organization is maximizing the profit levels.
However, the objective cannot be attained without an equal
reduction in operational costs. In the case of the high
employee’s turnover, there is the effect of increasing the hiring
and other operational costs thus reducing the profit levels. Abu
Bakar and Ishak (2012) notes
that creating effective dispute resolution methods would come
in handy in ensuring that all organizations register better
financial performances.
According to Brennan & Cotgrave (2014), there is an equal need
to determine the correlation between dispute resolution
interventions and the employee’s turnover. Such a move will
allow for the coming up with effective methods to deal with the
problem as well as ensure that the employees record improved
performances. It is worth noting that many businesses are keen
on increasing their competitive advantage as well as adopting

sustainable business models. These objectives can be attained
by streamlining the operations of the workforce and equally
fostering positive relations between the management and the
employees.
Description and Rationale for Changes
The high turnover rate of employees is a threat to the
competitive advantage and sustainability of business operations.
It has adverse implications on the operational processes and
deprives organizations valuable human resources. Additionally,
it increases the operational costs through hiring and other
operations (James, 2016). The cost of continuously hiring new
workers has adverse implications and may make it ahead to
attain the set goals. However, many measures can be put in
place to address the issue. They would seek to ensure that the
employees are content and productive.
There is the central need to ensure that the management remains
responsive to the issues that are raised by the employees. An
example is outlining policies that highlight the rights and duties
of each individual. Through such an undertaking, there would
be a minimal violation of the rights of the workers and would
also seek to ensure that there are no conflicts of interest.
Secondly, there is a similar need to have effective
communication models. In most cases, disputes are due to
miscommunication between the employees and the management.
There is thus the central need for the employees to feel that
their issues and interest are put into consideration by the
administration.
There is a similar need to adopt policies and measures that
foster the creation of a positive organizational culture. Rather
than just focusing on the maximization of profits, a positive
organizational culture is also keen in ensuring that the plight
and interest of the workers are put into consideration

(Presbitero et al. 2016). It has the benefit of ensuring that there
is a positive collaboration between the management and the
employees. While the employees would be keen on addressing
the needs of the customers, it is imperative to note that the
administration would take effective steps in improving the
welfare of the employees. The failure to address these issues
may have adverse implications on the profitability and efficacy
of business operations in the long run period.
References
James, A.R. (2016). Because arbitration can be beneficial, it
should never have to be mandatory: Making a case against
compelled arbitration based upon pre-dispute agreements to
arbitrate in consumer and employee adhesion contracts. Loyola
Law Review, 62(2), 531–576
Presbitero, A., Roxas, B., & Chadee, D. (2016). Looking beyond
HRM practices in enhancing employee retention in BPOs: focus
on employee–organization value fit. International Journal of
Human Resource Management, 27(6), 635–652.
https://doi.org/10.1080/09585192.2015.1035306
Abu Bakar, A., & Ishak, N.M. (2012) Qualitative data
management and analysis using NVivo: An approach used to
examine leadership qualities among student leaders. Education
Research Journal, 2(3), 94-103. Retrieved from
http://www.resjournals.com/ERJ
Brennan, M. C., & Cotgrave, A. J. (2014). Sustainable
development: A qualitative inquiry into the current state of the
UK construction industry. Structural Survey, 32, 315-330.
doi:10.1108/SS-02-2014-0010
James, A.R. (2016). Because arbitration can be beneficial, it
should never have to be mandatory: Making a case against
compelled arbitration based upon pre-dispute agreements to
arbitrate in consumer and employee adhesion contracts. Loyola
Law Review, 62(2), 531–576
Presbitero, A., Roxas, B., & Chadee, D. (2016). Looking beyond

HRM practices in enhancing employee retention in BPOs: focus
on employee–organization value fit. International Journal of
Human Resource Management, 27(6), 635–652.
https://doi.org/10.1080/09585192.2015.1035306
�Secondary
The APA Margin Standard for paragraph alignment is: left –
with a ragged edge on the right. Since I will not review further
alignment issues beyond this point, you should review and
revise all such instances throughout your paper to ensure it
reflects APA requirements.
�Please follow the Rubric and use only peer reviewed sources
or government statistics for the foundation of your study-your
problem statement.
�Reword your SP to ensure alignment to the DBA Rubric to
ensure you incorporate the elements for quantitative study- for
example: The Specific problem statement is that some business
leaders do not understand the relationship between (than state
your dependent variable, followed by your independent.
To learn more about how to construct a problem statement that
aligns to the Rubric, view the Problem Statement Tutorial at:
� HYPERLINK "http://youtu.be/IYWzCYyrgpo"
�http://youtu.be/IYWzCYyrgpo�

As well, review quantitative methodology tutorial at:
� HYPERLINK
"http://academicguides.waldenu.edu/researchcenter/resources/D
esign"
�http://academicguides.waldenu.edu/researchcenter/resources/D
esign�
�Secondary
For grammatically correctness use past tense when writing
about published literature. See APA 3.18 Page 78 top of page.
Since I will not review further past tense issues beyond this
point, you should review and revise all such instances
throughout your paper to ensure it reflects APA requirements.
For example, Jones and Hoff (2011) stated.
Want to learn additional information regarding how to avoid
unnecessary shifts in verb tense within a paragraph or in
adjacent paragraphs to help ensure smooth expression, as per
APA requirements; and to support your scholarly knowledge

and competence – review the resources and tutorials at: �
HYPERLINK
"https://academicguides.waldenu.edu/writingcenter/grammar/ver
btenses"
�https://academicguides.waldenu.edu/writingcenter/grammar/ve
rbtenses�
�DBA Rubric 1.3 (a-d). The Problem Statement needs to be
succinctly written in 150 words as noted in the DBA Rubric.
The problem statement needs four elements:
Hook (with citation from the peer reviewed literature)
Anchor (with citation and statistic from the peer reviewed or
government literature)
General business problem
Specific business problem (this is what you will study)
Link to Problem Statement Tutorial: � HYPERLINK
"http://youtu.be/IYWzCYyrgpo"
�http://youtu.be/IYWzCYyrgpo�

�Secondary
There are errors in your references as per APA Chapter 7. Keep
in mind there are four general sources of references for doctoral
work, so ensure that your references meet the style and format
requirements. See the examples below to support your APA
knowledge and competence. As well, enhance your scholarly
knowledge of APA by reviewing the resources and tutorials at:
� HYPERLINK
"https://academicguides.waldenu.edu/writingcenter/apa"
�https://academicguides.waldenu.edu/writingcenter/apa�
Electronic Journal Articles (APA, p. 198)
LaPlante, J. M. (2011). Seven habits of unsustainable budget
building: A state policy perspective. Journal of Public
Budgeting, Accounting and Financial Management, 23, 215-267.
doi:123456.abcd/x
LaPlante, J. M. (2011). Seven habits of unsustainable budget
building: A state policy perspective. Journal of Public
Budgeting, Accounting and Financial Management, 23, 215-267.
Retrieved from http://pracademics.com/jpbafm.html

Book (APA, p. 202)
Ross, M. (2010). Branding basics for small business: How to
create an irresistible brand on any budget. Bedford, IN:
NorLights Press.
Chapter in an Edited Book (APA, p. 202)
Quinn, R. E. (2008). Moments of greatness: Entering the
fundamental state of leadership. In J. V. Gallos (Ed.), Business
leadership: A Jossey-Bass reader (pp. 142-154). San Francisco,
CA: Jossey-Bass.
Dissertation (APA, p. 208)
Kirwan, J. G. (2005). An experimental study of the effects of
small-group, face-to-face facilitated dialogues on the
development of self-actualization levels: A movement towards
fully functional persons (Doctoral dissertation). Retrieved from
ProQuest Digital Dissertations and Theses database. (UMI No.
3159996)
Government or Corporate Websites (APA, p. 205 – See
technical and Research Reports)

Office for Business & Community Economic Development.
(2010). Small business profile list. Retrieved from
http://www.bced.umn.edu/MapSB1.cgi
�Review Section 6.31 in the APA manual on electronic sources
and locator information that is the preferred use of the DOI
system. If there is no DOI available, you should include the
URL to the journal’s home page to follow APA section 7.01 for
when a DOI number is not available.
Follow APA section 7.01, p. 198 and use a doi number or
journal home page URL if a doi is not available. Note that most
journals have doi numbers. Use crossref.org to find the doi or
run a Google search with the article name and doi to find doi
numbers and then verify that the doi when entered into Google
takes you to the correct article. It took less than 5-seconds to
identify that the doi for this article was doi:10.1111/1468-
0432.00174 Check all your articles below.
Note that databases such as ProQuest and EbscoHost do not
publish journals and should not be listed on your reference list
for journals.
If you need a digital object identifier (DOI) number, and it’s
not listed as part of the article’s citation, you can often find it
through the journal home page. Another strategy is to use the

DOI Lookup link: � HYPERLINK
"http://crossref.org/guestquery"
�http://crossref.org/guestquery�
�Please review APA section 7.01, p. 198, bullet 3, on when to
use or not to use an issue number in your references. In this
case, you should verify if you should be using an issue number.
Please review all references.
If you find that each issue of a volume begins on page 1,
include the issue number in parentheses after the volume
number in your reference. If the page numbers of issues within
a volume are numbered continuously, include only the volume
number in your reference.
Running Head: LITERATURE REVIEW
1
LITERATURE REVIEW
8
Literature Review
Topic: Influence of Dispute Resolution on Employee Retention
The retention of positive and self-motivated employees is the

dream of every human resource manager. Indeed, the entire
organizational leadership hope to decrease the rate of turn-over
since this is a development which increases expenses while
ruining the productivity. De Clercq et al. (2017) argue that a
significant number of employees opt to leave a conflict ridden
firm, especially if they determine that these disagreements
continue perpetually. Dispute resolution is, therefore, is an
employee turnover management endeavor as it increases their
morale in a significant manner. As a consequence, they not only
enjoy their work but also look forward to remaining with the
organization in question for a long period of time (Eigen &
Litwin, 2014). This paper is a review of qualitative and
quantitative literature on the influence that dispute resolution
has on employee retention.Organizational Commitment Versus
Legal Compliance
Eigen & Litwin (2014) address the relationship between the
implementation of typical dispute resolution systems in the
view of achieving organizational justice versus merely
complying with the law. The goal is to understand which of the
two deserve commitment as pertains to the sustainability of a
business organization. The question is whether the employees
would perceive it more secure to remain with the organization
that obeys every law in the book or one that seeks justice as
much as possible.
Eigen & Litwin (2014) is a quantitative study of an
organization based in US which has a 100,000 strong workforce.
It has operations in over 1,000 locations, and hence it avails an
exhaustive view of the differential effects for organizational
commitment while conceptualizing the most appropriate
strategies towards resolving disputes. After the unique
longitudinal data from the company was analyzed, it become
apparent that opinions are divergent.
While 70% of the respondents felt that it is best to have in-

house solutions which are not necessarily imposed by law, 30%
insisted that laws are imperative as they serve as the
foundations of any social and contractual dealings. The two
viewpoints have notable support and in that case, Eigen &
Litwin find these to be issues deserving continued attention
given the high number of organizations grappling with the
trade-offs (Eigen & Litwin, 2014).Task Conflict versus
Relationship Conflict
A task conflict is the situation in an organization when parties
are unable to make progress as a result of differing behaviors,
needs, and/or attitudes of the stakeholders. It could be triggered
by disagreements in regards to distribution of resources,
organizational procedures and policies, as well as the means to
be used to complete the task. Relationship conflict may or may
not be caused by persistent task conflicts. It is when personality
clashes emerge and negative emotional interactions among the
people develop (De Clercq et al., 2017; Camelo-Ordaz et al.,
2015).
Camelo-Ordaz et al. (2015) endeavor to establish how task as
well as relationship conflicts come about during the process of
decision making. This is particularly with the stakeholders in
the top management within organizations. The view is that
conflicts have a negative impact on the firm’s innovativeness.
The researchers had a sample of 64 respondents drawn from top
management of Spanish firms. It is proposed that with
behavioral integration, the negative impact of the conflict tend
to reduce. It also follows that the challenge in question would
be unlikely to trigger relationship conflicts.
Camelo-Ordaz et al. (2015) used the Harman one-factor test and
found that there is a high correlation (at 0.797, or
approximately 0.8) between task conflict and relationship
conflict. A confirmatory factor analysis test was conducted to
confirm those findings and it was established that the effects of

task conflict on relationship conflict is significant, and it ends
up hampering the firm’s innovativeness. The high correlation
between the two dimensions of workplace conflict are predicted
to have the effect of masking any potential gains from task
conflict.
Camelo-Ordaz et al. (2015) insist on the need to come-up with
the right mechanisms for managing conflicts involving the top
management. Otherwise, it is likely that the competent,
experienced, and motivated members of the top management
would feel compelled to leave if they conclude that the
organization is an obstacle towards their zeal for success. The
stakeholders in the top positions within an organization do
appreciate that conflict is inevitable since individual needs and
attitudes vary. Nevertheless, successful organizations have
policies and procedures which facilitate timely resolution of
disagreements (Camelo-Ordaz et al., 2015; De Clercq et al.,
2017).
The Ethnographic Underpinnings of Workplace Disputes
Knights & McCabe (2016) explain that the actor network theory
can facilitate the understanding of resistance at the places of
work. In some of the cases, resistance is ethnographic and it is
caused by the stakeholders’ inexperience with heterogeneous
environments and relations. The authors suggest than an
effective resolution of disputes at the places of work would
require managers to be ethnographers. They would understand
their stakeholders’ perspectives from the point of view of the
cultures.
Of course, Knights & McCabe (2016) argue, effective
ethnography would call for an extensive interaction, interviews,
as well as observation; which means that those in leadership
positions will need to be competent qualitative researchers. In
every organization, there are multiple departments and division,
and each of them has distinguishing behavioral patterns and

distinctive histories. A department would, for instance, be seen
to depict distinctive qualities defined by the rules the
stakeholders have set, their assumptions, values, and
communication behaviors.
Lund Dean et al. (2014) agrees with Knights & McCabe (2016)
that nuanced understanding of not only the organizational
practices but also the various subcultures is needed. In essence,
the leadership must be observant as well as understand a host of
viewpoints based on ethnographic skills. Lund Dean et al.
(2014) adds that the leadership must be keen of informal
conversations taking place, say, over lunch in the same manner
they are observant about comments made in the meeting rooms.
In any case, it is when the pressure of formality is lifted when
individuals express their true feelings.Integrated Conflict
Management
Integrated conflict management (or resolution) systems is when
an organization avails multiple alternatives towards addressing
conflicts. The employees and management are provided with
opportunities to choose the problem-solving approaches they
find appropriate towards determining the which need to be
taken. Negotiation is usually recommended as the first step
towards having a conflict resolved. There are other measures
that need to be taken to ensure success (Knights & McCabe,
2016).
Brubaker et al. (2014) argue that collaborative processes
towards resolving conflicts at the workplaces have been
embraced by American organizations over the last three
decades. They argue that before collaborative approaches,
managers favored mediation and arbitration, and these ushered
in the era of organizational ombudsmen and conflict coaching.
The challenge was that these early strategies were a reserve for
graduates of legal studies, and it kept the conflicting parties at
bay. They imposed solutions, rather than having the concerned

stakeholders collaborating to arrive at all-inclusive.
Brubaker et al. (2014) favor an integrated conflict management
system. They have employed a qualitative analysis on the past
and present trends in order to predict the future. They conclude
by suggesting that if integrated conflict resolution approaches
are exploited, organizations will manage to move from just
intervention towards the prevention of conflict. It does also
makes it possible to upgrade from ad hoc and focus on finding
and implementing the most appropriate systems. Brubaker et al.
conclude that teams which will focus on managing change
instead of merely seeking to resolve conflicts will outperform
their competitors (Brubaker et al., 2014).
According to Brubaker et al. (2014), the management has the
duty to encourage empowerment as well as recognition. This is
in the spirit of embracing the emergent shifts in conflict
dynamics. The new stakeholders need to be briefed on the
various options available to them in case they have the need to
petition for a desire they perceive to be invaluable. Such
avenues make them feel appreciated and dissuaded to seek
employment elsewhere.Conclusion
Whether a business organization is large or small, resources and
time are invaluable. Whenever a conflict comes about, the
litigation costs could be overwhelming. Even if it does not call
for litigation, the parties involved end up wasting effort, time,
and resources needlessly. This is why the leadership must
consider it indispensable to provide options for resolving
disagreements (Camelo-Ordaz et al., 2015). An organization
needs to have an integrated conflict management strategy in
place as well as underpin organizational commitment. This
would help eliminate the challenge which would arise if the
parties to the dispute are compelled to resolve it in court and
hence keep on adhering to appointments over which they have
little control (Knights & McCabe, 2016).

Conflicts, or disputes, could actually have positive outcomes in
organizations. This is because they encourage open-mindedness
as well as avert the risk of being trapped in group-think.
Nevertheless, it is the steps which are taken to manage conflict
that matter. The review of literature suggest that leaders must
be ethnographers (Lund Dean et al., 2014; Knights & McCabe,
2016) and ensure organizational commitment beyond what is
required under the law (Eigen & Litwin, 2014).
Nevertheless, disagreements which start as task conflicts could
escalate into relationship conflicts (Camelo-Ordaz et al., 2015;
De Clercq et al., 2017); and at this point, they will have become
significantly personal. In some cases, the conflicting parties
might never be in a position to team-up again. Brubaker et al.
(2014) argue that having an integrated conflict resolution
mechanism is indispensable since the stakeholders are
facilitated with a host of options to deal with the issues
confronting them.
References
Brubaker, D., Noble, C., Fincher, R., Park, S.K., & Press, S.
(2014). Conflict resolution in the workplace: What will the
future bring? Conflict Resolution Quarterly, 31(4), 357–386.
https://doi.org/10.1002/crq.21104
Camelo-Ordaz, C., García-Cruz, J., & Sousa-Ginel, E. (2015).
The influence of top management team conflict on firm
innovativeness. Group Decision & Negotiation, 24(6), 957–980.
https://doi.org/10.1007/s10726-014-9424-4
De Clercq, D., Mohammad Rahman, Z., & Belausteguigoitia, I.
(2017). Task conflict and employee creativity: the critical roles
of learning orientation and goal congruence. Human Resource
Management, 56(1), 93–109. https://doi.org/10.1002/hrm.21761
Eigen, Z.J., & Litwin, A.S. (2014). Justice or just between us?

Empirical evidence of the trade-off between procedural and
interactional justice in workplace dispute resolution. ILR
Review, 67(1), 171–201.
https://doi.org/10.1177/001979391406700107
Knights, D., & McCabe, D. (2016). The “missing masses” of
resistance: An ethnographic understanding of a workplace
dispute. British Journal of Management, 27(3), 534–549.
https://doi.org/10.1111/1467-8551.12170
Lund Dean, K., Safranski, S., & Lee, E. (2014). Religious
accommodation in the workplace: Understanding religious
identity threat and workplace behaviors in legal disputes.
Employee Responsibilities & Rights Journal, 26(2), 75–94.
https://doi.org/10.1007/s10672-013-9232-z

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