TV NEWS CHANNEL ORGANIZATIONAL SET UP

 

Every organization has its own organizational set up which makes it run. Looking at the TV channels set up, organizations are important. 

 Firstly it’s important to know government owned National broadcaster’s organisation Doordarshan. In India in every Doordarshan centre there is

 a Regional Director, under him 3 important departments are there. They are:

 1. Programme department 

2. Administrative Departments

 3. Technical department 

 1. Programme Department:

 In the programme department there is one functional producer. Under him or her more than one producer and an assistant producer is employed. The work of programme department is to produce interesting news, information and entertainment programmes. 

2. Administrative Department: The administrative departments looks after the mostly all the administrative work of the organisation. Under the administrative department all other department works. The department is headed by a section officer. 

3. Technical department: The department is run under the direct supervision of the Station Engineer. Under the central technical department, Executive Engineers run the show. The department has Programme transmission room, control room, electrical engineer, sound engineer and computer engineer. 

PRIVATE ORGANISATIONS: 

Other then government set up, various private channels have established multiple news channels. The organizational set up of private news channels is very different government channels. 

There is also a difference between each channels own set up.

 Private Television Channel President or Managing Director; Business Manager; Producer; Presenter; copy editor; Reporter President or Managing Director: 

He is the head of TV news channel. He is chief of the services, differently some channels has an owner who works as the representative of the owner. In some channels managing director is over all incharge, he looks after production advertisement, finance, etc along with management of liaisons and relationship. He is the decision making authority. 

To reduce his burden of work in some channels there maybe a vice-president who carries out these decisions taken by the managing director regarding smooth functioning and policy matters.

 There may be News Directors under the vice president. They work as head of news bureau, under their direct supervision the production and transmission of news is done. They give the direction to which news should be given imp. To do such work in some channels there maybe chief news editors, news editor has some assisting staff like news coordinator. He works as a bridge between Newsdesk and Editor. 

Personnel for Video Production

 Executive Producer- He is the boss of the production team & supervises. As the

administrative head of the team, the Executive Producer is appointed normally for a

series of programmes.

 Director/ Producer- He is the one who approves the script. In smaller productions,

the producer and director may be same. As the creative head of the production, the

producer is in charge of the technical aspects of a production.

 Scriptwriter- He writes the script for the production and he is responsible for coming

up with creative ideas and translating them into words that will be used in the

making of video. In the case if fiction, based on the storyboard and synopsis, the

scriptwriter pens the script.

 Production Assistance- He is responsible to make sure the script, talent, the

production, the production crew before the shoot proceeds. Other responsibilities

include holding rehearsals, organizing on location and co-operating.

 Production Manager-He is responsible to take care of production and production

within budget. He ensures that equipment, transport, talent, crew are in place for the

shoot. Managing the crew production team and also hiring equipments and personnel

for the post production.

 Cameraperson- He works with lighting director and set designer to get the right

mood and picture for the video. A cameraperson composes and reflects the mood

that the director desires for a shot.

 Set Designer- He is responsible for all the sets and looks at the location. He has

number of people working with him for designing the set. He takes charge for

procuring the right material to erect sets, decides on the place and size of the sets.

 Lighting Director- He is responsible for in charge of rigging up and controlling all

lighting equipments working with a number of assistance (also called gaffers) and

electricians. He makes sure that the set is well lit up as per the technical and

aesthetic requirements of a shot.

 Make-Up Artist- He designs and applies make-up to all artistes. The make-up artist

is helped, in the case of bigger production, by assistant make-up artist and

hairstylists.

 Costume Designer- He designs costume for the talent in a production. The CD

makes notes on the brief of every character in the video and what costumes and

accessories suit a character.

 Choreographer- He is in charge of all composing dance sequence in a production.

Often working with a number of assistants and working in close co-ordination with

the director, the music composer, set designer, cameraperson, and lighting director.

 Properties Manager- He is responsible for all the properties needed on a set are

ready. Properties required for the particular shoot.

 Audio Engineer- He is in responsible for overall sound levels, balance and quality of

sound. He is in charge for overall sound levels, balance, and quality of sound. He is

also involved in post-production during dubbing, mixing tracks, etc

 Electrical Engineer-He is responsible for all power requirements for production.

Manages all equipment, right from a power generator to cables and connectors.

 Music Director- He is in charge of music requirements for a production and

composes original tracks or use available music with permissions.

 Graphic Engineer- He is responsible for graphics used on the video.

 Video Editor- He is responsible who operates production equipment-the linear &

non-linear editing machines. He works in close association with director in making

creative decisions in shaping the production. In smaller production, the VE also

creates graphics. In large productions involving complex graphic work.

 Talent- Actors who are playing a role or those who appear in front of the camera as

themselves-newscasters, anchorpersons, interviewers, personalities, contestants.

They are non technical workers like directors/producers, scriptwriters, set designers

etc...

Personnel for News

 News Editor- He is the captain of TV news as he is responsible for all news

appearing on the channel. The NE sets the policies, hires and fires other personnel,

and works with other department in the channel. The NE provides direction to the

channel.

 News Producer-He is the one who collates & packages stories from various sources

for a bulletin. She also ensures that all videos/audios/graphics required for a story

are in place.

 Chief reporter/assignments editor- He instructs reporters and camerapersons to cover

specific events. The CR depends on press notes or engagements or personal contacts

to assign a story.

 Reporter/Correspondent- He ensures that the visuals required for a story reach the

station. The reporter also does interviews, vox-populi (voice of people), piece of

camera (stand ups) & writes story for a newscast.

 Cameraperson- He operates the camera to cover an event. He is responsible to

provide good visuals and cutaways as also good audio required for a story.

 Video Editor- He edits the video inputs from the reporter in accordance to latter’s

story script. He also transmits the edited story to the station through VSAT (Very

Small Aperture Terminal).

 Voice-Over Artist- He provides the commentary. He provides background

commentary for the news story.

 Anchor/ Newscaster- He reads out in Lead-in to a news story. They also interviews

experts on the panel on live shows.

 Weathercasters/Sportscasters-He present weather or sports report.

 Multimedia Producer-He ensures that all stories are written for the channel websites

and update it on regular basis. He ensures images, graphics and illustrations and all

other content on the websites.

 Producer: There may be more than one producer in one news channels. A group of producers prepare news bulletin. Daily news bulletin is prepared under the direct supervision of first producers.To prepare hourly bulletin is his main work. He is also called the bulletin producer. 

The second category producers are called programme producers. By transmission of fresh news they engage viewers, is his chief motive, News channels work 24x7 so every time different news transmission. 

Copy Editor: To help the producers, a group of copy editors work, every time when new news comes in it is their duty to prepare correct and speedy bulletin. 

Presenter: They are the face of the channel. General public know the channel through the news caster or anchor. They are very popular among general public. The popular and reliability of a news channel depends upon a good news caster. Viewers regularly see the channels because of the presentation skills of the anchor. Their main job is to present the news in proper manner.

 Reporter: The backbone of a TV news channel is the reporter. They are connected to the society, they reach the spot as soon as they get information were the incident has happened and get the information. They immediately inform the office about the event. Main duty to send collected info to news desk, due active dedicated work of news reporter the news channel becomes lively. 

Cameraperson: Those who accompany the reporters to the incident spot and take photos or videos are known are camerapersons. Understanding the importance of the event and morality of journalism they take the pictures with care. Persons discussed above work under the news division. 

In addition to this a team of technical persons work in news channel. IT, RF broadcast, MCR, PCR, Electricals, Electronic, sound are the technical persons. Without their help it is not possible to telecast news in time. 

Business Manager: In addition to this every news channel has a business manager. Under him a number of business executives. Their main work is to collect revenues through advertisements. Along with this they also try to improve viewership of the channel. 

 Editor: The editor links write-up received from different sources are with visuals with proper timing and editing. They remain present in the editing room meticulously edit and connect the news write-up and visuals eliminating the unnecessary part. They maintain the balance and equality in every news item.

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Cognitive Dissonance Theory

Cognitive dissonance theory, proposed by The psychologist Festinger  in 1957. It focuses on the discomfort felt when holding conflicting beliefs or attitudes, leading individuals to seek consistency.  According to dissonance theory, self-esteem is threatened by inconsistency.

Cognitive dissonance is the discomfort a person feels when their behavior does not align with their values or beliefs. 

Cognitive dissonance is a psychological phenomenon that occurs when a person holds two contradictory beliefs at the same time.

 In his book “A Theory of Cognitive Dissonance,” Festinger proposed that two ideas can be consonant or dissonant. Consonant ideas logically flow from one another. Dissonant ideas oppose one another.

Examples of cognitive dissonance

Some examples of cognitive dissonance include:

Smoking

The following demonstrates how smoking can result in cognitive dissonance:

• Conflict: Many people smoke even though they know it is harmful to their health. The magnitude of the dissonance will be higher in people who highly value their health.
• Cognitive dissonance: A person may dislike the physical side effects of smoking but feel the act of smoking is relaxing and helps in other ways, such as alleviating their stress.
• Resolving cognitive dissonance: They may use nicotine replacement therapy, such as gum or patches, to feel the effects of nicotine with fewer adverse effects. This may help them cut down or quit smoking.

 

What Causes Cognitive Dissonance?

• 1. Forced Compliance Behavior
• When someone is forced to do (publicly) something they (privately) really don’t want to do, dissonance is created between their cognition (I didn’t want to do this) and their behavior (I did it). Forced compliance occurs when an individual performs an action that is inconsistent with his or her beliefs.
• 
  
• 2. Decision Making

Life is filled with decisions, and decisions  arouse dissonance. For example, suppose you had to decide whether to accept a job in film industry.  If you took the job in film industry you would miss your immediate earning; if you turned the job down, you would not get the fame in future.

3. Effort

It also seems to be the case that we value most highly those goals or items which have required considerable effort to achieve.  This is probably because dissonance would be caused if we spent a great effort to achieve something and then evaluated it negatively.

Cognitive Dissonance Theory Assumptions

Here are the main assumptions of the Cognitive Dissonance Theory:

• People have an innate drive for consistency among their cognitions. Cognitions include attitudes, beliefs, values, knowledge, and perceptions. When there is inconsistency or discrepancy among cognitions, it results in psychological discomfort, known as cognitive dissonance.
• Cognitive dissonance is an aversive (causing strong dislike) drive state that motivates people to regain consistency and reduce dissonance. When cognitions are  inconsistent, individuals feel the need to align their cognition and resolve the inconsistency to achieve unity and reduce discomfort.
• The magnitude of dissonance and the desire to reduce it depends on the importance of the cognitions. The more relevant and significant the inconsistent cognitions are, the greater the need to resolve the dissonance and achieve consistency.
• People are motivated to reduce cognitive dissonance through various strategies: changing attitudes, adding new cognitions, discounting the importance of certain cognitions, avoiding dissonant information, and focusing on consonant information. These strategies help align cognitions and regain consistency.
• Once unity is achieved, the dissonance is reduced, and the drive state is eliminated. People then feel psychological comfort once their cognitions are in harmony and consistent.

 Cognitive Dissonance Theory Limitations

Here are the main limitations of the Cognitive Dissonance Theory have been stated below.

• It focuses too much on rational methods and underrates the role of emotion. Dissonance reduction strategies may be driven more by affective and emotional factors rather than purely rational processes.
• People can tolerate and live with certain denials.
• It overestimates people's awareness of cognitive dissonance. Many instances of dissonance may operate below conscious awareness, and people may not realize they are engaging in dissonance reduction strategies.
•  Some people seem to be more bothered by inconsistencies than others. The theory does not account for these differences.
• The theory does not provide a framework for quantifying the magnitude of dissonance in different cases.
• Dissonance reduction systems are more complex than the theory suggests
• The impact of the social environment is underemphasized. Social and cultural factors influence dissonance and strategies for reducing it.
• The theory focuses mainly on cognitive change and does not consider the role of behavioural change in dissonance reduction. Behavioural adjustment may also be used to resolve inconsistencies.

https://www.simplypsychology.org/cognitive-dissonance.html 

https://testbook.com/ugc-net-commerce/dissonance-theory

https://www.simplypsychology.org/cognitive-dissonance.html

Cognitive Dissonance Theory

1. Who proposed the theory of cognitive dissonance?
2. What is cognitive dissonance?
3. What is the relationship between cognitive dissonance and self-esteem?

Examples of Cognitive Dissonance

1. How can smoking lead to cognitive dissonance?
2. How can people resolve cognitive dissonance related to smoking?

Causes of Cognitive Dissonance

1. What is forced compliance behavior?
2. How can decision-making lead to cognitive dissonance?

Cognitive Dissonance Theory Assumptions

1. What is the innate drive for consistency among cognitions?
2. How does the magnitude of dissonance influence the desire to reduce it?

Cognitive Dissonance Theory Limitations

1. What is a major limitation of the theory in terms of emotion?
2. What does the theory underestimate about people's awareness of cognitive dissonance?

Cognitive dissonance theory, while influential, has several limitations:

Overemphasis on Rationality

• Underplays Emotional Factors: The theory often focuses too much on rational methods and underestimates the role of emotions in dissonance reduction.
• Individual Differences: Some people may be more tolerant of inconsistencies than others, which the theory doesn't fully address.

Limited Awareness

• Subconscious Dissonance: Many instances of dissonance may operate below conscious awareness, making it difficult to measure or study.

Simplicity

• Complexity of Dissonance Reduction: Dissonance reduction strategies are often more complex than the theory suggests, involving a wider range of tactics.

Neglect of Social Factors

• Cultural Influence: The theory underemphasizes the impact of social and cultural factors on dissonance and its resolution.

Focus on Cognitive Change

• Behavioral Change: The theory primarily focuses on cognitive change to reduce dissonance, neglecting the role of behavioral adjustments.

Difficulty in Quantification

• Measuring Dissonance: The theory doesn't provide a clear framework for quantifying the magnitude of dissonance in different cases.

Overestimation of Consistency Drive

• Tolerance for Inconsistency: Some people may be more willing to tolerate inconsistencies than others, challenging the theory's assumption of a strong drive for consistency.

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Multimedia Learning Theory

Multimedia is the use of multiple presentation tools or techniques to deliver information. Audio and visual presentation technologies provide an effective set of tools for instructors and instructional designers to communicate with learners. 

Multimedia Learning Theory (MMLT) was originally developed by Richard Mayer in 1997.  It falls under the grand theory of Cognitivism.  

Mayer’s multimedia learning theory provides an informative set of principles that can be used to create effective instructional message design.According to Mayer (1997), multimedia learning theory consists of three aspects that help students learn more effectively. Multimedia learning theory describes how the designers of instructional messages, systems, and learning environments can optimize learning.  

 

The first one is that there are two channels, namely audio and visual, for information processing; this is also known as the multimedia principle. This principle states that students may learn better from images and words than just from words.

The second aspect is that each channel has a limited capacity to process information. In other words, human beings can only process information in limited amounts, and they try to understand the information by creating mental representations from the information sources.

The last aspect is that learning is an active process of filtering, selecting, organizing, and integrating information based on existing knowledge.

Mayer (2002) also stated that the process of transferring knowledge from two channels (audio and visual) could be successful when information is integrated with existing knowledge. 

Multimedia learning theory describes a series of processes that are taking place as a student is creating a new schema (Mayer, Heiser, & Lonn, 2001).  

The first step in the learning process is the initial viewing and listening to instructional content and the immediate storage of that information in short term memory.  

In this step, text is essentially visual words that when presented with diagrams then both the diagrams and the text are processed by the visual processing channel.  When words are presented via audio, the narration is instead processed by the audio processing channel, while visuals are processed by the visual channel.  The intrinsic content is separated from the extraneous content in the first phase of working memory.  

Next, the remaining germane resources in working memory create relationships between the visual and verbal information and recalls associated previous knowledge from long-term memory.  Recalled schema is then compared to new information where the learner creates understanding.  Finally, new schema can be created, or existing schema modified, and stored in long-term memory

In this step, text is essentially visual words that when presented with diagrams then both the diagrams and the text are processed by the visual processing channel.  When words are presented via audio, the narration is instead processed by the audio processing channel, while visuals are processed by the visual channel. 

 Multimedia learning theory describes two cognitive processing channels available to our learners, one for processing auditory information and one for processing visual information, and the result is the modification or development of new schemata in long-term memory, or learning 

Multimedia design principles are guidelines that help educators and instructional designers create effective and engaging learning materials using various media formats. 

These principles focus on optimizing the presentation of information to enhance comprehension, retention, and overall learning experience.

 By considering the cognitive processes involved in learning and the way humans process information, multimedia design principles help create learning materials that are more engaging and accessible to learners with diverse needs and preferences

Mayer’s multimedia learning theory provides an informative set of principles that can be used to create effective instructional message design. 

By the early 2000s, Mayer’s cognitive theory of multimedia learning had solidified into three main principles (Mayer & Moreno, 2003).  The first principle is the assumption that learners have independent channels for verbal and visual information and using both channels simultaneously is more efficient than using either channel alone.  The second principle is that the two processing channels in working memory have limited capacity for both short-term storage and active processing.  The third principle is that for learning to occur, working memory must actively process, pull previous information, and create and store new or modified schema into long-term memory .

Foundational Principles: 

1. The Dual Channels principle, states that our learners have two independent cognitive systems for processing visual and auditory information,

 2. The Limited Capacity principle, states that our learners have limited working memory resources, and 

3. The Active Processing principle, which states that to learn students need to focus on relevant information, organize that information for themselves, and relate that information to previous schemata. 

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Negotiation

  

Negotiation is a method by which people settle differences. It is a process by which compromise or agreement is reached while avoiding argument and dispute.

Without negotiation, such conflicts may lead to argument. The point of negotiation is to try to reach agreements without causing future barriers to communications.

Stages of Negotiation

In order to achieve a desirable outcome, it may be useful to follow a structured approach to negotiation. For example, in a work situation a meeting may need to be arranged in which all parties involved can come together.

The process of negotiation includes the following stages:

1.Preparation

2.Discussion

3.Clarification of goals

4.Negotiate towards a Win-Win outcome

5.Agreement

6.Implementation of a course of action

1. Preparation

Before any negotiation takes place, a decision needs to be taken as to when and where a meeting will take place to discuss the problem and who will attend. Setting a limited time-scale can also be helpful to prevent the disagreement continuing.

2. Discussion

During this stage, individuals or members of each side put forward the case as they see it, i.e. their understanding of the situation. 

Sometimes it is helpful to take notes during the discussion stage to record all points put forward in case there is need for further clarification. 

 3. Clarifying Goals

From the discussion, the goals, interests and viewpoints of both sides of the disagreement need to be clarified.  It is helpful to list these factors in order of priority. 

4. Negotiate Towards a Win-Win Outcome

This stage focuses on what is termed a 'win-win' outcome where both sides feel they have gained something positive through the process of negotiation and both sides feel their point of view has been taken into consideration.

5. Agreement

Agreement can be achieved once understanding of both sides’ viewpoints and interests have been considered.

6. Implementing a Course of Action

From the agreement, a course of action has to be implemented to carry through the decision.

7. Failure to Agree

If the process of negotiation breaks down and agreement cannot be reached, then re-scheduling a further meeting is called for. 

8. Informal Negotiation

There are times when there is a need to negotiate more informally.  At such times, when a difference of opinion arises, it might not be possible or appropriate to go through the stages set out above in a formal manner.

elements of negotiation

In any negotiation, the following three elements are important and likely to affect the ultimate outcome of the negotiation:

1.Attitudes

2.Knowledge

3.Interpersonal Skills

Attitudes

All negotiation is strongly influenced by underlying attitudes to the process itself, for example attitudes to the issues and personalities involved in the particular case or attitudes linked to personal needs for recognition

Knowledge

The more knowledge you possess of the issues in question, the greater your participation in the process of negotiation. In other words, good preparation is essential. Furthermore, the way issues are negotiated must be understood as negotiating will require different methods in different situations.

Interpersonal Skills

Good interpersonal skills are essential for effective negotiations, both in formal situations and in less formal or one-to-one negotiations.

These skills include:

• Effective verbal communication. 

• Listening. Active Listening 

• Reducing misunderstandings is a key part of effective negotiation. 

• Rapport Building. Build stronger working relationships based on mutual respect. 

• Problem Solving. 

• Decision Making. 

• Assertiveness. Assertiveness is an essential skill for successful negotiation. 

• Dealing with Difficult Situations. 

• 
  

• https://www.skillsyouneed.com/ips/negotiation.html

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INTERPERSONAL CONFLICTS AT WORKPLACE , CONFLICT RESOLUTION STRATEGIES

 MEANING AND TYPES:

conflict

The term conflict means different things to different persons.  It may be regarded as disagreement or hostility between individuals or groups in the organisation. It generally connotes the clash between the ideas, goals & actions of the individuals. 

 Conflict occurs at various levels. It may occur within an individual, between individuals, within a group and between groups.

 Conflict between two or more persons is called interpersonal conflict. Interpersonal conflicts are found between individuals. Individual differences create interpersonal conflicts. Whenever two or more persons interact with each other there are chances that interpersonal conflict may arise because each person is different in terms of personality, perception, values & attitudes. 

Conflict has serious implications on effectiveness, behaviour and performance of the individuals or groups. Therefore, it is very important  to understand what exactly are the reasons for conflict and how it can be handled or resolved.    

 

 

Type of Interpersonal Conflicts:

Following are some types of interpersonal conflicts which are usually found at the workplaces:

 1.  Vertical Conflict  .

This is mostly in the form of superior -subordinate relationships. Superior attempts to control the   behaviour of the subordinates and subordinates resist such control resulting in vertical conflicts.

2.  Horizontal Conflict

This is among the persons at the same hierarchical level in the same function or in different functions.

 3.  Substantive Conflict

 It happens when one person fundamentally disagrees with another person or group in the course of   doing business/job. This is a disagreement of opinion and thought.

4.   Emotional Conflict

This is commonly called as “Clash of personalities”. This type of conflict can sometimes be more draining, and distracts from the more important work that needs to be done. Usually this happens between co-workers who may not like one another.

Reasons for inter-personal conflict

The most commonly cited reasons for interpersonal conflict are personality differences, perceptions, clashes of values and interests, competitive environment, power and status differences, scarce resources, stereotype behaviour, and exploitative nature of human beings. These are briefly discussed below.

Personality :Each individual is different in terms of his personality which again depends on many factors like upbringing, cultural and family traditions, socialisation process, education and values.

2. Information Deficiency: If wrong information or incomplete information is communicated it may create conflict among the related individuals. But it may be corrected easily by communicating the right message. Sometimes physical separation and language can create distortions in messages and in turn lead to conflict.

3. Role Ambiguity : Sometimes an individual performs more than one role in an organisation when expectations of the different roles clash with each other, the individual tends to be in a role conflict. Role conflict also arises due to the known specifications of role assigned to an individual in the organisation structure.

4. Environmental Stress : In case of scares or shrinking resources, downsizing or competitive pressures, individuals consider each other as their competitors or rivals. This clash of interest leads to conflicts.

 

Aspects of Conflicts

Conflict is inevitable in organisations. It affects the organisation in both ways positively and negatively. Viewed from these angles conflicts are characterised as functional and dysfunctional conflicts.

Functional Conflicts

Conflict is not always harmful. Conflicts that support the goal of the group and improve its performance are known as functional conflicts. A moderate degree of conflicts is a necessary condition for creativity or improvement. These are also called constructive conflicts. Following are some of the positive or functional aspects of conflicts

● Conflict leads to new ideas, creativity and innovation

● It creates healthy competition among the individuals

● In case of intergroup conflicts, it brings group cohesiveness

● It provides more challenging work environment

● It promotes change

● It leads to high quality decisions

Dysfunctional Conflicts

The destructive forms of conflicts that hinder group performance are called dysfunctional conflicts. Following consequences may arise due to dysfunctional conflicts.

● High tensions among employees

● Discontentment in employees

● Mistrust

● Goal Displacement

● Resignation of Personnel

● Lockouts & Strikes

● Resistance to Change

● Disobedience

All these factors play a negative role in the growth and environment of the organisation

 

INTERPERSONAL CONFLICT RESOLUTION STRATEGIES

Recognizing the sources of conflict in any organization is the main step in the development of conflict resolution mechanisms . Conflict happens in every organisation and each organisation handles it differently depending upon various factors. There are mainly five ways or styles to manage conflicts   

1) Avoiding

In certain situations it may be appropriate to avoid a conflict. It is a deliberate decision to side step a conflicting issue, postpone addressing it till later or withdraw from a conflicting situation. However researches show that overuse of this style results in negative evaluation from others in the workplace.

2) Accommodating

In this style one party is willing to self sacrifice in the interest of the other party. Over reliance on accommodating has its dangers. If managers constantly defer to others, others may lose respect for him. In addition such managers may become frustrated as their own needs are never met.

3) Forcing

This style is characterised by high assertion and low cooperation. In this style one tries to meet one’s goals at another party’s

4) Compromising

 It is intermediate on both the assertive and cooperative side. Each party tries to give up something to reach a solution to the conflict. A typical “give and take” policy dominates the behaviour of the conflicting parties. It becomes an effective style when efforts towards collaboration have failed.

 5) Collaborating

 It involves the attempts to satisfy the needs of both the parties. This is based on “win-win” style. In this style a creative solution usually emerges because of the joint efforts of both the parties who are keen on both gaining from the situation without hurting the other.

SOME GUIDELINES 

1.    *Analyse the situation /● Choose a management style that fits the situation ● Identify the source of conflict ● Think strategically about conflict rather than react blindly to it. ● Take control of conflicts rather than be controlled by them ● Negotiate, solution to conflicts, rather than fight ● Focus on the task and not on the personalities. ● ● Address conflict without accusation, sarcasm or hostility. in a timely way● Listen to both sides of arguments empathically. ● Predict a problem situation long before it reaches the crisis stage. 

2.    ● Change organisational culture to make healthy communication the norm. 

3.    ● Modal the attitude and behaviour, you want your employees to immolate. 

Conflicts can occur at any organisation where people of varied personalities and backgrounds work together. With the emergence of diverse workplaces, increased use of technology , change in methods and organizational structures and cultures, the possibility of interpersonal conflicts is increasing manifold .However as per many experts not all types of conflicts are harmful. Moderate level of functional conflicts are good for the organizational effectiveness as they bring in creativity and improvement in procedures and operations.

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https://open.lib.umn.edu/communication/chapter/6-2-conflict-and-interpersonal-communication/

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