Leading through conflict: catalyzing school change can turn emotional differences of opinion into learning opportunities

School Administrator, Nov, 2006 by Mark Gerzon

In a school system in the Southwest, a group of leading citizens who had convened around school reform issues ran into an obstacle that threatened to divide the group: the debate about evolution and creationism.

At the height of the conflict, a "liberal" high school biology teacher said point-blank to the local "conservative" minister: "I will never allow the teaching of religion in my biology class because ..."

"And I will not allow young people to attend a school that denigrates our faith," the minister interrupted, shouting in defiance.

It seemed like a dead end. These two men, both members of a community group focused on improving the public schools, seemed locked in battle, neither willing to give an inch. The tension in the room became so frightening that other participants considered leaving. Instead of bringing hope and inspiration to their local schools, this group looked as if it might increase division and cynicism.

Such conflicts are inevitable for public school leaders in today's diverse communities. In any situation that involves change, whether it is a movement for widespread school reform or some other effort to challenge current education practices, opposing sides emerge. The ensuing dramas involve protagonists and antagonists, pro and con positions and all the other elements of conflict. Leaders who want to deal effectively with these challenging, often tense situations need to be more than good managers. They need to be mediators.

Leadership Toolbox

After a decade of research that scrutinized scores of leaders who effectively led their organizations or communities through conflict, I identified eight tools that leaders as mediators use in various combinations. Like a carpenter's implements, these tools should be used in concert. A hammer or a saw, a screwdriver or a plane by itself can accomplish a narrow function, but complex construction jobs require that the carpenter use all of these tools.

Similarly, complex education conflicts require the leader to have a complete toolbox and the skills to use every tool in it.

A definition of each of the eight tools follows, accompanied by its antonym, key questions and a brief description of its use.

* Integral Vision: The commitment to hold all sides of the conflict, in all their complexity, in our minds and hearts. (Antonyms: tunnel vision, narrow-mindedness)

Key questions:

* Can you see your whole school or school district?

* Can your colleagues see the whole, too?

* Are you all holding the same picture in mind?

A conflict erupts within your school community. You can't control it. You can't avoid it. But you are definitely in it. What is the first thing you need to do?

Your first response is not about doing anything; it is about being aware, seeing the whole. So unless someone's physical safety is at risk, it is better to take stock before taking sides. Step back and try to see the big picture. Otherwise, you risk making things worse.

Fear is the great enemy of integral vision. In a climate of fear, it is easy to respond to conflicts by resorting to stereotypes. Again, keeping all sides in our minds and hearts requires diligent practice. The week after the attacks on the World Trade Center, a 10-year-old wrote in a school essay: "Last Monday [before the attack] it was easy to be open-minded. All we had to do was listen to other people's ideas at recess. But this Monday, we all wonder, can we be open-minded? Can we reflect on all sides of the story? And more than that, can we understand the conflict and what got us to where we are now?"

This 5th-grader's determination to develop an integral vision is inspiring. While many North Americans and Europeans contracted in fear, this student strengthened his resolve to see and understand the whole.

* Systems Thinking: Identifying all (or as many as possible) of the significant elements related to the conflict situation and understanding the relationships between these elements. (Antonyms: distracted, ego-centered)

Key questions:

* How do the parts of your school system (teachers, administrators, central office) fit together?

* When does hot or cold conflict prevent these parts from working smoothly as one integrated system?

School leaders need systems thinking to manage an organization effectively. Because every sizable organization has departments, divisions or bureaus that develop their own self-interest, an overarching perspective--sometimes called "going to the balcony"--is essential. Leading "our" side against "their" side is thinking like a manager. Forming a "third side" that can build a bridge and transform the conflict is thinking like a mediator.

* Presence: Applying all our mental, emotional and spiritual resources to assessing and transforming the conflict. (Antonyms: distracted, half-hearted)

Key questions:

* Are you fully present in most, if not all, of your leadership roles?

* Do strains, stresses or distractions hinder your effectiveness?

* If so, where is your effectiveness compromised and what steps are you taking to obtain support in these areas?