Values, Conflict and Organizational Development: A Qualitative Research undertaken with the Hall-Tonna Model

Authors

  • Micaela Bunes Portillo Universidad Católica de Murcia
  • Ramón Mínguez Vallejos Universidad de Murcia
  • Iciar Elexpuru Albizuri Universidad de Deusto
DOI: https://doi.org/10.6018/j/276021
Keywords: Moral values, work ethic, value theory, nongovernmental organizations, interpersonal relationship, culture conflict, lifelong learning.

Abstract

This paper presents the results of a study
aimed at analyzing values within the Proyecto
Hombre Association. It was conducted
as a strategy seeking organizational
development.
Research on values within organizations
are rare and fragmented, with very limited
practical applications. We chose the
Hall-Tonna model of personal and organizational
development because it is a nonprescriptive
approach to research values.
The methodology used was the alignment
of values within organizations. This is based
on the contrast of the personnel’s values and
the values of the association itself. The alignment
of values is a process which fosters collaboration
among participants and reduces
unproductive conflict within organizations.

This qualitative research uses different
analysis techniques. On the one hand,
the values of the institution have been
analyzed through a content analysis program
(HTDOC: Hall-Tonna Documents).
Furthermore, personal values have been
identified with the application Hall-Tonna
Inventory (HTINVE).
Based on the results, it can be said that value
analysis is potentially helpful to recognize
personal and institutional problems.
This analysis has improved the dialogue
between group and organizational values.
In addition, the alignment of values meant
increasing the commitment of individuals
towards shared values recognized as their
own.

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Published
30-11-2016
How to Cite
Bunes Portillo, M., Mínguez Vallejos, R., & Elexpuru Albizuri, I. (2016). Values, Conflict and Organizational Development: A Qualitative Research undertaken with the Hall-Tonna Model. Educatio Siglo XXI, 34(3 Noviembr), 199–218. https://doi.org/10.6018/j/276021
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