Going beyond ‘I’ vs ‘you’- effectiveness and mechanism of yoga based practices in management education to mitigate interpersonal conflict

Abstract
While collaborative functioning can yield rich dividends, aimless conflicts are detrimental to organizations. Herein, management education would be instrumental in imparting ways to effectively manage interpersonal conflicts (IPC) among management students, the future business leaders. The spiritual discipline of yoga offers a promising line of inquiry. We propose that yoga-based practice (YBP) can curtail IPC by enhancing pro-social behaviors (PSB) and positive emotions (PE) and reducing wandering mind (WM). To test the hypotheses, two studies were conducted. In Study 1 (n = 113), a survey design, we performed confirmatory factor analysis that supported the measurement model. Study 2 employed a randomized controlled experimental design to investigate the impact of YBP and mediation process. The results from analysis of variance (ANOVA) demonstrated that, compared to the control group (n = 56), YBP reduced IPC and WM while enhancing PE and PSB in the experiment group (n = 57). Path analysis indicated that only WM mediated the impact of YBP on PSB and the impact of YBP on IPC was mediated by PSB. This research expands the literature on conflict management and contemplative practices in management education, noting yoga’s practical value in developing conflict management skills and positive social behaviors.

Introduction
Today’s workplace is characterized by a heightened level of interdependence among stakeholders with a necessity to engage in more frequent collaborations and critical alliances. As a result, expectations from clients, employee differences, and a growing desire for increased involvement in decision-making escalate tensions further, leading to conflicts within the workplace. Unsurprisingly, numerous studies highlight that managers and supervisors dedicate a significant portion (approximately 21–42 percent) of time to address conflict either directly or as mediators (Thomas & Schmidt, 1976; Watson & Hoffman, 1996). Moreover, over half of their workdays get consumed by continuous communication efforts to attain consensus and foster collaboration among both horizontal and vertical stakeholders (Katz & Flynn, 2013). Evidence suggests that workplace conflict management has significant implications for employers, employees, and organizational efficiency, as well as well-being (De Dreu et al., 2001; Katz & Flynn, 2013). Therefore, managing conflicts effectively denotes not just an essential skill in managers but a strategic imperative.
Given their pivotal role in shaping the future business leaders, business schools aim to nurture a broad range of skills essential for effective leadership (Asthana, 2021). They are tasked with preparing management students for the demands of the contemporary workplace (Ronnie, 2017). However, despite a curriculum that combines theoretical knowledge with practical experiences to enhance decision-making, ethical reasoning, and interpersonal skills, business schools have faced criticism for not adequately equipping the students for the current and forthcoming challenges of the workplace (Datar et al., 2011). Specifically, scholars have called out the prioritization of ‘hard’ analytical skills in management education while sidelining ‘soft’ teamwork and interpersonal skills (Bennis & O’Toole, 2005). While negotiation courses have become more prevalent (Bazerman et al., 2000), conflict management skills and negotiation are frequently overlooked (Lang, 2009). This scant focus puts students at a disadvantage in handling real-world team dynamics.
University graduates today now work in environments wherein teamwork is considered the norm (Stone & Bailey, 2007). This implies an expectation that graduates are immediately effective at working collaboratively within teams upon starting their professional careers. It is important to note that human beings are different – they have different cultural, linguistic, and ethnic backgrounds, and they can have different perspectives on several issues. As a result, interpersonal conflicts (IPC) tend to arise in team-based functions such as problem-solving and decision-making (Lang, 2009). Hence, to function effectively, make informed decisions, and operate successfully in modern team-based workplaces, it is crucial for management students to explore and implement ways or interventions to effectively manage conflict (Cummins & Johnson, 2023). Research indicates that experiential learning methods are more effective than traditional lectures in developing skills in areas such as teamwork, communication, and decision-making (Hoover et al., 2010).
Owing to their role in enhancing self-regulation, executive function, and promoting desirable social behaviors, researchers are gaining insights by employing contemplative practices (e.g., mindfulness, yoga, reflection, journalling) as part of pedagogy in management education (Asthana, 2021; Dagar et al., 2022; Luu & Hall, 2017). Studies highlight their efficacy in promoting psychological well-being, authenticity (Kay & Young, 2022), cultural intelligence (Blasco, 2009), social entrepreneurship (Plaskoff, 2012), and transformational learning (Kuechler & Stedham, 2018).
In this study, we focus on the spiritual discipline of yoga, its constituting philosophy, and practices built on an extensive body of knowledge that offers a promising line of inquiry. Yoga, an age-old discipline, encompasses a holistic approach merging physical, mental, emotional, and spiritual practices aimed at achieving ethical living, wellness, and spiritual advancement (Corner, 2009; Iyengar, 2008). Yoga-based practices (YBP) facilitate ego-transcendence and aim at the union of the individual with the universal. The salutary effects of yoga practice on the physical and psychological aspects of individuals have been covered comprehensively (see Butzer et al., 2016; Hendriks et al., 2017). Although existing literature has indicated the instrumental role of contemplative practices in enhancing compassion and helping behaviors; however, research examining the impact of YBP on social outcomes is scarce (Gard et al., 2014). Further, the empirical examination of underlying mechanisms that explain how YBP impact social behaviors needs exploration (Dagar et al., 2022; Kishida et al., 2018).
To address these research gaps, we garner the body of knowledge on YBP and refer to the dual concern theory on conflict management (Blake & Mouton, 1964) and literature on pro-social behavior (PSB). The yogic philosophy and practices have rendered a path of self-regulation (thoughts, emotions, and behaviors) and present-moment orientation (Gard et al., 2014). Therein, the focus is to reduce the wandering mind (WM), i.e., shifting away of attention towards unrelated and irrelevant thoughts (Smallwood & Schooler, 2015). Further, yoga enables going beyond ego-personality and being considerate and caring for others. PSB comprises actions that tend to benefit others (Krebs, 1982). Consequently, we propose and examine that YBP impact IPC and that positive emotions (PE), WM, and PSB mediate this relationship.
This study holds significance for both theoretical understanding and practical application. It shows that YBP training offers management educators an effective, low-cost, and readily available resource to impart skills in managing IPC among management students. It highlights that YBP training is a useful tool to help cultivate prosocial behaviors. YBP, with their blend of practice and discourse, lead to an enhanced connection and empathy that results in reduced IPC (Blake & Mouton, 1964; De Dreu et al., 2001). Further, the literature on contemplative practices, including yoga, has faced criticism for overlooking the mechanisms through which YBP operates (Gard et al., 2014; Miksch et al., 2015). By investigating the function of PE, WM, and PSB, this study contributes to the theoretical depth and empirical clarity pertaining to mechanisms associated with YBP. It offers insights into how YBP influences IPC.

Ref: https://www.sciencedirect.com/science/article/abs/pii/S1472811724001605?dgcid=coauthor