The purpose of this qualitative phenomenological study was to identify methods to improve conflict management skills of administrative staff in higher education. General systems, Maslow's hierarchy of needs, and (c) Burton's human needs theories served as the conceptual frameworks for the study. The lived experiences of 25 community college administrative staff members explored; administrative staff were asked to provide experiences related to strategies that might improve conflict management skills. Through coding and thematic analysis of interview data, 4 themes emerged. These were (a) reviewing the process and protocol for addressing conflict, (b) reviewing hiring practices to ensure the most qualified individuals are selected, (c) reinforcing expectations, and (d) providing conflict management training to employees. Analysis showed that conflict is a cause for concern and an opportunity for leaders to apply creativity and collaboration using strategic conflict management. The results of this study indicated that administrators must address fear of retribution, enforcement of expectations/disciplinary action, hiring practices, loss of productivity, employee health, and training for effective conflict management. Implications for positive social change included altering methods and processes regarding how conflict is addressed that can lead to an environment of efficiency and one in which workplace conflict is effectively managed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]