Intergroup Influences

This chapter really kind of tied it all together for me. I have been trying to get the last three paradoxes to crystallize, and for some reason they still seemed too...complex...contradictory....to visualize. However, I think I can now grasp some of the practical implications of the paradoxes in a more meaningful way.
In the context that interests me (schools and school systems), I can see the paradox of scarcity. This framing pattern goes on between schools, districts, and even departments within a single school. The discordance which can lead to group cohesion (p 190) is visible along the administrator vs. teacher lines. In extremely dysfunctional schools (where I am sad to say that I have worked), this leads to endless conflict between the two groups, with administrators blaming teachers for their unscrupulous use of resources and teachers blaming administrators for not supplying the resources necessary to meet the basic needs of their classrooms.
Smith and Berg pay homage to Howard Shein at the bottom of p. 191 when they mention conflicts in values and goals. Within a school (where it is assumed by outsiders that the goals are the same for teachers and administrators), these value conflicts persist. Commonly, I see it as a result of attempting to reconcile outside demands and priorities with the needs of students and personal meanings associated with their respective positions. This can also be explosive, since what results has the potential of becoming a culture war between the two camps. Sadly, who pays for this is the students.
Smith and Berg portray these external conflicts as being neutral - we can't say that any one group is more right or wrong to adhere to their values or decide what boundaries to give up or stand firm to. I am very interested in the practical applications of these paradoxes, now that they seem to be pointing toward practical applications (for awhile there I was questioning the relevance). I may be reading the rest of the book out of personal interest now, instead of out of respect for the subject.
Do you have any practical applications of the paradoxes? Can you imagine how they can be used or referenced if you were trying to resolve conflict within an organization?