The Conflict Resolution Training Program: Leader's Manual - Softcover

Kestner, Prudence B.

Softcover

ISBN 10: 0787960772 ISBN 13: 9780787960773

Verlag: Jossey-Bass, 2001

Inhaltsangabe

The Conflict Resolution Training Program Leader's Manual offers a step-by-step approach for teaching dispute resolution techniques to both new and seasoned negotiators, mediators, and arbitrators. This hands-on manual is filled with a variety of exercises, activities, worksheets, role plays, and other interactive techniques that are readily accessible for teaching the skills needed to resolve conflicts. Trainers can select the sections of the flexible program that best meet their specific objectives and goals.

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Über die Autorin bzw. den Autor

Prudence Bowman Kestner is president of the Institute for Organizational and Personal Transformation, Inc. (I-OPT). Formerly she was the associate director of the American Bar Association's Section on Dispute Resolution (ABA/ADR).

Larry Ray is an attorney in private practice. He served as executive director for the National Association for Community Mediation (NAFCM) and for the American Bar Association (ABA) Section of Dispute Resolution. He provides training for the American Management Association (AMA), the Maryland State Highway Administration, and the Graduate School, USDA. He arbitrates for the National Association of Securities Dealers (NASD) and United States Arbitration and Mediation (USAM). He mediates for the World Banks Group, the United States Postal Service, the National Archives, and the U.S. Office of Special Counsel. He serves as a senior instructor for the George Washington University School of Law and Keller Graduate School.

Kestner and Ray have conducted trainings in communication, conflict management, mediation, and negotiation.
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The Conflict Resolution Training Program Leader's Manual offers a step-by-step approach for teaching dispute resolution techniques to both new and seasoned negotiators, mediators, and arbitrators. This hands-on manual is filled with a variety of exercises, activities, worksheets, role plays, and other interactive techniques that are readily accessible for teaching the skills needed to resolve conflicts. Trainers can select the sections of the flexible program that best meet their specific objectives and goals.
Authors Prudence Bowman Kestner and Larry Ray have years of experience conducting conflict-solution trainings and seminars with a wide variety of organizations. Together they developed the Leader's Manual based on their highly successful Conflict Resolution Training Program. The manual includes valuable lessons on multi-option dispute resolution, conflict and conflict management, communication skills, values, perspectives, creativity, consensus, negotiation, mediation, and arbitration. The Conflict Resolution Training Program includes

• Four introductory activities to help the trainers get to know the participants
• An exploration of such critical issues as stereotyping, perspectives, and power
• A description of how creativity is of vital importance for resolving conflicts
• Suggestions for honing communication skills such as empathic listening, questioning, validating, reframing, and nonverbal communication
• A proven multi-option approach to dispute resolution
• Recommendations for dealing with crisis, the nature of conflict, styles of conflict management, and impasse
• An explanation of the distinction between positions and issues
• Tips on teaching stages of mediation and using role plays in mediation training

• Four introductory activities to help the trainers get to know the participants
• An exploration of such critical issues as stereotyping, perspectives, and power
• A description of how creativity is of vital importance for resolving conflicts
• Suggestions for honing communication skills such as empathic listening, questioning, validating, reframing, and nonverbal communication
• A proven multi-option approach to dispute resolution
• Recommendations for dealing with crisis, the nature of conflict, styles of conflict management, and impasse
• An explanation of the distinction between positions and issues
• Tips on teaching stages of mediation and using role plays in mediation training

"We are fortunate to have available in this book the fruits of Kestner and Ray's long experience and thoughtful insights from training hundreds of individuals and organizations."
― Frank E. A. Sander, Bussey Professor, Harvard Law School

"This book is valuable to anyone who is training or teaching in dispute resolution."
― Terry Wheeler, executive director, Center for Dispute Resolution, Capital University Law School; and vice president, Association for Conflict Resolution

"As a manager and former instructor in the areas of team building and instructor training, I find the material in this manual, especially the interactive exercises, to be both engaging and effective in promoting open communications within teams. The book encourages dynamics that result in building trust, effective communications and commitment within teams. One of the best features is the flexibility of the presentation-trainings can be customized to suit a particular team's characteristics and needs."
― Robert Griscavage, manager, division of training and employee development, Social Security Administration

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The Conflict Resolution Training Program

Leader's ManualBy Prudence B. Kestner Larry Ray

John Wiley & Sons

ISBN: 0-7879-6077-2

Chapter One

Part 1 Background for Leaders

Creating a Training Plan

IT IS VERY IMPORTANT to create a detailed plan for any training session, no matter what its length. Such a plan generally includes the following factors:

The purpose. To give trainees a clearer understanding of conflict-resolving communication, negotiation, and/or mediation processes, the stages of each, and the skills appropriate to each stage. (Most of the skills presented in this program are useful in all of these applications.)

The group size. The optimum size of a training group depends on several factors, including the physical site, the furnishings and other materials needed, the complexity of the material to be presented, the number of trainers available, the experience levels of the trainers, and the degrees of emotion likely to be generated by the session. For the training presented in this program, with one trainer, a group of twenty-five or fewer participants is best. This allows for careful monitoring of practice sessions in mediation, negotiation, and communication. The skills of listening, questioning, and observing body language often are practiced in such sessions.

If there is a co-trainer or an assistant who has been trained in past sessions to help monitor the new trainees, the group can be larger. With two trainers, we suggest no more than forty participants. We have trained up to seventy participants with the help of eight assistants whose job was to observe the trainees and help them to practice appropriate skills.

The goals. Learning goals should be stated in achievable, observable, behavioral terms. This allows you to monitor progress as the training proceeds and to assess the effectiveness of the training afterward. Typical goals for this training are

To provide an intellectual and experiential understanding of conflict-resolving communication, negotiation, mediation, and/or arbitration processes and the stages of each To provide appropriate skills training and feedback to the participants

To help participants to understand the similarities and differences in the processes

The norms. Principles of adult education involve encouraging learning by doing and building on the knowledge and skills that participants bring to the group as well as teaching new attitudes, knowledge, and skills. (More detail about this is provided in Part II.) To enable participants to "open up" and be receptive to the training, an environment must be created that encourages risk taking and openness without fear of ridicule. It is important to establish basic training norms at the beginning of the session; to summarize, these include

Participants' taking responsibility for their own learning

An atmosphere of experimentation and risk taking

Mutual support and encouragement without ridicule

Useful, behaviorally specific feedback

Participant involvement in discussions of what happened, generalizations to what tends to happen, implications of insights, and applications to the "real world"

Other practical norms may include: arriving on time for all sessions and after breaks and meals, not smoking or using alcohol or other drugs during the event, not disclosing what other participants say or do to persons outside the training event, turning off cell phones and pagers while in the training room, and so on.

The methodology. To provide the latest theoretical and practical training methodologies in communication, negotiation, and mediation. To combine lectures with worksheets, instruments, and activities (including exercises and role plays), so that participants learn through participation. The focus is on process, not on procedures. The training is a method of teaching process utilizing the four Ds:

Activities are Described and Demonstrated

Skills are Developed

Experiences are Discussed

The training sequence. When planning a training event, one must select activities, discussion topics, and other interventions that, in a sequence designed to aid learning, will meet the training objectives of the event. Typical introductory activities include

Welcoming the participants and introducing oneself and any co-trainers

Introducing the training event (why the participants are there, the learning goals, possible benefits of completing the training ) and giving an overview of the event

Taking attendance, correcting the roster, describing the facilities available, and describing facility regulations

Establishing training norms

Having the participants introduce themselves

Clarifying participant expectations

Presenting a brief discussion of adult education and the emphasis on practice

Presenting the terminology, background, and benefits of conflict-resolution communication, negotiation, mediation, and/or arbitration

Discussing conflict and conflict management, especially in regard to communication skills

Presenting an outline of the basic steps of the process being taught and a description of the skills involved

The participants are then asked to engage in a variety of activities designed to help them understand the skills involved and the likely consequences of various behaviors. Modeling of the desired behavioral skills allows them to see, hear, and better remember what they are being asked to learn. Discussion helps them to link what they are hearing, seeing, and doing to general principles and to apply these to real-life situations. Practice sessions enable them to hone their skills in a relatively safe environment and to receive helpful feedback.

The activities and discussion topics presented in this manual will help you to plan a training event that is appropriate for your group of participants. It is a good idea to plan for some variation in the sequence, to allow for differences in participant groups, their styles of learning, and their skill levels.

The time. The minimum length of a training event in conflict resolution is three hours. The purpose of a three-hour event generally is to stimulate the participants to pursue the topic more deeply and to suggest reasons for further training. Certainly, we want each participant to walk away with something that clicks as useful, but we also hope that opening the door to this knowledge will encourage more in-depth training at a later date.

In even such a short program, there must be modeling of desired skills and an opportunity for participants to practice a few skills themselves. For example, in a session on mediation, a brief, mock mediation would be conducted and discussed so that lessons about processes and skills could be presented. Participants then could be separated into triads to practice mediation skills.

In some states, a twenty-five-hour session is the minimum required for certification. This allows time for in-depth learning and for practice of processes and skills. This is a typical time schedule. In addition, our contract often specifies three three-hour follow-up sessions. This provides people who have applied their new skills in the real world a setting in which practical questions about particular problems or situations may be addressed.

A forty-hour training program has distinct advantages for the trainees. It provides time for more comprehensive learning, with more practice in processes and skills, and it affords...

Details zur Ausgabe

• Verlag: Jossey-Bass
• Erscheinungsdatum: 2001
• Sprache: Englisch
• ISBN 10: 0787960772
• ISBN 13: 9780787960773
• Einband: Taschenbuch
• Auflage: 1
• Anzahl der Seiten: 316
• Kontakt zum Hersteller: Wiley-VCH GmbH; product_safety@wiley.com; ; Boschstrasse 12; Weinheim; 69469; Deutschland