Training of Trainers in Mediation

….TOT 201 Road Map for A Role Play

TOT 201-WEEK 201

“Road Map for a Role Play ”.

Note: (The objective of this blog post is to help those involved in giving training in mediation to upgrade their skills. Thanks to one and all for being with me through the last 200 weeks. )

Role plays and simulation exercises form part and parcel of mediation training. The competence of a trainer gets reflected by the way in which it is prepared , planned for execution, executed, and the objective is demonstratively achieved.

Objective: Trainer has to identify why the role play is to be given? The objective that the trainer wants to achieve has to be clear in the mind of the trainer as well in the mind of the participants. The focus can never get deviated from this chosen “objective “.
Preparation: Keeping the objective in mind the role play has to be prepared.

If possible what is expected and from whom can be noted down as part of instructions also.

Planning: Trainer has to plan very well as to what should be covered in “pre briefing”.
Execution: Trainer has to lay a clear road map for the execution of the role play. Role play participants ( role players) have to be given proper instructions.
Assessment: Trainer to make a quick assessment of what has been executed.

On the very floor, tracking of the level of involvement of parties to the role play and the participants may have to be done by the trainer .

Debrief: Trainer has to frame the questions based on the objective.

Trainer to facilitate brief discussion focussing on the objective( if time is available) .

Questions may have to be framed in such a way that the trainer and the audience/ trainees are on the same page as far as understanding the question asked by the trainer is concerned.

Trainer has to avoid asking question/s which will have several subjective answers.

Trainer’s question should not give room for confusion, about the very objective of the training .

Trainer to ask specific questions which will have direct answers.

Unless the time permits, trainer needs to frame questions that can be answered in not more than 2 sentences.

When the target audience is a large group, debriefing should not begin unless the trainer has framed the questions to be asked , and is well prepared. ( it is even advisable to keep note of the questions to be asked).

Trainer has to withhold his disappointment with the answers given by the trainees. Trainer should restrain statements of sarcasm .

Trainer has to keep in mind, that he /she cannot expect the same level of understanding , focus, concentration and participation from the trainees/participants as that of the trainer .

Wherever the trainer feels that he has not been getting the answers expected, leading to the demonstration of achievement of objective , the trainer has to check and work on himself/herself .

A quick and periodical assessment of the mindset of the participants is required to be done by the trainer. Trainer must always keep in mind that role play being his/her child, objective may be very clear to him/her , and the same level of clarity may not be expected from the trainees. Trainer must know very well that such clarity can only be developed through a flawless “pre briefing”

Where the role play has an objective, which has to reach larger group of participants, any error committed by the trainer in pre briefing at the initial stage and debriefing at the end , would bring down the professional credibility of a trainer.

Avoiding questions:

Trainer can also plan a debriefing without even asking questions- so that the content of the demonstrated role play- is taken and the out come is explained.

When the pre briefing and briefing fails – role play fails.

When learning.. “It is not about the Activity, it is about Debriefing”

A Conversation with Matt Richter

(All Copy rights reserved by the author S.Susheela)

….TOT200-Trainer’s Aim

….

TOT 200

WEEK 200

“Trainer’s Aim ”

Note: (The objective of this weekly blog is to help trainers giving training in mediation to enhance their training skills).

Effortless delivery – Effortless functioning-Increased efficiency- Increased productivity are some of the key aiming points for any trainer.

Every trainer has to work on each of these components continuously unless each one of these becomes part of the trainer’s very personality .

Where do you see these qualities?

One needs to watch the best of the performers – Best cricketer, football player, singer, musician, actor and others in various other walks of life. One can fee the thoughts and actions assimilate, blend and flow effortlessly. The best “comes out” because the very best is “ within” .

BLOCKS:

Agitation: One can work effortlessly only when he is not disturbed by agitation of any kind. Agitation is an internal killer.

Inefficiency, inadequate preparation , thought of failure, performance pressure would create agitation. Trainer may get agitated by several other factors also. It is always necessary for a trainer to cross check as to what makes him/her get agitated, stay agitated and reflect agitation , either before , during or after training session.

Effortless working can be possible only when one is free of agitation.

Efficiency and productivity automatically increases when one works without agitation.

Avoiding needful actions

Without action efficiency cannot be expected. Without efficiency productivity cannot be increased. What needs to be done to achieve efficiency and increased productivity is thoughtful, meaningful , result oriented action. Action requires preparedness. Action requires effort. Agitation sets an atmosphere for surrendering to the mentality of “ avoiding needful actions”.

Suggestion:-

Design a course of action for yourself .

Persuade it without getting pressurised.

The best “comes out” because the very best is “ within”.

SLAMW

(All copyrights reserved by the author S.Susheela)

….TOT 199- Three Tiers of Training

WEEK 199

“Three tiers of planning”

(Note: The objective of this weekly blog is to equip the trainers giving training in mediation with better strategies – tips – skills and techniques).

Planning has three tiers , in the context of presentation.

Much earlier to the actual session, trainer should have a clear planning regarding:

What the trainer will do?
How will he trainer do what he/she plans to do ?
What would the trainer expect the out come to be?

1)’What’ the trainer ‘will’ do?

a) Related to Topic – sub topics

b) Introducing the concept- developing it – drawing conclusion/s.

c)Addressing probable doubts/mis conceptions

Note: Any presentation wherein any of these parts (a) , (b) and (c) are missed out , will not be considered complete.

2.’How ‘ will he trainer do what he/she ‘plans’ to do ?

a) Methodology- Which method the trainer would use for which part?

( Lecturing/ giving study materials / Examples/stories/ simulation exercises/slides/videos/role plays)

b)Creating time blocks– Estimating time required for using any one or more of the above.

c) Consciously avoiding traps ( (i) Unnecessary explanations (ii) Talking without substance / more chaff than grain (iii) Trying to demonstrate how much more the trainer knows (iv) Getting into some other topic (v) Trying to clarify a doubt raised by the trainee/s without keeping track of time etc

Note: Failure in even one of the three parts (a) (b) and (c) mentioned above will bring down the quality of the presentation.

3)What would the trainer ‘expect’ the ‘out come’ to be?

a) Understanding: Creating fundamental/advanced understanding of the concept

b) Practical application: Trainees would be capable of making the best use of the knowledge acquired into practical use during actual mediations.

c)Validation: Trainees feel satisfied with validation that they are more and well equipped after the session .

Note: Trainers should never have “ Appreciation” as the out come . i.e., Expectation that after the session every trainee/ most of the trainees should praise /appreciate the trainer as the best trainer.

TIP for ultimate results: Revisiting:

After the planning is done as suggested above, trainer has to revisit the planning from Part (3) to Part (2) and from Part (2) to Part (1).

“Plans are nothing’ planning is everything”

Dwight D.Eisenhower- American Military Office & Former President of United States

(All copyrights reserved by the author S.Susheela)

….TOT 198 Exercise to Concept

….

TOT 198- WEEK 198

(Objective of this weekly blog is to help the trainers giving training in mediation to strengthen their skill sets)

“ Exercise to Concept”

In mediation training, at times, the trainer introduces a topic , elaborates on the concept by giving required inputs, and thereafter in order to strengthen the understanding gives some practical /simulation exercises.

However, in some situations trainer begins with an exercise, and based on the experience of the trainees gained through the exercise, develops an understanding in the mind of the trainees about the concept .

Ex: Giving Training in leading the conversation:-

Trainer to choose two participants. Give them a common topic.

Trainer asks them to converse with each other on the given topic., without announcing the “topic” to the trainees or anyone .

Set a time limit of ten minutes for their conversation.

Request the trainees to watch the conversation.

Debriefing:

After ten minutes Trainer has to do the debriefing:-

Ask the participants to answer the following:-

Could they make out what was the topic the two were discussing ?
Who initiated the conversation?
Who lead the conversation?
Were both talking simultaneously?
Who was talking more ?
Who was listening with empathy?
What was the end result?
What did they understand from the conversation?

Then,

Ask the two participants?

What did each one understand from the other?

Then

Trainer to give all inputs about :-

Elements of strategic conversation

Understanding the objective of conversation before stepping in to consideration
(ii) Initiation of conversation
How to take the conversation forward
Possible Obstacles

Techniques to lead the conversation:-

(a) Acknowledgment

(b) Active listening

c) Effective questioning

(d) Mindfulness

(e) Identifying the effect or result of conversation

What is the objective of this exercise?

This simulation exercise will help the trainee mediators to understand all nuances of strategic conversation.

They will know how to set an agenda and set an atmosphere for healthy and fruitful conversation between the parties in actual mediation.

They will know how to assist the parties to enable them to make the best use of subsequent joint sessions.

They will also know as mediators how they have to initiate and take the conversation forward to make it meaningful and fruitful conversation., when they are part of strategic conversations.

“The best conversationalists are curious about everything. That is why they are good at listening and why they have broad horizons- they are always learning something new.”

Larry King- American Author

(All copyrights reserved by the Author S.Susheela)

….TOT 197- UNDERSTANDING WORDS AND MEANING

….

TOT 197-WEEK 197

TRAINING TO UNDERSTAND WORDS & MEANING

(To be used in Advance Training)

NOTE: (The objective of this weekly blog is to help Trainers giving training in mediation to upgrade their skills).

Words play a vital role in disputes. Meaning attributed to each of the words plays vital role in Mediation. As a mediator one has to understand the impact of words as well as their meanings. A very skilled mediator understands what needs to be understood and in what context. Which word may have to be used and in what context is the essence of communication. Was there communication gap? Do the parties need a channel to have a meaningful communication between them? are some questions to be considered during the mediation.

How effectively mediator coins the words and sees to it that the effect of such words will move the party/s from their pre fixed positions is a challenge.

Secondly how effectively the mediator sets an atmosphere to see to it that the meaning behind the words used by the disputing parties is brought out on the mediation table is an another challenge.

Trainer has to equip the trainees in deciphering this. This , notwithstanding being a great challenge, acts as a key to open doors to resolution.

How to do this?

Give a situational role play., explaining what happened till there was a total impasse.

Give the final answer of the party Ex: “ I want to go back to Court”.

Ask each of the participants to write the probable meaning of this expression “ I want to go back to Court”. Give them an option to write 5-6 meanings

Ex: (i) The party is dissatisfied with the behavior of the other party/s/ mediator/lawyer/s?

(ii) Party has better BATNA

iii) Party is not satisfied with the options

iv) Party wants to see to it that the other side loses, and is not comfortable with win win situation

v)Party has strong expectations about success through litigation

STEP 2: Discuss with the party and find out the succeeding part of the expression “ I want to go back to Court”. , which has not been expressed in words.

How to achieve this?

Mediator can frame a question like this: “ Mr…you said “ You want to go back to Court”. I respect your authority to take decision. Can you help me understand Why do you want to go back?

STEP-3 : Depending on the answer, work on the understanding of the disputing party.

Trainer’s worksheet

Trainer has to keep a list of situations like :” I want to take the child from mother and keep it with me.

I want to quit job.

I want to sell the property.

I do not want to stay with my mother in law..

I cannot agree on giving fifty percent.

He has no right in the property.

I did everything for the family ..

( Each of these statements will be in different situational role plays) ..

Challenge: Identifying which statement made repeatedly by the disputing party/s requires better understanding.

Advantage

Trainees understand when party is making repeated statements, it has a special meaning to them, which they are unable to communicate.

Nothing is an ambit claim.

When a stand looks like an ‘adamant stand ‘, there is a possibility of deeper meaning to the stand /position taken by the party/s.

We cannot take words at their face value.

“Communication loop gets completed when the listener understands what is really important to the speaker and why?” SLAMW

(All copyrights reserved by the author S.Susheela).

….196- Handling Arguments

….

TOT 196- WEEK 196

“ Handling Arguments”

Note: (Objective of this weekly blog post is to help trainer in the field of giving training in Mediation.)

One of the difficult situations for a mediator is to handle the arguments. The arguments may be (i) between the parties,(ii) between the party and third party, (iii) between the advocates representing the respective parties, (iv) between the third parties, (iv) within an individual due to intra personal conflict (v) between any one of these persons and the mediator.

At times, during the training session, a situation leading to an argument may also pop up between / amongst the trainees, or between the trainees and trainer.

Special technique and very refined skills are required to handle such situations.

In advanced trainings, trainer has to equip the mediators to handle such situations.

How is this done?:

CREATING AN UNDERSTANDING

Trainer to use the facilitation method and get inputs from the participants as to (a) what are all the elements found in an argument?

(b) What are the elements of a dialogue?

d) How to convert argument into a dialogue and then into a healthy conversation resulting in fruitful conversation ending in the resolution of dispute?

Trainer to consolidate the opinions.

Trainer to explain the concept behind each of the four mentioned above and help them to distinguish one from the other.

II. PRACTICAL PART

Trainer to give a simulation exercise through a situational role play.

Create a situation where : (i) Party A argues with Party B ,

ii) Party B argues with the mediator posing all questions that B wants to pose to A

iii) Third party argues with another third party and they both lose emotional control.

III. PRE BRIEFING

Trainer to ask each of the trainee mediators to handle the situation ( through the given role play ) based on the learning from a, b, c, d mentioned above.

IV. COACHING

Trainer to assist the trainees in helping them to move the argument inter se into dialogue and leading it to healthy conversation .

V) DEBRIEFING

Trainer to get inputs from the trainees as to the identification of the elements of arguments, dialogue and conversation , and emotional outbursts if any during the role play.

VI. PREPARTION

Trainer has to prepare very well before giving such exercise/s.

Accurate planning, and preparedness to implement has to be there.

Trainer should have perfect base knowledge as to the distinction between argument , dialogue and conversation.

Situational role play must be prepared with thoughtfulness.

Role play participants must be given a separate pre briefing .

“Great things are not done by impulse, but by a series of small things brought together.” Vincent Van Gogh – Famous Dutch Painter.

(All copy rights reserved by the author S.Susheela)

….TOT 195- ESCAPE FROM THE TRAP

….

TOT 195- WEEK -195

“ESCAPE FROM THE TRAP”.

Note: ( The objective of this weekly blog post- TOTIM.Law.Blog – Training of Trainers in Mediation – is to help the trainers in the field of giving training in mediation .)

Trainer has to be conscious of some traps which will unknowingly attract and drive the trainer loose professional credibility.

Being unmindful of the (i) Time (ii) Audience (iii) Co trainers , and being focussed on “Telling and only telling” ignoring everything else , are nothing but traps.

Unfortunately, no trainer who is trapped will ever know the fact that “he or she was being trapped by himself/herself . The true mentors, professional coach, or a selfless lead trainer can guide them, and help them get / come out of this trap. It becomes very challenging even for the lead trainers/coach/mentors also to provide the needed help , because such trainers ( who are in need of help) , will, by and large, be in ‘denial mode.’ Further they avoid talking about these shortfalls. They constantly give false reassurance to themselves that “ they are right, and the person who is trying to point out , is jealous of their competence.” They rely more on their “ assumed competence” than on “ real /actual competence” The mentors/coach/ lead trainers, may even become unpopular when they are genuinely trying to take the trainers to the next level, by helping them get out of the Toxic Trap .

How to identify that one is in the Trap ?

Trainer goes on talking about a topic – with lots of repetitions , without there being any content, clarity and continuity of flow of connected thoughts .
It becomes evident that , as the trainer goes on using the board and marker, trying to explain the concept with an example ( of which there is no clarity) the trainer is talking to oneself , and trying to convince none other than the trainer himself/herself.
The principle of segmentation which keeps the trainer on track is completely ignored.
A monotone is used, and the lecturing method is adapted, without there being any change in the mode of presentation which continues for hours and hours.
The topic is taken out of context ignoring the objective of training ..
The trainer gets into explanations which is not required given the specific objective which needs to be focused.
The session goes beyond the time required, allotted and overlaps with the sessions of other co trainers.
The trainer ignores the presence of other trainer/co trainer altogether .
The trainer does not acknowledge that there are other topics to be covered by other trainers.
The principles/sub topics to be covered , point wise, as per the curriculum are completely ignored.
The trainees feel very bored, and are seen to be compelling themselves to find some grain from the chaff out of what is being presented.
The restlessness and lack of attention of the trainees remains un noticed by the trainer.

How to make one understand this?

A)The lead trainer/observer/coach/mentor may have to (i) Set an agenda (ii) Set an atmosphere (iii) Prepare the mindset of the trainer , and then, point out what was incorrectly done, and suggest remedies.

The intention of the lead trainer/coach/ mentor to correct the trainer but not to condemn or humiliate has to be made very clear.

B) It is better to ask the trainer to watch the video of the presentation individually, and then, watch the same with the lead trainer/coach/mentor once again.

From the point of view of suggesting corrections and giving constructive feed back, the lead trainer/mentor /coach has to go through the video of presentation , very meticulously.

The presentation has to be divided into parts, and suggest the remedies one after the other .

Lead trainer/mentor/coach has to request the trainer to re present the topic and get it recorded , and watch it to see the difference.

“A fool despises good counsel but a wise man takes it to heart”.

Confucius

(All copyrights reserved by the author S.Susheela)

….TOT 193- Observation – Integral part of Active listening

….

TOT 193-WEEK 193

Observation as Integral part Active Listening

(To be used in Advance training).

Narratives are part of mediation process. Each party and each of the participants give their own narratives. Mediator has to listen to these narratives.

Observation is part of active listening. Trainers have to strengthen active listening skills in the trainees.

i)Observation of the parties/participants:

Trainer may have to make note of:

What has the trainee mediator observed?

Has he /she observed the response/s of the party to the narrative of the other?

How has the trainee mediator responded to those observations?

ii)Trainer has to train the trainees to observe, recognise and understand :

Impulsive reactions
Intelligent inactions
Confusions expressed through body language.

iii) Practical use of Observation:-

Trainer has to equip the trainees to effectively make use of the information

received through their observation.

How is this objective achieved?

Trainer gives a situational role play.

Allows the parties /third parties to give their narratives.

Asks the trainee mediator/s to note down the observations

Trainer also makes note of observations. ( Emotions/ expressions/body language/ way of /mode of/ explanation- dependency – etc)

Debriefing:

Trainer has to debrief as to what was observed by the trainee mediator and by the trainer .

Explain where and when these observations might help the mediator.

What was the response of the trainee mediator ?- Explain as to ‘ What could or could not have been the response .’

Advantages:

Trainees will understand the deeper meaning of active listening.

They understand how to integrate observing into listening.

They understand listening cannot be an empty formality.

They understand that listening needs commitment, dedication and preparedness to be in the present.

“All of us are watchers- of television, of time clocks, of traffic on the free way- but few are observers. Everyone is looking, not many are seeing.”

Peter M. Leschak- Writer and Firefighter.

(Note: The objective of this weekly blog post is to help the trainer in mediation in their Mediation Trainings. For earlier blog posts kindly visit totim.law.blog )

(All copy rights reserved by the author S.Susheela)

….TOT 192- “The Right Bridge”

….

TOT 192-WEEK 192

“THE RIGHT BRIDGE”

Accumulation
Contemplation
Action

have to be three important components of any training program.

Accumulation

Learning provides basis for the accumulation of knowledge. During the mediation training, trainer imparts knowledge that are fundamental to understand the nuances of mediation. Trainees get the systematic knowledge accumulated . The seeds sown by the trainer can be nurtured and developed further by the trainees through advanced learning, which can be by means of reading , listening ,watching observing etc . During the training, the trainees are equipped to learn as what needs to be done and why?

iii) Action

Objective of training is to see to it that what is learnt by the trainees is practically put to use. The trainees are expected to make use of their knowledge base to conduct mediation in an effective manner. While they are in action, they may remember, recollect and make use of the same in actual mediations.

ii) Contemplation

However, in between the above two stages trainees have to think deep within themselves and take a call as to (i) When to do what to do (ii) How to do what to do (iii) Where to do what to do.

Thus developing a mindset to think well before actually doing anything plays a vital role in the training.

This ‘contemplation part ’ stands as a bridge between the ‘learning part ‘and ‘action part ‘.

How to train the mediators in achieving this?

Take a situational role play.
Ask the trainee mediator to mediate.
As the trainee mediator puts a specific question or decides to break the session or chooses to talk to third party etc.., ask the trainee mediator what prompted the mediator to do so?
Find out, whether the trainee mediator thought before taking a given step or is she/he justifying her/his action after doing it?

Advantages:

With this exercise, trainees will be equipped to not to do anything without there being proper reason behind doing it.

Thus ‘contemplation’ becomes part of the bridging process.

Checks:

Trainer should not intervene un necessarily.

Trainer should intervene , only where a specific action by the trainee mediator required/ s premeditation.

“What we plant in the soil of contemplation we shall reap in the harvest of action.”

Mesiter Eckhart- German Philosopher

All copyrights reserved by the author S.Susheela.

….TOT 191-WEEK 191

“SIMPLE TIPS ON STRUCTURING THE SESSION“

Trainer must have a well defined action plan .

Action plan can have the following sections:-

What is important for the Trainer?

This part of action plan must have everything focussed from the perspective of the trainer:-

What can the trainer deliver?.
What the trainer cannot deliver?
What are the strengths of the trainer? ..How to structure the presentation based upon these strengths
What are weaknesses of the trainer? How to avoid these weaknesses intervening and pulling down the confidence?
What is important for the Trainees?
What is to be compulsorily conveyed ?
What can be kept ready as an additional input?
What methodology will suit the trainees?
What can be discussed?
How it has to be discussed?
What Model can be set up ..(a) Role Play (b) Simulation exercise (c) Question and answer (d) Slide show

Governing factors that determine the Success of a training program:-

Thinking – Helps in deciding what to do
Planning– Helps in deciding how to do what to do- What does the trainer do- and What can be expected from the trainees?
Acting according to the plan– Execution of the plan
Perform– Conscious implementation of the above three components ( Sum total of above three )
Evaluating the results – Helps in structuring future trainings.

“I thrive in structure. I drown in chaos.”

Anna Kendrik- Actress and Singer.