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TOT 177-WEEK 177

“Coaching through observation”

“Coaching through observation”  can be effectively  achieved  through “Role play by trainers”.

Most effective way of  “Coaching through observation”   can be demonstrated  through role plays with  experienced mediator trainers playing the role of parties and the mediator.

Learning by  participating in the role plays is one way of learning  practical aspects of mediation.

Observing  experts playing the roles , and gaining knowledge through such observation will be at another level.

How to go about:

i)Identify the role players.   One of the  lead trainers to take the role of Coach. 

ii) Choose a  role play.   Circulate the general information to all the participants  well in advance so that every one  knows the facts  .

iii) Choose a situation : Example: Bargaining.

iv) Ask the parties( role players and the mediator) to continue the session.

v) Instructions by Lead trainer:-

As the session goes on lead trainer goes on giving instruction/s  ( as and when required) to each of the parties and the mediator as well.

1. To mediator; a) ask an open ended question (b) Reflect  (c)  Use skill of reframing  (d) Seek clarification ( e) separate the person from the problem  (f) consider Objective criteria , set the atmosphere .. etc..   
2. To parties:  (a) Use strategic barrier (b) Bring  in an emotional impasse  (c) set up a situation of  procedural  impasse  d)  Become completely shut and non responsive etc

   Note: The lead trainer must be very attentive and  thorough  as to what instructions are being given and what is the objective behind it.?

The role players must have thorough knowledge of different techniques/skills by name otherwise when the Lead trainer as coach suggests something, there would be chances of  going wrong.

Comfort zone:  

However as it is a coaching session,  if any of the role play participants, miss out on the instructions given by the coach/lead trainer,  the clarification may be given by the  coach himself/herself and  the parties( role players)  may  also be coached.

Advantages:

i)Participants understand the advantage of  knowing each of the technique by name and also the theoretical concept behind  each of the practical aspects.

ii) They get connected to what is already known

1. They understand that every step in mediation is crucial and  is to be handled with atmost care .
2. They understand the value of professionalism

“If you make listening and observation your occupation, you will gain much more than you can by talk.”

Robert Baden – Powell – First Chief Scout  of World-wide Scout Movement. 

(All copyrights reserved by the author S.Susheela)

WEEK 175

STRATEGIC PLANNING

Mediation Training involves lots of planning.

Planning with an identified strategy brings  in a remarkable  difference to the quality of training.

Step 1

Identify the plan

Share the plan with co trainers / persons to be involved for  implementation of the plan.

Make everyone understand the plan as it requires to be understood.

See to it that everyone is on the same page.

Step-2

Break:

Break the plan into several workable parts

Step-3

Delegate

Decide who has to do what

Step-4

Feedback

Get feed back from each one  regarding (i) Difficulties (if any ) faced  (ii) How did they overcome the challenges (iii) Suggestions for future successful  implementation .   

EXAMPLE:-

Conducting a role play

1)Identify the plan

Select a role play- Share it with all the co trainers  in advance. Discuss with co trainers what is the objective to be achieved   ( Strategy) through the role play.

 It could be  making the participants understand different types of negotiation.

2) Break-

In each group  ask one of the participants to be  a co operative negotiator and the other one to be  competitive negotiator.

After some time ask both the participants to be competitive.

Then ask the participants to be co operative negotiators.

Time: Allocate specific time for each type of negotiation.

3) Delegate

i) Assign who has to do  which part.

ii) How  they have to  monitor  time.

iii) How  they  have to give instructions to move from one type of negotiation to another

(pre briefing).

iv) Who has to do debriefing- What should be the objective and  element of de briefing.

4) Feedback

 Get feed back from the co trainers.

Get feedback from the participants.

Give your personal feedback.

“Strategy without  process is little more than a wish list.”

  Robert Filek

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

“Making use of   Double Loop Learning”.

(Note: To be used only in advanced mediation trainings).

Concept of “Double Loop Learning” was  created by  Chris Argyris. This is now considered as a very effective tool  to make the communication more effective.

Difference between Single Loop Learning and Double Loop Learning:-

Single Loop Learning: 

It involves a process  where learners have a definite objective. They already know what they have to do. Their objective is identified.  They only  learn to change the methods to reach  the objective. They learn to  make themselves  more efficient to achieve their objectives.

Double loop learning

   It involves a process where the learners  learn  as to why they are required to  change their objectives.

In this process of learning learners   (i) Start analysing  their own presumptions, perceptions about the objectives  already in their mind. (ii)  Go through  the process of  deep and reflective questioning about their own presumptions, perceptions about the objectives  already in their mind. (iii) They go through the process of understanding the pros and cons of their identified  objectives (iv)  They go through the process of  understanding as to whether there is a need to change their objective (v) They go through the process of finding new alternatives- options so that they can  find and define a new objective .

Adopting and integrating the method of Double loop learning in mediation helps the parties  to understand the areas  where they need to change their  mindset  from  a fixed goal , which alone was thought to be   good for them according to them, towards  a different goal , which  can also be  considered by them.       

Why is it important to integrate this technique in mediation?

1. At times parties define their problem from  their own perspective and  come with a prepared mind set that a or b or c  is /are  the only solution/s to the problem.   
2. Parties  may not  be prepared to look at the problems and possible solutions  through other frames.
3. Their understanding of the problem may require a re look .
4. Their understanding as to what exactly are their underlying needs and interests may require a  deeper level of personal  introspection.
5. Mediator can help them go through this  learning process  without making them compromise  on their “Right of self determination.”

When is it used:

• To  achieve the objectives of principled negotiation:

a) to help the parties separate the person from the problem

b)To help the party’s focus on how bad the other party ( according to him/her)  to what exactly is the problem.

c) Where there is  misunderstanding- mis communication- lack of  required essential information.

ii) It is generally  used in    the first stage of negotiation /[Negotiation stage (1)] where parties come out with their options  as the only options for resolution of dispute. (2) Where parties refuse to generate any other option (3) Where parties do not want to even receive the options  generated on the mediation table.

How do trainers use this:

1. Trainers explain the concept  of single and double loop learning to participants( already Trained mediators who have handled at least 50 number of mediations ).
2. Give a situational role play
3. Give general information
4. Situation is chosen-  Example: 4^th private session
5. Party A comes out with  1, and 2 options  as only, and his objective is to achieve  both these objectives.
6. Mediator takes the participant ( party A– role player) through the process of double loop learning.
7. Another Mediator  takes the participant ( party B– role player) through the process of double loop learning.,  who has identified  Option 3 as the best option and his objective is to achieve this.

Skills to be used by the mediator:

Effective -reflective questioning skills with the sound knowledge of neutral reframing.  

“Education without application is just entertainment.”

(Tim Sanders-New York times Bestselling Author- Public Speaker)

(All copyrights reserved by the author S.Susheela)

TOT 173-WEEK 173

Coaching is in integral part of mediation training.  In advanced training  programs the segment of coaching  will have  to be  structured differently.  

The following methodology may be used:-

1.Identifying issues

a)Listening  with empathy and identifying issues that are bothering the party/parties.

b) Making a list of the issues

2) Prioritizing

Asking  each of the parties on which of the identified issues they would like to speak first

And note down the same.

Asking the parties to identify  which of the identified issues is more important  and which is not of much importance.

3) Helping them to  find their own solutions

Asking each of the parties (i) What are the solutions they are expecting for each of the identified issues

ii)  What can they do to get the solutions they want to get.

iii) What will the other party be willing to do so that  this party can get the solutions which he/she is expecting to get.

iv) Asking them to identify as to who can help in the resolution of the dispute

How is it done:-

i)Case history of both sides/ general information  be given in advance  to the parties and the mediator  

ii) A situational role play is taken .

Situation: Private session with Party A

 Party A  gives his narrative  ( for 5 minutes)

iii)Mediator is requested to work based on the   three steps referred  above.

a)Mediator is requested to Identify the issues  and list them in concurrence with the party/s ( 3-5 minutes)

b)Assist the party/s to Prioritize ( 3 minutes- 5 minutes) ( 3 minutes)

  c) Ask the party/s to  make a list of  the solutions, by facilitating them to generate options.

(5 minutes)

Total time for exercise: 15-20 minutes

Advantages:

Problem solving process  becomes a  structured process.

Parties do not feel stressed as they would be going step by step, but yet would be working within the identified frame..

Parties feel relaxed  because each step of the  problem solving  process is explained to them and that they are prepared.

“Boundaries are  basically about providing structure, and structure is essential in building anything that thrives.”

Henry Cloud-American self-help Author

(All copyrights reserved by the author S.Susheela)

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TOT 172- WEEK 172

“RE- STRUCTURING  ”

 “ Technique of Restructuring “ helps trainers to  prioritize  different tasks /things/ problems  that they  feel compelled to handle or address. Following  this technique  in the  training schedule  makes  the  training/s more effective.

At times trainers  may  get tensed or  confused when :

i)The major portion or considerable portion of the time  allotted for their session is  consumed by other previous speakers/ trainers.

ii) Knowingly or unknowingly the previous speakers have already  spoken on the topic to be covered by them .

iii) The earlier speakers have referred to same examples/case histories  which they wanted to refer .

iv) The simulation exercises or situational role plays /facilitation exercise/s that were chosen to be done  cannot be done  due to shortage of time , or because the previous speakers have  covered  the same during their  presentation.

It is under such  circumstances trainer has to restructure the presentation just before  his or her presentation would commence.  At times a trainer may get time  for this restructuring during  the  time slot allocated for lunch break  or tea break or health break.  At times  trainer may not get any time at all.   In such circumstances  the following  steps may help trainers to overcome the  effect of  their disappointment  prior to the session  leading to anxiety, and performance pressure.

1. Mental preparation

Trainer has to take  few minutes time to calm down.  Get into the  problem solving mode. Get self motivated by positive affirmations . Should not get into the presentation all  at once. Should not  allow the trainees to even have the least  glimpse of  his/her anxieties.      

2.Focus on what is  to be done at any cost

Trainer has to make sure that irrespective of  what ever the previous speaker/s has/have  spoken on the topic  to be considered by him/her  , he/she has to give some more inputs  on the concept.  The following method may be considered:

 Mr..A has already given some inputs on  the  present topic. Mr.A said… and …. ( Mention it in one or two lines or words) . I would like to give further inputs on this…

And proceed to give further inputs.

Thus trainer has to be aware that  irrespective of whatever is being spoken by other speakers on the topic, he or she cannot  choose not to speak on the given topic.    It is in this context it is always said that  broader and deeper  content knowledge  adds to the credibility factors of  a trainer.   An efficient trainer  immediately decides, “ as this  aspect of the concept is already dealt with by speakers A , B and C, I will deal with this aspect of the matter from thins angle , and I will give these additional inputs. ”

3).  Focus on what is to be done First

Trainer may have to decide  whether he/she should begin the presentation with an exercise/ case history/narrative/story line /puzzle or  a slide show or  with lecture mode.

If the earlier speaker/s has/have   dealt with more of lecture/s ,  changing the mode of  delivery may help to regain and retain  the attention of adult learners.

4)What can be deferred

Trainer might have chosen  to introduce  2 case histories, and  an exercise- a narrative etc , to be covered in an allotted time  slot of  60 minutes. Considering the fact that  the trainer now has only thirty minutes, he/she should take a call on  which example/s/ exercise/s/narrative/s  can be deferred to be  introduced  later.   Where trainer cannot make a mental note of it and remember, he/she can mark it on paper   what is to be told/and what is to be deferred by marking two  specific columns.

5) Delegation

Trainer can speak to other trainers  later  regarding the aspects deferred by him/her and   request the other trainers/co trainers to  include those components as part of their presentations at the relevant  time  or  in consultation with co trainers ,  can  carve out some time  during the next  sessions exclusively to deal with these components.

Trainer can also plan to circulate additional inputs by way of a notesheet to the trainees.

6) What is to be avoided

Trainer has to decide what need not be  dealt with at all.

1. Things which need elaborate explanations.
2. Story/narratives  which have complicated situations and more number of characters.
3. Simulation exercises which require time for pre briefing and  de briefing
4. Asking  open ended questions  
5. Answering questions which need lengthy answers

“If you fail to  take control  of  your response to the situation ,  later you cannot blame the situation  for taking control of you. “

SLAMW

(All Copyrights reserved by the author S.Susheela)

TOT -171-WEEK 171

“NEED ASSESSMENT  OF  SEASONED TRAINEES “.

 “Need assessment “ is a  mandatory  step to be followed  before designing any training program.  In addition to this, in some  trainings, it is always better to cross check on the needs of the trainees  also  during the training .  Half way through the training, the  structure of the training may have to be redesigned.  Thus (i) Before  (ii) during/ Midway through the   training the structure of the  designed training may have to be  reassessed by the trainer and  if it requires suitable changes have to be incorporated on the training floor itself.  The trainer has to be very sensitive  and innovative as to comprehend and address the needs of the trainees on the training floor.  

This would  become  too very important in a situation where  the training in a given  field/topic/concept is given  to the trainees who have already gone through  many trainings  in the given area. Notwithstanding the calibre of the trainer in other aspects, if this  fundamental aspect is  ignored the very objective of the training may not  get fulfilled.

This becomes necessary  for the following reasons: (i) Trainees should not feel it as repetitive.

(ii) They should not lose interest-Feeling that “ there is nothing new to learn here”  should be tried to be avoided.

(iii) “This is not what we expected” – should not be the  ‘end statement’ .

What can be done?

The following  three ways of  getting the need assessment properly done at the  pre training stage  may be considered :-

1. Find out the differing background of each of the participants. (Through e-mail etc)
2. Details of  what the trainees already know
3. What  different courses  have they gone through.
4. What was the curriculum for each of the  trainings they have already undergone.
5. How each part of the curriculum was dealt with.
6. What are the methodologies they are familiar with.
7. Talking one on one with the person/s who have undergone such trainings and getting first hand information . Cross checking  as to whether they are already familiar with the concept/exercise which they are proposing to introduce  , and how the same was being handled by him/her/them.

Need assessment during the training:

1. Pre briefing:-

Before introducing a concept/topic/methodology/exercises    a pre briefing as to “what is going to be done – How it is going to be done- What is the objective behind doing it  to the  present audience “ is to be explained to the trainees.

• Confirmation through effective questioning ( during the training)

Confirmation from the participants as to whether(i)  they already know about it  (ii) Whether they have already been implementing it  (iii) If so whether they are implementing it  in the same manner  or differently (iv) Will there be any value addition if the same thing is repeated once again  or should something else be done.  (iv)  Have they done the  proposed exercise . If yes, how they have been doing it .  What were the results they have achieved through such exercise etc    

Advantages:

1. This would help to make  the best use  of the quality time of  the trainers and the trainees.
2. This  gives an insight to the trainers as to whether there would be any value additions (a) if the   same thing about which they already know has to be again dealt with or not .  (b) If the same exercise  which they have already been doing is to be done or not. (c) Whether topic / exercise can be cut short  and whether trainer can add some further inputs alone without  starting the whole thing from the beginning  (d) What value additions the trainer would be giving if the same exercise/ concept/topic  is being given  to the trainees who have already been familiar with and doing it effectively

ALTERNATIVES

In such circumstances  the trainer has the following  alternatives;-

1.  Can redesign- Introduce a different topic- different methodology- different exercise
2. Can  give deeper understanding: Without taking too much of time on the preliminaries- can straight away  get into (a)  in what better ways the concepts can be explained (b) How better results can be  expected if the  exercise is done  in  a different way  (c) What would be the effect of pre briefing and debriefing on the   expected results from an exercise or  a  concept delivery.    

 “Trainers  deliver  what they have  prepared to . Good trainers  with their preparation   deliver  what the trainees want.  Best trainers  understand the  needs of the trainees  before their  preparation . Master trainers  know what not to deliver and to whom not to.”

SLAMW

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

“Objective of refresher course”

Following may be considered as some of the  relevant objectives of any refresher course:-

1. Understanding  the problem areas

The first session may be  earmarked to find the areas in which the trainees  are facing problems. 

1. Identification

  Help them identify those areas.

• Name :  Help them name the problem areas
• Number:   Find out how many are  facing the same  problem/s .
• Suggestions:  Take inputs from other  participant trainees  who have  effectively handled these

Problems.

• Trainers’ input:   As a Trainer give your  suggestions if any

• Increasing  the efficiency

One of the  objectives  of refresher course is to make the trainees   feel satisfied  with added efficiency.

Identify:-  Find out how they are doing what they are doing.

Repeat : Specifically point out  what  and how they are  doing

Remedy: Suggest as to how they are supposed to be  doing what they are expected to  do.

Replay: Ask them to  replay with the suggested corrections. 

• Increasing  the productivity

Ultimate  aim of mediation is to help the parties resolve their disputes.

If settlements are arrived in more number of cases , it would be a happy situation.

Identify: Find out in what types of matters or in what situations   trainees are able to assist the parties to arrive at settlements .

Find out in what  type of matters  or in what type of situations this is not happening.

Diagnosis; Find out what according to them may be the reasons

Make a list:   List out   the reasons one by one

Suggestions:  Give suggestions   after deciding on whether the trainees need additional inputs in one or more of the following areas:-

                         Additional techniques – Skills

                         Additional knowledge on the contents

                         Additional techniques for time management

• Helping the  trainees to be  more independent with added competence

ASK: Ask them  how  they are dividing the sessions

How they are setting the agenda for each session and within the session

How they are summarising at the end of each session

How  they are giving thoughtful questions to the  parties  to ponder,  before closing the session

Ask them to follow these tips in the role play.

Ask them to follow what ever inputs were given on points 1, 2 and 3  along with point .4.

Feed back: Take feed back from them  at the end of the role play  to know whether they are  feeling more competent and independent.

•   Process satisfaction.

Keeping a constant eye on the   level of satisfaction on the procedural aspects of mediation is a key  element in bringing  a frame work for  achieving  objective results through  mediation. 

Find out: Situations/instances  when/where  they have felt satisfied during mediations

When the parties have felt satisfied  during the process

Did the parties feel stressed out

Did the trainee as a mediator felt stressed or bored or helpless or  exhausted.

Suggest:  Give suggestions  :-

To remove the boredom factor in the process

                  To make the process more acceptable  for the mediator as well for the parties.

To  make the process  very inviting  and satisfying  at every stage

Make the trainees understand that every minute of  mediation should have  the element  of satisfaction interwoven within .

Implement:  Ask them to implement   all these concepts during  the role play.

                        Debriefing: Find out at the end of the role play

1. Did the mediator feel satisfied
2. Did the parties( role players) feel satisfied.
3. When did they feel disturbed/disappointed ? etc .

“Knowing is not enough; we must apply. Willing is not enough we must do “- Goethe

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