….

TOT 137-WEEK 137

“Eliminate the non-essential”.

Some trainers  may have the habit  of  getting  several materials randomly  from several sources and  read them here and there and  place them in front of  the  trainees.  Without  working on the materials, without  understanding and   internalizing   the concepts, no material or information  can be placed  before the trainees. Temptation  to share what ever looks fascinating to them   may have to be  kept on hold.   They may be  overwhelmed  by the fact that they have collected so much of information. They are further awed when trainees  look at them  and exclaim “ How much of knowledge you have!” .  Trainees may be right . Nevertheless, every trainer  has   to  understand that at the end of the day what remains with the trainees  will count  and nothing else.  Trainers are not just transporters of information.    This does not mean that a trainer should  not collect materials at all or that he/she should not pass on important information to the trainees .  Between collection of materials/information and passing it on to the trainees , there  has to be   methodical work  culture which needs to be  followed meticulously.   

Some  trainers  are interested in  overpouring information.  They do not pause. They do not give a break to understand  whether  what is being informed is beyond the comprehension of the trainees or not . 

“Sticking on to essentials “ should be the primary principle.

What is essential in an advanced training for  highly qualified professional mediators  with  many years of  past experience  to their credit   may be out of place in a forty hours’ training program in mediation for  students .

Trainer need not focus on  doing something unheard of .  Trainer can always try  do most common thing in an exceptional manner.   

Separating the grain from the chaff is understandable but separating the chaff from the grain will never be appreciated.  As  more and more of information overloading continues, trainees loose their focus.  They forget what they are up to as they will be unable to track what the trainer is up to.  

Trainer has to rise to one’s own potential. Trainer cannot work on borrowed potential.

Best trainer knows  where to focus, where to quit.

Best trainer works more on the essentials.  To achieve this goal, in the preparatory stage,  best trainer works more on elimination  than on additions.

What not to do..What not to tell..what not to be dealt with.. what not to be spoken about..what not to be raised ..questioned..laughed at..argued..ignored.. etc.  A good trainer  will have his/her fundamentals  so straight in knowing what is to be eliminated. When one works on what is to be eliminated, what is essential  gets  its  focus.

Many a times  a trainer is trapped by  an instinct  to share so many good information  stored  within him/her. This prompts him/her to tell stories, share instances  that are totally  irrelevant and out of context to the topic under consideration. Individually they may be  good  stories.. examples ..case histories etc. But  they are not essentials in the context of the topic under discussion or consideration..  They are definitely  not to be placed there. Their place is elsewhere.

Fortunately or unfortunately what are  all the  essentials in a training program  may not be noted down or remembered word by word , act by act by the trainees. But if what had to be eliminated is not eliminated, the same gets noticed very easily.

In order to work on the essentials one has to simultaneously work on  elimination too.

“In quiet moments when you think about it, you recognize what is critically important in life and what isn’t. Be wise  and don’t let good things crowd out those that are essential.”

Richard G.Scott -American Scientist and Religious leader.

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

….

TOT 136-WEEK 136

“THREE  BOXES”.

Success of a trainer depends on how much of quality time is invested in  the preparation. Preparation can never be done overnight .  o be on the safer side, some experts follow “Three Boxes” method.

1.Content Box.

Any relevant  material related to  Mediation is collected, and put in this content box by the trainer .  It is a storage Box.  It can be  storing of articles, photos,  pictures, videos, short films/ books, or names of books,  number cards,  palm charts, charts, objects, article links, blogs, quotations,   Ice breakers / games/  puzzles/riddles/ questionnaires/  feedback forms/  essays/  citations/ case laws/ PDFs, speeches/  slides, simulation exercises, role plays, hand notes, problems, case histories, stories , humor,  etc..

Collecting is done  more or less mechanically, without spending too much of time .

Only point for consideration would be “ The material so  collected  is  relevant to the topic related to mediation and   may be of  some use in future for  any of the the training program/s.”

2. TREASURE BOX

From out of the material  randomly collected  now and then and stored in  the Content Box, each article, book,..etc is taken out one at a time.   The relevant  passage, information etc is picked up. A separate note /s is made.  The sorted information is put in the treasure box under different heads,.  Material put in the Treasure Box must be very handy.  Quality time should have been invested  to work on each of the materials  before putting the same  in the  Treasure Box. Only refined material is to be put in this Treasure Box.

 Treasure Box may have different folders within it.

Example:-

Stories related to	Simulation exercises related to	Examples related to	Case histories related to
Negotiation Conflict	Reality testing Separating the person from problem	Emotional outbursts Strategic barrier	Errors committed in drafting agreements   Child custody issues

Different sets of  material may be  collected and stored in Treasure Box in different compartments:

1. For Forty Hours’ training program (a) For college students (b) For Advocates and Judges (c) For  professionals from other walks of life  etc.
2. For Refresher Courses 
3. For advanced trainings
4. For awareness program
5. Referral Judges

Etc..

3.CARRY BOX

This is the Box  which the trainer carries  to any given training program.

This box will have materials chosen from the treasure box, relevant  and necessary ,  for  that particular training program.

After the training , the material used may again be put back to Treasure Box, with or without any additions or deletions.

With the available advanced technology,  a trainer can retain  all the three boxes in the lap top and use it as and when necessary . Folders with distinct headings  can be part of each of the Boxes.

“Always my collections are made of different  influences.”

Jean Paul Gaultier French Fashion Designer

(All copyrights reserved by the Author S.Susheela)  

TOT 135 –WEEK 135

“SOME FOOTSTEPS”

Trainer is expected  to have  domain  knowledge.   Trainer has to  apply it to the given circumstance on the training floor, so that it gets transferred to  the trainees. How effectively this is being done  depends on the   appropriate use of multiple skills set of a trainer.

Some common factors in many Master Trainers:-

1.CHOICE

They choose  not more than three main topics  to be addressed  in a  given session.

2.DIVISION

They carefully divide the main topic into  not more than three sub topics.

3.EXAMPLES

They give apt examples at the right time. Each example does not take more than  two minutes’ time.

4.CASE HISTIRY

They place a  brief case history, relevant to the topic/sub topic under consideration. They use calculated but  chosen words . Avoid repetition. Avoid getting into explanatory mode.

5. WIT & HUMOR

They use    witty statements while answering  random  questions.

They occasionally ask witty  and thought provoking questions to keep   the curiosity of the trainees alive.

6. SIMULATION EXERCISES

They use  pre planned and well  designed simulation exercise/s, relevant to the context. Take the message through the exercise  directly  to the heart of the trainees.

7.Story telling

They use very short stories with a strong message.

While telling the story, they   pause ,  use  voice modulation/s.  They make the trainees  relive the experience of  the characters in the story.

They make the trainees   corelate the theoretical knowledge to  the practical knowledge through the story .

8.Connectivity

They keep connected with the trainees and also with the topic with which they are dealing.

They maintain a perfect balance in amalgamating   any one or more of all the points

(1 to 7) mentioned above.

“Competency in multiple skills is the ultimate career insurance.”

Thomas Oppong in his article on  “Skill Stacking”

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

….

TOT 134-WEEK-134

O-U-T

“Observe- Understand- Train”

Getting trained as a mediator involves lots  of skill learning.

No one can learn a skill without doing. Doing is the essential part of learning a skill. Repeated doing is the essence of mastering any skill.

Whatever be the amount of theoretical inputs given to the trainees during forty hours’ training or during refresher or advanced courses, at the end of the day, if the trainers go through the feed back  given by the trainees, they come to know that trainees honestly  and sincerely mention that   they have learnt more from practical sessions than from sessions on theoretical aspects.  It however does not mean that theoretical part is not  important. What is to be  gathered here is that  ‘there has to be a perfect synergy between theoretical  and practical knowledge ‘.

Mediation training involves  two parts in equipping the trainees with required skills:-

• Instruction Part
• Doing Part.

Instruction part :-

This part is  taken care of by the trainers.

1. Observation:

Trainer observes the trainees doing the role play/ or actual mediations.

• Understanding

Trainer understands where the trainee is going wrong.  Understands the level of understanding of the trainee. Understands where is the gap between ‘theory and practicals’.  Understands  what should have been done and what is not being done.

• Training the trainee

Trainer  repeats  what was said/  done by the trainee.

Trainer gives constructive feed back to the trainee based on trainer’s  observation and trainer’s understanding.      

 Trainer demonstrates  the  right approach.

II.  DOING PART

This part is  to be taken care  of by the trainees.

a)OBSERVATION

Trainee observes  what is demonstrated by the trainer.

b) Understanding

Trainee  corrects his/her  understanding .

c)Training

Trainee  offers himself/herself to repeat whatever is shown to be the correct approach, and works methodically to catch hold of the skill.

ADVANTAGES:-

Using the technique of “O-U-T” in training  helps  both the trainer and trainees to be on track.

They do not waste their time.

Trainer demonstrates the understanding by way of single line feed back. Trainee understands the same .

Trainee gets corrected then and there.

Trainee gets hold of the skill by ‘doing’ on the spot.

WHERE DOES THIS  “O-U-T TECHNIQUE” NOT WORK?

When  the trainer gives feedback, some trainees get into argumentative mode. They  try to justify how they are right . They try to convince the trainer  that “ Why they did what they did”. And, in the process more time gets consumed.

When the trainees start arguing with the trainer, some trainers get into explanatory mode, and lots of time gets consumed, and at times chaos is created.

It is better not to continue with “O-U-T” technique in such situation/s.

How to avoid this?

A pre briefing, before commencing the role play /live mediation  about what is  going to be done by the trainer, and what is to be done by the trainee may help in addressing the aforesaid situation.

Trainer should give repeated commands to himself/herself not to get into explanatory mode.

How is this technique used in live mediations?

Trainer uses a note pad.

Passes on single line observations.

Suggests corrective measures  with  minimal words.

“The secret of getting successful work out of  your trained men lies in one nutshell- in the clearness  of the instructions they receive.”

(Robert Baden -Powell- Write – British Army Officer- Founder &  First Chief Scout of  World-wide “Scout Movement”.)

(All Copyrights reserved by the author S.Susheela)

….

TOT 133 – WEEK 133

FEEDBACK FORM/S

Preparing   a useful feed back form is essential part of any training program. The objective of any feed back is  (i)  “To get information” (ii) Work upon the information received  (iii) Achieve better results.

A feed back form has  to  be   prepared with caution . Uniform or  stereo types of questions or forms  should not be used. The ones prepared for some earlier  program should not be used mechanically  for the other program.  It is always advisable to have  new set of questionnaire  in  the feed back forms .  It is also ideal to have  different feedback forms being given to participants at the end of each day, if the training  is scheduled for more than a day.

Using the very same set of feedback forms for every training program , irrespective of who the participants are and where is it conducted  , speaks about lack of professionalism in a trainer. 

Designing  a  proper feedback form  speaks  volumes about  the professionalism on the part of the trainer. Trainees  get a feeling that  (i) Their  views are valued. (ii) Their opinions matter. (iii)  They are respected.  (iv) Their   participatory role   has value additions.

When the  opinions given/ information provided /views expressed in the feed back forms are taken note of by the trainers, trainees feel validated. They feel happy that they are heard and respected. Trainers will also know the expectations from and difficulties faced by the trainees if any.

If a day’s training is    handled  by two or three resource persons, not withstanding the fact that  the organizers of the training would  be giving   feed back forms, and getting the feedback from the trainees, at the end of the training,  each trainer/resource person can also  give individual feedback forms  and request for  honest feedback.

If a group of trainers are involved in a training program, it is ideal that at the end of the day they all sit together and read the information given in  each of the feed back forms, and see if there are any areas of corrections required to be implemented on their part. 

BEFORE THE TRAINING:-

Sending  a list of questionnaires  to the participants before  the training  requesting their feed back on relevant areas    will help in structuring /designing the program.  This will also help to some extent in the process of need assessment.

DURING THE TRAINING

Feed back can also be taken during the course of training program. It can be taken after each session. Or can be taken at the end of the day.

Trainer can keep aside 5-7 minutes of  available time   to enable the  trainees to fill in the feed back forms

AFTER THE TRAINING

A consolidated   feed back form  is to be given to the trainees on the last day of the training.

ADVANTAGES:  Trainers will know where they stand

                             Trainers  can work on themselves.

                             They can work on the areas of improvement.

                             They  get a feeling of fulfilment and satisfaction when their efforts are appreciated

                             Trainers understand how critically the trainees  would be watching them

                             Trainers understand  whether they have stood up to the expectations of the trainees or not.

                             Trainers understand that trainees  do not appreciate lack of professionalism in any area of training.

CONTENTS OF FEED BACK FORM:-

There can never be a uniform format for a  feedback form

The contents should include  (i) What does the trainer want to know from the trainees

(ii) What do  the trainees  want to tell/inform the trainers?

(iii) What are the positive aspects  of the training?

(iv) Which  are the areas where improvements can be made?

v) Suggestions   for improvement

It is a challenge to design  different feedback form for each day in forty hours’ training program spread over a period of five days.  A trainer cannot prepare all the feedback forms for all the days and  give it on each day. A feedback back form in such circumstances has to be prepared only on the previous day . It should  have been prepared  after taking note of the reflections of the day’s training.  Excepting the  first day’s  feed back form, the other days’ forms have to be prepared only  at the end of  each day.

In advanced training programs, a very skilled trainer can give  different feedback form to each of the participants.  Even though it  is a Herculean task and becomes time consuming, it helps in  the  individual growth of a trainer.

It is also ideal to get feed back from co trainers. Where the trainer wants to know about his/her individual strengths and weakness in a given area, the feed back form may have to  be  prepared in such a way that the feed back given is made use of the by the trainer  for individual development.      

“I think it is very important to have a feedback loop, where you are constantly thinking about  what you have done  and how you could be doing it better.”

Elon Musk – Business magnate and Investor

(All copyrights reserved by the author S.Susheela)

….

TOT 132

WEEK 132

“GET -START- GO”

Any  good result is the out come of planning  preparation and practice.  It is rightly said that “success is  never due to one thing but failure  can be .” No  trainer can  ignore the fact that he /she is constantly being assessed. The parameters and yardsticks of assessment may be different for different trainers.

Setting goals  is  important for any trainer.  However ,“My performance should be the best . I must deliver  well.  My presentation should stand out. My  role as a trainer  must stand apart. I should add such value to my training which none can .  I must bring that difference in the trainee which no other can bring..” such  affirmative statements may help initially only to the extent of   motivating a trainer  to think of working on oneself.  There is a  big gap between taking  decision to start and starting.    ‘Getting to do the work’ is something  which should strike  a trainer and set him/her in action.  We all decide to do many things. But do we actually do? is a  billion dollar question.

The wake up call can make a trainer get up from his/her seat ., get hold of what needs to be done.

In order to achieve the best, what needs to be done , will never be done, if it is not worked upon.   It is here one has to give a command to oneself  “TO START”.

To start is to : i) Visualize what needs to be done.

                         ii) Plan

                         iii) Prepare according to the plan.

                          iv) Revisit

                           v) Foresee the  problem areas

                          vi) Address the same

                         vii) Rehearse  and see whether you would appreciate your performance.

Notwithstanding  crossing the above two stages, the final stage would be to play the role. It is in this context  one has to give a command oneself  “ TO GO “  to the field.  Any inhibition that may prevent a trainer, or any thought that may withhold a trainer  from going ahead , or any  feeling pulling down the confidence of a trainer  can be handled with  affirmative statements like  “ I have  got the right plan of action in place . I have worked upon it.  I can handle the situation , if I go ahead, I will never fail. I can do the best ”   

Thus when a trainer is thorough with the first two steps, the third step takes care of itself .

“A year from now  you will wish you had started today.”

Kaven Lamb – Author and Journalist ,  ‘on getting started’.

(All copyrights reserved by the author S.Susheela)

WEEK 131

“FEED BACK”

Comments,  advice, praise may all form part of  feedback about a fact. However in the context of  training programs, feedback refers to “what is done /not done by the trainer/ trainee   to reach a specific goal”.

Some types of feedback:

1. Oral
2. Written
3. Positive
4. Negative
5. Corrective
6. Motivating
7. Constructive

Constructive feed back

Through Constructive feed back trainer  addresses a (i) specific issue. (ii) Suggests proper course of action.   It may look like advice, but  the person giving the constructive feed back should not consider himself/herself to be playing the advisory role. Constructive feed back is given after deep observation. Constructive feedback is more of guidance value. Through constructive feedback one is encouraged to take action in a particular manner.

Constructive feedback  may have the elements of corrective, motivating  positive feedback.   

Negative feedback: With this, the past behavior /act/conduct is mentioned. Its negative effects are  delicately brought to the notice.

Ex: Mr.A,  The slides  were too crowded. Font size was too small.  No one could understand anything. 

Negative feed forward:

 What is to be avoided is mentioned. An indication is given that the same is not expected to be  repeated in future.    Past behavior/action is taken as a basis.

Mr.A…, it seems you have not spent quality time  working on your slides.  Next time, you need to  definitely take care of the  quantity and quality of information  to be covered in each slide,  and,  also about the ‘font size’.

Positive feed back: The past behavior/conduct/act which yielded good positive results are highlighted. The person responsible for the same is appreciated.

Example; “Mr.X.., your slide preparation was very good.  It was not over crowded. Even  a trainee sitting in the last row could read it easily. “

Positive feed forward:

It is slightly in the form  of a command /demand. Past behavior is not taken as a basis always  . Positive aspects of a behavior /conduct/act is highlighted. The same is asked to be followed.

Example:  “Let us  all see to it that  trainer’s slide shall have minimum font size of 28”    

Why  people do not come forward to give negative or constructive  feedback:

1. They are afraid that they will be mistaken.
2. They will be branded as being too bossy or bullying types.
3. They do not want to lose their popularity.
4. People to whom feedback is given start arguing with them and start justifying their actions.
5. People  try to avoid  those who give constructive  feedback.
6. They question themselves “ What do I gain by correcting the other person?”

How should  feed back be received:-

i)Every feedback has to be received as a constructive criticism.

ii) One should not worry about the capability or the authority of the person who gives feed back, but should only analyze whether  the feed back given is  true or not.

iii) Giving justification  is not   to be encouraged unless it is very very essential.

iv) One should be prepared to work on the  areas  of   pointed mistakes /errors.

• Have a  road map  to implement  suggested corrections
• Be thankful to those who give true feedback

Can giving feedback be avoided?

Irrespective of whether  the trainees like the feedback or not, it is actually obligatory on the part of the trainer to give  constructive feedback. However even after repeated feedback , if the person is  repeatedly ignoring the same, then the trainer can  always step back.

Objective of feedback is to lift  a person from where he/she is to the next level.

When is the right time to give feedback:

In case of presentations:-

1. It iso only after the session.
2. Not during the session.

In case of designing:-

Before the designed material is circulated.

In case of  role plays:

During the role plays- as and when the mistake is committed

Should the feed back be in writing ?

It is better to give the feed back in writing to co-trainers. Feedback in writing is advisable where the  future course of corrective action ,  and, requires  several steps  to be followed and implemented methodically.

Feedback in the form of pointers would be more than enough for sensitive  receptive  learners.

“Your most unhappy customers are your greatest source of learning”.

                                                                      Bill Gates.

(All copyrights reserved by the author S.Susheela)

….

TOT 130

WEEK 130

“Professionalism”.

A trainer gets recognized  based on the following amongst other aspects  :-

1. What does the  trainer do?
2. How well the trainer does what is expected of him/her?
3. Difficulty in replacing the trainer.

Lack of professionalism in a trainer   is evidenced by one or more of  the following factors:-

1. Poor preparation ( Preparing on the spot/overnight preparation).
2. Casual approach.
3. Poor time management.
4. Insufficient  content knowledge .
5. Inadequate  presentation skills.
6. Not anticipating difficulties.
7. Not being prepared for the unexpected.
8. Not taking note of the ground realities.
9. Focusing on the quantity ( how long  did I speak) than on quality( What did I speak?).
10. Trying to tell everything the trainer knows about the topic.
11. Dwelling upon areas not required to be addressed  upon as part of training program.
12. Leaving out addressing the actual concepts.
13. Volunteering to do more than one can handle.
14. Being in a hurry to finish .
15. Telling  some thing about which one is not sure .
16. Hasty departure.
17. Interfering when other trainer is holding the session.
18. Depending upon slides/notes prepared long back, without acknowledging the need for changes to be made.
19. Sticking on to one type of presentation for all situations without exploring other  probabilities.
20. Being anxious and stressed out.

 “Professional is not a label you give yourself. It is a description you hope others will apply to you.”

David H Maister- Author of True Professionalism

(All copyrights reserved by the author S.Susheela)

WEEK 129

“Designing”.

Any error committed while designing the time table/curriculum for any part of the training program , adversely affects the expected  outcome from the training.

Designing should  be preceded  by proper and meticulous  home work regarding: i)Need assessment  (ii)  Objective behind the training (iii) Available logistics (iv) Background/potential of the trainees (v)Number of trainees  (vi) Number of  trainers/resource persons  available  (vii) Available time (viii) Choice of  appropriate topics and sub topics .

 Designer should always keep in mind that no uniform designing will be workable in all   circumstances.

At the planning stage, following factors may be considered:

1. Need assessment: What is the need ?

Why should the training be given ?

What is the actual need  of the trainees – that needs to be satisfied through the training?Objective: What does the trainer want to achieve  through the training?    

However these cannot be part of training , but should precede the training.

Following Example of an imaginary  designing may be considered for the purpose of learning :-

Time table for refresher course  reflected allocation of  time between 10 am an 1 pm for ‘one on one discussion’ with the mediators.

The identified  meaningful  objective was to give the trained  mediators   an opportunity to discuss with the trainer on the 10 topics reflected in the checklist, like, opening statement, techniques to break impasse, etc.., based on which  the trainer to  have a reasonable picture of potential of the trainees  and  take the  training  forward on the next day, keeping in mind  the areas in which the trainees need further strengthening.   

Each meeting was suggested to go on for 15 minutes.

Considering the fact that there were two identified trainers, it was suggested in the time table that while one trainer would go on with ‘one on one discussion’ for fifteen minutes each with each of the trainees, the other trainer would take session for others on related subjects/topics. This part was well thought of , to keep all the trainees engaged.

Shortfall:-

The designer had not taken into consideration the number of trainees  and the availability of time. There were sixty trainees, and the time allotted was 180 minutes. 180 /15 would be =  12 . Hence  by no stretch of imagination  all the 60 trainees  could have  had one on one meeting  with the  trainer .

Another error:-

What was part of need assessment cannot be part of time table for refresher course.

The above “one on one discussion session/s” could not have been part of the  refresher course. This concept was a wonderful concept to understand the need of the trainees. This  could have been part of assessment of need of the trainees.  The trainers could have had one on one discussion well in advance, with each of the trainees, over phone or otherwise,  making use of the technology , understand  their level of comprehension, understand their potential, and based on that , could have chosen  the topics/sub topics for  refresher course, and proceeded with the designing of the time table accordingly.

Even though “on  the spot designing” or “restructuring the designed time table depending on the ground reality/s “ is  suggested in some rare circumstances , the designed time table should not look  faulty at the very sight of it. The designed  time table should be a workable  and functional time table. The designer should think twice before circulating it.   

Assuming that such time table was only a base model and every trainer was free to  design the training as per individual choice, then that note should have been there.  Such a time table can be circulated only to trainers , and  they may be  requested to prepare  a neatly designed  workable time table   and circulate to the trainees. However if the   refresher course is conducted  by any organization /authority throughout the State  then it would be ideal to have a workable  time table which can be uniformly used in  refresher course in all places during a given period.  

II.Example:

For practical mediation /Live mediation , time between  2.30 p.m and 4-30 pm was reflected in the time table.

This part of the time table could not be functional because:-

There were 60 trainees.

3 live mediations were referred  by the Court.

There were only two rooms available  where the training was organized.

The participants in the mediation refused to participate  in the presence of any one other than the mediator and  another co-mediator.

What was lost sight of:-

Ideally speaking before circulating  the  designed time table logistics must have been taken into consideration.

For 60 trainees , there  should have been at least 12 live mediations and 12 separate rooms  available. With this, amongst trainees, one could have been mediator, one could have been co -mediator the other three could have been assigned the role of observers. Even then two trainers could only have had    a glimpse of each of the 12 mediations , and could not have contributed much  as was required to be done in a refresher course.

Error:

Objective behind ( strengthening the practical knowledge of the trainees) did not match with the ground realities.  

Negative impact:

Even if a trainer  redesigns the whole  time table on the spot, the fact that the  schedule as reflected in the  circulated time table is not followed would speak on the lack of professionalism  on the part of the organizers. 

Suggestions:

“Visualize whether the designed time table is going  to be workable/functional.

Visualize the probable hurdles.

Foresee the negative impacts.

Discuss with others .

Have a base model leaving the  scope  to make small changes based on ground realities.

Avoid circulating the time table  where there are doubts about implementation.

Circulate the workable functional time table.

“Measure the most you can and show the least you can”.

Danique Roefs-Online Marketeer

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

In live mediations often we come across parties and/ or participants, who talk too much. They speak too fast or too slow. They start from something and move on to several different topics. Many times they speak out of context. They start remembering everything that has happened in their lives and start giving complete details about the same. Once they press the ‘start’ button they forget the ‘end’ button.  It becomes very difficult for the mediator. At times even the mediator’s gentle intervention is either ignored or refused to be acknowledged by such party/s/participants. However mediator cannot ignore the importance of listening to such person/s. Streamlining the conversation becomes a great challenge.

The following techniques can be used:

Allowing to speak uninterruptedly and making notes

1. Allowing the party to speak (even if it is for hours). Noting down the bullet points.
2. Showing them the bullet points. Asking them to underline the points that are relevant according to them for the resolution of the dispute.
3. Mediator does not speak, but listens actively.

 (This helps in streamlining the conversation during the next session.)

Asking them to write down and handover the same

1. Asking the participant to write down everything in detail (irrespective of the number of pages) and hand over the same to the mediator and take it back. They may also be given the choice to mail the same.
2. As the party starts speaking, mediator points out that the same is mentioned by the party and that the mediator has read it
3. Showing them the point/s mediator has underlined and asking them to speak only about it.

Demonstrating your interest in listening

1. The mediator does not make any statements that would make them feel that they are interrupted, or being avoided.
2. The mediator informs them gently that he/she would like them to speak to them more about “….point” and “…..” point.
3. The mediator demonstrates his/her interest in listening to them.

The following exercise may be used in training programs:

1. Give general case history.
2. Ask the trainee mediator to listen to the narrative.
3. Give a hint (in private) to the trainee/party to speak at length about anything and everything under the sun and occasionally about some points relevant to the dispute.
4. Watch how the trainee mediator handles the situation.
5. If the trainee mediator is unable to handle, one of the trainers has to step in.
6. Follow the technique mentioned above.

Where is this exercise used?

This exercise is generally used in advanced training programs.

“Pathetically, Here I am again, Rereading our old conversation as if it was like yesterday”

Weirdo.in

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(All Copyrights reserved by the author S.Susheela)