Learning Objectives
Narrative Overview of Training
Powerpoint Overview of DIYM
Benefits of Training
Customization
Evaluation
Cost

Learning Objectives
Following the training, the learner will be able to:

1. Assess workplace conflicts to determine whether Do-it-Yourself Mediation is appropriate based on:
   A.Level of seriousness of the conflict
   B.Degree of functional interdependency between oneself and the co-worker
   C.Balance of power, and risk of power abuse
   D.Characteristics of the co-worker that would contraindicate Do-it-Yourself Mediation
   
2. Identify the two reflexive behaviors, in a case study or an actual conflict, that obstruct joint problem-solving, and to describe how to eliminate those behaviors.
3. Identify the five elements of the retaliatory cycle, in a case study or an actual conflict, and to describe how to interrupt the cycle to make joint problem-solving dialogue possible.
4. Initiate dialogue with a co-worker to solve a workplace conflict.
5. State the issue in conflict in terms that promote cooperation and minimize defensiveness.
6. Persuade a reluctant co-worker to participate in dialogue to solve a workplace conflict.
7. Describe the necessary features of context (time-and-place environment) that will prevent failure of dialogue.
8. Use techniques for beginning a scheduled dialogue with a co-worker that focuses attention on the issue to be solved and removes obstacles to successful conclusion.
9. Perform the two essential tasks during a scheduled dialogue that are necessary to produce a shift in attitude from me-against-you to us-against-the-problem.
10. Recognize and identify conciliatory gestures that naturally occur during arguments, and to seize the opportunity they present to solve the conflict.
11. Recognize and identify the four psychological forces that produce consensus, and to describe them in a case study or an actual conflict.
12. Form agreements that meet the three criteria that prevent recurrence of conflict.

After reviewing goals and expectations for the day, participants are given an overview of DIY Mediation. The seminar then develops participants understanding of conflict theory using a team dynamics exercise as a springboard, and illustrates how conflict is a factor that can prevent employees from reaching their full performance potential.

Participants are lead through an interactive discussion on the ways that we typically respond to conflict and how the reflexes of fight and flight are alive and well today, even though they take on different forms (e.g. Not returning phone calls, shouting). An alternative to the fight-flight dilemma is presented: face to face communication about a problem without interruption long enough to find a solution.

The role of emotions is explored with reference to the retaliatory cycle. Participants team up with partners to apply a conflict situation to the retaliatory cycle. Participants are encouraged to act on their emotions (rather than to act out). Levels of conflict are examined before determining when the DIYM communication tool is suitable.

The seminar then turns to examine each of the four phases of the DIYM communication tool in detail. Three role plays are used. They are either developed by the participants during the seminar, or in advance. Making sure that the role plays present typical conflict situations is key. However, they should also be non-specific so that there is no danger of individuals being identified.

The first step (Finding Time to Talk) is vital. It is the conversation about having the difficult conversation. Participants work in groups of three. One is an observer who provides detailed feedback. All participants have a turn getting a reluctant other to agree to talk about the problem. This is a vital aspect of the training.

Attention to the second step (Planning the context) ensures that the time and place environment are conducive to for the difficult conversation. Essentially a check list it helps employees set themselves up for success.

Step 3 (Talking it out) is the heart of the DIYM process, and is the difficult conversation. Again, behaviorally specific suggestions are made. Again, in groups of three, everyone gets a chance to practice this important step and to reinforce their own learnings in the workbook.

An often neglected aspect is the elements of a good deal. Step 4 (Making a deal) has this as its sole focus and participants practice reaching agreements in their respective role plays.

There are two optional modules: one that focuses on reflective listening, and the other on interest based negotiation.

The final activity pairs participants off as interviewee and interviewer, and together they take turns developing a plan of action. The interviewer asks: AHow are you going to use what you've learned in this seminar? In the larger group, ideas and action plans are shared.

If you do not have powerpoint, you can access a viewer by clicking below and following the instructions once you arrive at the Microsoft web site.
PowerPoint Viewer

• Take control of conflicts, rather than be controlled by them
• Negotiate solutions to conflicts, rather than fight and petty bickering
• Reduce job stress and tension that may be affecting health
• Handle "difficult people" (and avoid being seen as a "difficult person" by others)
• Save the thousands of "invisible dollars" now being lost by impaired production and missed opportunities
• Remove a key obstacle to success of TQM and Self-Directed Work Team efforts
• Change organizational culture to make healthy communication the norm, rather than commonplace dysfunctional "crazy-making" behavior

First, in regard to name. Other semiar titles include "Taking care of Conflict", "Workplace Conflict Manangement," "Dealing with Interpersonal Workplace Conflict," etc.

Second, in regard to the role plays that are used. The best results are achieved when the participants can identify with familiar departments, problems, etc. without being so specific that they know who you are talking about. The challenge is to be typical, yet non-specific.

Third, with the optional modules that can be included: reflective listening, and
interest-based negotiation.

The four questions are:

1. Did you know how to perform this task before you took the seminar? Yes/No
2. Do you remember how to perform this task? Could you perform it today if asked? Yes/No
3. How often do you perform this task on the job? Daily, weekly, monthly, yearly, never
4. How important is it to your success and the success of the organization that you perform this task efficiently? Very Important, important, somewhat important, not very, unimportant.

This easy to administer evaluation tool enables you to determine:

1. the prior knowledge rate
2. the didn't stick rate
3. the transfer of training rate
4. the organizational value added rating
5. these four rates for each learning objective

We also ecourage organizations to start monitoring the cost of conflict by recording absenteesim rates, turnover rates, replacement costs, time spent dealing with conflict, legal expenses amongst others. This is a way to collect information and determine whether their is a return on the investment in training.

Email us to start a conversation about your conflict management training needs.