Clinics, Simulations & Video Feedback
Chair: Tricia Jones
Members: Doug Frenkel, Melissa Kucinski, Judge Elizabeth Potter Scully, Tim Hedeen, Julian Portilla, Sukhsimran Singh, Lara Traum, Bruce Edwards, Jan Martinez
EXPERIENTIAL TRAINING COMMITTEE RECOMMENDATIONS
Committee Recommendations for Moving Forward
General Infrastructural Opportunities to Develop:
1. Improve the quality and quantity of research on experiential training with priority to online ET. At this stage of our search we can find no published research or reports on the effectiveness of online ET in our field. We also note that previous reviews of training research in our field (some included in #2 below) since 2000 have raised deep concerns about how little we have generated evidence about whether and to what extent our ADR training produces desired outcomes. The bottom line is we can’t “prove” to external audiences that our training works – even though we have strong-held assumptions about its value.
2. Engage our professional associations to better promote this work. We could consider how professional associations may be able to create collaborative efforts to support the development of optimal experiential training methods and standards.
3. Develop expert trainers to serve the field in performing optimal experiential training. There are a number of world-class trainers in our field, however, we do not have infrastructures to build cohorts of expert trainers – especially those proficient in online experiential training. We have no identifiable learning processes to develop online trainers.
4. Mobilize graduate and undergraduate ADR programs to collaborate on addressing the issues identified here. There are a number of ADR and related programs that could consider collaborative projects and research as well as curriculum development.
1. Identify and Survey ADR trainers for their online experiential training practices: We need a better idea of what people are currently doing to think about best practices and needs.
a. Sample people who represent training in different ADR processes and different conflict contexts.
b. Use the survey to identify trainers willing to engage in ongoing conversations or on a team to explore mapping the field in these areas.
2. Create online training education curricula for mediation and other ADR process trainers.
a. Encourage involvement of representatives of higher education ADR degree and specialty programs, instructional learning experts, instructional technology experts, national organizations (e.g., NAFCM), and professional membership associations.
b. Review online training curricula and standards from related professions.
3. Explore advantages of developing a certification in online ADR training competence.