Merging Ethiopian Wise-Counsel Mediation and Facilitative ...

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Part IV TRAINING SKILLS“Kan qabutu keena kaan beekutuu hima.”"As who have can give, who knows can tell.” (Afaan Oromo proverb)At the end of the session, participants will have enhanced their mediationtrainingdelivery skills.90 minutes.None.Flipcharts, moderation cards of different colours and sizes, markers of different colours,pin-board, pins.Step 1: Present topic IV.1 General Tips for Trainers.Step 2: Discuss topic IV.2 The Function of Role Play in Trainings.Step 3: Explain topic IV.3 Why and how to Give Feedback.Step 4: Wrap up the session.96 Mediation Trainer’s Manual
Iv.1General Tips for TrainersAs a trainer you should consider the following points before and during your training:1. Be clear about your own objectives as a trainer and theparticipants' expectations. Answer the following questionsbefore making your final training design:> > What is your aim? What do you want the participants to change?> > Why would the participants be interested in mediation skills?> > How would they benefit from them?> > How would they apply the skills?> > What are their needs?> > What do they expect?> > What are their fears regarding the training?2. How to enable understanding and retention. As the traineryou should:> > First give an overview and then proceed from the structure to thedetails.> > Assure that participants really capture the information by firstpresenting questions to allow brain storming, and in a last stepsummarise the results.> > Support trainees in role-play.> > Be involved. If you only observe, you will not be effective in trainingyour participants.The next step is to evaluate in small groups and in plenarysessions. Trainers should:> > If only one language is feasible, apologise for this shortcome andexplain why the session has to take place in a certain languageand not in the other language. It may also be necessary to use atranslator to be sure to de-politicise a language.> > Introduce instructions on how to evaluate a role play. For example,one can say, "Please discuss how body language worked in yourmediation." Focus it to make it useful to your mediation skill application.> > Focus the participants' discussion and evaluation on issues oftechnique and skill use. Sharing general feelings and observationsabout side issues will not clarify feedback and learning processes.How did the conflicting parties feel? Use questionnaires if necessary.> > Be careful to empower participants. It is a difficult task to role playand to be observed. Make it encouraging and useful.> > Observe but do not make the participants feel controlled. Give theparticipants space and only intervene once the smaller groups haveformulated their ideas. Once a trainer intervenes, it is also goodto give the groups a chance to adopt the suggestion or discuss it.Sometimes it is even good to leave the physical space (the trainingroom). This allows time for participants to absorb the ideas.> > Smile and nod to encourage the role players.> > Be the coach. The trainer is on the participant-mediator's side—always!> > Stick to the time frame.> > Have a clear intention and use clear terminology.> > Openly discuss the subject with the participants.> > Use graphics and large letters.> > Write down headings on every flipchart to orient participants.> > Extract core points (don’t attempt to write whole sentences).> > Change colours only when there is a good reason to do so.> > Phrase feedback in a positive way.Training Skills97
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I.2 General BackgroundThe Civil Pea
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I.4 How to use this Training Manual
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II.1An Overview of Mediation in the
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"In wise-council hearings we mainly
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II.3The Marriage of Wise-Counsel an
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III.1.3Glasl's Definition of Confli
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Step 2: Ask the participants to div
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26 Mediation Trainer’s ManualObse
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Step 8: Apply these lessons learned
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Step 3: Present a second story,“"
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III.3.1 Case Study: The 1978 Camp D
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Step 4: Referring to the Fishery Ga
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Step 2: Draw the Onion Model on a f
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Step 2: Introduce a set of groundin
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40 Mediation Trainer’s ManualStep
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III.3.6 Exercise: The Ladder 28To e
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2 3456Figures 2 and 3In pictures 2
Page 48 and 49: Step 3: In the second round, the st
Page 50 and 51: The participants will probably have
Page 52 and 53: 7. Empowering PartiesThe autonomy o
Page 54 and 55: III.5.3 Stages of MediationSuccessf
Page 56 and 57: III.6Communication in Mediation“A
Page 58 and 59: Self-revelationFactualMessageAppeal
Page 60 and 61: III.6.2 Communication ExerciseTo de
Page 62 and 63: III.6.3 The Importance of Body Lang
Page 64 and 65: Self-managementSelf-management supp
Page 66: Exercise: The Use of Body LanguageT
Page 69 and 70: III.6.5Bringing Difficult Messages
Page 71 and 72: III.7Conflict Perspective Analysis
Page 73 and 74: Party B. I, The community Represent
Page 75 and 76: Step 5: Identify options for win-wi
Page 77 and 78: III.9Understanding the Stages of Co
Page 79 and 80: III.9.2Exercise: Applying the Nine
Page 81 and 82: Stage 4: Images, CoalitionsWhat do
Page 83 and 84: Stage 6: Strategies of ThreatVery o
Page 85: Stage 8: Fragmentation of the Enemy
Page 88 and 89: III.10 Intervention Design for Diff
Page 90 and 91: Sample case:victims. Years later, a
Page 92 and 93: III.11How to set up and Work in a M
Page 94 and 95: Elders and the representatives from
Page 98 and 99: 3. How to create and keep attention
Page 100 and 101: Mediation ScenarioThe role play wil
Page 102 and 103: Part V REFERENCESAll photographs in
Page 104 and 105: Part VI ABOUT THE AUTHORSThis Manua
Page 106 and 107: is currently a senior expert for en
Page 108 and 109: also given different values. For ex
Page 111 and 112: Appendix C111
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