national center on severe and sensory disabilities 2007 consensus building
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Copyright © 2006-2007 The Beyond Intractability ProjectBeyond Intractability is a Registered Trademark of the University of Colorado
PowerPoint Summary of: Emotions
Slide 2:
Emotions and Conflict
Emotions are both a cause and a result of conflict
Positive emotions are key to conflict resolution
Conflicts are fueled by emotional needs (love, closure…)
PowerPoint Summary of: Emotions
Slide 3:
Emotions and Conflict II
Emotion can overcome logic --
sometimes emotional issues become more important than substantive issues
PowerPoint Summary of: Emotions
Slide 4:
Emotions and Conflict II
Emotion frames conflict – shaping parties’ view of:
• Relationships• Fairness• Relative power• Relative status
PowerPoint Summary of: Emotions
Slide 5:
Emotion in Negotiation
Emotions can influence negotiations andmediations either positively ornegatively
Positive emotions foster:• Problem solving• Creativity• Respect for others’ perspectives• Improved cognitive ability
Negative emotions foster:• Inaccurate judgments• Lessened concern for the other
parties’ preferences• Neglect of one’s own instrumental
goals
PowerPoint Summary of: Emotions
Slide 6:
Emotion in Negotiation II
Emotions can inform us of our adversaries’:
• Commitment
• Sincerity
• Needs
• Values
PowerPoint Summary of: Emotions
Slide 7:
Recognizing and Using Emotions
To use emotion effectively:
• Acknowledge -- emotions in yourself and others
• Determine -- their source
• Manage -- you own negative emotions
PowerPoint Summary of: Emotions
PowerPoint Summary of: Emotions
Slide 8:
Recognizing and Using Emotions
To use emotion effectively:
• Allow -- the other side to express their feelings without dismissing them
• Empathize -- with the other
• Reframe -- your positions and interests in a less emotionally-threatening manner
Consensus Definition
Maximum agreement among people while drawing on as much of everyone’s ideas as possible
CONSENSUS
• not a simple matter• both a methodology and an aim• creative process• not stifling, not a killer of initiative• Respectful• Develops the best in us all
“Simply stated, consensus is different from other kinds of decision making because it stresses the cooperative development of a decision with group members working together rather than competing against each other. The goal of consensus is a decision that is consented to by all group members. Of course, full consent does not mean that everyone must be completely satisfied with the final outcome – in fact, total satisfaction is rare. The decision must be acceptable enough, however, that all will agree to support the group in choosing it.”
Center for Conflict Resolution
Consensus decision making requires:
• Sufficient time to explore all the information and opinions
• Strong facilitative leadership• Members willing to contribute their views and
discuss their reasons• Commitment and effort to develop an
atmosphere of honesty and openness in the group
• Willingness to confront and resolve controversy and conflict
Consensus exists within a group when each member can say:
• I have had the opportunity to voice my opinions
• I believe the group has heard me• I can actively support the group’s decision
as the best possible at this time, even if it is not my first choice”
Possible Agenda/Approach
1. Brief introduction by facilitator/team leader2. What would you be doing now if you were
not here?3. Aim of the session (outcome)4. Barometer reading
Examples
• “I really don’t care what happens in this workshop.”
• “I wish we had a different presenter today.”
• “I hope we get out of here by 4:30.”
5. Initial decisions (what does everyone agree on?)
6. Use tools:– Go rounds– Taking a break– Playing a game– Taking strength of feeling– Straw vote
– Time restrictions (e.g., 2 minutes to speak)• Opposites paired off
– Brainstorming• Everything suggested is written down on a sheet
which everyone can see.• Normal ideas of appropriateness are discarded to
allow creative and lateral thinking.• No comments are made until the brainstorming
process is completed.
– Lateral thinking process• Exploring other ways of dealing with the matter in
hand which might have the same or a similar effect or conclusion. Focus on interests not positions
– Small groups• Members randomly chosen, birds of a feather, or
deliberately having mixed opinions in each group
7. Conclusions/Review8. Final go round (anything left unsaid)
9. Brief assessment– Share anything individuals still want to say,
and – Share a few words of comment about this
session
10.Closing
• One-to-ones– One person speaks for a set time, then the
other
• Silence/Music• Parking lot (with process in place to deal
with issue)
Fist to Five
1. Feel it is an issue, but I don't feel too strongly about it.
2. Issue of some importance, but not overly important.
3. Feel strongly on the issue, but I’m willing to compromise somewhat.
4. Feel strongly enough that compromise would be difficult.
5. Matter of principle/essential issue where I cannot see how I can compromise at the moment.
CONDITIONS THAT SUPPORT CONSENSUS
• Unity of purpose• Equal access to power• Autonomy of the group from external
hierarchical structures• Time• A willingness in the group to attend to process• A willingness in the group to attend to attitudes• A willingness in the group to learn and practice
skills
PowerPoint Summary of: Cross-Cultural Communication
Copyright © 2006-2007 The Beyond Intractability ProjectBeyond Intractability is a Registered Trademark of the University of Colorado
Slide 2:
Communication and Culture
Communication is cultural
• It draws on speech patterns, language, and nonverbal messages
• It is interactive
• It operates through social relationships
PowerPoint Summary of: Cross-Cultural Communication
Slide 3:
Communication and Culture
Cultural Fluency
• Essential for effective cross-cultural communication
• Consists of• Understanding your own cultural
lenses• Understanding communication variation across cultures
• Applying these understandings to enhance relationships
PowerPoint Summary of: Cross-Cultural Communication
Slide 4:
Common Cultural Differences
Perception of Time
Perception of Space
Fate and Personal Responsibility
Importance of Face
Nonverbal Communication
PowerPoint Summary of: Cross-Cultural Communication
Slide 5:
Perception of Time and Space
Time
• Monochromic -- linear quantitative time, most common in the northern and western hemispheres
• Polychromic -- cyclical time w/ unraveling and unlimited continuity, most common in southern and eastern hemispheres
Space -- differences in comfortabledistance between people
PowerPoint Summary of: Cross-Cultural Communication
Slide 6:
Fate and Personal Responsibility
Extent to which we feel ourselvesto be the masters of our lives
Extent to which we see ourselvesas subject to things outside ourcontrol
PowerPoint Summary of: Cross-Cultural Communication
Slide 7:
Face and Face-Saving
Face is the standing a person has in the eyes of others
The importance of “face” andface-saving varies across cultures
• Some cultures value “face” more than their own well-being
• Other cultures do not care about face all that much
PowerPoint Summary of: Cross-Cultural Communication
Slide 8:
Nonverbal Communication Different cultures use different
systems of understanding nonverbal cues
• Low-context cultures -- place relatively less emphasis on nonverbal cues
• High-context cultures -- place relatively more emphasis on nonverbal cues
PowerPoint Summary of: Cross-Cultural Communication
Slide 9:
WARNING! These categories (time, space, fate, face, context, etc.) are both oversimplified and non-exhaustive!
Negotiators should be aware of differences and respond appropriately.
PowerPoint Summary of: Cross-Cultural Communication
Getting Past No (Ury, 1991)
• Five steps of breakthrough negotiation are:1. Don’t react to provocations. Step away from
the scene, calm down, and carefully plan your response. Do not respond automatically, because most automatic responses are negative and further escalate the situation.
2. Step around obstacles, don’t walk right into them. Use active listening to defuse negative feelings, and use I-messages to express your feelings. Agree whenever you can, but stand up for your principles as well.
3. Ask people "why?" "why not?" or "how is that fair?" to try to move them away from positional bargaining toward principled negotiation.
4. Make it easy for the opponent to agree by making the offer as attractive as possible
5. Make it hard for them to walk away by proving that the negotiated agreement is better than their alternatives. "Bring them to their senses, not their knees,"
Paraprofessional/Educator Partnerships
• Hire the most talented, caring, and competent paraprofessionals available;
• Demonstrate appreciation and respect for their work by treating them well;
• Orient them to the school, classroom, and students;
• Clarify their roles and assign them tasks that align with their skills;
• Provide initial and ongoing training that matches their roles;
• Give them professionally prepared plans to follow;
• Direct their work through ongoing, supportive supervision; and
• • Provide opportunities for them to be contributing team members.
• Don’t relinquish instruction– Paraprofessionals STILL undertrained or
untrained– Students with the greatest learning challenges
in the classroom—often receive their primary or exclusive instruction and support from the least qualified staff members
• Operate across the curriculum (high school teachers can’t do this)
• Risk making “done-to-ers” instead of “do-ers”– Often compensate by doing work for student
• Can contribute to isolation• Overdependence
Is it okay, if:
• A paraprofessional provides the student's primary literacy instruction.
• The student is removed from class activities at the discretion of the paraprofessional rather than the teacher.
• The student spends 80 percent or more of his or her time with a paraprofessional.
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