shaping the agenda 2- implications for workplace mediation...

Shaping the Agenda 2:

Implications for Workplace Mediation Training, Standards and Practice in Ireland

Research Conducted by:

Kennedy Institute Workplace Mediation Research Group

Sponsored by: Mediators Institute of Ireland (MII)
















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ShapingtheAgenda2:ImplicationsforTraining,StandardsandPracticeofWorkplaceMediationinIreland

©KIWMRG2016

Foreword

Workplace conflict can be a destructive, damaging force

which impacts upon individuals, teams and organisations.

Mediationisonewayofaddressingsuchconflict,ofturningit

around to re-build relationships and of creating healthy

working environments inwhich people can thrive. In 2015,

theMediators’InstituteofIrelandcommissionedresearchto

assistininformingdevelopmentofitspoliciesandstandards.

ThischallengewasacceptedbytheKennedyInstituteWorkplaceMediationResearchGroup(KIWMRG),

theauthorsofthisreportandahighlytalentedandexperiencedgroupofmediationpractitionersand

researchers.

Forthepast18months,theKIWMRGteamhascarriedoutthisresearchandhas,inthisreport,comeup

with a set of implications arising from this research for theMII. These 36 implications address issues

relating to training, standards and practice in relation to workplace mediation, and identify further

significantgaps inresearch,particularly in the Irishcontext.Thegrouphasthus, in turn,set theMIIa

challenge in considering these implications and framing future training requirements, supporting

practiceanddesigningpolicyaccordingly.TheMIImustalsocontinuetosupportsuchresearchinorder

tobegintofillthegapsidentified.

The Report and its sister report, Shaping the Agenda 1, give a fascinating insight into the world of

workplace mediation in Ireland and abroad. It identifies key issues in relation to mediator skills,

competenciesandbehavioursinthissectorofmediation.Ofenormoussignificanceistheapplicationof

thisresearchtotheIrishcontextandspecificallytothesettingandmaintenanceofstandardsoftraining

and practice in relation to workplace mediation. This work has put the MII, as the professional

associationformediatorsinIreland,inapositiontobuildstandardsandpoliciesonsolid,detailedand

considered research, which will only enhance the usefulness and robustness of such standards and

policies.

As President of the Institute, I am delighted to take on this challenge and look forward to working

further with the KIWMRG and to extending this initiative to other sectors of mediation. Research

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projectssuchasthisareessentialfortherecognitionofmediationasanaccessibleandeffectivedispute

resolution method. Together we can continue to raise awareness of the potential of mediation and

therebyassistinresolvingandtransformingconflictsintheworkplaceandotherareasinthefuture.

SabineWalsh

President,TheMediators’InstituteofIreland

September2016

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TableofContents:

FOREWORD 0

SECTION1: INTRODUCTIONANDCONTEXT 5

SECTION1.1: INTRODUCTION 5

SECTION1.2: DEFININGTHECORECONCEPTS 5

SECTION1.3: THECONTEXTOFWORKPLACEMEDIATIONINIRELAND 6

SECTION1.4: THEUSEOFWORKPLACEMEDIATION 7

SECTION2: THEBENEFITSOFWORKPLACEMEDIATION 8

SECTION3: THEIMPORTANCEOFCONTEXT 10

SECTION4: MEDIATORSTYLEANDQUALITIES 11

SECTION4.1: INTRODUCTION 11

SECTION4.2: MEDIATORSTYLES 12

SECTION4.3: PERSONALQUALITIESOFTHEMEDIATOR 13

SECTION5: MEDIATORCOMPETENCIES,SKILLS,KNOWLEDGEANDBEHAVIOURS 14

SECTION5.1: THEIMPORTANCEOFCOMPETENCY,SKILLS,KNOWLEDGEANDBEHAVIOURS 14

SECTION5.2: MEDIATORCOMPETENCIES,SKILLS&KNOWLEDGE 15

SECTION5.3: MEDIATORBEHAVIOURS 17

SECTION6: MEDIATIONOUTCOMES 21

SECTION6.1: THESIGNIFICANCEOFOUTCOMES 21

SECTION6.2: THERANGEOFPOSSIBLEOUTCOMES 23

SECTION6.3: SUSTAINABLEOUTCOMES 24

SECTION7: MEDIATORACCREDITATION,TRAINING,ANDSTANDARDS 25

SECTION7.1: MEDIATORACCREDITATIONANDTRAINING 26

SECTION7.2: QUALIFICATIONREQUIREMENTSOFMEDIATORS 27

SECTION7.3: MEDIATORACCREDITATIONINAUSTRALIAANDTHEUNITEDSTATES 27

SECTION8: CONCLUSIONSOFTHEREPORT 28

SECTION8.1: TRAINING 28

SECTION8.2: STANDARDS 29

SECTION8.3: PRACTICE 30

SECTION8.4: RESEARCHGAPS 30

CONCLUSION: 32

INDEXOFIMPLICATIONS: 33

REFERENCES 39

BIBLIOGRAPHY 40

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Authors&Acknowledgements

ThisreportwascompiledbytenmembersofthebroaderKennedyInstituteWorkplaceMediationResearchGroup(KIWMRG).Theyareasfollows:

BrianBarry,PhD,DublinInstituteofTechnologyMargaretBouchier,MSSc,M.MII,AdvancedWorkingSolutionsLimited

AlecCoakley,M.Sc.,M.MII,HREvolutionLtdDeirdreCurran,PhD,NationalUniversityofIrelandGalway(ProjectLeader)

JamesDillon,M.Sc.,TransportInfrastructureIrelandCyrilJoyce,Mediator,DipinIR/FamilyLaw,WesternManagement

TreasaKenny,FCIPD,M.MII,BurtenshawKennyAssociatesOksanaKokaylo,M.A.inDisputeResolution,M.MII

LouisaMeehan,MBS,WoodviewHRMGenevieveMurray,PhD

TheauthorsgratefullyacknowledgethefinancialsupportoftheMediators’InstituteofIreland(MII)inconductingthisresearch.

ForfurtherinformationontheworkoftheResearchGroupseewww.kiwmrg.ie.

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Section1: IntroductionandContext

Section1.1: Introduction

Theaimofthisprojectistwo-fold:

Toprovideacomprehensivereviewoftheinternationalliteratureregardingthecompetencies,

skills,andbehavioursofeffectiveworkplacemediatorsand

Toprovideananalysisof the implicationsof this reviewformediationpractice,standardsand

traininginIreland.

Theoutcomesoftheprojectarecontainedintwodocuments:

ShapingtheAgenda1: A literature review of the competencies, skills and behaviours of

effectiveworkplacemediators.

ShapingtheAgenda2: Implicationsfortraining,standardsandpracticeofworkplacemediation

inIreland.

It is not essential to readbothdocuments in sequence. Thisdocument,Shaping theAgenda2, has a

practicalandappliedfocusandcanbereadindependentlyofShapingtheAgenda1,theaccompanying

theoretical,referencedocument.

ThisreportusesaparallelstructuretoShapingtheAgenda1,sothatthereadercaneasilyreferbackto

that document where necessary. This report takes each section of the first document in turn and

discussestheimplicationsofthetheoryforpractice.

Section1.2:DefiningtheCoreConcepts

TheMediationInstituteofIreland(MII)providesthefollowingdefinitionofmediation:

‘Mediationisaprocessinwhichanindependent,neutralMediatorassiststwoormoredisputing

partiesinresolvingthedisputeinacollaborative,consensualmanner.’

TheMediators’InstituteofIreland

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Thereisnouniversallyaccepteddefinitionofworkplacemediation.Thisreportprovidesadefinitionof

workplacemediationbasedonthereviewofinternationalliterature.

‘Workplacemediationisaconfidentialandvoluntaryprocesswherebyanindependentmediator

assists two or more individuals, work groups, or employers and trade unions experiencing

conflictoradisputetoidentifytheirissuesandobjectives,andexplorehowthoseobjectivescan

beaddressedwithaviewtoreachingagreement.’

Kenny,2014,citedinShapingtheAgenda1

Implication 1: The MII should adopt a specific definition of ‘workplace mediation’ such as the one

providedinthisreport.

The authors have adopted definitions of competencies, skills and behaviours for the purpose of this

projectbasedongenerichumanresourcesliterature.

Implication 2: TheMII should review and adopt definitions of associated concepts for theworkplace

mediationcontextsuchascompetencies,skillsandbehavior.

Section1.3: TheContextofWorkplaceMediationinIreland

Workplacemediationservices in IrelandareprovidedbytheWorkplaceRelationsCommission,private

mediationproviders(individuals&firms)andinternalmediationschemesestablishedinlargepublicand

privatesectororganisations.

Thereareconcernsinrelationtothelegalprovisionsformediationduetoinconsistenciesbetweenthe

WorkplaceRelationsAct(2015)andtheMediationBill(2012)vis-á-visthedescriptionofthemediation

process.

Thetwospecificquestionsthatariseare:

Howcanthisapparentambiguityberesolved?

Whichsetofregulationsand/orcodesofpracticeshouldbeadheredto?

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Implication3:TheMII,astheprofessionalorganisationformediatorsinIreland,shouldlobbyregulatory

agentstoaddresstheinconsistenciesandambiguitiesbetweentheWorkplaceRelationsAct(2015)and

theMediationBill(2012).

Section1.4: TheUseofWorkplaceMediation

There is little empirical evidence regarding the extent of use of workplace mediation in Ireland.

However, there is an on-going doctoral study, being conducted by Kenny (2016),whichwill begin to

addressthisgap.

Implication4: Identifiedresearchcurrentlyunderwaywillbringsomeclaritytotheuseandpracticeof

workplacemediationinIrelandandidentifyfurtherresearchgapsthatneedtobeaddressed.

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Section2: TheBenefitsofWorkplaceMediation

The literature informs us that workplacemediation offers significant benefits to both employee and

organisationincluding:

Highsettlementrates,regardlessofmediatorstyleororientation;

Improvedrelationshipsandenhancedperformance.

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ThesebenefitsareoutlinedingreaterdetailinTable1below.

Table1:Thebenefitsofworkplacemediation(Source:Various–seeShapingtheAgenda1)

Implication5:Therearetangiblebenefitsforallstakeholdersinpromotingagreateruseofworkplace

mediationinIrelandforindividual,groupandcollectiveconflictanddisputeresolution.

TheBenefitsofWorkplaceMediation:

Highsettlementrates

Participantsatisfactionwiththeprocess

Efficiencyofthenegotiation

Focusonrealinterests

Moresatisfyingagreements

Improvedrelationships

Rebuildingdamagedrelationships

Promotingunderstanding&reconciliation

Improvedmorale

Enhancedperformance

Positiveorganisationalchange

Quickerthanotherdisputeresolutionprocesses

Lessexpensivethanotherdisputeresolutionprocesses

Fewercasesprogressingtoinvestigation/litigation

Problem-solvingculture

Enhancedemotionalhealthoforganisation

Reducedoccupationalstress

Canaddressabroadrangeofissues

Culturallysensitive

Improvedconflictmanagementcapability

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Section3: TheImportanceofContext

Theliteratureidentifiescontextasanimportantfactorinrelationtoboththeuseandeffectivenessof

mediation.Increasedemploymentregulationandthecorresponding‘legalisation’ofworkplaceconflict

areidentifiedasinfluencingamovetowardsmoreinnovativeconflictmanagementpracticesintheUS.

However,IrishstudiesindicatethatthisshifthasnotfollowedthroughtoIreland,despitethesignificant

presenceofUSmultinationalorganisationsinthisjurisdiction(Teagueetal.2015).

Organisational size isa factor in theuseofmediation.Largeorganisationsaremore likely toadopta

structured approach to conflictmanagement and to usemediation. Small firms are less likely to use

mediationduetocostsconstraintsandlowlevelsofawareness.

Culture, ethos and inherent attitudes to the nature of the employment relationship can significantly

influence organisational approaches to resolving workplace disputes. Hierarchical context and the

structureoforganisationsaffectperceptionsofconflictandconflictbehaviour.

Also sectoral factors influence the use of mediation, with greater use in the public sector than the

privatesector.

To be effective, themediatormust understand how their role fits within the organisation’s relevant

policiesandprocedures.Mediatorsshouldalsohaveanunderstandingoftheprocessofchange,andan

awarenessofthecontextforparticipantsduringandaftertheirengagementinmediation.

Implication6:Thereislimitedunderstandingofthespecificimpactofcontextinworkplacemediationin

Ireland.

Implication7:Researchneedstobeundertakentoenablemediatorsandmediationadvocatestohavea

better understanding of the impact of specific aspects of context on the use and effectiveness of

mediation.

Implication8:Itisincumbentonmediatorstoensurethattheyhaveaclearunderstandingofhowtheir

role fits within the organisational context, including organisational policies and procedures, and that

theiractionsareconsistentwiththosepoliciesandprocedures.

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Section4: MediatorStyleandQualities

Section4.1: Introduction

In addressing the question ‘what makes an effective mediator?’, it is important to consider how

mediatoreffectivenessistobejudgedandhowweshoulddefineasuccessfulmediationprocess.Should

mediatoreffectivenessbelimitedtotheeventualoutcome/agreement,orshoulditbeexaminedinlight

ofotherfactorssuchas,forexample,participantsatisfactionwiththeprocess?

Implication9:TheMIIshouldclearly identify thecriteriausedtomeasuremediatoreffectivenessand

thesuccessofamediationprocess.Thismightbestbedoneinpartnershipwithotherstakeholders.

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Section4.2:MediatorStyles

There isnoconsensusonthesuitabilityofaspecific setofmediationstylesorstrategies toparticular

disputesorcontexts.

Themostprominentmediationstylesadvancedintheliteraturearefacilitative,evaluative,settlement,

and transformative. In the facilitative style, mediators allow parties a high degree of autonomy to

expresstheir interestsandneeds inthehopethatunderlyingcompatibilitiesandcompromisescanbe

uncovered. In the evaluative style, the focus is on distributive justice and themediator provides the

parties with a realistic assessment of their negotiating positions in an attempt to reach a successful

agreement.Inthesettlementstyle,themediatorattemptstobringthepartiestoapointofcompromise

through incremental bargaining. The key objectives of settlementmediation are service delivery and

access to justice. The transformative style is basedon theprinciples of empowerment – allowing the

parties autonomy to find a resolution between them – and recognition, placing importance on

acknowledgingeachother’sinterests,values,andpointofview.

Whiletherearecommonalitiesamongsomeofthemediationstylesadvanced,thedegreeofautonomy

provided to the parties appears to be a key determinant of style preference. Determining the

effectivenessofeachstyleisdifficultanddependsonvariousfactorsincludingmediationsetting,typeof

dispute,levelofhostilitybetweenthepartiesandthemediator’sprofileandtrainingbackground.While

certain stylesmaybe effective in certain situations, theymaybe detrimental in others. Indeed some

authorsproposethenotionof‘stylisticeclecticism’,wherethemediatormovesbetweenstylesduringor

betweenmediations.

Implication10:Practicingmediatorsneedtobewellinformedofthevariousmediationstyles,including

theirassociatedadvantagesanddisadvantages.

Implication 11: Organisations, such as the MII, responsible for standards and quality assurance in

mediation, should take a clear position regarding the need for clarity around the various styles of

mediationandthepotentialbenefitsof‘stylisticeclecticism’.Ataminimum,allMIIaccreditedtraining

programmesshouldincludeskillsdevelopmentinidentified,best-practicemediationinterventions.

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Section4.3:PersonalQualitiesoftheMediator

Thereareotherfactorstoconsiderbeyondthevariousstylesandstrategiesemployedbythemediator.

Onesuchfactoristhepersonalqualitiesofthemediator.

Thereisastrongargumentthattrainingandsubstantiveknowledgealonearenotatruemeasurement

of a mediator’s future capability. Once mediators have mastered the basic skills and knowledge of

mediation,thenextstageoftheirdevelopmentistheirpersonalandprofessionalgrowth.

An important personal quality identified as key to mediator effectiveness is emotional intelligence,

recognizing one’s own feelings and those of others, andmanaging emotionswell within oneself and

amongstothers.Empathy inthemediationcontextisdefinedasbuildingparty-to-partyunderstanding

and recognition. The personal qualities of the mediator are an important factor to consider in

determiningmediationeffectiveness.

Implication 12: TheMII should consider building on the existing elements of the CertifiedMediator

competenciestofurtherdevelopidentifiedkeypersonalqualitiesofmediators.

Implication13:Thefindingsinrelationtothepersonalqualitiesofthemediatorshouldbeaddressedin

CPDandtrainingprogrammes.

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Section5: MediatorCompetencies,Skills,KnowledgeandBehaviours

Section5.1: TheImportanceofCompetency,Skills,KnowledgeandBehaviours

Competencyreferstotheexperience,behavioursandtechnicalabilitiesrequiredtocarryoutaspecific

role. Inmediation, it isunderstoodastheabilitytouseappropriateskillsandknowledgetoeffectively

assistpartiesintheprevention,managementand/orresolutionoftheirissuesinaparticularcontext.

Mediation is a delicate and complex process that may involve sensitive issues between vulnerable

partiesandsoacompetentmediatorrequiresahighlevelofintegratedskill,knowledgeandawareness.

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Mediationrequiresmorethanthemechanicalapplicationofskills. It requiresanunderstandingofthe

natureoftheprocess,underpinnedbyasoundtheoreticalbasisandsupportedbyabroadskills-baseso

thatthemediatorcaneffectivelyevaluate,assessandmanagetheprocessofmediation.

Mediatorcompetenceisobservableandmeasurable.

Implication14:TheMII,astheaccreditingbodyinIreland,shouldensureappropriatetrainingstandards

andassessmentofknowledge,skillsandcompetenciesonthepartoftheworkplacemediator.

Implication15:MIIassessmentsshouldbereviewedtoensuretheyaresufficientlyrobusttoeffectively

appraisetheintegratedknowledge,skillsandcompetenciesofthecandidate.

Section5.2:MediatorCompetencies,Skills&Knowledge

Theliteratureidentifiesthreeaspectsofmediatorcompetence:

Innatecharacteristics/personalqualitiesofthemediator

Educationandtraining

Experience

Asstatedabove,emotionalintelligenceandself-awarenessonthepartofthemediatorareessentialif

theyaretoensureaneutralprocessthatservestheinterestsofallthoseinvolved.

This requires mediators to effectively manage their own biases and to understand the role of, and

harness,emotionsinmediationtoenhancetheprocessfortheparties.

Relevant theory and research identifies specific skills and strategies – particularly in relation to ‘soft’

skills – and stresses the importance of experience and continuous professional development for

mediators.

Inrelationto‘localcontext’,theliteraturesuggestsspecificknowledgeareasareofbenefittoworkplace

mediation including: organisation context; policies and procedures; relational dynamics; underlying

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causes of conflict; and available employee resources. Some knowledge of employment law is also

identifiedashelpfulinrights-baseddisputes.

Itisimportantthatmediatorspossessabroadrangeofskillsthattheycanappropriatelyapply,including

process,relationalandcontentskills.

Areasoftrainingparticulartoworkplacemediationinclude:

Mediationinvolvingworkgroups

Supporting organisations in conflict prevention, engagement and resolution (the broader

competenceofbuildingorganisationalresilience)

Forminganddraftingagreements

Situation-based training specific to sensitive areas such as stress, bullying and harassment,

substanceabuseandmentalhealth

Workingwithaco-mediator

Implication16:Mediatorsshouldhaveahighlevelofself-awareness–includinginrelationtopersonal

emotionsandbiases.Toensurethis,emotionalintelligenceshouldbeactivelyevaluatedaspartofany

mediatorassessment.

Implication17:Mediatorsshouldbecompetentintheeffectivemanagementofemotion‘intheroom’.

Mediatortrainingshouldinclude:

Developingemotionalcapacity

Understandingtheroleofemotioninmediation

Skillsdevelopmentineffectivelymanagingemotionincluding:

o Workingconstructivelywithparticipantemotionalresponses

o Supportingemotionalcoherenceinparticipantstomediation

Implication 18: Mediator training should include developing an understanding of context and the

potentialrelevanceandbenefitofspecificknowledgeareassuchas:

Employmentlegislationandcodesofpractice(forrights-basedissues)

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Organisational policies and procedures relevant to mediation and also support policies (EAP,

etc.)

Managerialprerogativeandconstructiveworkplacebehaviour

Equalityanddiversity,includingknowledgeofunconsciousbias

Implication19:Mediatorsshouldengageinongoingreflectivepracticeandskillsdevelopmentthrough,

forexample:

Participationinapeergroupfor‘learningandsharing’

Engagementwithasupervisor,particularlyforrecentlyqualifiedmediatorsorthosereturningto

mediation

Maintainingareflectivejournalduringinitialperiodoftraining/mediationtosupportreflection

onemotionalintelligencedevelopment

OngoingCPDinmediationskillstraining

Implication 20: All mediators should understand the role of ethics in mediation: this is particularly

important in workplace mediation where the mediator is employed by, or contracted by, the

organisation.Mandatorymediationtraining,whether in-programmetrainingorasCPD,should include

considerationof:

Impartiality/’omnipartiality’

Neutrality

Confidentiality

Section5.3:MediatorBehaviours

The literature identifies a significant gap in understanding what it is that mediators actually do in

practiceandthe impactof theirbehaviours inmediation.The lackofempiricalevidence inrelationto

this has significant implications for quality assurance, regulation and trainingwithin theprofessionof

mediation.

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Mediatorbehaviouriscontextdependent,i.e.itisafunctionofthesettingwithinwhichthemediationis

takingplace.Whilemediationmaybeportrayedasastandardprocesswithsequentialsteps,inpractice

mediatorsmust have the competence and capacity to adapt and respond to the particular situation.

Table2belowgivesexamplesofarangeofmediatorbehaviours.

Table2:Mediatorbehaviourscitedintheliterature(Source:Various–seeShapingtheAgenda1)

MediatorBehavioursCitedintheLiterature

Explainingtheprocessattheoutset Cooling(takingtheheatoutofcommunication)

Raisingtheissueofthegoalattheoutset Highlightingareasofcommonality

Agreeinggroundrulesattheoutset Expressingone’sownopinion

Informationgathering Makingsuggestions

Paraphrasing/summarising/reframing Siding(sellingoneparty’scasetotheother)

Clarifying Askingonesidetostateotherside’sposition

Namingthefeelingsexpressedbyaparty Pointingoutthealternativestoafailedmediation

Pressing(urgingeitherparty) Referringtoownexperience

Takingthesideofeitherparty Criticallyevaluatingthesuggestionsofeitherparty

Usingpositivereinforcement Criticisingthebehaviourofeitherparty

Advising Steeringtowardsapreferredsolution

Usinghumour Usingbest/worstcasescenarios

Empowering(handingbacktheissuetoparties)

Determiningtheorderofissuestobeaddressed

Usingsilence Refocusingthepartiesontotheissueinquestion

Allowingemotionaloutbursts Offeringadvicewhenasked

Raisingtheissueofanunbalancedagreement

Raisinglegalissuesrelatingtoanagreement

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Section 4.1 dealt with the issue of mediator styles. Focusing on style leads to confusion due to

inconsistencies and differing interpretations. Consequently, some academics have argued that an

emphasisonmediatorbehaviourwouldbemoreuseful indeterminingwhatmediators‘actuallydo’ in

theroomandtheimpactofthoseactionsonthedisputants,processandoutcomes.Also,inlightofthe

purported principle of enablement and self-determination in mediation, clarity around mediator

behaviour isessential ifpotential clientsare tomakean informeddecision in relation to the ‘type’of

mediatortheywishtoengage.

Implication 21:Mediators should have the capacity to adapt their behaviours/style to the particular

requirementsof thegiven situation. TheMII, as theaccreditingorganisation formediators in Ireland,

hasarolein:

Highlightingand/orfacilitatingamoveintrainingfroma‘onesizefitsall’approachtoaneclectic

focus for workplace mediation training. We do not suggest that training in relation to the

different styles of mediation e.g. facilitative, transformative and evaluative be set aside, but

ratherthatdevelopmentofamorecomprehensiverangeofskillsandbehavioursbecomesthe

standard.

Raisingawarenessofthebenefitstoorganisationsinusingcompetentmediators,particularlyin

terms of risk management and consequences for the participants and organisational

performance.

Highlighting the need for the integration of knowledge, skills and behaviour in mediation

training.

Consideringhowbesttoevaluateandassessthedemonstrationofcontext-sensitiveskillsinMII

approvedmediatorassessmentprocesses.

Implication 22:Mediator style, approach andbehaviour are inextricably linked, so it is incumbenton

mediatorstounderstandtheir‘actualstylisticproclivities’andthesignificanceoftheirapproachtothe

process.

Implication23:Robustandfocussedempiricalresearch,particularlyinrelationtomediatorbehaviour,is

essentialforqualityassurance,regulationandtrainingofmediatorsincluding:

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Research tobetterunderstandpractice realitiesand the implications in relation toconceptual

theoryandtheapplicationoftheoryinpractice.

Research that is contextual/situational and illustrates practice in action so that competencies

andtheirimpactonoutcomescanbeunderstoodatadeeperlevel.

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Section6: MediationOutcomes

Section6.1: TheSignificanceofOutcomes

Evaluation of the outcomes of mediation has been favourable, both nationally and internationally.

Table3belowpresentsasummaryoftherangeofoutcomes.

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Table3:Workplacemediationoutcomes(Source:Various–seeShapingtheAgenda1)

WorkplaceMediationOutcomes

Timesavings

Costsavings

Higherratesofsettlementthanotherformsofdisputeresolution

Satisfactionwiththeprocessandoutcomes

Moresustainableagreements

Restoringrelationships

Improvedrelationships

Emotionalinsightsforindividuals

Organisationalculturechange

Avoidanceofformalprocedures

Lowerlevelsoftribunalcases

In Ireland, the Law Reform Commission (2010:32) describes mediation as leading to ‘better results:

higher satisfaction with process and outcomes, higher rates of settlement and greater adherence to

settlementterms’.However,distinctionneedstobemadebetweenshort-termmeasuresofsuccessand

thelonger-termimplications,includingthesustainabilityofmediatedagreements.

Implication 24: Research is needed to inform understanding regarding the durability of mediation

agreementswithinanorganisationalsetting.Itissuggestedthatthisshouldbearesearchpriority.

Implication25:Thelinkbetweenthespecificskillsusedbyamediatorandmediationoutcomesneeds

tobeexploredandclarified.Thisrepresentsasignificantresearchgap.

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Section6.2: TheRangeofPossibleOutcomes

The literature refers to variousmeasuresofmediation success. However,no specificmeasure(s)has

beenidentifiedasassessingtheoverallimpactofmediation.Consequentlyfurtherresearchisrequired

inrelationtothis.

Intuitively,settlementratesseemimportantandresearch,bothnationallyandinternationally,reportsa

high settlement rate for mediation. Eight factors (see Table 4 below) are identified as having an

influence on mediation settlements. Some of these factors act as driving forces (DF) towards

settlement,whileothersactasrestrainingforces(RF)againstsettlement.Thebalanceofdrivingforces

relativetorestrainingforceswilldeterminewhetherornotsettlementisreached.

Table4:Drivingandrestrainingfactorsinfluencingsettlement(Source:Wall&Dunne,2012)

DrivingandRestrainingFactors

Mediatorresources(DF)

Disputants’commitment(DF)

Mediator’srank(DF)

Visibilityofthemediation(DF)

Levelofconflict(RF)

Typeofconflict(RF)

Stageofconflict(RF)

Relativepowerofdisputants(RF)

However, research demonstrates that, even if settlement is not reached inmediation, themediation

process can be beneficial, by facilitating changes in disputants’ attitudes towards each other.

Consequently,participantsinthemediationprocessappeartomanagetheirworkingrelationshipbetter

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following their engagement inmediation. Research also suggests that employers are usually content

withtheoutcomesofmediation.

Implication26:TheMIIshouldinitiateresearchtoexaminetheoreticalapproachestofactorsinfluencing

settlementinmediationintheIrishcontext.

Implication 27:TheMIImight consider the possibility of tracking outcomes ofworkplacemediations

carriedoutbyMIImediatorsinordertoprovidetangible,objectivemeasures.

Section6.3: SustainableOutcomes

Only one longitudinal study on the long-term implications of themediation processwas identified: a

studyoftheUSPostalServiceRedressScheme.Ingeneral,researchintheUS,UKandIrelandsuggests

thatmediationhaspositiveoutcomes inworkplaces.Mediation improvesemployee relationsand the

organisationalcultureinworkplacesandenhancesmanagers’interestinundertakingtraininginorderto

manageconflictmoreeffectively.

Implication 28: Further research is required in the Irish context to assess the short- and long-term

outcomesofworkplacemediation.

Implication 29: Empirical research is required into the return on investment by organisations in

implementingmediationpoliciesandpractices.

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Section7: MediatorAccreditation,Training,andStandards

TheMII can draw upon comparative perspectives within the literature from Australia and the US to

inform their role in further developing clear and effective accreditation, training and qualification

requirementsforworkplacemediators.

Implication 30: TheMIImight consider, in light of the literature, collaborating with othermediation

stakeholdersinIrelandtoreviewaccreditation,trainingandqualificationrequirements.

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Section7.1:MediatorAccreditationandTraining

Themerits or otherwise, of restricting entry to amediator accreditation process to lawyers or other

graduatesare considered in the literature.Restrictingentry in thisway isnot considereddesirableas

neither requirement is an accurate predictor of the kind of skills that are needed to be an effective

mediator.Furthermore,todelimitapplicantstoanaccreditationprocessinthiswaywouldlimitdiversity

andgrowthinthefieldofmediation.

It has also been found that a pre-requisite of having a third-level degree to become an accredited

mediatorhasnobearingonperformanceandcouldhavea‘chillingeffect’onthegrowthofmediation.

Theliteraturesuggeststhatadiversepoolofindividualswithinthemediationcommunityisbeneficial.

Inconsideringtherequiredleveloftrainingformediators,the literaturestronglyadvocatestheuseof

practical role plays and ‘apprenticeship’ mediation experience, in addition to traditional academic

approaches such as lectures, readings and assignments.While performance testing is recommended,

theliteraturedoesnotdetailhowsuchtestingmightbecarriedout.

Implication31:Doctoralresearchcurrentlyunderwaywillprovideananalysisofthecurrentbackground

andeducationofmediatorswhoworkintheworkplacesetting.

Implication32:TheMIIshouldcarryoutareviewoftheentryrequirementsformediatoraccreditation

programmesinorderto:

Explorewhetheranyexplicit,orimplicit,barriersarehinderingentryintotheMIIaccreditation

processandtheimplicationsofthisinrelationtothedevelopmentofmediation.

Examinewhethersuchbarriersareappropriate.

Implication33:DependingontheoutcomeofImplication32,itmaybenecessarytoexaminehowbest

todiversifythepoolofindividualswhoapplyformediatoraccreditation.

Implication34:TheMIIshouldoutlinerecommendedtrainingareasforworkplacemediators.

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Section7.2:QualificationRequirementsofMediators

Theliteraturedescribeshow,insomemediationprojects,awrittenassessmenttocheckknowledgeof

mediation can be used prior to attending accredited programmes and/or becoming accredited. The

emphasisoftheMIIassessmentsisunderstoodtobeprimarilyonskills.

Implication35:BuildingoncurrentMIIassessmentrequirementsinrelationtowrittenself-assessment

(Certified Status level) and case presentation (Practitioner Status level), theMII should consider the

desirabilityofintroducingawrittenassessmentofknowledgeatCertifiedand/orPractitionerlevel.The

MII could consider development of an e-assessment tool that would allow mediators to test their

knowledge.

Section7.3:MediatorAccreditationinAustraliaandtheUnitedStates

EffortshavebeenmadeintheUnitedStatesofAmerica(USA)andAustraliatostandardiseaccreditation

ofmediators in those countries, with varying degrees of success. Of particular relevance to the Irish

contextistheconcertedapproachofvariousmediationbodiesandassociationsinAustraliatocreatea

nationwide mediator accreditation system, a national mediation standard and a national register of

mediators.

Implication36:DrawingupontheAustralianmodel,collaborationbetweentheMIIandothermediation

bodies (such as the College ofMediators in England), andother organisations active on the islandof

Ireland,shouldbeevaluated.Thepossibilityofanall-islandmediatorregister,accreditationprocedure

andmediationstandardsforworkplacemediatorsshouldbeexplored.

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Section8: ConclusionsoftheReport

Thissectionwill summarisethefindingsof thisprojectunderthefourheadingsof training,standards,

practice and research gaps. Each sub-section will draw out the key considerations for mediators,

professionalbodiesandresearchers,indevelopingthefieldofworkplacemediationinIreland.

Section8.1: Training

Theevidencepresentedinthisreporthighlightsaspectsofmediatortrainingthatwarrantconsideration.

Firstly,thereisaresponsibilityonbodiessuchastheMIItocontinuetoensurestandardsinmediation

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training,sothataccreditedmediatorshavethecapacitytoeffectivelymediateandservice-userscanbe

confident that MII-accredited mediators have the capacity to deliver. For the individual mediator,

engaginginon-goingreflectivepracticeisessentialtomaintaineffectiveness.

Theliteraturesuggestsspecificareasofknowledgeessentialinworkplacemediationandthesecouldbe

specifiedasrequiredtrainingcontentinMIIaccreditedworkplacemediationtrainingprogrammes.This

knowledge acquisition could be assessed through awritten assessment component in training or the

developmentofane-assessmenttool. Ethicalissuesinmediationshouldalsobearequiredfeatureof

trainingprogrammes.

Emotional intelligencefeaturesprominently inthe literature.Themediatorneedstobeawareoftheir

own emotional disposition, conscious of the emotions of others and have the skills to manage the

emotionsintheroom.Suchself-awarenessandemotion-managementskillsshouldbeincorporatedinto

trainingandon-goingCPDactivities.

Section8.2: Standards

TheMIIplaysacrucialroleintheestablishmentandmaintenanceofmediationstandardsinIreland.The

internationalliteraturehighlightsanumberofissuesthattheMIImaywishtoconsider.

Definitionsareimportantinensuringaconsistentunderstandingofwhatmediationactuallyinvolves.In

viewofthis,theMIIshouldconsiderrevisitingitsdefinitionofmediationandotherassociatedconcepts

suchascompetencies,skillsandbehaviours.

ThereisambiguityintheregulatoryframeworkformediationinIrelandwithdifferingdescriptionsofthe

mediationprocess.Thisisnothelpfulinensuringstandards.TheMIIshouldlobbytheregulatorybodies

sothatthereiscommonunderstandingandclarityinrelationtowhatactuallyhappensinmediation.

OneofthekeyfunctionsoftheMII istoestablishcriteriathatcanbeusedtoevaluatebothindividual

mediatorsandmediationtrainingprogrammes foraccreditationpurposes. In lightof the international

literature,theMIIshouldrevisititsaccreditationstandardstoensurethatthecriteriausedtoevaluate

mediatorsandmediationprogrammesarecomprehensive, robustand informedbybest, international

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practice.Thesecriteriashouldfacilitateaccesstotheaccreditedmediationcommunitybyadiversepool

ofmediatorsfromdifferentculturesandprofessionalbackgrounds.

TheMIIshouldconsidertrackingtheoutcomesofmediationssothatwebegintodevelopanationwide

databaseofempiricalevidenceinrelationtoworkplacemediationinIreland.

Section8.3:Practice

The international literatureoffersgreatpotential for learningregardingworkplacemediationpractice.

At abasic level, referring to theestablishedbenefits ofmediationwill assist in thepromotionof this

disputeresolutionprocess.

At an individual level,mediators should take on board the best-practice guidance in the literature in

order to improve their own practice. A broader awareness of different mediation styles can help

develop the stylistic eclecticism that leads to better practice. A consistent theme throughout the

literatureisthataone-size-fits-allapproachtomediationhaslimitedsuccessandtrainingprogrammes

shouldreflectthis.Whilemediatorsmaylegitimatelydrawonapreferredstyle,theyneedtobeableto

adapt to what is most appropriate for the context of each individual dispute, based on a broad

understandingoftheoptionsavailable.

Mediatorsneedtobeawareoftheimpactofcontext,bothnationalandlocal,onthemselvesandonthe

participants. They need to be both adaptable and flexible to accommodate the contingencies of the

context of the dispute. At a basic level, the mediator needs to understand how local policies and

practicesimpactonthemediationprocess.

Section8.4:ResearchGaps

While there is a large bodyof international research to draw from, this project highlights the lack of

empirical research into workplace mediation in Ireland. The Kennedy Institute Workplace Mediation

ResearchGroup(www.kiwmrg.ie)providesanidealplatformforaddressingtheresearch-practicegap.

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Given that the literature contends that context is important, the project team firmly believes that

mediation practice in Ireland would be greatly enhanced by research conducted in this jurisdiction.

Developing a body of solid empirical research would also enhance the credibility of the mediation

professioninIreland.Itwouldprovideevidenceforwhatwethinkweknowaboutworkplacemediation,

anditwouldalsoopenupnewperspectivesandideas.Mostimportantly,inthecontextofthisreport,it

couldinformpolicyandstandards.

MediationisbeingpromotedatbothorganisationalandnationallevelinIrelandasaneffectiveprocess

ofworkplacedisputeresolution,andyettheextenttowhichitisusedseemstolagbehinditspurported

potential. A recent article in Industrial Relations News (IRN 20 May 2016) argued that access to

mediationinthenewlyformedWorkplaceRelationsCommissionhasbecomemoredifficultdespitethe

prominenceofmediation in theWorkplaceRelationsAct (2015),which formsthe legal framework for

the Commission. There needs to be an evaluation of the resources required to ensure mediation

becomesmoreaccessible intheWRCas itconstitutesourprimarypublicsector institutionfordispute

resolution.

Anotherpriorityareaidentifiedinthisreportisresearchintomediationoutcomes.Whatproportionof

mediations end in agreement? If agreement is reached, how durable are these agreements? What

factors influence agreement? What outcomes (besides an agreement) form part of a ‘successful’

mediation?

Athirdpriorityisresearchintomediatorbehaviours.Giventheambiguitysurroundingmediationstyles,

amore informative routewouldbe to identify themediatorbehaviours thathelp/hinder theprocess.

The relevance of this research to training and standards and the overall development of workplace

mediationinIrelandshouldnotbeunderestimated.

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Conclusion

ThisreportrepresentsasisterdocumenttoShapingtheAgenda1.

Shaping the Agenda 1 presented a comprehensive review of the international literature on the

competencies, skills and behaviours of effective workplace mediators. This document discusses the

implications of themes from the literature for the MII, mediation practitioners and researchers in

Ireland.

Mediation is an evolving profession. It is advocated by the Irish State, institutions, academics and

organisationsasaviableandeffectiveprocessofdisputeresolutionandyetitspotentialhasstilltobe

realised in this jurisdiction.Our hope is that these twodocumentswill help to inform the continuing

development of the mediation profession in this country and will start to establish Ireland as an

internationalhubformediationresearch.

TheKennedyInstituteWorkplaceMediationResearchGroup

‘Themostintenseconflict,ifovercome,leavesbehindasenseofsecurityandcalm

thatisnoteasilydisturbed.’

CarlJung(1960)

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IndexofImplications:

Implication 1: The MII should adopt a specific definition of ‘workplace mediation’ such as the one

providedinthisreport.(Page6)

Implication 2: TheMII should review and adopt definitions of associated concepts for theworkplace

mediationcontextsuchascompetencies,skillsandbehavior.(Page6)

Implication3:TheMII,astheprofessionalorganisationformediatorsinIreland,shouldlobbyregulatory

agentstoaddresstheinconsistenciesandambiguitiesbetweentheWorkplaceRelationsAct(2015)and

theMediationBill(2012).(Page7)

Implication4: Identifiedresearchcurrentlyunderwaywillbringsomeclaritytotheuseandpracticeof

workplacemediationinIrelandandidentifyfurtherresearchgapsthatneedtobeaddressed.(Page7)

Implication5:Therearetangiblebenefitsforallstakeholdersinpromotingagreateruseofworkplace

mediationinIrelandforindividual,groupandcollectiveconflictanddisputeresolution.(Page9)

Implication6:Thereislimitedunderstandingofthespecificimpactofcontextinworkplacemediationin

Ireland.(Page10)

Implication7:Researchneedstobeundertakentoenablemediatorsandmediationadvocatestohavea

better understanding of the impact of specific aspects of context on the use and effectiveness of

mediation.(Page10)

Implication8:Itisincumbentonmediatorstoensurethattheyhaveaclearunderstandingofhowtheir

role fits within the organisational context, including organisational policies and procedures, and that

theiractionsareconsistentwiththosepoliciesandprocedures.(Page10)

Implication9:TheMIIshouldclearly identify thecriteriausedtomeasuremediatoreffectivenessand

the success of amediation process. Thismight best be done in partnershipwith other stakeholders.

(Page11)

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Implication10:Practicingmediatorsneedtobewellinformedofthevariousmediationstyles,including

theirassociatedadvantagesanddisadvantages.(Page12)

Implication 11: Organisations, such as the MII, responsible for standards and quality assurance in

mediation, should take a clear position regarding the need for clarity around the various styles of

mediationandthepotentialbenefitsof‘stylisticeclecticism’.Ataminimum,allMIIaccreditedtraining

programmes should include skills development in identified, best-practice mediation interventions.

(Page12)

Implication 12: TheMII should consider building on the existing elements of the CertifiedMediator

competenciestofurtherdevelopidentifiedkeypersonalqualitiesofmediators.(Page13)

Implication13:Thefindingsinrelationtothepersonalqualitiesofthemediatorshouldbeaddressedin

CPDandtrainingprogrammes.(Page13)

Implication14:TheMII,astheaccreditingbodyinIreland,shouldensureappropriatetrainingstandards

andassessmentofknowledge, skillsandcompetencieson thepartof theworkplacemediator. (Page

15)

Implication15:MIIassessmentsshouldbereviewedtoensuretheyaresufficientlyrobusttoeffectively

appraisetheintegratedknowledge,skillsandcompetenciesofthecandidate.(Page15)

Implication16:Mediatorsshouldhaveahighlevelofself-awareness–includinginrelationtopersonal

emotionsandbiases.Toensurethis,emotionalintelligenceshouldbeactivelyevaluatedaspartofany

mediatorassessment.(Page16)

Implication17:Mediatorsshouldbecompetentintheeffectivemanagementofemotion‘intheroom’.

Mediatortrainingshouldinclude:

Developingemotionalcapacity

Understandingtheroleofemotioninmediation

Skillsdevelopmentineffectivelymanagingemotionincluding:

o Workingconstructivelywithparticipantemotionalresponses

o Supportingemotionalcoherenceinparticipantstomediation(Page16)

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Implication 18: Mediator training should include developing an understanding of context and the

potentialrelevanceandbenefitofspecificknowledgeareassuchas:

Employmentlegislationandcodesofpractice(forrights-basedissues)

Organisational policies and procedures relevant to mediation and also support policies (EAP,

etc.)

Managerialprerogativeandconstructiveworkplacebehaviour

Equalityanddiversity,includingknowledgeofunconsciousbias(Page16-17)

Implication19:Mediatorsshouldengageinongoingreflectivepracticeandskillsdevelopmentthrough,

forexample:

Participationinapeergroupfor‘learningandsharing’

Engagementwithasupervisor,particularlyforrecentlyqualifiedmediatorsorthosereturningto

mediation

Maintainingareflectivejournalduringinitialperiodoftraining/mediationtosupportreflection

onemotionalintelligencedevelopment

OngoingCPDinmediationskillstraining(Page17)

Implication 20: All mediators should understand the role of ethics in mediation: this is particularly

important in workplace mediation where the mediator is employed by, or contracted by, the

organisation.Mandatorymediationtraining,whether in-programmetrainingorasCPD,should include

considerationof:

Impartiality/’omnipartiality’

Neutrality

Confidentiality(Page17)

Implication 21:Mediators should have the capacity to adapt their behaviours/style to the particular

requirementsof thegiven situation. TheMII, as theaccreditingorganisation formediators in Ireland,

hasarolein:

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Highlightingand/orfacilitatingamoveintrainingfroma‘onesizefitsall’approachtoaneclectic

focus for workplace mediation training. We do not suggest that training in relation to the

different styles of mediation e.g. facilitative, transformative and evaluative be set aside, but

ratherthatdevelopmentofamorecomprehensiverangeofskillsandbehavioursbecomesthe

standard.

Raisingawarenessofthebenefitstoorganisationsinusingcompetentmediators,particularlyin

terms of risk management and consequences for the participants and organisational

performance.

Highlighting the need for the integration of knowledge, skills and behaviour in mediation

training.

Consideringhowbesttoevaluateandassessthedemonstrationofcontext-sensitiveskillsinMII

approvedmediatorassessmentprocesses. (Page19)

Implication 22:Mediator style, approach andbehaviour are inextricably linked, so it is incumbenton

mediatorstounderstandtheir‘actualstylisticproclivities’andthesignificanceoftheirapproachtothe

process.(Page19)

Implication23:Robustandfocussedempiricalresearch,particularlyinrelationtomediatorbehaviour,is

essentialforqualityassurance,regulationandtrainingofmediatorsincluding:

Research tobetterunderstandpractice realitiesand the implications in relation toconceptual

theoryandtheapplicationoftheoryinpractice.

Research that is contextual/situational and illustrates practice in action so that competencies

andtheirimpactonoutcomescanbeunderstoodatadeeperlevel.(Page19-20)

Implication 24: Research is needed to inform understanding regarding the durability of mediation

agreements within an organisational setting. It is suggested that this should be a research priority.

(Page22)

Implication25:Thelinkbetweenthespecificskillsusedbyamediatorandmediationoutcomesneeds

tobeexploredandclarified.Thisrepresentsasignificantresearchgap.(Page22)

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Implication26:TheMIIshouldinitiateresearchtoexaminetheoreticalapproachestofactorsinfluencing

settlementinmediationintheIrishcontext.(Page24)

Implication 27:TheMIImight consider the possibility of tracking outcomes ofworkplacemediations

carriedoutbyMIImediatorsinordertoprovidetangible,objectivemeasures.(Page24)

Implication 28: Further research is required in the Irish context to assess the short- and long-term

outcomesofworkplacemediation.(Page24)

Implication 29: Empirical research is required into the return on investment by organisations in

implementingmediationpoliciesandpractices.(Page24)

Implication 30: TheMIImight consider, in light of the literature, collaborating with othermediation

stakeholdersinIrelandtoreviewaccreditation,trainingandqualificationrequirements.(Page25)

Implication31:Doctoralresearchcurrentlyunderwaywillprovideananalysisofthecurrentbackground

andeducationofmediatorswhoworkintheworkplacesetting.(Page26)

Implication32:TheMIIshouldcarryoutareviewoftheentryrequirementsformediatoraccreditation

programmesinorderto:

Explorewhetheranyexplicit,orimplicit,barriersarehinderingentryintotheMIIaccreditation

processandtheimplicationsofthisinrelationtothedevelopmentofmediation.

Examinewhethersuchbarriersareappropriate.(Page26)

Implication33:DependingontheoutcomeofImplication32,itmaybenecessarytoexaminehowbest

todiversifythepoolofindividualswhoapplyformediatoraccreditation.(Page26)

Implication34:TheMIIshouldoutlinerecommendedtrainingareasforworkplacemediators.(Page26)

Implication35:BuildingoncurrentMIIassessmentrequirementsinrelationtowrittenself-assessment

(Certified Status level) and case presentation (Practitioner Status level), theMII should consider the

desirabilityofintroducingawrittenassessmentofknowledgeatCertifiedand/orPractitionerlevel.The

MII could consider development of an e-assessment tool that would allow mediators to test their

knowledge.(Page27)

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Implication36:DrawingupontheAustralianmodel,collaborationbetweentheMIIandothermediation

bodies (such as the College ofMediators in England), and other organisations active on the island of

Irelandshouldbeevaluated. Thepossibilityofanall-islandmediatorregister,accreditationprocedure

andmediationstandardsforworkplacemediatorsshouldbeexplored.(Page27)

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