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| Roger
Greenaway's Active Reviewing Tips 10.2 ~ ISSN 1465-8046 A free monthly publication from Reviewing Skills Training ARTips
10.2 Reviewing
for Peace and Conflict Resolution
|
|
The previous
issue
'Reviewing for Leaders' is now at
|
| ~ 1
~
EDITORIAL: ARE YOU A PEACE MAKER? In this brief editorial
I want to achieve two things:
1) Tempt you to visit https://www.youtube.com/user/rogerreview
so that you can view a
brand new video about active
learning.
(3 minutes 20 seconds.
Free to view. Feedback welcome)
2) Convince you that
you are a 'peace maker' and that
the
article. book review
and tips in this issue are
relevant to the
work you do.
Does your work involve
negotiation, conflict
resolution,
reconciliation, healing
relationships or working with
volatile or
diverse groups? If so
you should find something of
value in
'Reviewing for Peace'
below as well as in my review of
Adam
Kahane's 'Solving Tough
Problems'.
Did you know that The
Society of Friends (the Quakers)
are
credited by Christine
Hogan (author of 'Understanding
Facilitation') as being
the founders of facilitation?
Historically, and in
the present day, there are strong
connections between
facilitation and the peace
movement. Of
course, peace is not
the only thing you can
facilitate. Although
in many situations
creating peace and understanding is
the
foundation from which
facilitation of other kinds of
learning
becomes possible.
In peace - because that
is where good work begins.
Roger Greenaway roger@reviewing.co.uk Reviewing Skills Training <http://reviewing.co.uk> PS Comments, Feedback.
Enquiries are always welcome.
|
|
~ 2
~ REVIEWING FOR PEACE AND CONFLICT RESOLUTION
'PEACEMAKER' may not be in your job description, but it is almost certainly something you
find yourself doing as part of
your job.
Trouble and conflict on
any scale drains energy away
from the job
in hand, whereas
harmonious relationships can make
things so easy
and enjoyable. 'Peace'
in the article below includes
topics such
as conflict resolution,
reconciliation, healing
relationships and
working with volatile
groups.
These are huge topics
to which some people dedicate
their lives
and careers. (You will
find many such people via the
links at the
end of this article.) I
am simply skimming the surface
and giving
you a few ideas about
how reviewing methods can be
used to help
bring peace where there
is trouble. The article
revisits some
familiar reviewing
methods and introduces you to some
new ones.
The first few methods
involve writing, after which
they get a bit
more active.
I will start with a
beautifully simple approach to
mending
relationships that I
learned from a teacher at Girls
and Boys
Town South Africa.
<http://www.girlsandboystown.org.za>
It involves naming
strengths....
2. NAME THREE OF THEIR
STRENGTHS
Think of someone you do
not get along with and write
down three
of their strengths.
Strength 1:
Strength 2:
Strength 3:
Have you ever
communicated these strengths to that
person? Maybe
the act of writing down
these strengths is enough to
change the
way you think about
that person? But the act of
telling them face
to face (or texting
them right now) could make a real
difference
to your relationship in
future.
To get along with
others it is helpful if you can
first get along
with yourself. This
simple exercise (for people who
lack
confidence in
themselves) involves writing down three
things that
went really well at the
end of each day and then
thinking about
why these things went
well. This is Martin Seligman's
'3
Blessings Exercise' -
described in full at the
comprehensive
website of the Centre
for Confidence and Well-Being.
I have promised myself
never to write an article about
the '10
Secrets of ...' but
this really is a secret strategy
because
participants keep their
private notes to themselves.
If a meeting is already
difficult, then it can be even
more
difficult to review the
meeting process because of the
risk that
the same difficult
pattern will continue into the
review.
So at the beginning of
one such meeting I asked
everyone to
reflect (privately) on
the kind of meeting that they
would find
satisfying and
enjoyable. I then asked each person to
write down
up to 5 things that
they could do before, during or
after
meetings to help create
the kind of meeting that they
had
pictured. At the end of
the meeting I asked everyone
to take out
their secret lists and
reflect on them - privately.
There is a chance that
these private strategies may
not be
compatible with each
other. But in my experience,
people seemed
to become more
self-aware, more considerate and more
responsible.
And it side-stepped the
need to have a 'meeting' about
the
meeting process. I do
not recall whether this simple
strategy was
inspired by Brief
Therapy, but it follows similar
time-saving
principles.
Using any such strategy
you are deliberately trying to
upset the
status quo and their is
no guarantee that the
transition to
better meetings will be
a smooth one. If someone
suggests sharing
their secret notes and
there is a willing consensus to
do so, I
would welcome such a
move because it is the group
taking the
initiative and
responsibility to sort things out.
Each meeting begins
with an unashamedly positive
review of what
has happened since the
last meeting. Four flipcharts
(or similar)
are placed just outside
the circle in which the
meeting is to
happen, and as people
arrive they are invited to write
up good
news. When I first
encountered this idea each chart
was for
different categories of
good news (something like
this: 'What I
have done well', 'What
we have done well' , 'What
others have
done well' 'Good news
from outside work'. My personal
preference
is to be non-specific
and to welcome any kind of good
news that
people wish to share -
on any chart.
Once everyone has
arrived, or the time allocated for
the exercise
has expired, leave
these charts on display. Do a
quality check
and ask if anything
important is missing. This also
encourages
people (if needed) to
look around and appreciate the
good news.
Of course, it would be
a tasteless exercise if the
purpose of the
meeting was to announce
bad news. But such a positive
start does
help to redress the
balance (if meetings have been a
negative
experience). A positive
start also increases the
chances that
difficulties will be
approached in a more harmonious
and
constructive way.
There is a lot of
mileage in using success-focused
approaches for
learning from
experience - whether your purpose is to
establish a
balanced approach or to
go the whole way down the
success-
focused route. I have
presented many success-focused
reviewing
techniques at <http://reviewing.co.uk/success>
and you will find
many more in the fields
of Solution Focused (Brief)
Therapy and
Appreciative Inquiry
(AI). Here is an example of the
application
of AI specifically
for resolving conflicts:
'Using Appreciative
Inquiry to Reframe
Conflict and Solve Problems'
For a more balanced
approach to conflict resolution
you may wish
to try some of these
active reviewing methods...
Underlying this family
of methods is the recognition
that people
can spend a lot of time
together in the same group
without
necessarily spending
time together one to one, nor even
conversing one to one.
Whether or not such avoidance is
deliberate or 'just
happens', such remoteness is not
good for
developing mutual
understanding nor for developing any
kind of
relationship. 121 helps
people overcome barriers by
giving every
possible pairing the
opportunity to do things
together, or at
least talk together.
(Tip: imagine the two least
compatible
people doing a task
together, before choosing to use
this
method.)
The most active version
of 121 is where you have n-1
different
paired activities
available (in which n is the number
of people
in the group). For a
group of 10 you would have 9
activities
taking 10 minutes each
(for a 90 minute session). 5 of
the 9
activities would be
taking place at any one time. In
odd-numbered
groups, either the
facilitator joins in or you have
one solo
activity available.
The activities can be
games, fun activities,
challenging
activities or reviewing
activities. Every ten minutes
everyone
has a change of partner
and a change of activity. Have
a few
spare activities is
helpful as in the later stages
partners may
not be able to find a
new activity (unless you, or
they, happen
to have made a
foolproof masterplan or 'Matrix').
You can change the
balance and mix of activities to
suit the
group and the purpose.
For a big, serious topic you
can have just
one activity and one
purpose, but you stay with the
principle of
changing partners every
10 minutes (or whatever time
you decide).
If there is a quiet
park or open space nearby (and the
weather is
'facilitative') you can
harness the tranquility of
nature to
assist the quality of
reflective conversations. Choose
a central
location in the middle
of a big open space as your
base. For this
'out and back' version
of '121', pairs walk away from
your
central location in all
directions for 5 minutes, turn
around and
walk back. You can
place turnaround markers at a
suitable
distance, or ask
listeners to be timekeepers. The role
of speaker
and listener is swapped
over at the turnaround point.
If the
topic merits the
attention, the briefing can be
identical for
every paired
conversation. But even if you stay with
the same
topic it is likely to
be more interesting and
productive if you
provide a series of
(n-1) sequenced questions.
One such sequence is
the Active Reviewing Cycle which
moves
through:
facts
feelings
findings
futures
A similar sequence is
an integral part of Marshall
Rosenberg's
Nonviolent
Communication:
observations
feelings
needs
requests
For most groups you
will need to provide more than
single word
prompts. Alternatively
you can co-create or negotiate
suitable
questions at the outset
of the exercise. If this is
achievable
most people will give
greater commitment to answering
questions
that they have had a
say in producing. It spoils the
surprise,
but your purpose is
conflict resolution not springing
surprises.
If 121 (Matrix) seems
too carefully choreographed you
may prefer
the more random nature
of 'Simultaneous Survey' -
described in
previous issues of
Active Reviewing Tips. The survey
method
involves a lot of
fairly brief one-to-one
conversations with
ever-changing partners,
but it does not guarantee that
each
individual will talk
with everyone else.
I have found that
Action Replay (see item 5 below) is
a method
that has frequently had
a healing effect in groups
that were
split or in conflict.
I once started a
programme with an overnight exercise
that was
intended to have a
group building effect. The result
was very
clear: we had created
two groups - which was half as
good as
building just the one.
An action replay the following
morning
allowed each subgroup
to reenact their own story to
each other.
Subgroups alternated as
performers and audience. It
was the
replay that brought the
subgroups together as one.
On another occasion an
individual had a dominant and
isolated
position in the group -
largely as a result of his
selfish
behaviour. The replay
allowed the whole group to enjoy
their high
points again. And when
it came to the selfish incident
that no-
one would talk about,
the individual decided it was
time to pause
the replay, explain his
behaviour and apologise to the
group. The
replay served as a
means of confronting selfish (and
abusive)
behaviour.
I once worked with a
young management team who were so
proud of
their achievements they
found it difficult to welcome
new members
to their team. Putting
aside my usual enthusiasm for
success-
focused approaches, I
asked the team to replay an
occasion where
they had interviewed
for a new management position
while giving
the impression that
they didn't want their cosy team
to change. I
asked them to
exaggerate the worst aspects of the real
incident,
while one of them took
the role of the applicant. I
paused the
action, checked that
the 'applicant' was feeling
suitably
unwanted, and then
asked the team to rewind and switch
to a more
welcoming approach - in
a positive replay of the
negative replay.
A variation of action
replay happened following an
inter-group
competition in which
our group believed that one of
the other
groups had cheated. We
challenged them not by
replaying our own
performance, but by
replaying what we thought the
other team had
said and done when out
of sight from us. The other
group then
performed their version
of events - which we accepted.
In the
interests of balance,
the other group challenged us
using the
same method and invited
us to show the real version of
events
which they had guessed.
Confronting people with
different versions of reality
could be
explosive. But I have
only ever found that action
replay sets the
stage for an honest
sharing of events not known to
all, or for an
honest sharing of
thoughts and feelings underlying
actions. The
manner in which the
replay is directed sets the tone
for how
people are likely to
respond. In a 'review' the set up
is along
the lines of "let us
learn from what happened".
For more about Action
Replay see item 5 below.
Getting people to
understand what it is like to be in
the shoes
of another, is a
strategy that seems to be an
indispensable part
of peacemaking -
whatever the scale you are working
at. But how
do you achieve this?
The 'simple but not
easy' answer is talking and
listening - which
is discussed in the
review of Adam Kahane's book
below. While
simple is best for many
people, you may find that some
groups are
more likely to see with
new eyes if the method is more
active and
participatory. Regular
readers of Active Reviewing
Tips will know
of Empathy Test (back
to back guessing), and of Egoing
(speaking
as if you are your
partner), and of Turntable
(formerly known as
Revolver).
In the classic use of
Turntable there is a debate
between two
sides. During the
discussion people change sides while
moving
round the circle. This
gives practice in arguing from
both
positions and it can
also lead to some 'aha' moments
as a result
of people finding
themselves in shoes they are not
accustomed to
wearing. But for
peacemaking you can create a valuable
opportunity for
practising such skills by creating an
extra two
sides. One extra side
is for listeners and clarifiers.
The other
extra side is for
'creative compromisers' or 'bridge
builders'.
Turntable allows people
to explore an issue of common
interest,
to view the issue from
familiar and unfamiliar
viewpoints and to
practise the skills of
a peacemaker. It is a role play
exercise
for use in a training
setting and it may be too 'game
like' for
situations where
'bigger' games are being played out.
But
experience of Turntable
in a relatively safe
environment can help
facilitators or
participants develop conflict
resolution skills
that can serve them
well in conflicts of greater
seriousness.
In many situations the
conflict involves more than
those who
happen to be present.
There is a larger system to
understand. You
can try to understand
systems by talking about them,
but it is
often much easier if
you can 'see' the system (and
your own role
in the system) by using
suitable visual aids.
My two favourite tools
for 'seeing the system' are
Metaphor Map
and Moving Stones. A
short description of Metaphor Map
is at:
<http://digbig.com/4xhca>
A
fuller
description will appear in a
future issue of Active
Reviewing Tips.
Stones / Moving Stones
is described at:
and is presented in a
short video at:
Maybe you spend time
designing (or looking for)
training
exercises that simulate
work by putting people under
pressure and
stress, with problems
to solve or challenges to
overcome. The
team that was happy and
smiling during your energisers
now
encounters your cunning
exercise and obligingly fall
out with
each other. So during
your review you try to distance
people from
the conflict enough so
that they can reflect on it
dispassionately.
Unfortunately there is still so much
conflict in
the air that the 'team'
are not so obliging when you
want them to
step out of the
conflict and learn from it. What do
you do?
I'll leave that as an
open question. My point is that
facilitators in a
teaching or training role are both
troublemakers and
peacemakers. And whenever things
seem too
settled, tidy or
certain, I (for one) will want to ask
a
provocative question to
keep the learning process
going. Do you
ever stir up trouble?
Some internet resources
about peacemaking in business,
crime,
relationships, school,
higher education and between
nations.
Recommended Reading For
Conflict Resolution in Business
Peacemaking &
Crime: exploring alternatives to
the war on crime
Using Appreciative
Inquiry to Reframe Conflict and
Solve Problems
The Conflict Resolution
Education Connection
Conflict Resolution
Resources for Teachers
Conflict Management in
Higher Education Report: Tools
Index
The Conflict Resolution
Information Source
The Association for
Humanistic Psychology: links
<http://www.ahpweb.org/involve/websites.html>
Department of Peace
Studies, University of Bradford
"the largest and, we
like to think, the leading
academic centre
for the study of peace
and conflict in the world."
The Center for
Nonviolent Communication
Nonviolent
Communication: A Language of Compassion
Giving from the Heart,
the Heart of Nonviolent
Communication
by Marshall B.
Rosenberg, Ph.D.
A PENNY FOR YOUR
THOUGHTS ABOUT REVIEWING FOR PEACE
Maybe you have some
favourite methods or stories you
would like
to share with readers
of Active Reviewing Tips? Maybe
you wish to
comment on what you
read in this issue? Please write
to me at
<roger@reviewing.co.uk>
with
your thoughts. I appreciate that
some comments are
private and not for publishing, so I
always
check for permissions
before exposing your thoughts to
the wider
world.
|
|
If you visited https://www.youtube.com/user/rogerreview
and left
feedback on the three
short videos - Action Replay,
Moving Stones
and Talking Knot -
thank you. There is now a 4th
'introductory'
video which includes
clips of more techniques
illustrating key
points about the value
of active learning. Here is an
edited
version of the script
...
The Active Learning
Manual is a collection of
techniques for
facilitators of active
learning - such as teachers,
trainers,
consultants or coaches.
In fact, this manual is for
anyone who
helps people learn from
what they do.
So what's so special
about active learning? Well,
quite simply,
in active learning the
learner is an active
participant, not a
passive recipient.
Active learning clearly involves a
much wider
range of learning
skills - which helps people become
more capable
and versatile learners.
These videos show you
how to keep participants
motivated and
involved when you are
facilitating active learning.
When viewing
these videos, notice
who is using, holding, making or
moving the
various communication
aids. You will see that these
aids are
tools for participants
to use - once you have
demonstrated how
they work.
The first video shows
participants performing action
replays of
the most interesting or
most critical moments. They
use a dummy
remote control and a
dummy microphone to bring out more
information, or to ask
challenging questions of each
other.
Another video shows how
holding onto a rope keeps
everyone
connected. The knots
moving round the circle give
everyone
frequent opportunities
to speak up and join in.
In fact, ropes have
many uses in active learning.
Another example
is Storyline where the
storyteller creates a wiggly
timeline
showing their ups and
downs. The storyteller then
walks along
their rope while
telling their story. This method
helps to make
everyone a better
storyteller.
Another useful
story-telling aid is Moving Stones.
This method
helps people talk about
how a group changes over time.
People
touch and move the
stones as they tell their story.
Moving Stones
improves the quality of
communication about how a
group (or team)
grows and develops.
For improving the
quality of group discussions you can
use 'Where
Do You Stand?'.
Participants show where they stand on
an issue by
choosing their place on
a curved spectrum. After
talking with a
friendly neighbour,
everyone is well prepared for a
lively group
discussion - during
which everyone's point of view is
clearly
visible.
Another lively group
discussion method is Turntable.
This method
allows people to view
things from two or three
different
perspectives. Everyone
gets a chance to speak on all
sides of the
discussion as they move
around the circle.
You can even use active
methods for feedback. Spokes,
for
example, starts with
each person rating their own
performance by
how far they move along
a spoke towards the centre of
a giant
wheel. People who seem
to have undervalued their
performance are
invited by others to
move closer to the centre of the
wheel. This
invitation to move in
is a powerful form of positive
feedback.
As you can
see, active learning uses many
senses, skills and
intelligences. Active
learning makes learning more
inclusive,
while also developing
everyone's learning skills.
Active learning
helps people learn
more, and remember more. It also
makes the
transfer of learning
far more likely.
Future editions of the
Active Learning Manual will
help you grow
and develop your own
toolkit - whether you are an
active learner
or a facilitator of
active learning, or a bit of both.
|
|
10 TIPS: THE LANGUAGE
OF NON-VIOLENT COMMUNICATION
The Center for
Nonviolent Communication (CNVC) would
like there
to be a critical mass
of people using Nonviolent
Communication
language so all people
will get their needs met and
resolve their
conflicts peacefully.
10 Things We Can Do to
Contribute to Internal,
Interpersonal, and
Organizational Peace:
(1) Spend some time
each day quietly reflecting on how
we would
like to relate to
ourselves and others.
(2) Remember that all
human beings have the same needs.
(3) Check our intention
to see if we are as interested
in others
getting their needs met
as our own.
(4) When asking someone
to do something, check first
to see if we
are making a request or
a demand.
(5) Instead of saying
what we DON'T want someone to
do, say what
we DO want the person
to do.
(6) Instead of saying
what we want someone to BE, say
what action
we'd like the person to
take that we hope will help
the person be
that way.
(7) Before agreeing or
disagreeing with anyone's
opinions, try to
tune in to what the
person is feeling and needing.
(8) Instead of saying
"No," say what need of ours
prevents us
from saying "Yes."
(9) If we are feeling
upset, think about what need of
ours is not
being met, and what we
could do to meet it, instead of
thinking
about what's wrong with
others or ourselves.
(10) Instead of
praising someone who did something we
like,
express our gratitude
by telling the person what need
of ours
that action met.
2001, revised 2004 Gary
Baran & CNVC. The
right to freely
duplicate this document
is hereby granted.
Source: <http://digbig.com/4xgys>
The Center for
Nonviolent Communication (CNVC)
|
|
BOOK REVIEW: SOLVING
TOUGH PROBLEMS
Nelson Mandela
recommends this 'breakthrough book' by
Adam Kahane
- which is not
surprising given Kahane's role in
helping to bring
about a peaceful
transition from apartheid to
multiracial
democracy in South
Africa. But you do not have to be an
international
peacemaker in order to use the ideas and
insights
from this book because
...
"Solving Tough Problems
offers a new approach to
addressing
peacefully our most
complex and conflictual challenges
- at home,
at work, and in the
larger world" (William Ury).
Kahane states that the
way to resolve complex problems
is
"simple, but not easy".
So do not expect to find much
that is new
- but do expect to
enjoy the stories of brinkmanship
and
breakthroughs in
resolving apparently irresolvable
conflicts. If
Kahane's approach is
effective in some of the worst
troublespots
around the world, then
maybe you will find renewed
confidence and
inspiration to tackle
problems in your own particular
troublespot.
One interesting insight
is that 'best practice' in
solving COMMON
problems does not work
for solving complex, UNCOMMON
problems.
Therefore we have to
find new ways of solving tough
problems. I
used to work with young
people who had been on the
receiving end
of 'best practice' from
parents, teachers, youth
workers, social
workers, police ... and
still they committed offences.
We had to
find a way of turning
things around, and it seemed
unlikely that
we would have any
greater success using the same 'best
practice'
strategies. We needed
patience, determination and new
thinking.
Most of our
'innovative' ways were actually quite
simple. And
that is also what I
find here in Adam Kahane's work -
with very
different kinds of
tough problems. The solutions are
"simple, but
not easy" - and as
Kahane's stories show, despite some
remarkable
successes, success is
by no means guaranteed.
Here are Adam Kahane's
10 suggestions for unlocking
our most
complex, stuck problem
situations.:
1. Pay attention to
your state of being and how you
are talking
and listening.
2. Speak up. Notice
what you are thinking feeling and
wanting.
3. Remember that you
don't know the truth about
anything. (So add
'in my opinion' to any
statement of certainty.)
4. Engage with and
listen to others who have a stake
in the
system. (Seek out
people who have different, even
opposing
perspectives from
yours.)
5. Reflect on your own
role in the system.
6. Listen with empathy.
(Imagine yourself in the shoes
of the
other.)
7. Listen to what is
being said not just by yourself
and others
but through all of you.
(Listen with your heart. Speak
from your
heart.)
8. Stop talking. ("Camp
out beside the question and
let answers
come to you.")
9. Relax and be fully
present. ("Open yourself up to
being
touched and
transformed.")
10. Try out these
suggestions and notice what happens.
You come to these 10
suggestions at the end of the
book, at which
point these 'simple'
suggestions have special
significance
because they come out
of the powerful stories within
the book. I
actually value the book
more for the inspiration of
the stories
than for Kahane's
distillation of these experiences
into '10
suggestions'. Distilled
learning is of little value
unless it is
grounded in experience
- preferably your own, but if
not then
from the well told
stories of those who have 'been
there'.
One of my favourite
stories was were Kahane could not
get
everyone to agree to
meet in the same room. The
compromise was
that one group
participated by speaker phone. Kahane
noticed how
those in the room kept
a safe distance from the
speaker phone.
I also recall how in
South Africa all parties took
time out from
a crucial meeting to
watch a rugby international -
something they
could agree upon. But
the real story is Kahane's
courage,
commitment, patience
and hope.
Tough Problem Solving
is not a story of 'clever'
facilitation,
but there is one
particular technique that Kahane has
used well.
He has taken Shell's
'Scenario Planning' into
political disputes
where the parties
cannot initially agree about what
SHOULD
happen, but they ARE
able to work together on creating
scenarios
of what MIGHT happen.
During the meetings at the end
of the
apartheid era, each of
the five most plausible
scenarios was
given a nickname. This
gave participants (and then the
general
public) a common
language through which to discuss
their options,
and where each option
might lead. Scenario planning
can clearly
play a helpful role in
conflict resolution. At the
very least,
'scenario planning' is
a kind of high level
'icebreaker' because
it is a task on which
parties in conflict can work
together.
I was tempted to
conclude this review in the manner of
'Active
Reviewing Tips' by
associating specific reviewing
methods with
each of Kahane's 10
suggestions. Although I have made
my list, I
have now thought better
of it because Kahane's
approach is
remarkably free of
method and is admirably full of
heart. To
convert his suggestions
into methods would, on
reflection, be
missing the point.
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~ 10
~ About Active Reviewing
Tips
EDITOR: Dr. Roger Greenaway, Reviewing Skills Training 9 Drummond Place Lane
STIRLING Scotland UK FK8 2JF
Feedback,
recommendations, questions:
roger@reviewing.co.uk
phone (UK office
hours): +44 1786 450968
The Guide to Active
Reviewing is at http://reviewing.co.uk
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Training Journal
COPYRIGHT: Roger
Greenaway Reviewing Skills
Training
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