collaborative skills for natural resource leaders - 1.9.19 · v lucy moore, common ground on...

Spring2019 1

COLLABORATIVE SKILLS FOR NATURAL RESOURCE LEADERS

ENST515andNRSM515TheUniversityofMontanaStoneHall,Room217

Spring2019 OfficeHoursMondays Mondays12-11:00p.m.to3:50p.m. ByAppointment__________________________________________________________________________________________________________ShawnJohnson KlausSitteCo-Instructor Co-Instructorshawn.johnson@umontana.edu klaus.sitte@mso.umt.edu406-381-2904 406-243-5628 ___________________________________________________________________________________________________________CourseDescriptionExceptionalleaderssharetwoimportanttraits:theabilitytonegotiateeffectivelyandthecapacitytoinspireandengageotherpeopletosolveproblems.Thiscoursepreparesfutureleaderstoshapeandimplementnaturalresourcespolicybydevelopingandrefiningpracticalskillsinnegotiationandmediation.Regardlessofyourinterestsandagenda,theabilitytoachieveshort-termobjectivesandlong-termgoalsdependsonyourcapacitytocommunicateeffectively,buildcoalitionsoftheunalike,forgeagreements,andmovefromvisiontoaction.Drawingonthetheoryandmethodsofmultipartynegotiationandmediationaswellasalternativeapproachestoleadership,thiscourseengagesstudentsinaseriesofsimulationsandcasestudiestodevelopandrefinepracticalskills.Thesimulationsandcasestudiescoveradiversityofnaturalresourcesandenvironmentalchallenges,andstudentswillhavetheopportunitytostepintomultipleroles,fromdesigningandfacilitatingacollaborativeprocesstoadvancingtheinterestsofoneormorestakeholders.Thisisanindependent,stand-alonecourse.Therearenoprerequisites.ItisalsothesecondinaseriesofthreecoursesrequiredfortheNaturalResourcesConflictResolutionCertificateProgram.Thefirstcourse--NaturalResourcesConflictResolution–introducesstudentstothenatureofnaturalresourceandenvironmentalconflict;thehistoryofideas,institutions,andstrategiesforpreventingandresolvingsuchconflict;andthetheoryandmethodsofcollaboration.Thethirdcourseintheseries–PracticuminCollaborativeConservation–isthecapstoneexperienceintheNRCRProgramandprovidesstudentsanopportunitytodevelopandrefineskillsinnegotiation,facilitativeleadership,andcollaborativeproblem-solvingbyworkingwithcommunities,governmentagencies,andothergroupsonreal-worldprojects.

Spring2019 2

OverviewofModulesThiscourseconsistsof13,three-hoursessionsorganizedintothefollowingcategories.Notethatthisoverviewofmodulesisorganizedbyskill-buildingcategory;theweeklycoursescheduleisprovidedonthefollowingpage.NegotiationModules

v FundamentalsofNegotiation

v PreparingtoNegotiate

v MultipartyNegotiation

v BuildingCoalitions Facilitation&MediationModules

v TheImportanceofProcessManagers

v ABeginner’sGuidetoFacilitation&Mediation

v FacilitationSkillstoGatherDiverseViewpoints

v FacilitationSkillstoDevelopCommonUnderstandingIntegratedModules(includenegotiationandmediationskills)

v Introduction

v CommunicationSkillsforCollaborativeLeaders

v BuildingAgreement/ReachingClosureandFollowing-through

v ManagingDifficultPeopleandConversations

v FinalExam

Spring2019 3

CourseScheduleJanuary14 Week1:IntroductionJanaury21 MartinLutherKingJr.Day–NoClassJanuary28 Week2:FundamentalsofNegotiationFebruary4 Week3:TheImportanceofProcessManagersFebruary11 Week4:PreparingtoNegotiateFebruary18 Presidents’Day–NoClassFebruary25 Week5:MultipartyNegotiationMarch4 Week6:CommunicationsSkillsforCollaborativeLeadersMarch11 Week7:BuildingCoalitionsMarch18 Week8:ABeginner’sGuidetoFacilitation&MediationMarch25 SpringBreak–NoClassApril1 Week9:FacilitationSkillstoGatherDiverseViewpointsApril8 Week10:FacilitationSkillstoDevelopCommonUnderstandingApril15 Week11:BuildingAgreementandFollowingThroughApril22 Week12:ManagingDifficultPeopleandConversationsApril30 Week13:FinalExam(Tuesday,3:20–5:20PM)

Spring2019 4

Readings&ResourcesRequiredTextbooks

v RogerFisher,WilliamUry,andBrucePatton,GettingtoYes:NegotiatingAgreementWithoutGivingIn(PenguinBooks,1981).

v WilliamUry,GettingPastNo:NegotiatingwithDifficultPeople(BantamBooks,1991).

v SuzanneGhais,ExtremeFacilitation:GuidingGroupsThroughControversyandComplexity(2015).

v LucyMoore,CommonGroundonHostileTurf:StoriesfromanEnvironmentalMediator(IslandPress,2013).

v MoodlesiteResourcesonNegotiation(AvailableonMoodlesite)MatthewMcKinney

v TheNatureofNaturalResource&EnvironmentalConflict(2010):2pagesv AlternativeApproachestoManageNaturalResourceConflicts(2014):2pagesv BenefitsofandNeedforCollaboration(2010):2pagesv CollaborativeApproachestoNaturalResourcePolicy:KeyElements(2011):2pagesv PlaceofNegotiationandFacilitationinCollaboration(2010):2pages

ConsensusBuildingInstitute,MutualGainsApproachtoNegotiation(2004):1page+essayD.Ancona,R.Friedman,andD.Kolb,“TheGroupandWhatHappensontheWaytoYES,”

NegotiationJournal(1991):pp.155-173.SusanCarpenter&W.J.D.Kennedy,“ReachingandCarryingoutAgreements,”inManaging

PublicDisputes(Jossey-Bass2001):pp.116-154.SusanCarpenter&W.J.D.Kennedy,“PayingAttentiontoUnderlyingDynamics:Values,Trust,

Power,”inManagingPublicDisputes(Jossey-Bass2001):pp.197-223.RobertMnookin,“TheTensionBetweenCreatingandDistributingValue,”inBeyond

Winning(HarvardUniversityPress2000):pp.11-43.RobertH.Mnookin,etal.,BeyondWinning:NegotiatingtoCreateValueinDealsandDisputes

(HarvardUniversityPress,2000):2pagesChristopherW.Moore,“GeneratingOptionsandProblemSolving,”inTheMediationProcess:

PracticalStrategiesforResolvingConflict(Jossey-Bass,2003):387-434.BrucePatton,“Negotiation:ACritiqueoftheProblem-SolvingApproach,”inMichaelL.

MiffittandRobertC.Bordone,eds.,TheHandbookofDisputeResolution(Jossey-Bass,2005):295-300.

KarlE.Weick,“SmallWins:RedefiningtheScaleofSocialProblems,”AmericanPsychologist(1984):pp.40-49.

JamesWhite,"TheProsandConsofGettingtoYes"and“CommentbyRogerFisher,”JournalofLegalEducation34(1984):115-124.

Spring2019 5

ResourcesonFacilitation&MediationAssociationforConflictResolution,ParadigmsofPractice(Winter2007):25pages.MichaelDoyleandDavidStraus,HowtoMakeMeetingsWork(JoveBooks,NewYork

1976).NoahRimlandFlowerandAnnaMuolo,Gather:TheArtandScienceofConvening

(DeloitteDevelopment2012).MatthewMcKinney,TheRoleofFacilitatorsandMediators(CenterforNaturalResources&

EnvironmentalPolicy2010):17pages.MatthewMcKinney,ManagingEffectiveMeetings(CenterforNaturalResources&

EnvironmentalPolicy2015).RogerSchwarz,etal.,TheSkilledFacilitatorFieldbook:Tips,Tools,andTestedMethodsfor

Consultants,Facilitators,Managers,Trainers,andCoaches(Jossey-Bass2005).

Spring2019 6

CourseRequirementsandExpectationsAttendandParticipateinClass=26pointsTheessenceofcollaborativeproblemsolvingis“informedengagement.”Topracticethiscoreskill-set,youwillreceiveamaximumof2pointsforeveryclassyouattendandarefullyengaged,foratotalof26pointsover13weeks.Giventhatclasssessionsrelyondialogueandconversation,eachstudentshouldreadtherequiredreadingpriortoclass,bereadytodiscussthereadings,andfullyengageindiscussionandsimulations.Thegoalistoengagetheentireclass,notjustafewcommittedstudents.Ifclassparticipationanddiscussionispoor,unannouncedpop-quizzesmaybegiven.Ifyoucannotattendclassandlettheprofessorknowinadvance,youmayearn1pointbycompletingallofthereadingassignmentsforthatclassandpreparingacriticalessayonthereadingsinthecontextoftheunfoldingnarrativeoftheclass.Unexcusedabsenceswillearnyouzeropoints.PerformaceinSimulations=25pointsAsaskill-buildingcourse,youwillgetthemostoutofthecoursecontentbybeingwell-preparedforcoursediscussionsandsimulations,whichwillrequirereadingandapplyingthecontentbeforeclass.Oftenthiswillmeanconnectingwithyourclassmatestostrategizeanddiscussyournegotiationand/orfacilitationtacticsinadvanceofaweeklyexercise.Instructorswillevaluateyourperformaceduringin-classsimulationsbasedonyourpreparation,abilitytoapplytheskillsandtechniquespresented,andreflectiononwhatworkedwellandwhatcouldbeimprovedduringin-classdebriefings.WrittenCritiques=25pointsInadditiontoin-personreflectionduringclass,studentswillsubmit5writtencritiquesworth5pointseachduringthecourseofthesemester.Studentscanprepareawrittencritiqueanytimetheyareinanobserverroleduringanin-classsimulation.Acritiqueform,availableontheMoodlesite,shouldbeusedasaframeworkforthesewrittencritiques.FinalExam=14pointsforin-classnegotiation/10pointsforfinaltop10listThefinalexamwillbeanin-classsimulatedmulti-partynegotiationthatincludesstakeholdersandafacilitator.Inadditiontothein-classexercise,youarerequiredtosubmitapersonalizedlistofthetop10skills/insights/a-hamomentsthatyougainedthissemester.YoucanrefertotheattachmentsinMoodleforguidance,buttheseshouldbehighly-personalizedlistsbasedonyourexperienceandreviewofthecoursematerial.Your"Top10"listsaredueby5PMonFriday,May3.Pleasesubmittheminastandardformat(Word,Googledoc,orPDF)tomeatshawn.johnson@umontana.edu.

Spring2019 7

GradingScale93-100A90-92 A-88-89 B+83-87 B80-82 B-78-79 C+73-77 CStudentConductCodeAllstudentsmustpracticeacademichonesty.Academicmisconductissubjecttoanacademicpenaltybythecourseinstructorand/oradisciplinarysanctionbytheUniversity.AllstudentsneedtobefamiliarwiththeStudentConductCode.

Spring2019 8

ImportantDatesforDroppingaCourse,SpringSemester2019(seealsohttp://www.umt.edu/registrar/PDF/201930-Official-Dates-and-Deadlines.pdf):Deadline Description DateThe15thinstructionalday

StudentscandropclassesonCyberBearwitharefundandno“W”onherorhistranscript.

January31

16thto45thinstructionalday

Droppingaclassrequirescompletingaformwiththeinstructor’sandadvisor’ssignatureaswellasa$10feefromregistrar’soffice.Thestudentwillreceivea‘W’ontranscript;norefundwillbeissued.

February1throughMarch15

Beginningthe46thinstructionalday

Studentsareonlyallowedtodropaclassunderverylimitedandunusualcircumstances.Notdoingwellintheclass,decidingyouareconcernedabouthowtheclassgrademightaffectyourGPA,decidingyoudidnotwanttotaketheclassafterall,andsimilarreasonsarenotamongthoselimitedandunusualcircumstances.Ifyouwanttodroptheclassforthesesortsofreasons,makesureyoudosobytheendofthe45thinstructionaldayofthesemester.Requeststodropmustbesignedbytheinstructor,advisor,andAssociateDean(inthatorder),soifyoupursuethisrequest,leavesufficienttimetoschedulemeetingswitheachoftheseindividuals(generallythiswilltakeatleast3-5workingdays).A$10feeappliesifapproved.Instructormustindicatewhethertheindividualispassingorfailingtheclassatthetimeoftherequest.

March15throughApril26

StudentswithDisabilitiesTheUniversityofMontanaassuresequalaccesstoinstructionthroughcollaborationbetweenstudentswithdisabilities,instructors,andDisabilityServicesforStudents.Ifyouhaveadisabilitythatadverselyaffectsyouracademicperformance,andyouhavenotalreadyregisteredwithDisabilityServices,pleasecontactDisabilityServicesinLommassonCenter154or406.243.2243.IwillworkwithyouandDisabilityServicestoprovideanappropriatemodification.

Spring2019 9

Week1:Introduction Thismodulereviewsthepurpose,structure,andrequirementsofthecourse;andexaminesthetheoryofnaturalresourcesconflictresolution,includingdifferentapproachestopreventing,managing,andresolvingsuchconflict.LearningObjectives

v Understandthebasictheoreticalframeworkfornaturalresourcesconflictresolution,including:

o Thecauses,types,characteristics,andoutcomesofnaturalresourceconflictso Theoptionsavailabletopreventandresolvesuchconflictso Thebenefitsofandneedforcollaborationo Keyingredientsforcollaborationo Theplaceofnegotiationandmediationincollaborativeproblem-solvingo Thenatureofsuccessinnaturalresourcespolicyandconflictresolution

v Developaworkingknowledgeofthealternativewaysthatindividualsapproach

conflict,highlightingthemeritsofthealternativeapproachesandtheneedtodevelopanabilitytouseavarietyofapproachesindifferentsituations;

v Clarifythatthiscourseisfocusedonbuildingandrefiningskillsforinterestedparties/stakeholders(i.e.,negotiators)andprocessmanagers(i.e.,mediatorsandfacilitativeleaders);and

v Understandtheroleofprovidingandreceivingfeedbackinlearningnewskills;developactiveandreflectivelisteningskills.

Skill-buildingExercisesStudentswillparticipateinthreeexcercisestodevelopandrefineactivelistening,reflectivelistening,andinterviewingskills.TheywillalsocompletetheThomas-KilmannConflictStyleAssessmenttohighlighttheirpredispositiontoconflictandconflictresolution.RequiredReadingLucyMoore,CommonGroundonHostileTurf:StoriesfromanEnvironmentalMediator

(IslandPress,2013):chapters1-3Handouts

v EffectiveCritiqueFormv AhHaMomentsForm

Spring2019 10

Week2:FundamentalsofNegotiationNegotiationovernaturalresourceandenvironmentalissuesnearlyalwaystakestheformofmultipartynegotiations,meaningthattheytypicallyinvolvethreeormoregroups.Beforeexploringthetheoriesandmethodsofmultipartynegotiation,thissessionreviewswhatweknowabouttwo-partynegotiation.Itintroducesseveralbasicprinciples,concepts,andframeworksfortwo-partynegotiation,andconcludesbyexploringthelimitationsofinterest-basedandmutualgainsnegotiation.LearningObjectives

v Understandthebasicconceptsandprinciplesoftwo-partynegotiationtheory,including:o Typesofnegotiationstyles(ReviewThomas-KilmannConflictStyleAssessment)o Interestsvs.positions(i.e.,integrativenegotiationvs.positionalbargaining)o BestAlternativetoaNegotiatedAgreement(BATNA)/WorstAlternativetoa

NegotiatedAgreement(WATNA)o Creatingandsharingvalueo BottomLinesandZoneofPossibleAgreemento StagesofNegotiation

v Developaworkingknowledgeofthesevenelementsframework,thethreetensions,andthenegotiator’sdilemma;and

v Clarifythelimitationsofinterest-basednegotiation.Skill-buildingExerciseAModernDilemma,Part1isatwo-partynegotiationsimulationdesignedtoprovideanopportunitytopracticeprinciplednegotiationconceptsandbasictwo-partynegotiationskills.Thisandallsubsequentnegotiation/mediationexerciseswillbevideo-tapedandreviewedbytheparticipants,classmates,andtheinstructors.RequiredReadingRogerFisher,WilliamUry,andBrucePatton,GettingtoYes:NegotiatingAgreementWithout

GivingIn(PenguinBooks,1981).Pleasereadtheentirebookpriortothissession.Handouts

v Interest-basedNegotiationChecklistv StagesofNegotiations

Spring2019 11

Week3:TheImportanceofProcessManagersGiventhecomplexityofmultipartynegotiations,itisoftenessentialtohavesomeonewhosejobistomanagetheprocess…afacilitator,mediator,orcollaborativeleader.This“processmanager”focusesontheprocessofpeoplecomingtogethertoaddresscommonconcernsandresolveconflict,asdistinctfrompeoplewhoareatthetableasstakeholdersanddecision-makersrepresentingdifferentinterestsandviewpoints.LearningObjectives

v Clarifythepurposeoffacilitationandmediation(whatisitandwhydoit?)v Highlightthesimilaritiesanddifferencesamongmediation,facilitation,and

collaborativeleadershipv Reviewdifferenttheoriesandstylesofenvironmentalmediationv Reviewthecommontasksofenvironmentalmediatorsv Examinethequalificationsforenvironmentalmediation,andunderstandthe

importanceofselectingtherightmediatorv Learnhowto“contract”withagroup,buildingunderstandingandagreementon

whatparticipantscan/shouldexpectfromaprocessmanagerSkill-buildingExerciseSelectinganEnvironmentalMediator:Thisexerciseinvolvesapanelattemptingtoselectamediatortoleadamulti-partycollaborationintheGallatinRangeofsouthwestMontana.Thepanelwillinterviewthreeapplicants,analyzetheirdifferentapproachestomediation,andselectthebestapplicantforthecollaborativeprocess.Thisexerciseallowsparticipantstoexplorealternativeapproachesandstylestomediation,andtoclarifythedesiredtraits,skills,andcapacitiesforeffectivefacilitationandmediation.RequiredReadingLucyMoore,CommonGroundonHostileTurf:StoriesfromanEnvironmentalMediator

(IslandPress,2013):chapters7-9.SuzanneGhais,ExtremeFacilitation:GuidingGroupsThroughControversyandComplexity

(2015):1-46.ZenaZumeta,“StylesofMediation:Facilitative,Evaluative,andTransformativeMediation,”

NationalAssociationofCommunityMediation(September,2000):5pages.DavidChrislip,“SkillsforaNewKindofLeadership,”CollaborativeLeadership:HowCitizens

andCivicLeadersCanMakeaDifference(1994):20pages.InternationalAssociationofFacilitation,CoreFacilitatorCompetencies(2015):4pages.

Spring2019 12

Week4:PreparingtoNegotiateThefirststepininterest-basednegotiationistoprepare.Thissessionwillreviewwhyandhowtoprepare,andprovidestudentsanopportunitytopracticepreparingforamultipartynegotiation.Preparingtonegotiateinvolvesathoroughanalysisoftheinterestsofthepartiesaswellasthebestandworstalternativestoanegotiatedagreement.Thissessionwillexamineavarietyofmethodstopreparefornegotiations,whethersimpleorcomplex,throughallthestagesofanegotiation.LearningObjectives

v Understandtheimportanceofadequatepreparationandtheroleoffirstimpressions

inthecontextofnegotiation.v Understandinterests,BATNA/WATNAandusethatunderstandingtodevelop

negotiations.v Examineanddiscusshowpreparationlooksonthegroundbyexploringoneormore

casestudiesbetweengoals,strategiesandtacticsfornegotiatorsandconstituents.v Understandprinciplednegotiationskillsandavoidgamesmanship.v Beabletocommunicateintereststoconstituentsandmakedecisionsbasedonthose

interests.

Skill-buildingExerciseAModernDilemma,Part2isatwo-partynegotiationsimulationdesignedtoenhancetwo-partynegotiationskillsfromWeekTwo,whileaddingunderstandingofthenegotiationstructure.StudentswillabletodescribeBATNAandWATNAinspecificnegotiationsessions;summarizethevalueofusingBATNAandWATNAtoimprovenegotiationalternatives;plantheuseofBATNAandWATNAinnegotiation;andemploytheinterest-basednegotiationschecklistinplanningnegotiationsessions. RequiredReadingWilliamUry,GettingPastNo:NegotiatingwithDifficultPeople(BantamBooks,1991).Handouts

v NegotiationPlanningWorksheet

Spring2019 13

Week5:MultipartyNegotiationMultipartynegotiationsdifferfromtwo-partynegotiationsinseveralimportantways:participantswillseektomobilizebothwinningandblockingcoalitions;groupinteractionwillbecomemoredifficult,impedingeffectivecommunicationandproblem-solving;decisionruleswilltakeonincreasingimportance;thedifficultiesofgatheringandsharinginformationwillbemultiplied;andthestructureofthenegotiatingforumwill,itself,becomeaconstanttopicofconversation.LearningObjectives

v Clarifyhowthelessonsfromtwo-partynegotiationtheoryshouldbeadaptedtomultipartyenvironmentalnegotiation;

v Examinethekeydifferencesbetweentwo-partyandmulti-partynegotiation;

v Understandthedefiningcharacteristicsofmultipartynegotiation,including(1)theformationanddissolutionofcoalitions;(2)groupinteractionwhentherearemanypartiesaroundthetable;and(3)theneedtocontinuouslymodifythestructureofnegotiationsinmultipartysituations;and

v Developaworkingknowledgeofthemutualgainsframewokforenvironmentalnegotiation.

Skill-buildingExerciseAModernDilemma,Part3isamultiparty,skill-basedexercisedesignedtoillustratesimilaritiesanddifferencesbetweentwo-partyandmultipartynegotiation.Focusareasoftheexerciseincludepreparingandplanningforamultipartynegotiation;adaptingandassemblingmultipartynegotiationskills;andunderstandingcoalitionsandcoalitionalbehavior.RequiredReadingLucyMoore,CommonGroundonHostileTurf:StoriesfromanEnvironmentalMediator

(IslandPress,2013):chapters4-6.LawrenceSusskind,etal.,“MultipartyNegotiation:KeyDistinguishingFeatures,”in TeachingMultipartyNegotiation:AWorkbook(TheProgramonNegotiationatHarvard

LawSchool,2003):158-171.

Spring2019 14

Week6:CommunicationSkillsforCollaborativeLeadersOneofthemostcriticalingredientsofeffectivenegotiationandmediationiscommunication,whichbecomesmuchmorecomplexandcomplicatedinamulti-partycontext.Thissessionwillexamineseveralkeyelementsofcommunicationforenvironmentalnegotiation,includingperceptionprocesses,identity/impressionmanagement,thenatureanduseoflanguage,andutilizingcommunicationtechnologies.LearningObjectives

v Betterunderstandperceptionprocess,includingkeyperceptionbiasesthatmay

influencemultipartynegotiationsv Betterunderstanddecision-makingasacomplexprocessinvolvingbounded

rationality,retrospectivesense-making,andtheappearanceofrationalityv Understandhowsense-makinginfluencesmulti-partynegotiationsv Learnhowmeaningisconstructedcommunicativelythroughframingv Understandhowtomanagemeaninginmulti-partynegotiationsthroughthe

strategicuseofframingv Betterassessthepotentialimpactsofcommunicationtechnologiesandmake

informedchoicesastowhichtechnologiestoutilizev Understandhowgenderandcultureinfluencecommunicationstyles.

Skill-buildingExerciseSkullValleyBandoftheGoshutesCaseStudy:Thisexerciserevealstheproblemsofperception,sense-making,andframinginenvironmentalconflict.RequiredReadingAdleretal.,Interplay:TheProcessofInterpersonalCommunication.(OxfordUniversityPress,

2004):Chapter3.S.Littlejohn&K.Domenici,Communication,ConflictandtheManagementofDifference.

(Waveland,2007):Chapter2.SamKaner,TheFacilitator’sGuidetoParticipatoryDecisionMaking.(Jossey-Bass,2007):pp.

41-60.I.Parker.“AbsolutePowerPoint:CanaSoftwarePackageEditOurThoughts?”NewYorker,

77,no.13,(2001):pp.76-87.K.E.Weick.“TheNatureofSensemaking,”inSensemakinginOrganizations(Sage,1995):

Chapter1.

Spring2019 15

Week7:BuildingCoalitionsAssoonastherearemorethanthreeormoreparticipantsinanegotiation,coalitionsbecomepossiblewhentwoormorepartiesbandtogethertoadvancetheirinterests(andtogetthevotestheyneed)ortostopothersfromformingawinningcoalitionandachievingtheirinterests.Theprocessofbuilding,maintaining,anddissolvingsuchcoalitionsiscomplicatedbythefactthatnegotiationtakesplacebothatthetableandawayfromthetable,betweenformalmeetings.Moreover,individualnegotiatorsareoftenatthetablerepresentingalargerconstituency,raisingyetadditionalquestionsonhowtomanagecommunication,expectations,andmakedecisionsbothatthenegotiationtableandwithinconstituentgroups.LearningObjectives

v Understandthepurposeanddynamicsofbuildingcoalitions,typesofcoalitions,and

sequencing–intermsofboththeparticipantsapproachedandtheissuesaddressed.v Reviewthechallengesofcreatingandmaintaininggroups,includingpressures

relatedtocommunicationanddecision-makingbetweentheprincipleandagentandtheevolutionofgroupbehavior.

v Understanddistinguishingfeaturesofcoalitionsandgroupinteraction.v Understanddecision-makingrulesaffectingmultipartynegotiations.v Understandtheuseoftaskforcesorworkinggroups.

Skill-buildingExerciseFlatheadLakeDilemma:Thisnegotiationinvolvessixdifferentparties,representingdivergentgroupsorentitiesallwithdifferingbackgrounds,experiencesandmotivations.ThepartiesareseekingtoresolveaconflictregardingthefutureofaroadwayalongFlatheadLake.Thisproblemallowsparticipantstoapplythelessonslearnedfromtwo-partynegotiationinamulti-partysession,andtoevaluatetheimpactofadditionalpartiesonanegotiation.RequiredReadingLucyMoore,CommonGroundonHostileTurf:StoriesfromanEnvironmentalMediator

(IslandPress,2013):chapters10-12.MatthewMcKinney,ManagingMultipartyDialogues:StagesofGroupDevelopment(April

2008):3pages.

Spring2019 16

Week8:ABeginner’sGuidetoFacilitation&MediationOncetheprocessmanagerandparticipantshaveagreedonthepurposeandscopeofamultipartydialogue,it’stimetofocusonthesubstantiveissuesthatpeoplecareabout.Thereisnosinglemodelonhowtofacilitatemultipartygroups.However,thereisageneralframeworkthatisflexibleandallowsfacilitatorsandparticipantstoadapttheprocesstomeettheirneedsandinterests.LearningObjectives

v Understandthebasicstagesoffacilitationandmediation,includingopeningand

settingthetone,gatheringdiverseviewpoints,developingcommonunderstanding,reachingclosure,andfollow-through;

v Clarifytherolesofprocessmanagers(i.e.,facilitatorsandmediators);

v Reviewandrefineskillstopreparetofacilitate/mediate,including:o Completeanassessmenttounderstandthebasiccontoursandconstraintsof

theissueathand–legal,scientific,financial,institutional,authority,etc.;o Custom-designaprocesstomatchtheneedsandinterestsoftheparticipants,

includingclarifyingrolesandresponsibilitiesofanyconvener,participants,observers,resourcepeople,andtheprocessmanager;

o Developaworkingknowledgeofalternativediscussionformats,includingopendialogue,rounds,andsmallgroupbreakouts;and

o Planandmanagelogisticsfortheinitialgathering,includinglocation,supplies,foodanddrink,electronics,etc.

v Developandrefineskillsforbasicinterventions,including(1)remainingsilent;(2)

askingquestions;and(3)paraphrasingandsummarizing.Skill-buildingExerciseForthcomingRequiredReadingSuzanneGhais,ExtremeFacilitation:GuidingGroupsThroughControversyandComplexity

(2015):48-170(especially127-170).SamKaner,TheFacilitator’sGuidetoParticipatoryDecisionMaking.(Jossey-Bass,2007):pp.

61-74andpp155-174.

Spring2019 17

Week9:FacilitationSkillstoGatherDiverseViewpointsAssumingyouhavecompletedanassessment,custom-designedaprocessformultipartynegotiation,andclarifiedyourrolesandresponsibilitiesasaprocessmanager,youarenowreadytoconvenetheprocessandfacilitatethesubstantivediscussion.Thismodulefocusesonthepracticaltasksthatneedtobeaddressedpriortoanymultipartygathering,beginningwithfindingaphysicalspacethatwillmaximizetheparticipantsenergyandphysicalcomfort(physicaldiscomfortandfatiguecanunderminethemostbrilliantprocessdesignandmostwell-executedfacilitationtechniques);LearningObjectives

v Developandrefineskillstoopenamultipartydialogue:o Clarifyobjectivesofthemeetingo Facilitateintroductions–knowwhoisintheroom!o Use“start-up”questionstogettheconversationgoingo Reviewobjectives&clarifyexpectationsandoutcomeso Prepareanduseanagendatoguidethediscussion…

§ Unlesstheparticipantschoosetogoinadifferentdirection§ Oncetheobjectivesareclear,howwillyouuseyourtimetoachieve

thoseobjectives?o Makesureeveryoneiscomfortableandparticipating

v Developandrefinebasicfacilitationskills,including(1)reframingpositionsto

interests;(2)capturingareasofagreementandclarifyingareasofdisagreement;and(3)adaptingtheagendaandprocessinreal-time.

v Reviewandpracticethebasicskillstorecordonflipcharts.

Skill-buildingExercisesForthisweekandnext,thereareaseriesofbriefexerciseson(1)preparinganagenda;(2)openingameeting;(3)reframingpositionsintointerests;(4)capturingareasofagreement/disagreement;and(5)recordingonflipcharts.RequiredReadingSuzanneGhais,ExtremeFacilitation:GuidingGroupsThroughControversyandComplexity

(Jossey-Bass,2005):171-190.

SamKaner,TheFacilitator’sGuidetoParticipatoryDecisionMaking.(Jossey-Bass,2007):pp.191-220.

Spring2019 18

Week10:FacilitationSkillstoDevelopCommonUnderstandingAtthestartofmostdiscussions,peoplearefocusedonsharingtheirownperspectiveandexperience.Whileit’simportanttoshareindividualperspectives,it’scriticallyimportantforthegrouptodevelopadeeperunderstandingeachother’sperspectives.Thisunderstandingofothers’perspectiveshelpsthegroupdevelopasharedframeworkforthinkingaboutoptionstoaddresstheissueorchallengetheyarediscussing.Inthissession,wewillexploreanumberofstructuredtoolsandapproachesfaciliatorscanusetohelpgroupsmovefromindividualconcernstoacommonunderstanding.LearningObjectives

Ø Developandrefineskillstowelcomestrongemotionsandchannelthemtowardtheresolutionoftheunderlyingissues.

Ø Managegroupdynamics

o Understandtheprocessofgroupdevelopment--forming,storming,norming,performing,&transforming

o Manageinterpersonaldynamicsingroupso Beawareofculturaldifferences

Skill-buildingExerciseForlastweekandtoday,thereareaseriesofbriefexerciseson(1)preparinganagenda;(2)openingameeting;(3)reframingpositionsintointerests;(4)capturingareasofagreement/disagreement;and(5)recordingonflipcharts.RequiredReadingSamKaner,TheFacilitator’sGuidetoParticipatoryDecisionMaking.(Jossey-Bass,2007):pp.

221-262.

Spring2019 19

Week11:BuildingAgreementandFollowingThroughGeneratingandevaluatingoptionstosatisfymultipleinterestsisakeystepintheprocessoffindingcommonground.Thisprocessof“creatingvalue,”asdiscussedinnegotiationtheory,improvesthepossibilityofmutualgainsandismadepossiblebyarichmenuoftools,techniques,andstrategies.Havingcreatedvalue,negotiatorsmustthencreateapackageofoptionsthatsatisfiesmost,ifnotall,interestsatthetable.Intheliterature,thisisoftenreferredtoasclaimingordistributingvalue,butisperhapsbetterunderstoodas“sharingvalue.”Unfortunately,thecooperativestrategiesusedtogenerateandevaluateoptionsareoftenunderutilizedduringtheprocessofsharingvalueorpackagingagreements,whenmorecompetitivenegotiationstrategiestendtodominate.Afterconveningandfacilitatingamultipartygathering,theprocessmanagertypicallypreparesameetingsummarytohelptheparticipantsdocumenttheirconversation,includingareasofagreement,disagreement,andnextsteps.Theprocessmanageralsoprovides“backbonesupport,”includingbutnotlimitedtoplanning,managing,andsupportingtheactivitiesoftheparticipantsthroughfacilitation,datacollectionandreporting,andtechnologyandcommunicationsupport;conveningregularmeetingsofasmallbutrepresentativeleadershipteamtoreviewthestatusofprojects,examinetrends,andrefinestrategicprioritiesasappropriate;andfacilitatinginformalproblem-solvingbetweenmeetingsbysupportingworkinggroupstoaccomplishvariousactivitiesanddeliverables.LearningObjectives

v Practiceusingseveralmethodstogenerateoptionstosatisfymost,ifnotall,interests

atthetable;

v Developaworkingknowledgeofdifferenttypesofinterests(i.e.,commoninterests,different[butnotconflicting]interests,andcompetinginterests)andhowtobuildoncommoninterestsandtradeacrossthingsyouvaluedifferently;

v Practiceusingseveralmethodstoevaluateoptions;and

v Developandrefineskillstopackageoptionsandbuildagreements(includingthe80-20rulewhereparticipantsfocusonthe80%theyagreeonwhileworkingslowlyonthe20%thattheydisagreeon).

v Practicepreparingeffectivemeetingsummariesbyusingtheagendaasaframework;focusingonwhatwassaid,notwhosaidwhat;andhighlightingareasofagreement,disagreement,andnextsteps(e.g.,research,publicoutreach,fundraising,etc.);

v Monitorandevaluatetheeffectivenessofthemultipartynegotiationprocessbyregularlychecking-inwithparticipantsandtheirconstituents;

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v Reflectonwhatworkedwellandwhatdidnot;makeadjustmentsforfuture

meetings;and

v Facilitateinformalproblemsolvingbyconveningconferencecalls,workinggroups,andotherinformalconversationsoutsidetheformalnegotiationprocesstogiveparticipantsachancetogenerateideas,examineoptions,andtestpackagesinamoreprivateratherthanpublicsetting.

Skill-buildingExerciseFlatheadLakeDilemma:Studentswillbuildontheprogressmadeduringthesimulationthepriorweekthatfocusedonclarifyinginterestandbuildingcoalition.Thisexercisewillfocusongeneratingandevaluatingoptionsandfollowingthrough.Readings&ResourcesSuzanneGhais,ExtremeFacilitation:GuidingGroupsThroughControversyandComplexity

(Jossey-Bass,2005):191-230SamKaner,TheFacilitator’sGuidetoParticipatoryDecisionMaking.(Jossey-Bass,2007):pp.

265-311.MatthewMcKinney,BestPracticesforDeliberatingandDeciding(2011):16pages.

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12:ManagingDifficultPeopleandConversationsEvenwhenthebestpracticesforenvironmentalnegotiationandmediationareemployed,theyareoftennotsufficienttopreventorresolvemultipartyconflict.Inthefirstinstance,howcanyougetto“yes”whentheotherpartysays“no?”Whetherpeopleareangry,skepticalaboutthebenefitsofagreement,overestimatetheirpower(i.e.,theirbestalternativetoanegotiatedagreement),thechallengeforfacilitatorsandmediators(aswellasnegotiators)istoprepareforandconductdifficultconversations.LearningObjectives

v Developaworkingknowledgeofthe“breakthroughnegotiation”strategy;

v Clarifytherolesandresponsibilitiesoffacilitatorsandmediatorswithinthe

“breakthroughnegotiation”strategy–inotherwords,howcanprocessmanagershelpmanagedifficultpeopleandconversations;and

v Practiceapplyingthe“breakthroughnegotiation”strategytoseveralcommonenvironmentalnegotiationandmediationsituations,suchas:

o Dealingwiththemediaandother‘outside’entitieso Dealingwithdirectchallengestoanongoingcollaborativepublicprocesso Dealingwithangrystakeholderso Dealingwithstrongbiases(cultural,genderspecific,etc.)o Breakingdeadlocksandimpasseso Avoidingbreakdowns

Skill-buildingExercisesStudentswillparticipateinseveralreal-worldscenarios/vignettestoapplythe“breakthroughstrategy”andpracticeutilizingitandothertechniquestomanagedifficultpeopleanddifficultconversations.RequiredReadingDouglasStone,etal.,DifficultConversations:HowtoDiscussWhatMattersMost(Penguin

Books,2000):pp.xxvii-20.SuzanneGhais,ExtremeFacilitation:GuidingGroupsThroughControversyandComplexity

(2015):171-190;231-279.SamKaner,TheFacilitator’sGuidetoParticipatoryDecisionMaking.(Jossey-Bass,2007):pp.

135-154.

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14:FinalExamThefinalexamwillbeanin-classsimulatedmulti-partynegotiationthatincludesstakeholdersandafacilitator.Inadditiontothein-classexercise,youarerequiredtosubmitapersonalizedlistofthetop10skills/insights/a-hamomentsthatyougainedthissemester.YoucanrefertotheattachmentsinMoodleforguidance,buttheseshouldbehighly-personalizedlistsbasedonyourexperienceandreviewofthecoursematerial.Your"Top10"listsaredueby5PMonFriday,May3.Pleasesubmittheminastandardformat(Word,Googledoc,orPDF)tomeatshawn.johnson@umontana.edu.