Michele Berry Director Charis Consultancy Charis Consultancy, 2016 - PowerPoint PPT Presentation

Michele Berry Director Charis Consultancy Charis Consultancy, 2016

 Exploring and understanding application of transformational learning for adults  Identify the application of transformational learning in transformational mediation  Identify how to work in the transformational space with the parties in workplace mediation interventions  Explore personal and professional transformations for practice in this mode of working in mediation Charis Consultancy, 2016

 Aimed at resolving specific disputes between parties  Key elements of practice – direction, judgement, evaluation and opinion  Arriving at a mutually acceptable solution to the immediate, short term problem  Reaching settlement  Mediator normally plays a directive, active role in guiding this process Charis Consultancy, 2016

 Short termism  Quick fix – will it be long-lasting  Problem solving – double loop learning only (knowledge and skills – not attitudinal)  Directive by the mediator – could be subtly or directly engaging in activities that drive, determine or impose both the defintion of the problem and its solution  Settlement not “owned” by the parties with a deep level of commitment for change Charis Consultancy, 2016

Charis Consultancy, 2016

 Fundamental change in one’s personality involving the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration (Boyd & Myers 1988)  Transformative when there is a radical change in one’s cognitive, emotional and/or spiritual way of being. Charis Consultancy, 2016

“Experiencing a deep, structural shift in the basic premises of thought, feelings and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awareness, our visions of alternative approaches to living; and our sense of possibilities for social justice, peace and personal joy ” (O’Sullivan 2003) Charis Consultancy, 2016

 TL is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self  TL is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analysing underlying premises  TL fundamentally questions or reorders how one thinks or acts. Reflection alone not enough, needs to have “critical reflection” – a recognition and analysis of taken-for-granted assumptions  A criticism of Mezirow’s TL theory is its emphasis on rationality and/or giving too much importance to “critical reflection” Charis Consultancy, 2016

 The learning process whilst rational on some levels, is a profound experience that can be described as a spiritual or emotional transformation as well  To press the “undo” buttons on our attitudes can be painful and emotional as these have been developed as a way to cope with make sense of “our” world.  TL therefore requires taking risks and a willingness to be vulnerable and have attitudes/assumptions and behaviours challenged Charis Consultancy, 2016

Charis Consultancy, 2016

 All or nothing thinking  Jumping to conclusions  Overgeneralising  Making a mountain out of a molehill  Emotional reasoning  Should statements  Taking things personally  Wishful thinking  Mental filter – discounting the positive Charis Consultancy, 2016

Instrumental Learning Transformative Learning  Acquire skills and  Perspective knowledge transformation  Mastering tasks  A paradigm shift  Problem solving  Critically examine our skills prior interpretations  Manipulating the and assumptions and environment form new meaning i.e. the “how” and i.e. the “why” the “what” Charis Consultancy, 2016

 An experience which does not fit within a person’s pre -existing meaning structure e.g.  A life crisis  Major life transition  Accumulation of experiences  Can be epochal (all at once) – “Ah - ha” or “Lightbulb on” or incremental, a gradual recognition over time of a disconnect between our meaning structure and our environment Charis Consultancy, 2016

Charis Consultancy, 2016

 A disorienting dilemma occurs  A self examination occurs with feelings of guilt or shame  A critical assessment of social, cultural, psychological assumptions  Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change  Exploration of new roles, relationships, behaviours, actions Charis Consultancy, 2016

 Planning a course of action  Acquisition of knowledge and skills for implementing the change  Provisional trying of new roles/behaviours  Building of competence and self-confidence in new roles, relationships, behaviours  A reintegration into one’s life on the basis of conditions dictated by one’s perspective Charis Consultancy, 2016

Occurs infrequently but is achieved through 1. Disorienting dilemma 2. Critical reflection 3. Rational dialogue 4. Action Charis Consultancy, 2016

 Use of narratives and story-telling  One to one interaction (coaching, reflective learning space)  Creating a “sacred” learning space and fostering the contemplative mind Charis Consultancy, 2016

 Establish an environment which builds trust and care; facilitate a sensitive relationship  To live as authentic self, demonstrating a personal willingness to learning and change  Assist individual in becoming aware and critical of his/her assumptions – their own as well as others!  Redefining from different perspectives. Use controversial statements or positioning opposing points of view Charis Consultancy, 2016

 Create opportunity to effectively participate in discourse – especially assessing beliefs, feelings, values and attitudes.  Encourage autonomous thinking and critical reflection:  Metaphor questioning – “clean language” approach  Concept mapping – mindmaps, genograms, network analysis  Consciousness raising  Life histories  Repertory grids – giving meaning to own experience using scaling and categorising Charis Consultancy, 2016

Purpose Sense of self What is important What is true Capabilities & Competencies Actions and approaches Contexts Charis Consultancy, 2016

“Mediation’s greatest value lies in its potential not only to find solutions to people’s problems but to change people themselves for the better, in the very midst of conflict.” (Bush and Folger, 2004) Charis Consultancy, 2016

 Primary goal is to foster the parties empowerment and recognition , enabling them to approach their current problem, as well as later problems, with a stronger, more open view.  Achieving empowerment and recognition is assessed independently of any particular outcome of the mediation. This avoids mediator directiveness as used in problem solving mediation. The parties have the responsibility.  Best suited for ongoing relationships and contexts Charis Consultancy, 2016

 Enabling the parties to define their own issues, seek solutions on their own  Increasing the skills of both parties to make better decisions for themselves  “The restoration to individuals of a sense of their own value and strength and their capacity to handle life’s problems … gaining greater clarity about their goals, resources, options and preferences … making their own clear and deliberate decisions” Charis Consultancy, 2016

Charis Consultancy, 2016

 Enabling the parties to see and understand the other’s point of view, perspective and experiences – to understand how they define the problem and why they seek the solution that they do  Something one gives not just something one gets  Acknowledging one’s adversary as a human being with his or hero own legitimate situation and concern  Shift from self-absorption to recognition Charis Consultancy, 2016

ATTEND - pay close attention, listening 1. with intent, micro-focus on the unfolding dialogue to identify opportunities for empowerment and recognition as they arise MONITOR – think before intervening, to 2. check own intentions for intervening, maintaining a transformative purpose and not a directive or leading purpose RESPOND – when appropriate, respond to 3. only support the parties’ own efforts to make empowerment and recognition shifts Charis Consultancy, 2016

REFLECTING 1. SUMMARISING 2. CHECKING IN 3. STAYING/BACKING OUT 4. Charis Consultancy, 2016

Opening statement – mediator’s role 1. explained and the objectives of the mediation as being focused on empowerment and recognition Leaves the responsibility for the outcomes 2. with the parties Is non- judgmental about the parties’ views 3. and decisions Has an optimistic view of the parties’ 4. competence and motives Allows and responds to parties’ expression 5. of emotions Charis Consultancy, 2016