Parent and Staff Training- Mediator Training Plan

Part 1: Written Training Protocol

Section 1

This training plan aims to help a mediator develop the skills to mediate between two individuals effectively. The trainer will be an experienced professional with extensive knowledge and experience in mediation. At the same time, the mediator will be someone who has yet to gain formal training in conflict resolution. The client should have some background understanding of basic negotiation techniques, which could prove beneficial during their participation in these sessions.

The objective of this program should focus on enhancing communication and problem-solving strategies so that dispute resolutions can become amicable rather than contentious processes, enabling parties involved to find solutions more quickly without heated disputes breaking out each time there is disagreement over something specific amongst them. This can also build positive relationships within teams and support collaboration across departments throughout organizations/institutions by teaching team members how they might better work together when issues arise.

Due to COVID-19 being active, it may not be practical for all participants involved (trainer, mediator &client)in physical contact due to health risks presented by face-to-face interactions. However, with current technology options available virtual meetings through platforms like Zoom are viable alternatives allowing remote access that satisfies even stricter measures related to seclusion deemed effective against viral transmissions recommended by governing bodies such as the Centers for Disease Control(CDC).

Section 2

My agenda for the mediator training session will include a brief overview of mediation and conflict resolution and an introduction to practical strategies for successful dispute resolution. I plan on using behavior skills training (BST) during this module to help teach participants the target objective. BST is one methodology that can be used when introducing new behaviors or processes by breaking them down into small steps that are reinforced through positive feedback systems such as rewards, verbal praise, and tangible items like food presentation aids (Kirkpatrick et al., 2019).

During each step, I will create scenarios for greater understanding and provide visual cues via diagrams/images & verbal explanations outlining different aspects related to details associated with various techniques. Hence, they know what should happen next if any issue arises while attempting to negotiate alternative solutions from their adversaries. Additionally, role-playing activities could prove beneficial in helping develop some of these negotiation concepts, further simplifying their comprehension levels and linking theoretical components with actual applications successfully (Van Hasselt & Romano, 2004).

Before starting sessions, all parties involved(trainer/mediator) must have clear expectations. Too informally discussing goals would reduce potential confusion about intent stated upfront, thus creating more desirable outcomes later on and minimizing chances of miscommunication leading to misunderstanding and jeopardizing initial objectives set forth collaboratively prior to beginning classroom discourse, ensuring smoother transitions throughout continuous process interactions realistically attainable, timelines initially agreed.

When executing this program, I plan on setting up the environment with all the necessary materials for activities. This includes having a clear area in which to facilitate any group or individual exercises and ensuring there are no distractions that could potentially cause unwanted interruptions throughout the session since mediation and conflict resolution require considerable focus to be given to maintain desirable results desired by the parties involved while trying to deescalate heated arguments. Hence, those mediated extractable agreements remain amicable instead of contentious debate erupting into an unresolvable stalemate. As part of our final step, we will go over some real-world examples to address common questions allowing participants to show their understanding material presented, allowing the trainer to review and assess mentioned objectives that were reached at the conclusion; training closes out successfully.

References

Kirkpatrick, M., Akers, J., & Rivera, G. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education, 28, 344-36. https://link.springer.com/article/10.1007/s10864-019-09322-z

Van Hasselt, V. B., & Romano, S. J. (2004). Role-playing: A vital tool in crisis negotiation skills training. FBI L. Enforcement Bull., 73, 12. https://heinonline.org/HOL/LandingPage?handle=hein.journals/fbileb73&div=17&id=&page=

Appendix

Mediator Performance Checklist: