• Decide for themselves what they want to learn.
• Need to validate the information based on their beliefs and experience.
• Expect what they learn to be immediately useful.
• Have much experience upon which to draw.
• Serve as a knowledgeable resource to trainer and fellow learners.

The more involved adults are in the learning process, the more they retain:

• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 50% of what we see and hear
• 70% of what we say
• 90% of what we say as we do

Participants split into three groups to discuss advantages and disadvantages of each method.

• Lecture/Presentation
• Exercise/Role-play
• Individual Reading Assignment
• Facilitated Group Discussion
• Demonstration
• Case Study

• Role-playing: skills are practiced
• Facilitated group discussion: ideas and experiences may be shared
• Case Study: lessons may be learned from others' experience
• Demonstration: enables trainees to view a model of what is expected

How long should sessions last?

Each activity should be given about 15 minutes. Focus training sessions by establishing your objectives in the beginning.

Is a discussion enough?

Discussions are good for those who are talking because verbalizing helps increase the retention rate.

DESIGNING AN ADR TRAINING PROGRAM
Sheila Walcott
Alternative Dispute Resolution Specialist, Bureau of Engraving and Printing

The BEP was encouraged to implement an ADR program by the Joint Labor Management Council, which believed that many disputes could be settled by being discussed rather than being filed as formal grievances. The objective became to change Bureau culture in a way that promotes managing conflict promptly and informally.

• Executives:
  8-hour classroom Awareness and Skills presentation.
• Managers and Labor Unions:
  8 -16 hours of classroom Awareness and Skills training.
  Role-plays to show advantages of ADR for managers
• Program Staff and Mediators:
  96 hours of classroom training and three mediations for mediator certification
  Refresher training
  Require attendance at one ADR Committee meeting per year
• Workforce:
  6 - 8 hour Awareness course
  Lunchtime learning sessions
  Videotaped panel discussions based on questions from previous sessions
  Use internet

Survey of Joint Labor Management Council, executives, managers, and workforce to identify the training they wanted and needed.

• Mock mediations to test mediators and ensure quality mediation
• Questionnaires at training sessions to find out if mediators are addressing concerns
• Review customer feedback

• Notification
• Bureau Network News
• Distribution of informational letter and e-mails
• Internet used to give information and advantages of ADR
• Initially made training mandatory

• Identify possible barriers to training, then create alternatives
• Training programs must be tailored to specific audience
• Train and inform Unions and Supervisors early on
• Don't just give information to Supervisors - best to go directly to employees if possible
• Be sure to allow sufficient time for training sessions, especially if role-plays are included
• Be customer focused - know your audience's needs
• Workforce may not be spared from production - in such cases alternative methods must be used to make them aware of ADR. Example: create flyers letting them know they have a place to go for help and show what ADR can offer them.
• Ask how people want to be contacted or notified about training
• If possible make training mandatory or allow time for training
• Make a friend in the top ranks who will be a champion of the program

IMPLEMENTING AN ADR TRAINING PROGRAM
Jeff Senger
Deputy Senior Counsel for Dispute Resolution, US Department of Justice

A lesson learned from training Assistant US Attorneys and Justice Department lawyers across the country on dispute resolution techniques:

The first thing you teach is that ADR training is necessary because the trial system doesn't always work. Once trained, techniques of ADR may be used to settle cases.

• Types of Training:
  • ADR advocacy
  • ADR skills
  • Neutral skills
• Lectures
  • Reduce number
  • Make short - 45 minute max, 30 minutes best
  • Choose lecturers with credibility for audience
• Interactive Exercise
  Energizes group
  Some grumbling, but most like
  Teaches negotiation and cooperative techniques
  Go to www.pon.org for examples of exercises such as the Ostrich exercise and Oil pricing exercise.
• Role-plays
  Most persuasive part of program
  Assign parts for mediation
  Give general instructions and specific instructions for each role
  Tailor role-plays to audience
  Use real mediators
  Fish-bowl demonstration - audience watches a role-play (audience may zone out)

• You can't always persuade
• Start modestly, don't over promise
• Use success stories
• When skeptics reach critical mass
  
  Answer questions - even if takes you off schedule
  Be candid - admitting problems increases your credibility
  Look at questions as an opportunity to persuade

EXAMPLE TWO DAY TRAINING AGENDA

DAY 1:

9:15 - 9:30 Welcome and Intro

9:30 - 10:30 Interest Based Negotiations and Ostrich Exercise

10:30 - 10:45 Break (15 minutes is best amount of time)

10:45 - 11:15 Limits of Unassisted Negotiations

11:15 - 11:45 Range of ADR Processes

12:00 - 1:30 Lunch

1:30 - 2:00 Selecting and Hiring the Neutral

2:00 - 3:00 Should ADR be Used - Case Study

3:00 - 3:15 Break

3:15 - 4:15 Case Study, continued

4:15 - 4:30 Instructions for DAY 2 role play

DAY 2:

9:15 - 9:45 Client prep for ADR

9:45 - 10:15 Advocate prep for ADR

10:15 - 10:30 Break

10:30 - 11:30 Ethics

11:30 - 12:45 Lunch

12:45 - 3:45 Role-play (use real mediators)

3:45 - 4:15 Debrief

4:15 - 4:30 Wrap up

• Guide/binder to use later when mediating
• Reference materials for in-depth questions
• Checklists to be used the night before a mediation
• Tips for advocates

• Valuable in tailoring course
• Ask for 1-5 ratings and comments
• Sometimes contradictory and amusing

BIOGRAPHY

HELEN BELLETTI

Helen has worked in the field of Adult Education and Training since 1977, including design and development of training for the private sector and various government agencies. Her most recent experience, prior to coming to the FDIC in 1993, was as a Military Instructional Designer for the Department of Defense, a faculty member at FEMA's Emergency Management Institute, and a teacher of English as a Second Language (ESL) in Tver, Russia (midlife crisis). Helen received her BA in English from Geneseo University, NY, and her ESL Masters certification from Seattle University, WA. She is currently an Assistant Director for the Training and Consulting Services Branch (TCSB), at the FDIC's Virginia Square training center.

BIOGRAPHY

JOHN MIHALL

As an elementary school teacher, high school psychology instructor, university faculty member and corporate trainer, John has extensive experience in training and educating children and adults (and everyone in between). John worked in or consulted with federal and state governments, for-profit and non-profit organizations, and universities. This is his eighth year with FDIC's Training and Consulting Services Branch (TCSB) where he is currently the Assistant Director for Training Operations. John has a BS degree in Psychology from the University of Maryland and an MA degree in Developmental Clinical Psychology form Antioch University.

BIOGRAPHY

SHEILA WALCOTT

Ms. Walcott is an Alternative Dispute Resolution Specialist at the Bureau of Engraving & Printing (BEP). She co-designed and implemented the BEP Alternative Dispute Resolution Pilot Project (ADRPP). Since January 1997, she has been responsible for planning, designing, coordinating, and conducting ADR Training for approximately 2,500 employees located in Washington, D.C. and Fort Worth, Texas. Additionally, she co-plans, develops, and administrates the ADRPP. She has a major role in establishing both the BEP Joint Labor Council (JLC) and served as an Executive member from January 1994 to January 1997. The JLMPC includes 6 executive from management and 6 from the unions. The JLC includes a representative from each of the 15 unions and 19 bargaining units within BEP. Ms. Walcott authored the charter for the JLMPC and the Bylaws for the JLC. She served as a Labor Representative at BEP from June 1998 to January 1997 for Local 174, Production Support Occupations, International Association of Machinists and Aerospace Workers (IAMAW) and Local 29, Police Officers Union, American Federal Government Employee (AFGE). Ms. Walcott served as delegate to the Maryland and District of Columbia State Council and District 12, IAMAW from 1992 to 1998. In addition, she was publisher, writer, and editor for the Local 174, and District 12 Newsletter which membership circulation of over 3,000 for these three years.

BIOGRAPHY

JEFF SENGER

Jeff Senger is the Deputy Senior Counsel for Dispute Resolution at the U.S. Department of Justice. He trains Assistant United States Attorneys and Justice Department lawyers around the country on dispute resolution techniques. He also assists the Attorney General in her role as chair of the Interagency Alternative Dispute Resolution Working Group, an organization created by the President to promote the use of ADR throughout the federal government. He has spoken about ADR on behalf of the U.S. government to judges and political leaders in India. He serves as a mediator for the U.S. District Court and the Superior Court in Washington D.C., and he teaches trial techniques at Harvard Law School and the National Institute of Trial Advocacy. In earlier experience at the Justice Department, he was Assistant Director of the Attorney General's Advocacy Institute, where he was in charge of civil and appellate training, and he served as Senior Trial Attorney in the Civil Rights Division. He was a judicial law clerk for federal district court judge Earl B. Gilliam. He graduated from Harvard Law School and Harvard College.