TOOLS TO DEAL WITH CONTROVERSIAL PUBLIC ISSUES

Session 2: Establishing a Process for Success

Darcy BaturaWSU Extension

Overview of the Agreement Process

• Assessing the SituationEstablishing a Process

• Negotiating the Process

• Evaluating the Impacts

• Post-conference follow-up

What is Public Issues Education?

• Public issues education prepares people to engage in complex public issues of widespread concern in ways that lead to better-informed decisions.

Step 1: Assessing the Situation

• Sensing interviews

• Collaborative potential

• Stakeholder analysis

• Conflict analysis

• Resource issue analysis

• Conflict dynamics continuum

• Situation analysis summary

Step 2: Establishing a Process for Success

• Effective Communication Skills

• Fair and Equitable Process

• Defining the Problem

• Building Partnerships and Working Agreements

Designing the Process: Levels of Satisfaction

Substantive

Procedural Psychological

Adapted from work of J.R. Hackman Harvard University

Levels of Satisfaction

Three elements must be satisfied for an effective collaborative process.

• Substantive satisfaction comes from making agreements, goals, etc. in a way that participants feel they got something (product) out of the process.

Levels of Satisfaction

• Procedural satisfaction comes from a sense of fairness—that the process itself was just and equitable.

• Psychological satisfaction comes when participants feel respected and listened to.

• What do the levels of satisfaction have to do with designing the process?

Designing the process – why is this important?

• Clarify expectations, objectives, and responsibilities

• Identify resources required (fees, equipment, staff, etc)

• Agree on a timeline, including a post-evaluation of the process

• Clarify initial strategies of the process

• Agree that “ground rules” will be determined and followed

Modified from the work of Kay Haaland, WSU Extension

Designing the process – why is this important? (continued)

• Clarify the disengagement process (evaluations, closure ceremonies, reports, etc)

• Identify how decisions will be made

• Agree upon expectations around confidentiality

• Create a paper-trail between facilitator and client

Modified from the work of Kay Haaland, WSU Extension

Key Points in the Contracting Process for the Facilitator

• Identify the real client

• If conflict is high, decide if group relationship building needs to take place

• Identify the range of expected outcomes as well as the desired outcome

• Clarify the content expectations of the client

• Point out that capacity building among the stakeholders will be a by-product of the process

• Determine the formality needed for writing the contractModified from the work of Kay Haaland, WSU Extension

Key Points in the Contracting Process for the Client

• Explain to the facilitator why their services are necessary and what desired outcomes would be

• Assemble a working group of 3-5 people to educate the facilitator about the situation

• Check references for any facilitator you consider hiring

• Make sure you feel comfortable with who you hire.

Modified from the work of Kay Haaland, WSU Extension

Issues and Concerns to consider while Designing a Process

• Personnel changes within the client group

• Unclear, or unrealistic expectations of the process

• Changing expectations or goals

• The “magic wand” syndrome – thinking the facilitator will solve all problems

Modified from the work of Kay Haaland, WSU Extension

Writing a Working Agreement or Contract

• Facilitators should utilize contracts, as they add value to the facilitator’s work.

• Consider using the term agreement, or memorandum of understanding instead of contract

• Include a signature page so you know the key clients have seen and agreed to the planned process

• Consider adding a clause about asking probing or sensitive questions.

• See example: HandoutModified from the work of Kay Haaland, WSU Extension

Create a Micro Design

Who Time Description of Activity Materials Outcomes

Jane 8:00 Introductions

Get Started

Review Agenda and Purposes

Joe 8:30 Review Questionnaire Results

Handout

PowerPoint

Jane 9:45 The Collaboration Process 4 stages laminate

Never enter into negotiations without knowing what your best alternative is.

Ground Rules/Working Agreements

• Serve as a diagnostic frame

• Guide the groups behavior

• Guide your behavior as facilitator

• Serve as a learning tool for developing effective group norms

• Begin the meeting with a successful and agreeable group process

Behavioral and Procedural Ground Rules

• Start and end on time

• Turn off cell phones

• Treat everyone with respect

• Do not interrupt colleagues

• Propose vs. Oppose

• Etc.

Ground Rules for Effective Groups

• Test assumptions and inferences

• Share all relevant information

• Use specific examples and agree on what important words mean

• Explain your reasoning and intent

• Focus on interests, not positions

• Combine advocacy and inquiryContinued

Ground Rules for Effective Groups

• Jointly design next steps and ways to test disagreements

• Discuss undiscussable issues

• Use a decision-making ground rule that generates the level of commitment needed.

Adapted from The Skilled Facilitator, by Roger Schwarz

Additional elements to consider for ground rules

• How are the various interests represented?

• How do we maintain respect, equity and fairness among the group?

• What are our expectations for good faith negotiation?

• What are our expectations for confidentiality?

• How do we deal with unwanted behaviors?

• What is our expectation for attendance?

• How do we deal with the media?Continued

Ground Rules continued

• How do we manage observers?

• How is information acquired and managed?

• How do we handle uncertainty?

• How do we deal with disagreements?

• Our decision making process is _______.

• If we do not reach agreement, we will __________.

• How are agreements ratified?

Defining the Problem

• Educate each other about the interests and concerns people have

• Use related scientific and technical data agreed upon

• May use internal and external “experts,” field trips, etc.

• Get agreement on the problem definition

Continued

Defining the Problem• Define the present situation—draft a “problem

statement”

• Define the desired future, and name the joint problem in the form of a question, "How can we…?"

• How you ask the question defines where you will go

• These can be media opportunities

Long Beach WA. – Oyster Dispute

• Oldest Ag industry in WA. (1840’s)• Provides 60% of nations Oysters• Pest – subsurface shrimp• Current control – aerial spraying insecticides

when tide is out• 15 yr. dispute led to settlement agreement –

spraying will cease in 2012• Mad research rush is on to find effective

alternative control method• The current 2012 obligation may end the

Oyster industry – largest employer in the county

Information courtesy of Kim Patten WSU Long Beach (Research & Extension Unit)

Exercise – Naming the Problem

• Team up with 3-4 people and discuss an issue to focus on

• Follow the process described to draft a problem statement for your issue

• Time: 20 - 25 minutes

• Debrief with group