|Exercise, handout number
|Recap and open questions
|Active listening exercise
|Groups of 3
|Preparation of the mediation (room, setting, time)
|Introduction of 5 phases
|Phase 1 introduction
|Plenary: short introduction
Working groups: find your own phrases for the introduction
Participants experience actively and passively what it means to be a good listener by slipping into the roles of the talking person, the listening person and the observer.
a large room to avoid mutual disturbances, three questions for the participants, flipchart
|Instruction for implementation:
The facilitators ask the participants to form groups of three and to sit in the shape of a triangle. There will be three rounds with changing roles A, B and C. Person A will talk about a topic raised by the trainers e.g. “Tell us something about your last vacation.” Person B will listen actively and person C will observe. Time duration: approximately 3 minutes. A short feedback round will follow and person C will share his/her observations. What was well done, what can be improved?
The participants will switch roles after every round and repeat the process with a new question.
Evaluation procedure: The subgroups get together in the plenary again and share their experiences and findings. One trainer summarizes key findings: What are elements of good, active listening? on the flipchart. Distribute the worksheet Active listening and explain the three levels of summarizing.
- Opening statement
- Greet the disputants and introduce yourself
- Explain the role of the mediator: assure the parties that you will maintain confidentiality, remain impartial and support them in their search for solutions to the conflict
- Explain how you will proceed
- Agree on ground rules
- Get their go-ahead for beginning the process
- Viewpoints and issues: How does each party view the conflict?
- Who wants to begin?
- Ask each party to relate the conflict from their viewpoint
- Reflect back, summarize and ask questions
- Make sure the rules are adhered to
- Emphasize what the parties have in common and where they differ
- Understanding the conflict
- Motivate the disputants to make “I-statements”
- Concentrate on the feelings, needs and interests involved
- Express the mood of the moment
- Support direct communication between the parties
- Looking for possible solutions: Who can offer what?
- Brainstorm possible solutions and write them down
- Read the solutions out loud
- Check the ideas: are they realistic? fair? appropriate? specific enough?
- Agreement and closing
- The parties agree to a common solution
- Write up the agreement
- Have the parties sign the agreement and give them copies
- Arrange for a follow-up session in 1-2 weeks
- Thank the parties for their cooperation and wish them well
The peer mediators welcome the students, ask them to sit down and introduce themselves. Tea/ juice and cookies might be offered.
The peer mediators explain their role and task in this process:
- Mediators are responsible for facilitating the process
- Mediators are neutral/don´t take sides and support the conflicting parties to develop their own solutions
- The students can rely on the confidentiality of the mediators
Mediators give an overview of the course of a mediation process
- Each party has a chance to explain his or her view of the conflict
- What is the personal significance of the conflict/ What is the background?
- Mediators enhance communication and mutual understanding
- Mediators support the parties to look for a fair solution
- Both parties sign a written agreement describing the common solution
Rules of discussion during the mediation
- Students don´t interrupt each other, if necessary the other person can take notes
- No insults
- Both parties agree to listen to each other.
- What is said during the mediation is confidential.
Mediators ask the participants for their go-ahead.