TOOLS TO DEAL WITH CONTROVERSIAL PUBLIC ISSUES Session 2: Establishing a Process for Success Darcy Batura WSU Extension

Overview of the Agreement Process Assessing the Situation  Establishing 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 ProceduralPsychological 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 contract Modified 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: Handout Modified from the work of Kay Haaland, WSU Extension

Create a Micro Design WhoTimeDescription of ActivityMaterialsOutcomes Jane8:00Introductions Get Started Review Agenda and Purposes Joe8:30Review Questionnaire Results Handout PowerPoint Jane9:45The Collaboration Process4 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 inquiry Continued

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: minutes Debrief with group