SEAHO Report - Spring 2019 - 24

SEAHO Feature Articles
* Facilitated Dialogue: a conversation between two or more individuals in which a multi partial facilitator
is present to help participants navigate communicative barriers. Although similar to mediation, Facilitated
Dialogues differ as they are not designed to always develop an agreement or outcome (Folger, Poole, &
Stutman, 2005).
* Mediation: structured conversation by two or more individuals in which a multi partial facilitator
works with the individuals in conflict to develop a mutually acceptable solution to the outlined problem.
Participants are actively seeking a resolution (Warters, 2000).
* Restorative Practices: "A process to involve, to the extent possible, those who are most involved in or
have a stake in a specific offense and to collectively identify and address harms, needs, and obligations, in
order to heal and put things as right as possible". (Zehr, 2002. p.37)
* Shuttle Diplomacy: a form of assisted negotiation in which facilitator shuttles back and forth between
the individuals involved in the conflict until an agreement has been reached. Often times used when
individuals are interested in resolving incidents informally but they do not want to have direct contact with
each other.
Developing future leaders within student affairs starts with the support and development opportunities that are
provided by current supervisors. Often times, managing this process requires facilitating difficult conversations and
holding individuals accountable. For some leaders, this might be a daunting task. However, despite how difficult
this process may be for leaders, it is absolutely necessary. One of the best ways to alleviate that pressure/discomfort
of managing accountability is to have multiple forms of resolution. Having a variety of resolution options will
allow leaders to meet the needs of their staff while also creating an avenue in which staff members can be heard
and have an active voice in the accountability process. In most case when holding staff members accountable, there
will be some form of an action plan involved. Similar to the professional development plans for job growth and
competency acquisition, conflict resolution plans can simply be added or serve as an addendum once collaboratively
agreed upon between supervisor and supervisee. As a result, although the ultimate decision will be up to the
supervisor when holding staff accountable, providing an opportunity for the staff member to have input on what
their action plan includes increases the likelihood that they will follow through with completing and growing from
their assigned outcome. Stronger staff members result from open and honest communication. Communication
which naturally springs from developmental supervision with an emphasis on knowing the individual, firm
accountability, and embracing difficult conflict situations for the growth opportunities that they are.
Relevant Literature:
* Bolman, L. G. & Deal, E. T., (2017). Reframing organizations (5th ed.), People and organizations.
San Francisco, CA: Jossey Bass.
* Bulman, K. J.(2012). The conflict resolution process. Edina, MN: Beaver's Pond Press
* Dana, D. (2001). Conflict resolution: Mediation tools for everyday work-life. New York, NY:
McGraw-Hill.
* Karp, D, R. (2015). The little book of restorative justice for colleges and universities (pp. 9). New
York, NY: Good Books
* Maxwell, J. C. (2013). How Successful people lead: Taking your influence to the next level. New
York, NY: Center Street
* Schrage, J., M., Giacomini, N., G. (2009). Reframing campus conflict: Student conduct practice
through a social justice lens. Sterling, VA. Stylus Publishing
* Zehr, H. (2002). The little book of restorative justice (pp. 37). Intercourse, PA: Good Books.
* Warters, W.C. (2000). Mediation in the campus community: Designing and managing effective
programs. San Fransisco: Jossey-Bass.
* Folger, J.P., Poole M.S., and Stutman, R.K. (2005). Working through conflict: strategies for
relationships, groups, and organizations (5th ed). Boston, MA: Pearson Education.
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SEAHO Report - Spring 2019

Table of Contents for the Digital Edition of SEAHO Report - Spring 2019

Contents
SEAHO Report - Spring 2019 - Cover1
SEAHO Report - Spring 2019 - Contents
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