MODULE 4 Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution FACILITATOR'S GUIDE Published by: U.S. EPA Region 4 Environmental Justice and Children's Health Section Environmental Justice Academy A rnA United States Environmental Protection I m » Agency ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Table of Contents Preparation Materials 1 Workshop Synopsis 2 Learning Objectives 2 Overview of Lessons/Materials 2 Facilitator Tips 4 Facilitator Icon Key 5 Agendas 6 Module 4 Day 1 6 Module 4 Day 2 7 Module 4 Day 1 8 Module 4 Day 1: Welcome Back 9 Module 4 Day 1: Close the Gap Recap: Module 3 9 Module 4 Day 1: Homework Review 10 Module 4 Day 1: Course Introduction 11 Module 4 Day 1: Lesson 1: Introduction to Collaboration 11 Module 4 Day 1: Lesson 2: Collaborative Formats 14 Module 4 Day 1: Lesson 3: Scenario and Role Play Introduction 19 15-Minute Break 21 Module 4 Day 1: Lesson 4: World Cafe Role Play 22 Module 4 Day 1: Closing 23 Module 4 Day 2 24 Module 4 Day 2: Welcome Back 25 Module 4 Day 2: Scenario Recap 25 Module 4 Day 2: Reflections on World Cafe and Further Development of Role Play Activities 25 10-Minute Break 26 Module 4 Day 2: Lesson 5: Open Space Role Play 26 40-Minute Break 27 Module 4 Day 2: Tools and Philosophies (Appreciative Inquiry and Interest-Based Negotiation) 27 Module 4 Day 2: Lesson 6: Interest-Based Negotiation 27 Module 4 Day 2: Summary: Synopsis of Day 1 and 2 28 Appendices 30 Appendix A: Additional Resources 31 Appendix B: Collaborative Characteristics of Meeting Formats 32 Appendix C: Develop Scenario for Role Play Exercise 33 United States Environmental Protection ^1 m m Agency ------- Teamwork Makes the Dream Work: Collaboration, Module 4 Consensus, and Dispute Resolution Facilitators Guide Appendix D: Appreciative Inquiry Workshop in the Proctor Creek Community of Atlanta, Georgia 34 Appendix E: Collaborative Problem-Solving Element 3 37 Additional Notes: United States Environmental Protection ^1 m m Agency ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Preparation Materials Background Information and Suggestions for the Facilitator United States Environmental Protection ^1 m m Agency 1 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Workshop Synopsis Module 4 provides participants with a brief overview of collaboration and consensus building tools to apply in various community situations. Participants will practice using the world cafe method during a role play exercise and will discuss the broader philosophy of interest-based negotiation. Participants can use the tools in this module to develop agreements and overcome impediments to progress. All case studies and field trips listed in this module are included as suggestions and examples. You may adapt the case studies and field trips to suit your/the participants' needs and location. Learning Objectives In this module, participants will learn about consensus building and collaboration tools and apply them in a wide variety of community situations. This ensures that partners and communities are aware of different approaches to interacting, developing agreements, resolving conflicts, and overcoming impediments to progress. After completing this module, the participant will be able to: • Learn, identify, and apply world cafe and interest-based negotiation techniques to build expertise with collaboration tools. • Use these skills to design processes, build trust, promote a common vision, and set goals for all partners. • Identify, nurture, and promote mutual gains within communities. Overview of Lessons/Materials Welcome Back Briefly review module 3 and set the stage for module 4. Lesson 1—Introduction to Collaboration The purpose of this lesson is to discuss collaboration and its place in interacting with other people in a team, group, or community. Collaboration provides an opportunity for conflict prevention and resolution as it relates to environmental challenges. The facilitator should identify a subject matter expert to present this lesson. If you are unable to identify a subject matter expert, content slides will not be provided. Lesson 2—Collaborative Formats The purpose of this lesson is to explain two formats that participants can use to promote collaboration among all parties. The facilitator should identify a subject matter United States Environmental Protection ^1 m m Agency 2 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide expert to present this lesson. If you are unable to identify a subject matter expert, content slides will not be provided. Lesson 3—Scenario and Role Play Introduction The purpose of this lesson is to provide participants the opportunity to participate in a world cafe role play. The facilitator should identify a subject matter expert to present this lesson. If you are unable to identify one, content slides will not be provided. However, we will provide an example scenario if the presenter prefers a more structured activity. Materials needed for this lesson: • Scenario for the role play (Appendix C). Lesson 4—World Cafe Role Play The purpose of this lesson is to demonstrate collaboration and consensus building using the world cafe role play format discussed during day 1. Materials needed for this lesson: • Prompts for various roles. Lesson 5—Open Space Role Play The purpose of this lesson is to demonstrate collaboration and consensus building in a group role play, using the open space format discussed during day 1. Materials needed for this lesson: • Presentation slides (see the "Module 4 Conflict Resolution Presentation" PowerPoint, slides 16-21). Lesson 6—Interest-Based Negotiation Role Play The purpose of this lesson is to explain collaboration and consensus building to the group. If an organization decides that interest-based negotiation is the best option to pursue, we recommend securing the services of a specialist or consultant to facilitate this process. Room Setup Prepare four tables (each seating four participants) and a podium in the front of the room. The tables should be set up so that all four participants at a table can face the front of the room. In the back half of the meeting room, set up more round tables with chairs for facilitator/guest seating and small group activities, if needed. Set up a separate small table for any handouts and the sign-in sheet. United States Environmental Protection ^1 m m Agency 3 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Facilitator Tips People learn more from hands-on experience than they do from listening to information. Therefore, as the facilitator, your role will be to guide the participants through a process of self-learning. The following tips have been provided to assist you in preparing for your session. Preliminaries • Prepare in advance. Make sure you are familiar with the material being presented. • Consider the needs, expectations, and experiences of your audience. • Make sure all materials are in the class and that all equipment is working properly. Key Responsibilities • Group participants with different levels of knowledge together in small groups. • Involve all participants in the completion of the class logic model exercise. • Establish the benefits of the module early in the session. • Remain open, objective, and flexible. • Keep the group on track and moving forward. • Create an interactive participatory environment; involve the group in discussions. Group Discussion Tips • Ask open-ended questions. • Demonstrate active listening skills. • Allow for silence. People need time to process what has been said and to put their own thoughts in order. • Invite group participation; encourage students to be involved with questions and answers. • Refocus the group if discussion gets off track. United States Environmental Protection ^1 m m Agency 4 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Facilitator Icon Key Icon Title Meaning m Instructions to the facilitator This icon means there are specific instructions for the facilitator. This content should not be read aloud. Background for the facilitator This icon indicates that there is background information the facilitator should be aware of when covering this topic. This information is presented in the facilitator's guide. U 1 1 Facilitator says This icon means the facilitator should read the content nearly verbatim, interjecting thoughts when appropriate. a Key point This icon indicates an important point that the facilitator should communicate to the audience in their own words. i Questions This icon means the facilitator should allow time for the audience to ask questions or the facilitator should ask the audience questions. D Q Activity This icon indicates an activity that the facilitator should explain. The activity can be either a group or individual activity. Assessment This icon indicates the facilitator will conduct an assessment. 1- Multimedia This icon indicates the facilitator will have students watch a video. ls Computer This icon indicates the facilitator will have students visit an online resource. B H Handouts or resource materials This icon indicates the facilitator will give students a handout or other resource material. Homework This icon indicates a homework assignment. ¦ o k Transition This icon indicates the facilitator will provide a transition from one topic to another. United States Environmental Protection ^1 m m Agency 5 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Aqendas Module 4 Day 1 Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Date: Time: Location: Contact: Time Day 1 Facilitator Getting Started • Welcome back • Overview of module 3 Introduction • Panel introduction • Module 4 synopsis/agenda Lesson 1—Introduction to Collaboration • What it is • What it isn't • Collaboration as conflict resolution • Why is it worth it? • Why do conflicts occur? Lesson 2—Collaborative Formats • World cafe • Open space Lesson 3—Scenario and Role Play Introduction • Review of world cafe format • Role play activity • Questions and answers Break Lesson 4—World Cafe Role Play Closing • Short introduction to day 2 • Thanks and closing of session United States Environmental Protection ^1 m m Agency 6 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 2 Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Date: Time: Location: Contact: Time Day 2 Facilitator Welcome Back • Sign in • Housekeeping Scenario Recap Lesson 5—Reflections on World Cafe • Further development of role play activities Break Tools vs. Philosophies (Appreciative Inquiry and Interest- Based Negotiation) Lesson 6—Interest-Based Negotiation Discussion • Review of interest-based negotiation • Questions and answers Summary • Discuss role plays • Review of all topics discussed Closing Remarks • Question and answer session United States Environmental Protection ^1 m m Agency 7 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 1 Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution United States Environmental Protection ^1 m m Agency 8 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 1: Welcome Back Time: Allow approximately 5 minutes for this activity. Objectives: Welcome participants back to the EJ Academy. Instructions The participants will sign in. Participants should receive their student manual for module 4. During this time, focus on housekeeping issues such as helping participants who missed information and answering any questions participants have. Sign In The purpose of the sign-in is to greet and orient early arrivers, collect homework assignments, and distribute module 4 contents. Participants should sign the class roster and ensure that the points they have earned are annotated on their participant points matrices. Materials Needed • Post-it Notes: Place a stack of multicolored Post-it Notes on each table where participants will be sitting. • Name tents. • Music: Soothing background music for group activities. • For presentations: Laptop, overhead projector, computer speakers, large format easel/paper, markers, and any additional materials requested by the presenters. • Module 4 contents: Agenda and presentation slides (see the "Module 4 Conflict Resolution Presentation" PowerPoint, slides 1-7. Module 4 Day 1: Close the Gap Recap: Module 3 Time: Allow approximately 5 minutes for this recap. Objectives: Briefly review the goals of module 3. Instructions Provide an overview of module 3. Module 3 Overview To develop competitive and sustainable economies, communities must have the capacity to plan for and take advantage of economic opportunities. This involves building the capacity of three interdependent elements—individual leaders, vvEPA United States Environmental Protection Agency ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide organizations, and the community. Capacity-building helps people work strategically toward goals and is vital to improving underserved communities. Community capacity-building and leadership development includes helping communities build skills and experience, increasing opportunities for development, and enhancing community involvement in decisions. Professional and organizational development in these areas is essential for an organization or community to run well and grow. Sharing knowledge, building leadership skills, and gaining tools and techniques helps leaders and community members respond effectively to their community's needs. Module 4 Day 1: Homework Review Time: Allow approximately 10 minutes for this review. Objectives: Briefly review the homework assigned for module 3. Instructions Prepare for the first hour of activities while participants are recapping module 3 and reviewing their homework assignments. After the first hour of presentations on module 4, there will be a brief talk, followed by a break. ~ Module 3 Homework The participants were required to use the tools that defined their leadership styles and identify opportunities to develop action plans for themselves and their communities. Participants should briefly explain their previous homework assignments and demonstrate their understanding of the assignments. ^ Discussion Points to Cover if Time Permits • • What was the most important concept you learned from module 3? • What concepts were easy to understand? • What concepts were more difficult to understand? • What concepts resonated with you? • How will you use the information you learned to assist your community? Instructions Take notes and modify module 3 based on the feedback and comments. If necessary, further explain the purpose of the lesson and homework assignments. United States Environmental Protection ^1 m m Agency 10 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 1: Course Introduction Time: Allow approximately 10 minutes for this slide group (see the "Module 4 Conflict Resolution Presentation" PowerPoint, slides 1-7). Objectives: Review the agenda for module 4. / Introduction Introduce the panel. Review the synopsis and agenda for module 4. Module 4 Day 1: Lesson 1: Introduction to Collaboration Time: Allow approximately 30 minutes for this slide group (see the "Module 4 Conflict Resolution Presentation" PowerPoint, slides 8-14). Objectives: The purpose of this lesson is to discuss collaboration and its importance when interacting with others in a team, group, or community. Collaboration is a way to prevent conflict when addressing environmental challenges. Facilitator/Speaker Notes Introduce the speaker and monitor the allotted time. If not using a guest speaker, you must prepare your own presentation. If using a guest speaker, share these notes with the speaker in advance so their presentation will include the following points and definition of collaboration. Purpose " In this lesson, we will discuss collaboration, what it is, what it isn't, why it is important, and how to deal with its challenges. Introduction to Collaboration _ What Is Collaboration? 5? Collaboration can be a formal or informal process of bringing diverse parties together to seek consensus. Collaboration can be anything from a few people working together informally to a formal, large-scale, multi-party process. Collaboration is both an attitude and an approach: • Attitude: How we work with others and look for opportunities for cooperation. • Approach: The processes and skills we use to collaborate. Collaboration is essential to getting our work done; we should rely on many other parties for input, decisions, and implementation. Engaging stakeholders (module 5) is vvEPA United States Environmental Protection Agency ------- Teamwork Makes the Dream Work: Collaboration, Module 4 Consensus, and Dispute Resolution Facilitators Guide key to much of our work and collaborating with them effectively is important. Collaboration skills are essential to successfully planning projects, engaging stakeholders, and producing positive outcomes. 44 What Is Not Collaboration? Collaboration is: • Not a fad. It has been around for quite a while and it's here to stay—because it works. • Not a compromise. • Not a "buy-in." In a collaboration, we are not merely trying to convince others of a decision that has already been made. z a Ask the participants for examples of times when they experienced real collaboration. Collaboration as Conflict Resolution Although the terms "collaboration" and "conflict resolution" may seem to refer to two different activities, similar skills and tools are used for both. The Office of Management and Budget/Council on Environmental Quality 2012 memorandum on environmental collaboration and conflict resolution explicitly encourages appropriate and effective environmental collaboration and the use of all environmental collaboration and conflict management techniques to minimize or prevent conflict.1 Key Definitions: • Collaborative problem-solving is a category of approaches in which parties frame whatever challenge they face as a mutual problem to be solved together, often by consensus. • Consensus building is a series of voluntary approaches that generally find participants seeking a mutually agreeable resolution of differences. There are a wide range of tools to achieve this end. • Alternative dispute resolution is defined under federal law as "any procedure that is used to resolve issues in controversy, including, but not limited to, 1 Office of Management and Budget and President's Council on Environmental Quality. (2012). Memorandum on environmental collaboration and conflict resolution. https://www.enerqv.gov/sites/default/files/OMB CEQ Env Collab Conflict Resolution 20120907-2012.pdf United States Environmental Protection ^1 m m Agency 12 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide conciliation, facilitation, mediation, factfinding, mini-trials, arbitration, and use of ombuds, or any combination thereof."2 Why It's Worth It Collaboration takes effort and can be time consuming. However, the effort is worth it, as we are seeking long-term decisions that require significant interaction so that we achieve true ownership with stakeholders. Ownership is not the same as agreement; we are not seeking buy-in. Ownership is taking full responsibility and being accountable for your role. Collaborations seek to create joint solutions and easily implementable, sustainable decisions, not merely convince others of a decision that has already been made. Discussion Points * • Why is collaboration worth the effort? • What are some concerns about collaborating? Why Conflicts Occur In environmental justice scenarios, people and organizations often face reaching agreements. Some of the factors that contribute to conflicts • Differences in personality, communication, or culture. • Varying agendas. • Inflexible postures. • Perceived or real imbalance of power. • Historic animosity. • Confusion over who should be at the table. • Disagreements over very complex issues. Case Study Review Participants should review the Proctor Creek case study in Appendix D. Ask participants to break into small groups, read the case study, and answer the following questions. Each group should select a group facilitator and someone to report the team's responses. • What strategies are being used in this story? challenges in include: 2 Definition: "Alternative means of dispute resolution." 5 U.S.C. § 571(3) (1990). htt ps://www. I aw. co rn e 11. ed u/uscod e/text/5/5 71 United States Environmental Protection ^1 m m Agency 13 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide • What could have been done differently? • What impact did collaboration have on the outcome? jq Spectrum in Time: Stages of Conflict Upstream, Midstream, and Downstream Distinctions • Upstream models of building consensus focus on forming collaboratives, innovation teams, and problem-solving structures before a dispute or conflict has even arisen. • This is where we can practice conflict prevention and collaboration. You want to start upstream if you can. • Midstream models are when disputes or conflicts are in their beginning phases but have not yet progressed to a point where resolution or innovation is less possible. • No litigation, yet far from preventing conflict. Most of the class participants are probably at this point. • Challenges may go on a long time. • Downstream is where the matter has turned to conflict or has worsened to the point that litigation is being contemplated or pursued. • Downstream is where you may need a mediator or neutral third party. It's not necessary to be able to name where you are, but it's important to know when you may need the help of a trained mediator. Module 4 Day 1: Lesson 2: Collaborative Formats Time: Allow approximately 30 minutes for this lesson. Objectives: Explain three formats that participants can use to promote collaboration among all parties. This information will be used in the role plays later today and on day 2. Collaborative Formats ^ • World cafe • Open space • Interest-based negotiation (IBN) If you are unfamiliar with world cafe, visit a website (see Appendix A) to familiarize yourself with the concept and process. United States Environmental Protection ^1 m m Agency 14 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide World Cafe Design Principles The seven world cafe design principles are an integrated set of ideas and practices that form the basis of the pattern embodied in the world cafe process (see the Wiser Together guiding principles for more information about the world cafe).3 • Set the context: Pay attention to the reason you are bringing people together and what you want to achieve. Knowing the purpose and parameters of your meeting enables you to consider and choose the most important elements to realize your goals (e.g., who should participate, what themes and questions to consider). • Create a hospitable space: The space should feel safe and inviting. When people feel comfortable to be themselves, they do their most creative thinking, speaking, and listening. • Explore questions that matter: Find questions that are relevant to the real-life concerns of the group. Depending on the time frame available and your objectives, your cafe may explore a single question or use a progressively deeper line of inquiry through several conversational rounds. • Encourage everyone's contribution: Most people don't only want to participate; they want to actively contribute to making a difference. Encourage everyone in your meeting to contribute their ideas and perspectives, while also allowing anyone who wants to participate by simply listening to do so. • Connect diverse perspectives: The opportunity to move between tables, meet new people, actively contribute to your thinking, and link the essence of your discoveries to ever-widening circles of thought is one of the distinguishing characteristics of the cafe. • Listen together for patterns and insights: The quality of our listening may be the most important factor determining the success of a cafe. Encourage people to listen for what is not being spoken along with what is being shared. • Share collective discoveries: Conversations held at one table reflect a pattern that connects with the conversations at the other tables. The last phase of the cafe, often called the "harvest," involves making this pattern visible to everyone in a large group conversation. Call out the patterns, themes and deeper questions experienced in the small group conversations to share with the larger 3 The World Cafe. (n.d.). Design principles, http://www.theworldcafe.com/kev-concepts-resources/desiqn- principles/ All information about world cafe is shared and adapted from http://www.theworldcafe.com with permission under a Creative Commons Attribution 3 license. United States Environmental Protection ^1 m m Agency 15 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide group. Make sure you have a way to capture the "harvest"—working with a graphic recorder is recommended. Open Space If you are unfamiliar with open space, visit http://openspaceworld.org/wp2/ before facilitating to familiarize yourself with the concept and process. Open Space In open space meetings, events, and organizations, each participant creates and manages their own agenda of parallel working sessions around a central theme of strategic importance. For example, what is the strategy, group, organization, or community that all stakeholders can support and work together to create? According to proponents, open space can only fail for two reasons: if people show up with no passion, or if somebody tries to control the process to achieve a pre-determined outcome. The following information on the law and four principles of open space are shared from openspaceworld.org.4 The open space process and concepts are described in the seven steps shown below. In terms of logistics, the setup includes: • Chairs set in one large circle (the circle can have several concentric circles), where everyone can see and hear everyone else. • Flip chart paper and markers in the middle of the circle, which is otherwise empty. • One blank wall with where the agenda will be developed. Time slots and locations will be predetermined. The open space experience is run by a facilitator who will typically explain a series of concepts or ground rules. The facilitator will describe four principles and one law (see "self-organizing" below) at the beginning of the event with no advance notifications. Although all seven steps are presented below, only discuss steps five, six, and seven with the participants. Steps one through four are included to help you prepare for the role play. Explain that you'll discuss open space more during and after the role play activity. 1. Inviting: Before the event, potential participants should receive a simple invitation. The invitation should emphasize creating new possibilities without denying or minimizing existing challenges. 4 Stadler, A. (n.d.). Doing an Open Space: A Two Page Primer. Open Space World. https://openspaceworld.org/files/tmnfiles/2paqeos.htm United States Environmental Protection ^1 m m Agency 16 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide 2. Connecting: Once at the event, participants should move around and talk to people they know already and those they don't. 3. Focusing: o After a while, the facilitator should get everyone's attention (for example, by sounding a bell). o The leader of the sponsoring or planning group should introduce themselves, welcome everyone to the meeting and into the circle, and briefly describes why everyone is there. They will then introduce the meeting facilitator and take a chair in the circle with everyone else, o The facilitator should describe the four principles and one law. 4. Self-organizing: Four principles apply to how you navigate an open space: o Whoever comes are the right people. The only people really qualified to do great work on any issue are those who really care and freely choose to be involved. o Whenever it starts is the right time. Spirit and creativity don't run on the clock, so while we're here, we'll all watch for great ideas and new insights, which can happen at any time, o Whatever happens is the only thing that could have. Let go of the "could haves," "would haves," and "should haves." Give your full attention to the reality of what is happening, what is working, and what is possible right now. o When it's over, it's over. You never know just how long it'll take to deal with a given issue. Getting the work done is more important than sticking to an arbitrary schedule. Taken together, these principles say "work hard and pay attention, but be prepared to be surprised!" The one law is the "Law of Two Feet" (or the "Law of Personal Mobility"). You know where you can learn and contribute the most. You use your two feet to go where you need to go and do what you need to do. If at any time today, you find that you are not learning or contributing, you have the right and the responsibility to move. 5. Taking action: After you introduce open space, invite participants to come into the circle and write down their burning question, passionate issue, or great idea. As each person finishes, they will introduce themselves and read their issues aloud. Each person will then tape their sheet to the wall and assign it a place and time from a pre-arranged set of place/time choices. Making the agenda usually takes place during the first hour. Since our role play is only 75 minutes, we'll use the first 10 minutes to develop the agenda. Guide the participants to the wall United States Environmental Protection ^1 m m Agency 17 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide where they can sign up for sessions they want to attend. People will move to the spaces assigned at the prescribed times without any announcements. In multiday meetings, everyone also assembles in the morning and evening for short "news" sessions, where things like new sessions, major breakthroughs, and dinner plans can be announced easily. 6. Understanding results: In some events, especially longer events, the person who convenes a session make takes notes using a computer. Generally, in one day you get a lot of great discussion, in two days you will have time to capture what happens in a typed document, and a third day (usually a half-day) allows a more formal or specific plan for immediate action. In the end, the group will have: o Identified, explored, and addressed the most important issues, o Gathered new ideas, resources, and people and connected them to these issues. o Documented all of this in somewhere between five and 500 pages of notes, including next steps, o Established strategic themes, clear priorities, immediate action steps, o Distributed the information to an energized and action-ready community of people. o Empowered them to tell that story to the rest of the organization, community, or world. o Seeded cycles of invitation that will help people maximize their own learning and contribution. The role play tomorrow will focus on 1) identifying, exploring, and addressing the most important issues; 2) gathering new ideas, resources, and people and connecting them to these issues; 3) documenting discussions and next steps; and 4) establishing themes, priorities, and immediate action steps. 7. Transforming: When used throughout an organization overtime, open space can transform an organization or movement at all levels to help important projects, relationships, strategies, and measurements move in positive new directions. Compare World Cafe and Open Space • Similarities • The conversation format is relatively informal and inclusive. • The format encourages diversity. • Discussions focus on challenges important to participants. • The outcome is based on group input. United States Environmental Protection ^1 m m Agency 18 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Differences • Open space starts with one large group, whereas world cafe starts with small groups. • In a world cafe, session questions are developed in advance. In an open space, questions are created by the group. Collaborative Formats Summary Summarize the two formats discussed and how they address the five characteristics of collaboration: relationships, cooperation, shared learning, transformational thinking, and sustainability. See the table in Appendix B and choose how to quickly summarize the topics as time allows. Module 4 Day 1: Lesson 3: Scenario and Role Play Introduction Time: Allow approximately 45 minutes for this lesson. Objectives: The purpose of this lesson is to introduce participants to the scenario they will use as the foundation for the role play activities. jh Role Play Activity 5/ This activity is based on the Environmental Justice Fundamentals Course, a two-day course taught by EPA staff on the basics of environmental justice and the collaborative problem-solving model. There are nine main roles that a participant can play. The first four roles are "first circle" roles, representing major players in the issue or topic being discussed. They regularly attend meetings and make decisions about community issues. There are another five roles, which represent groups that are not always called on at typical community meetings about this issue—they are the "second circle." Then, there are those that might not have wanted a main role—the "third circle"—and are just concerned about the topic and how it will affect their community or organization. The convener is a lead role—they have brought all these different circles of people together. The convener is in the first circle, and they have the important task of guiding the conversation in the role play activity. A participant should be chosen to play this role, because it requires someone that can take in a lot of information and is very comfortable with public speaking. The convener should not be randomly selected like the other eight roles; rather, the facilitator should make this selection. If there is no one suitable to play the convener role, then the facilitator should play the role. You can hand out roles randomly, or if time allows, describe each role and let the participants select their roles. Once the roles are distributed, tell participants to read their roles during the break and become familiar with their characters. They should also review United States Environmental Protection ^1 m m Agency 19 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide their roles after the evening class and before the morning class for tomorrow's two role play activities. As previously mentioned, the first circle consists of four key role players. This first group will play the first circle roles. Tell them that they can ad lib and use humor. Each participant should feel comfortable reading aloud. If a person indicates they are not comfortable, thank them and choose another person. The other three first circle roles are: • Director of County Economic Development for City of AnyCity. • Director of Revitalization Development for the City of AnyCity. • AnyCity Housing Authority. The second circle roles are: • Planning Commission/Redevelopment Agency. • State Department of Health and Environment Control. • University of AnyState. • Wheyburg, Inc. • ABC Site. Although the second circle role does not immediately join the activity, encourage these participants to ensure they are very familiar with their role and to follow along so they will be ready to join the activity. The participants who did not want a main role will make up the third circle. If a participant knows a second language, they and a cohort can prepare a third circle involvement. Ask the participant to "object" or make a brief statement in a second language. Ask the cohort to say, "speak your words in English." The participant should say, "there is no translator to help them!" This will provide a dramatic moment, and everyone in attendance will understand what it means to attend a meeting where a person cannot communicate fully. After determining who will play each role, hand out scripts and name tags. Ask participants to write their names and roles on their name tags and affix them to their chests so everyone can see. Also ask participants to review and think about their role during the meal break. Format Review • Set the context: Determine the purpose of the meeting. Tell the group that normally this would have been decided by the organizers before the meeting. • Create hospitable space: Do the best you can with what is available. United States Environmental Protection ^1 m m Agency 20 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide • Explore questions that matter: Due to the time constraints, have the group focus on answering one question. • Encourage everyone's contribution: Remind participants to encourage everyone's participation. If the facilitator or panel notices that someone is not contributing, ask another participant to draw out those who are quiet. • Connect diverse perspectives: Encourage participants to move from table to table to share ideas. • Listen together for patterns and insights: Encourage participants, especially the more vocal ones, to listen to others and really consider other's ideas. • Share collective discoveries: When there are about 15 minutes left, ask for a volunteer to share what was discussed. Note that the role play cards that you receive include language that represents your point of view and your initial positions on issues. As the role plays evolve, you may find that your point of view shifts or changes. It is fine to deviate from your original point of view and initial positions if you are so inclined. The role play cards are only a starting point, a way for you to get "in character." Materials Needed • Script. • Name tag, including role title. 15-Minute Break Objectives: Participants will take a 15-minute break. Use this time to set up two large circles and place flip chart paper and pens in the middle of each circle. Ensure there is an open wall where participants can post the flip chart paper. Provide tape if the paper is non-adhesive. Post time slots and locations on one wall and designate tables or areas for each time slot. Due to the limited amount of time, there should be a maximum of two locations and two time slots (i.e., one for each group). This will allow for four topic areas, two in each of the two time slots. Quickly write up an invitation based on the theme of the role play. United States Environmental Protection ^1 m m Agency 21 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 1: Lesson 4: World Cafe Role Play Time: Allow approximately 75 minutes for this lesson. Objectives: Participants will participate in a world cafe role play. • World Cafe Role Play The world cafe method is intended to create a semi-informal environment that encourages conversation and listening on a specific, pre-determined topic. We will test the method's effectiveness today. I Facilitator/Speaker Notes Rearrange tables and chairs so there are four tables for small groups. Each table should have a table tent labelled with one of the following four topics: human health, economic benefits, education, and land use/code enforcement. Instruct the participants to sit at the table that best represents their perspective (based on scripts handed out on day 1). World Cafe Role Play The mediator will help and move throughout room to assist and encourage participants as necessary. Instruct the participants to do the following: • Explore questions that matter: Due to the time constraints, have the group focus on answering one question. • Encourage everyone's contribution: Remind participants to encourage everyone's participation, including second and third circle roles. If you or a panelist notice that someone is not contributing, ask another participant to draw out those who are quiet. • Connect diverse perspectives: Encourage participants to move from table to table to share ideas. • Listen together for patterns and insights: Encourage participants, especially the more vocal ones, to listen to others and really consider others' ideas. • Share collective discoveries: When there are about 15 minutes left, ask for a volunteer to share what was discussed. At the end of the role play activity (leave at least 5 minutes), ask participants for their thoughts and observations. What did they like about the activity? What would they change? United States Environmental Protection ^1 m m Agency ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 1: Closing Time: Allow approximately 5 minutes for this closing. Objectives: Close out day 1 of module 4 and give a short introduction to day 2. Short Introduction to Day 2 Remind participants that what they learned today about collaboration and dispute resolution. They will use what they learned today about collaboration and conflict resolution in the remaining two role plays: open space and interest-based negotiation. ^ Key Points • Strive for consensus, not compromise. • Address procedural, emotional, and substantive needs. • Be inclusive and encourage different ideas and opinions. Thanks and Closing of Session Thank the participants for their commitment and attentiveness. Acknowledge that this has been a long day, but that it will serve as a foundation for what they will learn the next day. United States Environmental Protection ^1 m m Agency 23 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Module 4 Day 2 Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution United States Environmental Protection ^1 m m Agency 24 ------- Module 4 Facilitators Guide Module 4 Day 2: Welcome Back Time: Allow approximately 30 minutes for the sign-in. Objectives: Welcome participants back to day 2 of module 4. Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution When they arrive, the participants will sign in. Focus on housekeeping issues, such as helping participants who missed information and answering any questions participants have. Module 4 Day 2: Scenario Recap Time: Allow approximately 15 minutes for this recap. Objectives: Remind participants about the details of the scenario developed during the previous lesson. Refer to the handout (or to the flip chart paper, for those who developed a unique scenario) and briefly remind participants what was discussed yesterday and what their roles are. I ? Ask if participants have any questions. Module 4 Day 2: Reflections on World Cafe and Further Development of Role Play Activities Time: Allow approximately 50 minutes for this activity. Objectives: Discuss yesterday's role play activity and explain today's activities. I Depending on your comfort level and experience, as well as the time remaining to finish the discussion from the scenario recap, you can discuss your thoughts, or this can be a continuation of the scenario recap. Before beginning the open space role play, ask if participants have any questions. United States Environmental Protection ^1 m m Agency 25 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide 10-Minute Break Time: Allow approximately 10 minutes for a break. Objectives: Participants will take a 10-minute break before the next lesson. Give the participants a 10-minute break. Module 4 Day 2: Lesson 5: Open Space Role Play Time: Allow approximately 20 minutes for this role play. Objectives: Participants will participate in simulations for context assessments. Open Space Role Play In open space meetings, events, and organizations, participants create and manage their own agenda of parallel working sessions around a central theme of strategic importance. We will test the method's effectiveness today. • After about 5 minutes of mingling, participants will come into the circle and write down their burning question, passionate issue, or great idea. • Each participant will tape their sheet to the wall and assign it a place and time (from a pre-arranged set of space/time choices). Making the agenda usually takes place in the first hour. Since this role play is only 75 minutes long, the first 10 minutes will be used to develop the agenda. • Participants will sign up for sessions they want to attend. • Participants should move to the spaces assigned at the prescribed times without any announcements. • When there are about 15 minutes left, a volunteer will share what was discussed. United States Environmental Protection ^1 m m Agency 26 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide 40-Minute Break Time: Allow 40 minutes for a break. Objectives: Participants will take a 40-minute lunch break before the final role play. Module 4 Day 2: Tools and Philosophies (Appreciative Inquiry and Interest-Based Negotiation) Time: Allow approximately 20 minutes for this lecture. Objectives: Provide your thoughts on appreciative inquiry and interest-based negotiation as philosophies, versus world cafe, which is more of a format than a philosophy. Depending on your comfort and experience level, you can discuss your thoughts about appreciative inquiry and interest-based negotiation as philosophies, as opposed to world cafe, which is more of a format than a philosophy. Before beginning the interest-based negotiation role play, ask if participants have any questions. Module 4 Day 2: Lesson 6: Interest-Based Negotiation Time: Allow approximately 45 minutes for this lesson. Objectives: The participants will learn about the concepts of interest-based negotiation. interest-Based Negotiation Pair off the participants for discussion. After the discussion, they will discuss with the whole group. There will also be time for questions and answers. Participants should keep these questions and reminders in mind during the role play: • Focus on Interests, Not Positions o Why have you taken this position? o What do you hope to achieve? o Why is this important to you? o What are your concerns? United States Environmental Protection ^1 m m Agency 27 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide • Separate the People from the Problem o Remember, there are multiple ways to see an issue, o Look at the situation from the other perspective and discuss each other's perceptions. o Acknowledge that others' perceptions can be legitimate (you can acknowledge without agreeing to anything), o Acknowledge but don't react to emotions. • Identify a Range of Possibilities to Solve the Problem o What is the best you can do if you can't work it out? o What is the worst you can do? o What is the best or worst the other side can do? • Use Objective Criteria to Select Among Options o Find commonly accepted standards of fairness, scientific merit, or precedent, o Invite new data from all sides. o Frame each problem as a joint search for objective criteria, o Use mutually agreed-upon technical experts. Compare Interest-Based Negotiation to World Cafe and Open Space World cafe and open space are more like tools, processes, or meeting formats that create an environment for effective collaboration. Interest-based negotiation, like appreciative inquiry, is more of a philosophy of person-to-person engagement. It is a way of thinking, not a meeting format. Module 4 Day 2: Summary: Synopsis of Day 1 and 2 Time: Allow approximately 30 minutes for the summary. Objectives: Review the topics that have been covered over the past day and a half. Summarize the topics that the participants learned during module 4. This summary will help reinforce their understanding of the wide array of consensus building and conflict resolution tools they may apply in community situations. These tools can ensure that partners and communities are treated fairly and can participate fully, develop agreements, and resolve disagreements and impediments to progress. ^ • Participants should learn, creatively identify, and apply the wide array of consensus building and conflict resolution tools at their disposal. United States Environmental Protection ^1 m m Agency 28 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide • Participants should be able to use these skills to design processes, build trust, and promote common visions and goals among all partners. • Participants should be able to identify, nurture, and promote mutual gains within their communities. • Participants should be able to use upstream, midstream, and downstream dispute resolution techniques to both create innovations and overcome challenges as people work together. • At the end, ask for the participants' final thoughts, observations, and questions. United States Environmental Protection ^1 m m Agency 29 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Appendices United States Environmental Protection ^1 m m Agency ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Appendix A: Additional Resources Websites: • Open Space: http://openspaceworld.org/wp2/ • World Cafe: http://www.theworldcafe.com/ • World Cafe Design Principles: http://www.theworldcafe.com/kev-concepts- resources/desiqn-principles/ • 5 U.S.C. § 571(3), Alternative Means of Dispute Resolution in the Administrative Process: https://www.law.cornell.edU/uscode/text/5/571 Books: • Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce Patton, Sheila Heen: https://www.penquinrandomhouse.com/books/331191/difficult-conversations-bv- douqlas-stone-bruce-patton-and-sheila-heen-foreword-bv-roqer-fisher/ • Getting to YES: Negotiating Agreement Without Giving In by Roger Fisher, William Ury, and Bruce Patton: https://www.pon.harvard.edu/shop/qettinq-to- ves-neqotiatinq-aqreement-without-qivinq-in/ • The World Cafe Book: Shaping Our Futures Through Conversations that Matter by Juanita Brown and David Isaacs with the World Cafe Community of Practice: http://www.theworldcafe.com/world-cafe-book/ Contacts: Conflict Prevention and Resolution Center (CPRC) EPA Headquarters https://www.epa.gov/adr United States Environmental Protection ^1 m m Agency 31 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Appendix B: Collaborative Characteristics of Meeting Formats Collaborative Characteristics of Meeting Formats Format Relationships Cooperation Shared Learning Transformational Thinking Sustainability Collaboration Characteristics • Respect. • Taking time to learn about each other's values and interests. • Trusting each other over time. • Shared interests. • All key parties are engaged. • Everyone understands the problem, process, and rationale. • Working together to solve the problem. • Everyone understands each other and the problem. • All information is transparent. • Shared development and analysis of options. • Not a compromise. • Creative thinking. • Unanticipated solutions. • Integration of interests. • Positive gains for all. • -Full ownership by key stakeholders. • -Realistic decisions. • -Implementation flexibility. • -Clear roles and responsibilities. • -Range of stakeholder interests. World Cafe3 Through shared listening and paying attention to themes, patterns and insights, participants begin to sense a connection to the larger whole. Relationships, ideas, and meaning naturally "cross- pollinate" as participants move from one conversation to another. Moving between tables and actively contributing enables participants to learn, explore possibilities, and co-create together. As participants carry key ideas or themes to new tables, they exchange perspectives, creating the possibility for surprising new insights. Participant ownership in processes and decision-making helps build sustainable outcomes. Interest-Based Negotiationb Build and preserve relationships to achieve goals by building trust. Identify what you already agree with. Seek to understand the perceptions of others. Frame the problem as a joint search for objective criteria. There are no winners or losers, and all parties' interests can be met. This is the best alternative to a negotiated agreement. The goal is to reach an agreement that is sustainable because of the way it was developed. a The World Cafe. (n.d.). Design principles, http://www.theworldcafe.com/kev-concepts-resources/desiqn-principles/ b Fisher, R., Ury, W., & Patton, B. (1991). Getting to YES: Negotiating Agreement Without Giving In. Penguin Books. United States Environmental Protection ^1 m m Agency 32 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Appendix C: Develop Scenario for Role Play Exercise The following will help facilitators who want to develop a scenario and roles in class rather than use the prepared scenario, roles, and scripts. encourage open and honest communication. If participants develop the scenario, the role play ends up being about real things that they have encountered. If there is insufficient time or the facilitator is not comfortable allowing the group to develop their own scenario, we have provided an example scenario. The facilitator (or a volunteer) may want to capture the scenario on flip chart paper to easily refer to it during the role play. Real Life: • Think about situations from your own experience. • Be careful not to disclose any specific sensitive aspects or divulge any private facts. • If a clear "winner" doesn't emerge, either take a vote or decide on a specific scenario. Move on to the next two aspects to develop the details of the scenario. Map: Now that we've decided on the challenge, let's develop the map. • Is the site urban or rural? • What are the industrial aspects (e.g., manufacturing, retail)? • What are the natural aspects? Are there parks, wetlands, or endangered species? • What are the environmental opportunities and challenges? • What does the community look like? Is it dependent on a single, large industry for jobs? How diverse is the population? • Are there other aspects we haven't included that should be? Roles: We need to determine what role each of you will play in this scenario. Here are some examples of roles to consider including: • One person can represent the impacted residents. Develop Scenario This module should not be taped or recorded to protect confidentiality and We are now going to develop (or review) a scenario that we will use for '9 tomorrow's role play. United States Environmental Protection ^1 m m Agency ------- Teamwork Makes the Dream Work: Collaboration, Module 4 Consensus, and Dispute Resolution Facilitators Guide • What local government officials should be represented (e.g., city council member, mayor)? • Who from the private sector should be represented? Think about the industries we included. • What about local religious leaders from various religions? • Should there be a real estate representative, such as a developer or agent? • Is the community college involved? • What about local environmental and health officials? • What federal agencies should be represented? • What about representatives from the chamber of commerce, city code enforcement, and the state government? • Are there other roles that should be included? History and Present Interest • Try to save at least 15 minutes for this. • Ask participants to break up into four small groups, regardless of the number of participants. Encourage them to divide up in groups that may not share similar views. • Participants should work together to develop the history (i.e., "backstory") and the present interests of the person or entity they represent. • Participants should help each other by asking probing questions based on their own experiences. • Participants should write down aspects of their roles or what they might say for the role play on day 2. At the end of the time, tell the participants to continue to think about their role and be ready to do the role play activity in the morning. Appendix D: Appreciative Inquiry Workshop in the Proctor Creek Community of Atlanta, Georgia In November 2014, EPA's Region 4 Office of Environmental Justice and Sustainability (OEJS) introduced the Proctor Creek community to appreciative inquiry, a new, facilitated capacity-building approach that focuses on identifying the root causes of success instead of the root causes of failure. Appreciative inquiry helped Proctor Creek watershed stakeholders communicate about cross-agency (e.g., federal, state, local) projects and initiatives in their historically disenfranchised community. The Proctor Creek watershed and surrounding communities in Atlanta, Georgia, was the focus of environmental justice, sustainability, and community revitalization efforts for over 15 years. Proctor Creek, one of the most impaired creeks in the Atlanta metro United States Environmental Protection ^1 m m Agency 34 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide area, consists of nine miles of contaminated waters that drains an area of approximately 10,198 acres into the Chattahoochee River. Neighborhoods within the watershed experience overlapping environmental and public health issues. These issues include abandoned and derelict properties, blighted sites, illegal tire dumping, brownfields, limited green space, mosquito problems, sewage backups, and pervasive flooding. The watershed also has more than 33 percent impervious cover in places, which makes flooding a significant issue. Other significant issues include flooded housing, mold and mildew in houses, high crime, lack of policing, and limited economic opportunity. What has worked well in this community? Over the past 15 years, the community leaders came together in a very informal way. Today, those same leaders have organized a formal neighborhood group called the Proctor Creek Stewardship Council (PCSC). The PCSC is a community-led, grassroots organization that is driven by the values of stewardship, sustainability, equity, and environmental justice for all. They envision a Proctor Creek that is clean, accessible, swimmable, and fishable. The PCSC's overarching mission is to restore, revitalize, and protect the ecological health of the Proctor Creek watershed basin and the quality of life of all its people. The PCSC has grown and now has a community website (https://aboutproctorcreek.wordpress.com/storv-of-the-creek) with information about its goals, monthly meeting locations, an interactive map, Proctor Creek history, plans, water quality studies, press stories, newsletter information, green infrastructure projects, and ways to engage. What is the community most excited about? In September 2014, EPA's OEJS secured assistance through an EPA Region 7 alternative dispute resolution (ADR) specialist. EPA hosted a one-day workshop structured to help the community participants and leaders create a communications framework for information exchange. The ADR specialist led the stakeholders through the appreciative inquiry approach so they could identify what was working well, analyze why it was working well, and then take steps to do more of it. The basic tenet of appreciative inquiry is that an organization will grow in whichever direction its members focus their attention. If all the attention is focused on problems, then identifying problems and dealing with them is what the organization will do best. If all the attention is focused on strengths, then identifying strengths and building on those strengths is what the organization will do best. It is a complete contrast to the traditional problem- solving methods we are accustomed to. The one-day workshop was a success. Over 54 participants—including residents, nonprofits, academics, and government representatives—discussed how to strengthen United States Environmental Protection ^1 m m Agency 35 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide coordination and communication in Proctor Creek. The hard-working participants used the event to take the Proctor Creek community to the next level of action. During the meeting, community residents shared stories of positive experiences and their dreams of future successes in the watershed, laying the groundwork for ongoing collaboration. The result was two action items to strengthen communication and collaboration in Proctor Creek: • Strengthen the PCSC's capacity to be the platform for residents' engagement in Proctor Creek. Communicate the formalization of the PCSC's structure to help other organizations feel confident that it is truly representative of Proctor Creek's residents. • Establish a steering committee or watershed partnership among organizations working to strengthen the environmental quality and quality of life of residents. This partnership should include representatives from nonprofit and grassroots organizations (including leadership from the PCSC), universities, local government, and others. This partnership will strengthen communication about activities and opportunities and foster collaboration towards a shared vision in the watershed. The partnership will also help identify resources for the PCSC and watershed residents to build capacity and conduct community engagement. The workshop ended with a unanimous commitment to continue the dialogue. The group found the process to be positive; unexpectedly productive; and an encouraging sign for a new era of coordination, communication, and collaborative action. The participants appreciated the effort and were eager to follow up with their leaders and constituencies to spur further dialogue and build on the action items. Proctor Creek was later designated as an Urban Waters Federal Partnership location and this leverage was used to continue implementing the action plan. Proctor Creek is a display of model interagency collaboration at the local, state, and federal levels. Alongside community engagement and capacity-building, the community leveraged a new problem-solving tool called appreciative inquiry. Proctor Creek, an environmental justice community of concern, was used as a demonstration project in EPA's first Health Impact Assessment (HIA) study. Since publication of the final HIA report in 2015, the project continues to gain national visibility at conferences and in academia as a case study for ensuring health and equity in decision-making. Because of this success, the HIA tool is recognized as a viable new science tool supported by the EPA Office of Research and Development's Sustainable and Healthy Communities Program. United States Environmental Protection ^1 m m Agency 36 ------- Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution Module 4 Facilitators Guide Appendix E: Collaborative Problem-Solving Element 3 Collaborative Problem-Solving Model Element 3: Consensus Building and Dispute Resolution: Objectives • Ensure partnering organizations are treated fairly and can participate. • Build trust. • Establish a common set of ideas and plans to address concerns. • Help organizations develop agreements. • Resolve conflicts; use techniques like dispute resolution when necessary. Techniques to build consensus and resolve disputes: • Design processes, both formal and informal, to ensure fair treatment and meaningful participation of all stakeholders. • Promote the development of a common vision and goals among all partners. • Use facilitators or mediators to help with the communication and negotiation processes. • Identify, nurture, and promote win-win scenarios and mutual gains. • Use alternative dispute resolution techniques to resolve crystallized disputes. United States Environmental Protection ^1 m m Agency 37 ------- |