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CPPB Curricula, Providers, Trainers and Courses

MEDIATION CURRICULUM

Several studies and official EU-documents have recognized the process of Mediation, Dialogue and Negotiation as crucial for a peace-building process within various stages. Third-party intervention in situations of human conflicts has a long history and a wide variety of forms and functions. A common response to resolve conflicts between parties is to enter into negotiations in order to reach a mutually acceptable agreement - mediation intends to facilitate the negotiation process. In addition, the report on the Implementation of the European Security Strategy mentions that “Preventing threats from becoming sources of conflict early on must be at the heart of our approach. Peacebuilding and long-term poverty reduction are essential to this. Each situation requires coherent use of our instruments, including political, diplomatic, development, humanitarian, crisis response, economic and trade co-operation,¬¬ and civilian and military crisis management. We should also expand our dialogue and mediation capacities.”

The EU has recognized the need of “Mediation and Dialogue” capabilities and has introduced the document “Concept on Strengthening EU Mediation and Dialogue Capacities”. It’s clearly stated in this document that “The EU, as a global actor, committed to the promotion of peace, democracy, human rights and sustainable development, is generally seen as a credible and ethically reliable actor in situations of instability and conflict and is thus well placed to mediate, facilitate or support mediation and dialogue processes.” Mediation, Dialogue and Negotiation processes are important and appropriate tools for peacebuilding and prevention.

Trainees will acquire the necessary skills which will enable them to implement the necessary mediation, dialogue and/or negotiation process at the strategic, operational and tactical level and to contribute to a successful implementation of mandates in Peacebuilding processes while respecting the personal style of the involved parties. Through this course trainees will learn about the communication process in general (sender- receiver) and analyse their competencies within this communication process. They will be able to distinguish between different communications techniques (i.e. active listening, feedback) including the ability how to apply these techniques in different communication processes. Furthermore trainees will learn about the specific elements of a cross-cultural communication, be able to identify overlaps between personality differences and multiple perspectives and how to put forward these overlaps successfully.

Since interpreters are in between the sender and receiver within a cross-cultural communication, trainees will recognize the role and the proper use of interpreters and learn how to transfer this knowledge to a successful cross-cultural communication process. Trainees will identify the meaning/definition of Mediation, Dialogue and Negotiation and recognize their usefulness in various states of the Peacebuilding process. They will be able to foster diagnostic skills for what to do when on site. At the end trainees will be able to apply these skills into practice.

The EU has recognized the need for these soft skills and has put adequate normative guidelines in place as well as relevant training courses. The personnel involved in Conflict Prevention and Peace Building generally have a good knowledge in the relevant field of operation – mission specific requirements are tested by a competency-based examination or during a job interview, but there is only a little focus on soft skills, such as communication, negotiation, mediation, gender and cultural awareness. As peacekeeping has grown into a multidimensional phenomenon, enhancing the training of peacekeepers in effective skills for working with conflict and assisting parties in dispute to manage and resolve conflicts constructively is crucial. Personnel deployed in a mission will be able to work more effectively with a developed set of soft skills and will more likely avoid future conflicts or risks.

The training relevance of Mediation, Dialogue and Negotiation is not limited to a specific type or phase of the mission. These techniques are part of the daily activities of an effective mission performance. Based on the mandate of a mission/operation the OPLAN (Operations Plan) and the job description within the respective call for contributions, the technical capacities and skills needed for successful mandate implementation are defined. In the Handbook on CSDP Missions Mediation and Dialogue skills are seen as critical by CSDP mission staff in their day-to-day work and cover the whole range of the conflict cycle (preventive diplomacy, management, resolution or transformation). Additionally, many missions engage in informal dialogue and sometimes dispute resolution at the working level. According to the fact sheet of the European Union Mediation Support Team Mediation these skills are already demanded in the phase of the preventive diplomacy: “Mediation is an integral part of the EU preventive diplomacy and a vital component of the EU’s comprehensive toolbox for conflict prevention and peacebuilding”.

The target audience consists of persons who want or will be deployed to peacebuilding and prevention missions and/or activities. This includes members of the EEAS or public servants coming from various fields (defence, justice, diplomatic, police), military establishments of EU Member States (and Third States), members of NGOs as well as free lancers.

Trainers/Training institutions should consider inclusion of sub-curricula on Mediation, Dialogue and Negotiation when:

  • providing core skills training for mission deployment / pre-deployment training
  • providing training for field personnel and political officers / civil society organizations working in areas affected by armed conflict, in post-war / stabilization phases, and communities and countries ‘at risk’ / experiencing instability or risk of armed conflict and violence.
  • Sub-curricula on Mediation, Dialogue and Negotiation can be important for both entry-level, first deployment training as well as for experienced personnel and field officers and organizational, diplomatic or mission leadership.

Mediation, Dialogue and Negotiation skills are required competencies for certain positions since these qualifications are a precondition for a successful mandate implementation. Missions / organizations should consider or prioritize this sub-curriculum:

  • for all personnel deployed in areas affected by, at risk of, or recovering from an armed conflict, violence or instability
  • for officers and organizational/mission leadership

Advanced/more thorough, comprehensive and deep-skills training in Mediation, Dialogue and Negotiation should be provided for:

  • mediation teams/support teams working on high level (Track 1, Track 1.5, Track 2) peace negotiations, peace talks, and dialogue processes
  • international and national teams involved in supporting development/creation of local, national and regional architecture and ‘infrastructure for peace’
  • field/mission personnel, local authorities and civil society organizations directly involved in community-based or national mediation and dialogue processes

One would ask why mediation skills and the other adjacent dialoguing methods, like open dialogue and negotiation, should be included in peace teaching after basics were already delivered in general preparatory curricula. After all, these competencies are represented by diverse civil professions for dealing with conflict in a world, in which people try to overcome their differences while the life around them is more or less stable. In case of tensions in a region and turbulent times and even more so when wars tend to break out or have broken out, people do not want to negotiate, but for their own sake they have to get along somehow, as there are common interests and tasks to be fulfilled for every day survival, like electricity lines need to work, water supply is essential, etc.

When on site, one is confronted with tensions that can break out any time – and sometimes they can spread rapidly. Knowledge about the complexity of conflict dimensions, attitudes towards bringing forth possible cross lines and skills to turn escalating ladders into two way climbing possibilities might be of help. In everyday living between dividing lines, in managing the life together between people of different heritage and origin, language and cultural embeddedness, of different missions and nations, it is to be expected that diverse ideas of how to handle situations, how to understand a conflict, how to be used to handle crises, etc. build on many contradictory traditions and identities (what is normal, i.e. how one and one´s reference group, tradition, law, etc. is used to handle them). In collaborating on site that aspects might clash naturally - on very basic and very abstract identity forming levels.

Understanding by one’s own experience as how easily conflicts can start very early on, understanding the escalation ladder of conflicts and how situations can build up after having got stuck can help to get out of hot spots and find areas where mutual understanding or at least listening can arise again. One of the core competences is to grasp the dimensions of a conflict and its destructive, but also constructive dimensions: intellectual, rational, emotional, psychological, and social and its identity forming dimension.

Understanding the ‘creation of an enemy’ when own needs cannot be met, when own values are threatened and when time is scarce to sort or wait it out, can help to step out and try to find ways to reach out to other people again, to start collaborating again, even after one thinks one cannot accept the other person’s values, behaviour, etc. any more. It is that protective function of conflict that creates distance, but that can be reached in other ways also that are less destructive to the opponents.

In such a course it is important to learn more than just the principles and its philosophy of communication and communication skills. The factual dynamics, which might develop after addressing core disagreements, need to be handled and modulated. One should learn in this curriculum the competence of soft intervening as a natural habit. The best learning path is through exercises where people can switch sides, reflect on their own emotions and change in attitudes towards the other role players and by observing others and afterwards to reflect upon it. In training one can easily stop and ask what was meant, intended and what one would have needed for the prevention of escalation. There are many exercises that utilize experiences in the group, role plays, and case studies. One automatically realizes that dealing with conflict is not only an academic task, it requires the presence of the person totally. One gets training in own readiness to reflect and to build on that for learning to be ready to make a break, step out and try to intervene in a constructive way, avoiding labelling and taking power positions.

One can acquire skills for handling difficult situations and can learn to de-escalate situations. By testing the role one might get more insight in the dynamics of the situation and how careful one needs to become to stay neutral, to value the persons and their attitudes and their intentions and not stigmatizing, labelling, taking possession of the solutions by overruling people. At the advanced levels, complex handling of intellectual, emotional and social aspects of situations itself, of each involved person while watching also the broader context might be focussed. We understand that in a conflict much can be shaken and uncertainty spreads like weeds. Understanding how conflicts are addressed within local/cultural/traditional ways and approaches can help improve operational effectiveness.

The more advanced participants might already be able to manage the fine tuning of very complex situations and create atmospheres and opportunities that can lead to some success to find sustainable solutions for all involved - a high undertaking! The more advanced the more aspects can be handled. Just to mention gender - as not only the very person in front of us is under scrutiny, but also his/her social dialogues, the identity forming stigmas that feed into conflicts as much as traditions on society level and on individual and family level. Is one´s masculinity under scrutiny? Is the family pride attacked? Is the cultural identity threatened? Those aspects need to be considered as well, while the content of the fight is dealing with the last night´s exchange of bad words. One can even go to the political level and the heritage of the fighting groups, reference groups, clans, peoples, states etc. as many aspects could have been shaken up.

One can take care of the influence and use of media, the public opinion and its influence when handling situations and considering also the loss of reputation when crossing lines towards so called enemies. Here all types of skills on analysing conflicts on many levels and how they can be dealt with in a constructive way without losing sight on the immediate focus the involved persons want to address, come into the picture. And in times of conflict, time is precious.

Participants might learn about different habits to express conflicts and disagreements and different ways to bring them on the table. While some cultures prefer face saving dialogues, others want to have the words as clear on the table as possible and would not move before people admit mistakes. Others might never agree to anything after having been ‘forced’ to admit. Emphasizing differences in the approaches might prepare people well for field work.

The following sub-curricula may be directly linked to the Mediation, Dialogue and Negotiation sub-curricula when developing more comprehensive training programmes or seeking to integrate in development of core competencies and operational capabilities in this field:

  • Pre-Deployment/Mission Preparation Training
  • Civil and Military Coordination (CIMIC)
  • Crisis Management
  • Armed Violence/Armed Conflict Prevention
  • Women and Peacebuilding/Prevention/Peace-making curricula
  • Trainings and sub-curricula relating to specific conflict issues / dimensions, e.g.
    • Managing/handling land disputes
    • Managing/handling conflicts over natural resources
    • Facilitating Mediation/Talks/Peace Processes between conflict parties
    • Security Sector Reform/Development

Module 1: One could build on the knowledge about communication and cross-cultural communication processes in general and some information about facilitating dialogue, mediation and negotiation, when delivering module 1.

Applying communication techniques, like active listening, feedback, diverse forms of questioning, dealing with deadlocks and providing skills for leading heated debates in their future missions could be the relevant content of this module. The main task in exercises might be to become aware of “barriers” in cross-cultural communication and how to overcome them by using techniques of facilitating dialogue, mediation, negotiation.

Communication becomes immediately more complex when people do not speak the same language or cannot refer to a common language and similar cultural embeddedness. While being aware that communication is an act of transferring information from one person (sender) to another person (receiver), one has to still consider that very often there is one more person in between in deployment: the interpreter/translator. And even when having a third common language – in case of tensions, one loses the confidence in expressing well or listening well in a foreign language. One needs a middle wo/man, who himself/herself also belongs to a reference group, who also is a “foreigner”, “enemy”, “one of us” projecting some unavoidable shade on the communication process on all sides. With that in mind the module should consider that triangle on many levels, when it comes to exercises, demonstrations, case studies. It is often said that mediators take care of frictions in communication, smoothing them out and finding ways to overcome. This challenge is one that the interpreters, among others, are faced with as well, but in a different way and with different intentions – both have to be careful to not compete but lead towards overcoming differences, what is the main job of a dialogue leader, mediator, negotiator in which the interpreter becomes a significant helper. Both professionals have to work it out how to collaborate and who takes care of what so that communication processes can materialize Dialogue, Mediation, and Negotiation. Complex and contradictory attributions of the role of a interpreter and the instrumentalism of interpreters lead to questions, as:

  • What is the responsibility of whom? Local ownership respected? Is interpreter empowered to do his/her job to make sure messages get across in both ways? Is interpreter accepted by all parties?
  • Can or should interpreters take responsibility outside of the roles ascribed to them? And how is that made transparent? How can this responsibility be defined that no negative feedback loop starts?
  • Interpreters are not only “switching” the language, they are part of the interaction between persons what might increase potential conflicts, might provide important interpersonal information, or contribute to manipulation, chaos and confusion. Interpretation of non-verbal gestures of your local counterpart might not be a reliable source either, as non-verbal communication is full of local hues. The responsibility for communicating cannot be transferred to the interpreter. How to handle these new lines can be a major topic in the module.

Another aspect in this module is transfer of good practice, of ‘technical issues’: how to take care of good working/dialoguing conditions. It might need more breaks, short sentences, more loops and repetitions to make sure everyone has similar understanding, etc. One needs to take care that the interpreter might not slip into other jobs and tasks, as that could create turmoil in the long run and one loses interpreters and the trust of the others. Transfer of lessons learnt helps that one does not make the same mistakes again.

Module 2: After the core elements are taught, one could focus on the skills that the deployed persons could deliver in the field on an almost daily basis - the utilization of “Mediation, Dialogue, Negotiation” principles and its fine tuning: when to use what. Mediation, Dialogue and Negotiation are all dealing with conflict, and provide different strategies and tools for different stages of a peacebuilding process. It is important to know which approach has to be used during which phase of the peacebuilding process. Participants can learn how to diagnose the readiness of the partners to move forward or rather to defend. Mediation, Dialogue and Negotiation are positioned as per the intent of the parties involved. When still positioning and fighting, negotiation might not reach results but perhaps useful compromises for a while, while starting to dialogue might smoothen out the intensity / escalation of the conflict. When parties are ready to at least give the position of the other parties a chance to be shown, mediation could be implemented.

The participants should be able to be sensitive for exclusion of any kind and care for/ intervene towards inclusion, empowerment, and local ownership. The women movements have made us sensitive towards misusing hierarchy and power games for short solutions. Participants should be able to identify destructive power games and provide intervention skills for leading back to dialoguing so that all important stakeholders can participate, voices can get heard and that local ownership is not threatened. It is also necessary that they search for who the relevant ‘stakeholders’ for the very concern may be.

The learning objectives could be:

  • understanding the process “Mediation” and its different phases and being able to administer at the right time
  • understanding the process and the role of a “Dialogue” and become able to administer when necessary
  • understanding the process “Negotiation” and its potential impact and be able to use it
  • understanding differences/relations of these techniques
  • being able to switch between the skills necessary in the very situation

Building on the core competences of module 1 the delivery of these methods for potentially difficult situations in the fields could already be managed by participants. Exercises help to transfer the knowledge towards the practical level and the many shades of practice. Concrete feedback when exercising helps to intensify learning steps. The three methods can be a useful skill for the deployed person to handle dangerous situations while respecting the limits of each side and taking care of security and dignity of all. Being capable of handling all these techniques when necessary could also protect the deployed in their missions - in addition to slowly getting the parties out of helplessness/anger.

Module 3: The final goal of many missions will be to strengthen and support locally and nationally led dialogue/mediation/negotiation processes and building/developing capacities within the local staff for their capacities to handle disagreements, problems and the like. Deployment also functions as a role model. With that in mind, the advanced/master level might be directed towards building stages for managing Dialogue, Mediation, and Negotiation process and caring for the preliminary steps and afterwards for the implementation of the reached results. The learning objectives of this level could be to build a concept on how to go about locally that main issues can be dealt with, that new ideas can come about and be discussed, that options can be obtained with the involved people and lead towards the results that can be positioned in a way that they become sustainable on a larger scale or perhaps also very valuable – that they can come to at least understanding of each other´s differences and respecting distance, so that life can continue its path.

Careful analysis of what could be under scrutiny helps to manage situations. One can learn from the field: reviewing case studies on specific conflicts and Dialogue/Mediation/Negotiation processes which have been used to address them as well as ‘lessons identified’ – ‘good’ and ‘bad’ practices. One is aware that the local ownership is especially important in times of conflict as people want to get their hands back on their lives; they want to be heard and respected as much as possible and be agents of their lives and life circumstances, one can assume. When in times of Dialogue, Mediation, Negotiation the emphasis is on definitions of the issue in question, ideas and possible solutions of and by the involved persons, respecting the principle of neutrality and valuing local ownership; furthermore, it is crucial to give start up help to the locals to take over again, to regain empowerment.

Module 3 is directed towards helping the locals to manage themselves by strengthening / supporting / developing local and national architecture and ‘infrastructure for peace’, creating a useful conflict culture, including:

  • Local Mediation/Peace Committees
  • National Peace Council
  • Offices of the President/Parliament/communities for supporting mediation and peace processes – or embedding such capacities in national ministries and perhaps building on traditional ways of conflict resolving initiatives
  • Taking care of the victims, installing trauma centres, dialogue forums, and the like
  • in the long run, possibilities to healing of memories

Finally the representatives, NGOs and civil society will again find forms to manage their concerns with each other and with those who influence their wellbeing. In this module, ideas can be discussed regarding various ways to get them started.

Beginner / Entry
Entry/beginner level courses and trainings on Mediation, Dialogue and Negotiation should focus on ensuring participants have core knowledge, understanding and awareness of what mediation, dialogue and negotiation are; their relevance and importance to achieving mission mandate and implementing peacebuilding and prevention support; handling the need of interpreters; core (introductory/basic) skills for effective communication and understanding how to engage with mediation, dialogue and negotiation and effective communication in different cultural contexts / settings. Focus should include demonstrations, simulations, exercises and then reflecting by role players and observers.
Intermediate / Advanced
Intermediate/advanced courses should go more in-depth into understanding different models, approaches, tools and processes in Mediation, Dialogue and Negotiation. Greater exploration of lessons identified and what can lead to success or breakdown and collapse of processes is important. Advanced courses may also include more in-depth case studies as well as more thorough / extensive exercising and simulations of mediation, dialogue and negotiation processes and key skills for effective MDN support and process facilitation. Key issues such as managing a mediation process, engaging with parties, handling effective communication in MDN processes and implementing results and agreements should be addressed more thoroughly. Advanced courses should also go more in-depth into how to implement effective coordination and complementarity with the breadth of stakeholders and institutions that may be involved in MDN processes. Participants should engage in simulations/role plays and be ready to modulate their performances after feedback and coaching.
Expert / Specialisation
Expert/Specialization courses may go into advanced practice of Mediation, Dialogue and Negotiation; specialized application to specific fields, situations and conflict issues such as:
  • Mediation in prevention of armed conflict
  • Mediating land disputes
  • Mediation of natural resource disputes
  • Mediation of cease-fires
  • Mediation of Peace Agreements
  • Mediation and Security Sector Reform/Development
  • The use of Scenario Development and Futures Forecasting in MDN processes
  • Help to build local structures and competencies for peacebuilding. Key areas to be addressed in expert/specialization level courses should also include gender and inclusion in MDN, how to effectively strengthen, develop and support local and national capacities and implementation and follow-through in peace consolidation. Expert levels may also include more coaching, mentoring, technical assistance and backstopping for actual implementation of MDN processes. Fine tuning and deep reflection of the impact of interventions is also an important component of the process as well as lessons learnt from prior work.

Peace and Conflict Sensitivity: MDN processes should be grounded in rigorous peace and conflict analysis to ensure processes are appropriately designed and are addressing critical conflict issues/factors. Implementation of MDN engagements without prior thorough peace and conflict analysis of stakeholder, issues, needs and outcomes mapping should be clearly recognized and understood as bad/unacceptable practice in the field today. Peace and Conflict analysis should also include identification of local capacities, various on-going peace efforts, and build on principles, practices and values within the society/affected groups that are involved in MDN.

Cultural Appropriateness: Training curricula should be developed to ensure participants are learning MDN attitudes, skills and knowledge appropriate for the specific cultural and social context in which they are engaging. Trainings/courses which teach skills or approaches to MDN which are entirely foreign or do not fit or apply to the specific context in question are inappropriate.

Gender: Implementing gender perspectives throughout all phases of a mediation process is crucial to its sustainability and its efficiency. Excluding women from the process could lead to missing out their needs, interests, priorities, capacities and vulnerabilities – and their valuable contributions. “As men and women tend to have different negotiation styles, the inclusion of women also ensures a broader path towards overcoming conflict, and a diverse set of mediation skills is to be used in the process.” Training institutions and deployment agencies should proactively engage to ensure that:

  • curricula activities include the gender-dimensions of MDN and conflict
  • participant groups include strong female participation and representation
  • trainer teams and speakers/experts who may be included in programmes should be gender-balanced/inclusive

Special content may be included to address specific gender-dimensions of MDN, and specialization and advanced programmes may focus on issues such as ensuring female engagement and participation in MDN processes as well as how to handle gender-dimensions of conflicts in peace talks and mediation and not to forget to include female issues within peacebuilding.

Trauma Care: It is important for participants to understand how trauma can impact upon MDN processes – including both individual and community affecting trauma of parties involved in the process as well as own past traumas of participants in the training which may affect how they perceive, experience, relate to parties and engage in the process. Techniques and methods exist which can assist in helping parties address the impacts/effects of trauma to unblock their hindering engagement in MDN processes. Participants should also be aware of how trauma resulting from the dynamics and experience of conflicts and violence are issues in the broader context that may need to be taken up and addressed/handled appropriately (and with care) in the MDN process. Failure to acknowledge or even identify and understand these issues has been a challenge in past processes affecting popular legitimacy and trust in the process, agreements and outcomes.

Local Ownership: To achieve a sustainable peace agreement the mediation process has to be under local ownership – the decision-makers are the parties not the mediators. It has to be made clear that mediators/negotiators/dialogue facilitators are not solving conflicts - they are facilitators only. Local ownership is highly respected by these methods. External mediators “can only play an advisory role, facilitating discussions and protecting the process from undue influence from other external actors.” The mediators can keep the dialogue going while the participants already would give up dealing directly with each other. Curricula should also engage directly with:

  • identifying and understanding traditional approaches, practices and cultural / social values relating to mediation, peace processes and handling conflicts, disputes and violence
  • mapping/identifying local capacities for peace, mediation, dialogue and negotiation and understanding how these are engaging or can be engaged to support MDN
  • transferring the role of external actors to supporting/assisting and helping to develop/empower regional, national and/or locally owned peace process engagement and development of domestic MDN capacities in countries of engagement.

Local ownership: It is important to address issues such as ensuring inclusion and voice / participation of communities that may traditionally be left out of mediation, negotiation and peace processes. Here community-based participation in MDN may help, and development of parallel/complementing key stakeholders and civil population to participate and engage in peacemaking, prevention and peace consolidation.

Do No Harm & Conflict No Sensitivity: ‘Do Harm’ requires the mediator to avoid conducting the process in a way that causes harm to the conflict parties, including women and other stakeholders, or in a way that exacerbates the conflict. Unintended negative effects of mediation and dialogue facilitation efforts can be minimized by implementing a conflict sensitive approach according to the ‘Do No Harm’ principle. This includes maintaining a thorough and continuous analysis of the conflict and the impact of the mediator’s activities, as well as continuously adapting the mediation strategy in accordance with the impact assessment. Do No Harm and conflict sensitivity also require external actors to be sensitive to how their interventions can impact upon local capacities and dynamics (cf. local ownership above) and include strategies and strict adherence to working to support/strengthen / develop national capabilities. Do No Harm in MDN should also include applying future forecasting and scenario development to the possible risks implied in any mediation, dialogue, negotiation or peace process – including both internal to the process and possible negative impacts on conflict dynamics of particular stakeholders / communities.

Participants should also be rigorously trained in how to identify challenges, obstacles, blocks and factors which can contribute to the failure of MDN processes; ‘bad practices’, and mapping of implementation needs and critical success factors required for agreements to be sustained and implemented. This should also include specific training/modules on how to implement effective prevention of violence and stability in post-agreement phases.

  • European Union, 2008, Report on the Implementation of the European Security Strategy – Providing Security in a Changing world”, doc S407/08 europa.eu
  • Council of Europe Ministers of Foreign Affairs, 2008, White Paper on Intercultural Dialogue - “Living Together As Equals in Dignity” www.coe.int
  • Council of the EU, 2009, Concept on Strengthening EU Mediation and Dialogue Concepts, doc 15779/09 European Union, 2014, Factsheet on the EU mediation support team. eeas.europa.eu
  • European Union, 2015, Handbook on CSDP missions, page 96 eeas.europa.eu
  • OSCE, 2015, Mediation and Dialogue Facilitation in the OSCE www.osce.org
  • OSCE, Conflict and Prevention Center, Mediation and Dialogue facilitation in the OSCE, www.osce.org
  • OSCE, 2012, Developing Guidance for Effective Mediation, www.osce.org
  • OSCE, 2011, Perspectives of the UN & Regional Organizations on Preventive And Quiet Diplomacy, Dialogue Facilitation and Mediation, www.osce.org
  • ECDPM, 2012, Study on EU lessons learnt in mediation and dialogue - Glass half full, ecdpm.org
  • B. Austin, M. Fischer, H.J. Giessmann (eds.) 2011. Advancing Conflict Transformation. The Berghof Handbook II. Opladen/Framington Hills: Barbara Budrich Publishers. www.berghof-handbook.net
  • Karin Göldner-Ebenthal and Veronique Dudout, 2017, From Power Mediation to Dialogue Support? Assessing the EU’s Capabilities for Multi-Track Diplomacy. Research Report. Berlin: Berghof Foundation Fisher, J. Ronald, 2010, Methods of Third Party Intervention www.berghof-foundation.org
  • Nansenskolen, 2009, in Irene Incerti-Théry Master’s thesis in Peace and Conflict Transformation – May 2016 munin.uit.no
  • GAP – Gaming for Peace (EU Project), 2017, Gaps in Gender Awareness and Cultural Competence in Peacekeeping Missions gap-project.eu
  • Initiative for Peacebuilding, 2009, IFP Mediation Cluster - Engaging the EU in Mediation and Dialogue www.ictj.org
  • Gerda Mehta, Klaus Rueckert (Hg) Mediation. Instrument der Komnfliktregelung und Dienstleistung. Falterverlag2008
  • Falko von Ameln, Peter Heintel: Macht in Organisationen. Denkwerkzeuge für Führung, Beratung und Change Management. Schäffer Poeschel 2016
  • Gerda Mehta, Klaus Rückert: Mediation und Demokratie. CarlAuer Systemeverlage 2003

This multi-stakeholder training puts practical skills development, development of the right ‘attitudes’ for effective mediation, negotiation and dialogue facilitation, and learning by doing at the centre of the learning experience. Besides important theoretical input, module 1 and module 2 would be built upon participants’ reflection on their role, principles and dilemmas and on their capacity to identify the possible nexus among different stakeholders and develop strategies to overcome challenges. For that purpose, analysis of ‘real case’ scenarios and group discussions as well as experience sharing are helpful tools.

Module 3 would conclude with a role play that would allow participants to put in practice the skills gained in module 1 and 2. Ideally the role play should be video-taped. The role play/exercise is observed by experienced trainers and the remaining participants. This exercise should be designed to provide participants a mentored opportunity to explore their personal capacities as a negotiator/mediator and to apply their learning to a relevant international peace building simulated scenario. A feedback process (using the video-taped role play) would ensure immediate response and the opportunity to self-reflect on the performance. The result of the role play should be discussed in groups (feedback role players, observers) and finalized with a lessons learned exercise. Simulations could help to consider contributing to initiatives of peacebuilding by locals and help them how to go about it.

In order to ensure the sub-curriculum fosters participants’ operational and performance capacities effectively, trainings should include:

  • Content Briefings which can be developed ‘lecture’/presentation style or through participants engaging to develop briefings on core topics
  • Review of Lessons Learned from successful and ‘failed’ mediation processes and actual experiences from mediation processes - which can be provided through expert speakers, case studies, videos and film documentaries and reflective practices and mission analysis drawing upon participants’ own experiences
  • ‘Real case’ and ‘probable’ scenarios engaging participants to develop practical responses and strategies for how to deal with challenges in mediation and negotiation processes
  • Exercises to apply core principles of mediation processes (i.e. implementing gender perspectives, dealing with war criminals/terrorists (impartiality of the process vs. international law))
  • Comprehensive simulation exercise and role play addressing actual situations experienced or likely/possible to experience in the field, where participants perform the roles of members of a (low/mid/high level) mediation team supporting a notable individual who is leading the overall process. This would help participants to test and deepen their skills and to better understand and recognise also the specific dynamics, emotions and challenges involved in the mediation process.
  • • Testimonies provided by former fighters and conflict parties or parties of a mediation process (such as politicians) can be powerful elements in a training. They can help to gain a better understanding on topics like ‘identity in/after a conflict’, ‘dealing with deadlocks’. These experiences/stories can also be recorded and shared/used as videos in courses. In cases of engaging with testimonials, ‘do no harm’ and ‘conflict sensitivity’ principles and practices are essential and should be respected and effectively implemented.

Trainers should ensure that the methodologies and materials are highly practical and are able to develop not only participants’ knowledge and understanding but also their actual capabilities and the necessary skills and supporting attitudes which can enable effective implementation in the field. At the end, the participants should be able to contribute to a successful implementation of the mandates in Peacebuilding processes due to the ability to apply their mediation, dialogue and negotiation skills at the (political) strategic, operational and tactical level while respecting the personal styles of the involved parties.

There are discussions at the frontier of diverse psychological ways to dissolve conflict by more reflective methods. The debate continues, if these methods are a distortion of the process or actually still helpful for increasing awareness of the nature of conflict by the parties involved. Usually it needs much awareness rising before the traditional dialogue/negotiation/mediation skills can be performed. Setting the ground needs to administer the same principles, and often is a major portion of the whole process and is worth the effort, even though the involved parties might not favour the step towards dealing directly with each other. In this phase awareness raising of the conflict nature might be the right orientation.

In-Depth Simulations: Full-scale in-depth simulations addressing actual conflict situations and peace processes have also been developed recently – helping both to improve trainees’ skills for handling / dealing with specific conflict issues and dynamics in MDN processes and to be able to better identify and attune participants to potential opportunities, openings, risks and challenges that they may experience in MDN.

Use of Future Forecasting and Scenario Development: In recent years, practitioners and trainers have also increasingly recognised the importance of future forecasting and scenario development in MDN processes – both as an instrument that can be applied effectively in the process (the Mont Fleur process in the peace talks in South Africa) and as a tool for identifying both future opportunities and risks that can affect peace talks and post-agreement peace consolidation.

Trauma Handling and Resilience in MDN: Fruitful work has also been developed showing how trauma handling and resilience techniques can be integrated into MDN processes to better enable parties to engage effectively and constructively and work towards collaborative solutions. Few trainers or MDN practitioners are currently equipped with these skills/capacities, and this is an important area of innovation and further development in the field.

Infrastructure for Peace (I4P) and Insider Trusted Mediators: Perhaps the most important developments in recent years in the field is the increasing focus on building, supporting, developing standing ‘infrastructure’ and institutional capacities for mediation, dialogue, negotiation, peacebuilding and prevention in countries of engagement (I4P), to ensure the standing capabilities for nationally appropriate and effective MDN exist and are in place to help address conflicts, prevent violence, and support peace consolidation. This has paralleled increasing recognition of the importance of focusing on local/national/regional insider trusted mediators rather than ‘external 3rd party actors’ – an approach heavily biased by the external nature of most interventions. Insider trusted mediators may often have greater access, trust, confidence, and understanding to assist MDN processes. External actors should place greater emphasis and value on how to identify and support these domestic/internal actors and approaches. While external 3rd party support and MDN may at times be helpful, the recognition that there needs to be a rebalancing away from intervention-driven approaches and more towards development of sustainable national and local capabilities is an important frontier for the field.

The following approaches which can be integrated into trainings or complementary to trainings can assist development or improvement of capacity for Mediation, Dialogue and Negotiation:

  • Peer intervision facilities or supervision possibilities while being on site helps for better performances. It should be discussed how to organize that for the field work ahead of times being in the field.
  • E-learning/preparation and pre-study of relevant publications: might ensure that certain definitions are known already.
  • Sensitivity training: make trainees aware of group dynamics, their own behaviour and their role within a group.
  • Case Studies: analyse/inquiry a mediation, dialogue, negotiation process within a real-life context (based i.e. on real case, handled by meditation, dialogue and negotiation processes).
  • Role plays: deepen both the practical knowledge and the self-assessment within a mediation, dialogue and negotiation process (adequate time for role play, feedback and reflection).
  • Single or Multi-Sectorial/Multi-Stakeholder Field-based simulations and response exercises: field-based simulations and exercises to prepare for specific mediation/dialogue and negotiation scenarios which may be faced in the field, is one of the most effective ways of improving capacities of personnel.
Name of the Provider: Institution / Training Centre / Academy Course Title Link to Course Outline (if available) Link to Relevant Publications / Resources / Handbooks / Toolkits used in the course (if available)
International Peace and Development Training Centre (IPDTC) Making Mediation & Peace Processes Work www.patrir.ro -
ESDC Mediation, Negotiation and Dialogue Skills for CSDP” eeas.europa.eu Getting to Yes, Roger Fisher and William Ury, Bruce Patton (Editor)
ESDC A Comprehensive Approach to Gender in Operations eeas.europa.eu -
ESDC Gender Integration in CSDP eeas.europa.eu -
CEPOL Mentoring, Monitoring and Advising (MMA) www.cepol.europa.eu -
ASPR IPT Core Course for Peacebuilders www.friedensburg.at -
ZIF Supporting Peace Negotiation and Mediation on Track I: Implementing Comprehensive Peace Agreements www.zif-berlin.org -
CEDR Mediator Skills Training www.cedr.com www.cedr.com
Folke Bernadotte Academy Facilitation of Dialogue Processes and Mediation Efforts fba.se -
Folke Bernadotte Academy Gender Adviser Course fba.se -
Title Organisation / Institution Year URL (if available) or Publishing House & City
Guidance for Effective Mediation UN 2012 peacemaker.un.org
Managing a mediation process USIP 2008 www.usip.org
Study on EU lessons learnt on mediation and dialogue ECDPM 2012 ecdpm.org

Civilian / NGO

For civilians or personnel of a Non-Governmental Organisation, training in Mediation, Dialogue and Negotiation can be crucial to be able to take part in a peace process as an equal component next to representatives of the government or political parties. As an important part of a peace building process the civil societies – or their representatives – and NGOs need to be able to communicate their positions effectively. Training on Mediation, Dialogue and Negotiation enhances communication and conflict skills to enable civil society to communicate their interests and goals while actively listening and understanding the interests and goals of the other stakeholders (such as military and police).

EEAS / Diplomats / Civil Servants

The Peacebuilding as a long process is aimed to prevent armed outbreaks of conflicts, to end conflicts with the objective to end violence and to reach a peace agreement and the post conflict phase which can be divided into two phases: the immediate aftermath of armed conflict (1-5 years) and the period after (5-10 years). Diplomates and members of EEAS and similar organizations are expected to provide diplomatic support to each phase of a peacebuilding process by bringing its political weight to bear when required and requested. The diplomatic strategies to effect changes that can be applied jointly or in parallel are negotiation, mediation and dialogue. Therefore, it is important to know:

  • which interpersonal and technical skills are necessary to be a good mediator and negotiator and how to lead a successful dialogue
  • ability to analyse which of these tools might be used in which phase of the peacebuilding process

Military / Armed Forces

For military staff, especially, but not only, leadership, training on mediation, dialogue and negotiation can be beneficial as they should be included in the peace process – i.e. a mediation process. The primary responsibility for monitoring and verification of a ceasefire agreement can be placed on the conflict parties (including the military) themselves, as part of a Joint Military Commission which can be supported by a third-party. Possibly military personnel from both sides could be working together and emphasise on local responsibility in monitoring and investigating violations. Military staff can be an important factor in de-escalating a conflict and regaining the trust of the civil society, especially by their way of communicating and interacting with civil society. A well-developed set of soft skill is crucial in these situations.

Military officers, who want or will be deployed to peacebuilding and prevention missions and/or activities can benefit from training on mediation, dialogue and negotiation, as it will strengthen their ability to communicate effectively and provide them with the necessary set of soft skills to fulfil their tasks – on all levels of a peace building process.

Police

Police in general have a primary justice function of ensuring basic law and order;[…]; and the establishment of basic law and order is a necessary condition for sustainable reconstruction, in particular for rebuilding the population’s trust in state institutions.

Communication skills and processes such as dialogue, negotiation, and mediation enable police officers to:

  • communicate with each other taking into consideration different cultures
  • to defuse tense situations
  • to understand each other’s interests

Therefore, police officers, who want or will be deployed to peacebuilding and prevention missions and/or activities can benefit from training on mediation, dialogue and negotiation as it will strengthen their ability to communicate effectively and provide them with the necessary set of soft skills to fulfil their tasks – on all levels of a peace building process. As international police officers should act as role-models in their behaviour, including their way of communicating with others, training on mediation, dialogue and negotiation is important and will enable them to reflect on their own ways of communication and offer them important tools of communication.