40-Hour Basic Mediation Training Standards
TEXAS MEDIATION TRAINERS ROUNDTABLE
40-HOUR BASIC MEDIATION TRAINING STANDARDS
Revised and Adopted on November 3, 2003
BACKGROUND
In 1992 and 1993 a group of Texas mediation trainers conducted a series of discussions to examine standards for the 40-hour basic mediation training. This group formed the Texas Mediation Trainers Roundtable (TMTR) and finalized the original standards for the 40-hour Basic Mediation course. TMTR revised these standards in 2003.
These standards are intended to ensure the quality of mediation training programs throughout the state and to foster productive dialogue among mediation trainers. They have been developed in a way that recognizes diversity in the mediation field, including diversity of approaches to training and to mediation. The Texas Mediator Credentialing Association (TMCA), an organization promoting quality mediation throughout Texas, has adopted these 40-hour Basic Mediation standards.
TRAINING CONTENT
The nine minimum areas of information that need to be covered in a basic mediation 40-hour training program include:
I. History of Mediation
Trainees need an understanding of the historical perspective of mediation because it has evolved over time and continues to evolve today.
II. Overview of ADR Legislation in Texas
Trainees should be introduced to legislation that regulates the practice of mediation, so they may comply with relevant legal requirements.
III. Conflict Resolution Theory
The theory of conflict resolution helps trainees differentiate between mediation and other forms of dispute resolution. Topics include:
A. Definitions, types of, sources of, and responses to conflict
B. Conflict resolution continuum
C. Interest-based, collaborative problem solving
IV. Mediation Theory and Practice
Trainees need a theoretical grounding to understand the process fully. Trainees should understand a full range of mediation models in order to serve the parties most effectively. Topics include:
A. Definition of mediation
B. Role and characteristics of mediators
C. Theory of mediation
D. Benefits of the mediation process
E. Differences in third-party roles: mediators, arbitrators, and judges
F. Approaches to negotiation
G. Range of styles, types of mediators and mediations
H. Impact of diversity issues
I. Court systems and procedures
V. Mediation Process and Techniques
Trainees must develop a conceptual framework for conducting the session. This requires learning key techniques to assist in managing the session’s process while encouraging a collaborative problem-solving environment.
A. Elements of the Mediation Process
1. Preliminary arrangements
2. Opening and structuring the mediation session
3. Introduction/orientation of disputants/attorneys
4. Gathering and exchanging information (venting/opening statements)
5. Issue and problem clarification
6. Generating options
7. Bargaining and negotiation
8. Agreement writing/enforceability
9. Closure
B. Techniques
1. Trust building
2. Reframing
3. Keeping on track, following agenda, managing process
4. Focusing on interests vs. positions
5. Building on partial agreements
6. Caucusing
7. Reality testing
8. Working with third parties
9. Managing difficult people or strong emotions
VI. Self-Awareness of Trainee
Trainees should understand how their personal characteristics, values or biases might influence their ability to perform effectively as a mediator. Topics include:
A. Diversity/cultural awareness (personal biases)
B. Language differences
C. Conflict style
D. How the trainee responds to conflict
E. Personality style
VII. Ethics
Trainees must be able to support the effectiveness and credibility of the mediation process through making informed choices based on ethical principles. Topics include:
A. Conflict of interest/appearance of impropriety
B. Neutrality/impartiality
C. Confidentiality
D. Sample of standards recommended by dispute resolution professional organizations
E. Staying in the role of mediator
F. Violence, substance abuse, child abuse & neglect, screening, reporting and legal issues
G. Power imbalances
H. Liability
I. Misuse of process
J. Protecting the process
K. Awareness of various organizations’ ethical guidelines and grievance processes
VIII. Communication Skills
Trainees should have an opportunity to learn selected written and oral communication skills in order to foster understanding and trust, elicit relevant information, and accurately track and record key areas of agreement. Skills include:
A. Listening
B. Note taking
C. Questioning
D. Nonverbal communication (i.e., eye contact, body language)
E. Restating and clarifying
F. Use of neutral language
G. Drafting the agreement
H. Recognizing feelings and emotions of parties
IX. Professional Considerations
The trainers should promote the belief that continuing education and development is critical to achieving excellence in mediation. Trainees should be made aware of opportunities to continue to learn, to network, to find support within the field, and to establish a professional identity. Topics include:
A. Professional organizations
B. Networking
C. Practicum
D. Continuing education
E. Aspects of establishing a practice
F. Community service
TRAINING METHODOLOGY
Training methods should be designed to help trainees learn, integrate, and apply the knowledge and skills covered in course materials. A variety of training methods are essential in order to maintain attention levels and to address differences in learning styles.
A. Training Methods
The following are essential to all training programs:
1. Lecture
2. Group discussion
3. Mediation simulations
4. Role plays
5. Other structured participatory activities
Trainers are also encouraged to include:
6. Reading
7. Written exercises
8. Video
B. Role-plays
Trainees must participate in at least three role-plays as a mediator and two role-plays as a disputant under the supervision of a trainer or training assistant.
C. Mediation Observation
Trainees must observe at a minimum one simulated, videotaped, or actual mediation.
D. Participatory Activities
A minimum of 50 percent of training hours shall be spent in participatory activities. Participatory activities are supervised and structured activities that require interaction among two or more people.
TRAINING ADMINISTRATION
Mediation training should be organized in a way that guarantees that trainees receive individualized attention and feedback on their skills. This is important if trainees are to leave with a realistic understanding of their abilities. The training should be administered in a way that encourages completion of the entire course and documents only the actual hours attended. Finally, trainers should be responsive to the needs of trainees.
A. Individual Feedback
It is important that trainees receive individual feedback from experienced mediators/trainers on their performance in training practice sessions. This may be accomplished through direct trainer feedback and trainer facilitated coaching, trainee observation, or videotaping.
B. Mandatory Full Participation
Trainees need not only be present for the 40-hour course, but also need to participate in all participatory activities and role-plays to gain a comprehensive understanding of course materials.
C. Evaluation
Trainers will solicit course evaluation comments from trainees to help the trainer determine the effectiveness of the training and to help shape future mediation courses.
D. Documentation of Attendance
Trainers will provide written documentation to trainees verifying trainees’ 40-hour attendance or partial attendance in hours completed.
E. TMTR Standards
Trainers will indicate in training materials and certificate of completion that their program satisfies the Texas Mediation Trainers Roundtable’s standards for the 40-hour Basic Mediation course.
LEGISLATION
40-HOUR BASIC MEDIATION TRAINING STANDARDS
Revised and Adopted on November 3, 2003
BACKGROUND
In 1992 and 1993 a group of Texas mediation trainers conducted a series of discussions to examine standards for the 40-hour basic mediation training. This group formed the Texas Mediation Trainers Roundtable (TMTR) and finalized the original standards for the 40-hour Basic Mediation course. TMTR revised these standards in 2003.
These standards are intended to ensure the quality of mediation training programs throughout the state and to foster productive dialogue among mediation trainers. They have been developed in a way that recognizes diversity in the mediation field, including diversity of approaches to training and to mediation. The Texas Mediator Credentialing Association (TMCA), an organization promoting quality mediation throughout Texas, has adopted these 40-hour Basic Mediation standards.
TRAINING CONTENT
The nine minimum areas of information that need to be covered in a basic mediation 40-hour training program include:
I. History of Mediation
Trainees need an understanding of the historical perspective of mediation because it has evolved over time and continues to evolve today.
II. Overview of ADR Legislation in Texas
Trainees should be introduced to legislation that regulates the practice of mediation, so they may comply with relevant legal requirements.
III. Conflict Resolution Theory
The theory of conflict resolution helps trainees differentiate between mediation and other forms of dispute resolution. Topics include:
A. Definitions, types of, sources of, and responses to conflict
B. Conflict resolution continuum
C. Interest-based, collaborative problem solving
IV. Mediation Theory and Practice
Trainees need a theoretical grounding to understand the process fully. Trainees should understand a full range of mediation models in order to serve the parties most effectively. Topics include:
A. Definition of mediation
B. Role and characteristics of mediators
C. Theory of mediation
D. Benefits of the mediation process
E. Differences in third-party roles: mediators, arbitrators, and judges
F. Approaches to negotiation
G. Range of styles, types of mediators and mediations
H. Impact of diversity issues
I. Court systems and procedures
V. Mediation Process and Techniques
Trainees must develop a conceptual framework for conducting the session. This requires learning key techniques to assist in managing the session’s process while encouraging a collaborative problem-solving environment.
A. Elements of the Mediation Process
1. Preliminary arrangements
2. Opening and structuring the mediation session
3. Introduction/orientation of disputants/attorneys
4. Gathering and exchanging information (venting/opening statements)
5. Issue and problem clarification
6. Generating options
7. Bargaining and negotiation
8. Agreement writing/enforceability
9. Closure
B. Techniques
1. Trust building
2. Reframing
3. Keeping on track, following agenda, managing process
4. Focusing on interests vs. positions
5. Building on partial agreements
6. Caucusing
7. Reality testing
8. Working with third parties
9. Managing difficult people or strong emotions
VI. Self-Awareness of Trainee
Trainees should understand how their personal characteristics, values or biases might influence their ability to perform effectively as a mediator. Topics include:
A. Diversity/cultural awareness (personal biases)
B. Language differences
C. Conflict style
D. How the trainee responds to conflict
E. Personality style
VII. Ethics
Trainees must be able to support the effectiveness and credibility of the mediation process through making informed choices based on ethical principles. Topics include:
A. Conflict of interest/appearance of impropriety
B. Neutrality/impartiality
C. Confidentiality
D. Sample of standards recommended by dispute resolution professional organizations
E. Staying in the role of mediator
F. Violence, substance abuse, child abuse & neglect, screening, reporting and legal issues
G. Power imbalances
H. Liability
I. Misuse of process
J. Protecting the process
K. Awareness of various organizations’ ethical guidelines and grievance processes
VIII. Communication Skills
Trainees should have an opportunity to learn selected written and oral communication skills in order to foster understanding and trust, elicit relevant information, and accurately track and record key areas of agreement. Skills include:
A. Listening
B. Note taking
C. Questioning
D. Nonverbal communication (i.e., eye contact, body language)
E. Restating and clarifying
F. Use of neutral language
G. Drafting the agreement
H. Recognizing feelings and emotions of parties
IX. Professional Considerations
The trainers should promote the belief that continuing education and development is critical to achieving excellence in mediation. Trainees should be made aware of opportunities to continue to learn, to network, to find support within the field, and to establish a professional identity. Topics include:
A. Professional organizations
B. Networking
C. Practicum
D. Continuing education
E. Aspects of establishing a practice
F. Community service
TRAINING METHODOLOGY
Training methods should be designed to help trainees learn, integrate, and apply the knowledge and skills covered in course materials. A variety of training methods are essential in order to maintain attention levels and to address differences in learning styles.
A. Training Methods
The following are essential to all training programs:
1. Lecture
2. Group discussion
3. Mediation simulations
4. Role plays
5. Other structured participatory activities
Trainers are also encouraged to include:
6. Reading
7. Written exercises
8. Video
B. Role-plays
Trainees must participate in at least three role-plays as a mediator and two role-plays as a disputant under the supervision of a trainer or training assistant.
C. Mediation Observation
Trainees must observe at a minimum one simulated, videotaped, or actual mediation.
D. Participatory Activities
A minimum of 50 percent of training hours shall be spent in participatory activities. Participatory activities are supervised and structured activities that require interaction among two or more people.
TRAINING ADMINISTRATION
Mediation training should be organized in a way that guarantees that trainees receive individualized attention and feedback on their skills. This is important if trainees are to leave with a realistic understanding of their abilities. The training should be administered in a way that encourages completion of the entire course and documents only the actual hours attended. Finally, trainers should be responsive to the needs of trainees.
A. Individual Feedback
It is important that trainees receive individual feedback from experienced mediators/trainers on their performance in training practice sessions. This may be accomplished through direct trainer feedback and trainer facilitated coaching, trainee observation, or videotaping.
B. Mandatory Full Participation
Trainees need not only be present for the 40-hour course, but also need to participate in all participatory activities and role-plays to gain a comprehensive understanding of course materials.
C. Evaluation
Trainers will solicit course evaluation comments from trainees to help the trainer determine the effectiveness of the training and to help shape future mediation courses.
D. Documentation of Attendance
Trainers will provide written documentation to trainees verifying trainees’ 40-hour attendance or partial attendance in hours completed.
E. TMTR Standards
Trainers will indicate in training materials and certificate of completion that their program satisfies the Texas Mediation Trainers Roundtable’s standards for the 40-hour Basic Mediation course.
LEGISLATION
- Texas Alternative Dispute Resolution Act, Civ. Prac. & Rem. Code Ann., Chapter 154
- The Negotiated Rulemaking Act, Tex Gov’t Code, Chapter 2008
- The Governmental Dispute Resolution Act, Tex Gov’t Code, Chapter 2009
