Professional Documents
Culture Documents
Improving Mediation Quality You Too Can Do This in Your Area
Improving Mediation Quality You Too Can Do This in Your Area
the project’s initiation (for example, per- For example, a construction mediation
Mediation Quality ceived problems or needs). project might include architects and con-
(continued from page 89) The planning committee might include tractors; a family mediation project might
provements involves convening a group of mediators, lawyers, judges, court adminis- include mental health professionals.
stakeholders to serve as the project plan- trators, and representatives of bar associa- Mediation parties often have distinctly
ning committee. The choice of stakehold- tions and dispute resolution organizations. different perspectives from the professionals,
ers depends on factors such as the types of Considering that mediators have vary- so it is particularly important to elicit the
cases involved (e.g., general civil cases or a ing mediation philosophies, the committee parties’ perspectives as much as possible. If
specific type of dispute), geographic loca- might include mediators with different appropriate, organizers might enlist repeat-
tion (e.g., nation, state, region, or locality), perspectives. Organizers may invite repre- users to serve on the planning committee.
and any particular concerns that prompted sentatives from other fields as appropriate. (continued on next page)
tive in its quality improvement project. force website includes sample focus group
Mediation Quality Each committee should tailor its protocols, surveys, and related documents
(continued from page 99) process for getting information to fit its as well as memos with advice about con-
At the outset of the process, the plan- goals and circumstances. Collecting infor- ducting research and drafting surveys.
ning committee should discuss the pro- mation can be time-consuming, so the A committee may want to adapt the
ject’s goals. Presumably, the general goal task force’s process, which was particularly
would be to improve the quality of media- focused on getting mediation users’ per-
tion within the project’s scope. The com- spectives. It used focus groups, written sur-
mittee should discuss possible additional Boosting Quality veys, and personal interviews to collect da-
possible goals for mediation, such as in- ta from lawyers and parties as well as medi-
creasing the levels of The focus: The ABA’s mediation ators. It started with focus groups that
asked general questions about good and
task force wants to spread its
• satisfaction of parties’ substantive in- bad mediation techniques.
terests, practice improvement efforts. After analyzing the patterns of respons-
• substantive and procedural fairness, es in the initial focus groups, the task force
The tool: A how-to guide for hold-
• resolution of disputes, including effi- refined its questions to focus on specific is-
ciency in the process, ing local focus groups, designed sues, such as desirable qualities in selecting
• parties’ capabilities in handling other to explore mediation users’ mediators, procedures in preparing for me-
disputes, and needs, preferences, and dislikes. diation sessions, and attitudes about vari-
• quality of parties’ relationships. ous types of analytical assistance that medi-
The purpose: You, too, can do ators can provide. It also developed stan-
After the committee decides on its this—and jump-start a best dardized surveys to get quantitative
goals, it should consider the kinds of measures of people’s views.
practices initiative where it
“products” it might develop. Examples of A committee should consider common
such products include educational materi- matters most, close to home. challenges in collecting data—and be very
als, training programs for mediators or ad- cautious in interpreting it. The results can
vocates, dispute referral mechanisms, me- be strongly affected by the questions’ word-
diator peer consultation and mentoring ing and the sample of people selected to
programs to improve professionals’ skills, committee should consider how much time participate in a study.
specialized ethical guidelines, court rules and effort it can invest in the project, and For example, it often is difficult to col-
about mediation, credentialing projects, weigh the value of collecting its own data or lect data from parties who have attended
and initiatives to educate disputants and using data collected previously by others. mediation only once. Their views may be
the public about mediation. The ABA task force report includes an ex- quite different from repeat users.
tensive bibliography, with some Internet re- Ideally, researchers would use random
sources, so the committee should begin by samples to get representative results,
COLLECTING INFORMATION learning about previous work in this area. though often this isn’t practical. The results
A committee deciding to collect its from non-random samples may not be ac-
The planning committee should consider own data should plan the process realisti- curate indicators of the relevant popula-
what information it needs to be most effec- cally. To help plan such efforts, the task tion’s view, to some degree, and thus
Drawing Conclusions
Here’s an excerpt from the “Tool Kit for they are more general. . . . lieve otherwise, you should report
Improving the Quality of Mediation in . . . Remember that you should avoid this information so that decision-
Your Geographic or Practice Area,” part drawing conclusions about causation. makers and practitioners can take it
of the final report by the ABA Section of For example, it is inappropriate to into account.
Dispute Resolution’s Task Force on Medi- conclude that a particular mediator . . . It may make your findings more
ation Quality: practice either causes or inhibits set- accessible if you can report them in
tlement. Instead, you may report that terms of what most or some versus few
When reporting your findings, take participants in your group observed of your participants report. This re-
care to preserve the confidentiality of that this practice is either helpful or quires coding the responses and count-
the people who participated in discus- inappropriate. Your group might con- ing frequencies. It is important to pres-
sions. Also, consider the context of their sider whether the results do seem to ent the data in a way that audiences
comments and whether they might be accurately represent the views of the can easily understand. For example, of-
perceived to criticize a specific, identifi- population. Even if a majority of the ten, a good quote can be very effective,
able organization or court program or population hold a certain view, if or it may be helpful to use graphics in-
mediator. Edit the comments so that there is a significant minority who be- stead of tables or numbers.