Results

​

A complete training program has been constructed, including an introduction to conflict, communication theories related to conflict, and communication skill development to prevent, resolve, and transform conflict. A short video introducing the training concept to prospective learners and the training tools for the first of four training modules, including a PowerPoint presentation, five classroom activities, and supportive student handouts.   

 

The project has also positioned me to be publicly discoverable as a competent facilitator and trainer in conflict communication and theory. This is through a professional brand, an ability to articulate training and facilitation options, engage in conflict as a panelist or mediator, and a website for visitors to engage with my content.

​

Application of Theoretical Grounding

​

Applying dialogue ethics, especially with Dr. Parker (2009) and Martin Buber (2010) in mind, to the course design for a course that hopes to teach about conflict and well-rounded methods of conflict prevention and resolution communication skills made the course much more interactive and meta than I expected.

​

Focusing on cultural differences, identity, and values in the training content, especially with thought leaders William Gudykunst (2004) and bell hooks (2000) in mind, was much more important than anticipated. Activities to support increased self-awareness and engagement with classmates' perspectives were emphasized to animate the content, especially as the intended audience likely has already been introduced to these topics in other settings.

​

Ethical Impacts

Giving people tools to prevent and resolve conflict in a human-centered, reflective, and culturally sensitive way honors the ethics of the moral treatment of others. Training learners to engage more deeply with theories, practices, and skills that equip them to foster peaceful resolutions that honor differences expands the potential for unity and harmony in their communities and environments.

​

Learners and clients will be stretched to practice self-reflection and reflective listening, positioning them to be more responsive and adaptive to emerging conflicts in their personal, professional, and civic lives.

​

The course orientation even engages with the communal creation of ground rules and communication agreements. This aspect of the training is integral in that it demonstrates that change and fluctuation in ground rules are essential as they allow for adaptability to emerging needs. It also reflects a culture of openness and flexibility.

Each course also opens with an icebreaker that grounds learners towards the course outcomes but gives them space to optionally share about themselves in a safe, confidential space. This is important as it builds community and allows the larger group to practice listening and appreciating one another.

​

Technical Lessons Learned

​

         This project stretched my technical skills in developing PowerPoint presentations, using APA guidelines appropriately, designing a public-facing website, and creating interactive workshops.

​

         I've learned that creating PowerPoint presentations requires creativity and new digital skills, such as embedding a video and creating AI images to help portray the concept I'm trying to teach.

​

         APA guidelines have helped me remember to cite sources, even in PowerPoint and handouts, so I give proper credit to thought leaders and those who came before me. It also lends professionalism and credibility to my work.

​

         Designing a website is very difficult, as all aspects of the design—images, text, font, sizing, spacing, layout, and flow—feel like a testimony to who I am as a person and professional. I've agonized over the minute details and struggled to overcome creativity roadblocks even to get started.

​

         Applying active learning techniques to training design has also stretched my skills. I constantly evaluate the balance of content and action and the spacing of active learning so that learners do not experience cognitive overload. I've practiced discussing the flow of content with others to determine whether it would land well in a classroom format.

Limitations

​

         Although eager to share my knowledge with others, limiting the content is essential so learners stay calm, and the key objectives and outcomes are met. This means that a lot of content had to be cut from my original plan so that the core goals of the training could be met.

​

         The training content is currently for a hypothetical, in-person audience and, as such, may never reach a real classroom. Based on interest and need, the effort can be modified for organizations, groups, or community learners. The training can also be modified for online or remote learning.

​

         Another limitation is that although theory is applicable, academically sound, and provides a foundation, many learners want to jump immediately to application. As one who values academia and scholarship, this poses an issue in design as I want to still tie theory into training in a manner that learners accept. This is going to be an ongoing balancing act.

​

         Another limitation is that the people who could most benefit from learning communication tools that help them prevent and resolve conflict aren't often in a position to hear about, attend, or access communication training, consulting, or mediation services.

Key Takeaways

        

           Through this transformative journey, I've gained confidence and appreciation of my new knowledge and skill sets. I have a lot to offer the community through teaching, advising, facilitating, consulting and program development efforts. The depth of knowledge in communication and leadership I've gained is funneled into the niche of conflict communication, and this is evidenced by the richness of knowledge and creativity I've poured into this project. I am also aware that there is so much more to learn, and I understand that I will have to now turn to building more in-depth relationships with other professionals, colleagues, and allies interested in ethical, culturally sensitive, and interpersonal and intergroup communication with the intent of creating peace or, at least, the absence of violence.

 

Suggestions for Future Iterations

​

         Looking ahead, the adaptability of our training program opens up a world of possibilities for future iterations and partnerships. We could design specialized training for restorative justice practitioners, mediators, social service workers, students, employee groups, and more. We could also collaborate with agencies interested in creating diversion training, such as those seeking information on small claims, joining a homeowner's association, students seeking their first rental or shared living space, first-time landlords, teens, and more. These potential iterations and partnerships underscore the program's scalability and long-term viability.

​

         Another possibility is reorienting the structure to be more akin to a circle of trust, with some skill development and information sharing. This could allow further growth in character development, community building, self-awareness, mindfulness, and conflict practice. This would move my role to more of a facilitator than a teacher, but the effects may be more profound.

        

There is a real opportunity for partnering with experts in both training and facilitating roles. I am already connected with some mediators, facilitators, diversity experts, and conflict resolution experts in the field who regularly speak in their communities. Adding their insight into the form and content or as an additional expert and speaker could bring more benefits to learners.