Complaints involving [[legal discrimination]], [[harassment]], and [[Code of Conduct]] violations should be filed with OHSU's [[AA/EEO Office|http://www.ohsu.edu/aaeo/affirmative_action/affirmative_action_plan.html]]\n
The American Federation of Labor and Congress of Industrial Organizations [[(AFL-CIO)|http://www.aflcio.org]] is a voluntary federation of 54 national and international labor unions.\n\nToday's unions represent 10 million working women and men of every race and ethnicity and from every walk of life. We are teachers and truck drivers, musicians and miners, firefighters and farm workers, bakers and bottlers, engineers and editors, pilots and public employees, doctors and nurses, painters and laborers—and more.
[[AFSCME]] is a national union affiliated with the [[AFL-CIO]]. AFSCME is the largest AFL-CIO affiliate with approximately a million and a half members nationwide. AFSCME stands for the American Federation of State, County and Municipal Employees.\n\nAFSCME [[Council 75]] is the governing body for AFSCME in Oregon. [[Local 328]], [[OHSU]]'s employee union, is a member of AFSCME Council 75.\n\nLearn more about the [[AFSCME International Union|http://www.afscme.org]]\n
A BridgeBuilder is a member of AFSCME [[Local 328]] who has been trained in the BridgeBuilders process of [[conflict resolution]].
The purpose of BridgeBuilders is to provide a [[conflict resolution]] service for members of the [[AFSCME]] [[Local 328]] [[bargaining unit]]. BridgeBuilders are Local 328 [[members]] who have received [[training]] in the [[facilitation]] of resolutions of [[peer to peer]] [[conflict]]s in a safe, neutral setting. \n\nIn addition BridgeBuilders seeks to make [[conflict management]] skills and [[Tools]] widely available to our members.\n\nBridgeBuilders was initially developed by the [[Labor/Management Committee]] at the [[Richmond Clinic]]. Local 328 is extending the Richmond LMC's [[pilot project]] to the [[OHSU]] community as a whole.\n
Standards of professional behavior at [[OHSU]] are establihed by the [[Code of COnduct|www.ohsu.edu/cc/codeofco.pdf]]. Violations of the Code of Conduct are handled by the [[AA/EEO]] office.\n\nSince most BridgeBuilders sessions will be held on work time, all participants are governed by the Code of Conduct before, during and after the session.
AFSCME Council 75 is the statewide organization to which [[Local 328]] belongs. [[Council 75|http://www.oregonafscme.com]] provides staff support to Local 328 as well a host of services that benefit our members.
BridgeBuilders\n[[The Process]]\n[[Tools]]
EASE is the company that contracts with OHSU to provide employee assistance with psychological, stress, or substance related issues. In many cases BridgeBuilders might refer employees to [[EASE|http://www.easeeap.com/]] for additional assistance.\n\nEASE may also be contacted through the OHSU Human Resources department.
Fair Share is established by Oreogn statute which permits unions to bargain language which requires non members to pay their "Fair Share" of the costs of representation.\n\nSince the law requires the union to equally represent all employees in the brgaining unit regardless of membership status, the law permits the union to collect the costs of that representation from non members in the form of Fair Share fees.
LMC is an abbreviation for [[Labor/Management Committee]].
A Labor/Management/Committee is a group of employees who meet regularly with their managers for joint [[problem solving]]. Labor/Management/Committees are established by contract. Each [[work unit]] may set up a Labor/Management/Committee. LMCs work on a variety of issues such as [[process improvement]], creating a postive work environment, help to develop policies and procedures, working on improving morale, creating [[consensus]] agreements for vacation, holiday and overtime assignement. \n\nLMCs do not write or rewrite the [[contract]], nor do they handle [[grievance]]s.
Letters of Agreement are attachments to the contract which are in force specifically for the term of the [[contract]]. They usually deal with a special circumstance or project. \n\nLetters of Agreement are sometimes entered into during the term of the contract when special circumstances arise which were not anticipated or dealt with when the contract was bargained. Letters of Agreement are binding on both parties to the contract, in the same way that the contract proper is.
Local 328 is the [[AFSCME]] [[Council 75]] affiliate in Oregon representing the employees of [[OHSU]]. \n\nIt's accurate to say that Local 328 is not a third party taking on the role of employee advocate, rather the employees themselves are Local 328. \n\nWe are the union. You may learn more about your union from our web site [[Local 328|http://www.afscmelocal328.com]]
BridgeBuilders\n[[The Process]]
OHSU is the only medical school in Oregon. [[OHSU|http://www.ohsu.edu]] combines the missions of education, research and providing medical care. \n\nOHSU is Portland's largest employer. Of the approximately 12,000 OHSU employees about 4300 of them belong to [[AFSCME]] [[Local 328]].
Richmond Clinic is a family medicine clinic located at 39th and Division in Southwest Portland. The clinic is an FQHC lookalike facility and has been experiencing dramatic shifts in patient demographics and workload.
A resource manual
BridgeBuilders
If the parties cannot agree who should speak first the BridgeBuilder makes the decision.\n\nThen:\n* 1st party explains problem in their own words\n* 2nd party listens without interrupting\n* BridgeBuilder asks questions and clarifies to get more information\n* BridgeBuilder then summarizes their understanding of the problem and asks 1st party to confirm or clarify.\n* Process is repeated with second party speaking and 1st party listening\n* The BridgeBuilder identifies the issues which are shared by the parties. If possible this shgould be communicated in neutral language.
* The BridgeBuilder uses all the information which has been shared to compile an agenda of issues to be discussed. If both parties share an issue it may be discussed first.\n* Through the discussion each party expresses their interests which the bridgebuilder may record. As the dialogue proceeds the various interests of the parties may be shared.\n* Each issue should be discussed even if only briefly.\n* The parties may decide not to dicuss an issue.\n* A possible resolution may be expressed. The BridgeBuilder may choose to explore it a that time or hold it until after [[brainstorming]]\n* Prior to moving to the [[brainstorming]] phase of the session BridgeBuilders will try to help the parties identify their interests. Often the people involved in a dispute enter the session having taken [[positions]]. A position creates a win-lose scenario, or at best a compromise scenario. Having parties understand their interests creates the possibility of a [[win-win]].\n\nDiscussion of Interests:\n\nInterests include the needs, desires, concerns, and fears important to each side. They are the underlying reasons why people become involved in a conflict.\n\nInterests are quite different from [[positions]]. \n\nA position is a committment to a specific outcome. \n\nA simple example might be: An employee takes a //position// that she must leave work early enough to pick her child up at 4:00. But the employee's //interest// is in making sure that her child has safe and dependable transportation home after school. If we can identify the //interest// behind the //position// it may become apparent that there are more possible solutions than the one identified in the //position// the employee took.\n\nFocusing on interests can help parties to uncover hidden problems and allow them to identify which issues are of most concern to them. \n\nFocusing on interests can resolve the problems underlying a dispute more effectively than focusing on rights or power. This is because reconciling interests tends to generate a higher level of mutual satisfaction and better relationships than resorting to rights or power contests.\n\nThe distinction among interests, human [[needs]], and [[values]] is not always clear cut.\n\nSome suggest that human needs can be thought of as very powerful interests, blending together the concepts of interests and needs. \n\nOthers maintain that there is an important distinction between the two. Although both interests and needs can be thought of as underlying desires, they argue that [[needs]] are more fundamental than interests. In addition, while interests are tangible things that can be traded or compromised, needs such as identity, security, and recognition are not for trading.\n\nIf the issues in contention are non-negotiable, any attempts to reconcile interests are likely to fail and may even make the conflict more entrenched and difficult to resolve. Therefore, BridgeBuilders should look carefully at the root causes of the conflict before attempting to bring the parties to resolution.\n\nDisputes rooted in human needs or fundamental [[values]] differences should not be handled in the same way as disputes rooted in parties' conflicting interests.
* A BridgeBuilder explains that the goal is to list as many solutions as possible without any discussion. each possible solution will be evaluated later.\n* The BridgeBuilder explains brainstorming - see discussion below.\n\nDiscussion of brainstorming:\n\nA brainstorming session is a tool for generating as many ideas or solutions as possible to a problem or issue. It is not a tool for \ndetermining the best solution to a problem or issue.\n\nHere are some suggestions for the rules of brainstorming.\n* There are no dumb ideas. Period. It's a brainstorming session, not a graduate seminar!\n* Don't criticize other people's ideas. This isn't a debate, discussion or forum for one person to display superiority over another.\n* Build on other people's ideas. Often an idea suggested by one person can trigger a bigger and/or better idea by another person. Or a variation of an idea on the board could be the next great idea. It is this building of ideas that leads to out of the box thinking and fantastic ideas.\n* Reverse the thought of 'quality over quantity.' Here we want quantity; the more creative ideas the better. As a [[facilitator]], you can even make it a challenge to come up with as many ideas as possible.
Three phases of step 4:\n* [[resolution]]\n* [[agreement]]\n* [[close]]
The BridgeBuilders process is flexible and able to be adapted to a variety of [[peer to peer]] [[conflict]] situations. However, each BridgeBuilders session will have some common elements. \n\n* [[referral]]\n* [[information]]\n* [[ground rules]]\n* [[agenda]]\n* [[beginning]]\n* [[Step 1]] sharing information\n* [[Step 2]] dicussing the issues - sharing interests\n* [[Step 3]] generating and evaluating options - brainstorming\n* [[Step 4]] seeking resolution\n* After the meeting [[document]]\n* [[follow up]]
Tools for BridgeBuilders\n* hold the meeting in a private and quiet location\n* use [[active listening]] and [[empathy]]\n* ask [[clarifying questions]] and [[open ended questions]]\n* [[validate]] statements\n* use [[paraphrasing]] and [[reframing]]\n* generate possible solutions ([[brainstorming]])\n* evaluate possible solutions ([[problem solving]]\n* write an [[agreement]] if [[resolution]] is reached\n* acknowledge each party's contribution to [[The Process]].\n\nAdditional [[resources]] \n
An organization of workers joined to protect their common interests and improve their working conditions.
See [[Workplace Change Initiative]]
The Workplace Change Inititiative is a product of [[Local 328]]'s work with [[OHSU]] through our Labor/Management Commitee. The WCI is a comprehesive plan to develop and fund a variety of projects designed to create better working conditions for our members. Many of these [[WCI projects]] arose from [[Letters of Agreement]] that were part of our last contract settlement. Some of them are evolutions of work that was begun by Local 328 prior to the most recent contract.
follow links for materials on active listening XXXXXXXX\n\nActive listening is an intent "listening for meaning" in which the listener checks with the speaker to see that a statement has been correctly heard and understood. The goal of active listening is to improve mutual understanding.\n\nWhen interacting, people often are not listening attentively to one another. They may be distracted, thinking about other things, or thinking about what they are going to say next, (the latter case is particularly true in conflict situations or disagreements).\n\nActive listening is a structured way of listening and responding. It focuses attention on the speaker. Suspending one’s own frame of reference and suspending judgement, are important in order to fully attend to the speaker. It is also important to observe the other person's behavior and body language. Having heard, the listener may then paraphrase the speaker’s words. It is important to note that the listener is not necessarily agreeing with the speaker—simply stating what was said. In emotionally charged communications, the listener may listen for feelings. Thus, rather than merely repeating what the speaker has said, the active listener might describe the underlying emotion (“you seem to feel angry” or “you seem to feel frustrated, is that because…?”).\n\nIndividuals in conflict often contradict one another. This has the effect of denying the validity of the other person’s position. This can make one defensive, and they may either lash out, or withdraw. On the other hand, if one finds that the other partly understands, an atmosphere of cooperation can be created. This increases the possibility of collaborating and resolving the conflict.\n\nActive listening is used in a wide variety of situations, including interviews in employment, counseling and journalistic settings. In groups it may aid in reaching consensus. It may also be used in casual conversation to build understanding.\n\nThe benefits of active listening include getting people to open up, avoiding misunderstandings, resolving conflict and building trust.
The act of speaking or of disseminating information intended to influence individual behaviour or opinion, corporate conduct or public policy and law.\n\nThe skills of advocacy include mediating, coordinating, clarifying, resolving conflict, and assisting the employee to acquire, interpret, and utilize helpful information.
Each BridgeBuilders session should have an agenda. Depending on the nature of the conflict to be resolved the agenda may be very detailed or quite sketchy. Below are some suggested agenda items. \n\nRemember that the BridgeBuilder is responsible for [[timekeeping]] to make sure that the agenda is completed.\n\n* Greeting\n* Review [[ground rules]]\n* If the parties cannot agree the BridgeBuilder decides who speak first\n* [[Step 1]] - sharing\n* [[Step 2]] - discussing\n* [[Step 3]] - options\n* [[Step 4]] - resolution\n* [[document]]\n* [[follow up]]
Once agreements are reeached BridgeBuilders emphasizes the importance of written agreements between the parties. They do not have to be complicated. They should state, in plain language, at a minimum:\n\n* What the problem was\n* What each person agreed to do in the future\n* The length of time the agreement is to be in effect\n\nEach party should get a copy of the agreement. Agreements are confidential and a copy will be retained by the Union, but not shared with OHSU management.
Alignment is a concept the Union has adopted at a strategic level. \n\nIt is the process of identifying which of our members' needs and interests may be met by working with the needs and intersts identified by management. Oftentimes the two sets of interests end up taking us the same place. For example, if our members want to get control of their workload and managment wants to increase productivity those interests may be aligned by following a stratagy of work process improvement. Both parties will get where they want to go. \n\nWe think of it as a kind of judo where you can use the other party's energy to help you achieve your own goals.\n\nOf course, sometimes we are so aligned that managers and union members have the same interests - a reduction in workplace hostility is one of those areas.\n\nAs far as BridgeBuilders is concerned the term ''align" or "alignment" serves to remind us that even though two people may say they want different things, it may be possible to reframe the question so that one path may be found that gets them both where they want to go.
The Local 328 bargaining unit is made up of all employees who are represented by [[AFSCME]] [[Local 328]]. The bargaining unit is defined by the [[contract]] but generally includes all [[OHSU]] employees except registered nurses, facutly and academic employees, research employees, unclassified employees and supervisors.\n\nRepresented employees may either be [[members]] who pay dues or non members who pay a [[Fair Share]] fee.\n\nLocal 328 provides services equally to all represented employees but there are important [[union benefits]] to becoming a member by signing a [[membership card]].
The beginning is roughly the first third of the meeting. Depending on the complexity of the problem it may take longer. The goals of the BridgeBuilders for this portion of the meeting are to:\n\n* Welcoms the particpants\n* state the purpose of the meeting\n* discuss [[confidentiality]]\n* review the [[ground rules]] and [[agenda]]\n* explain any terms or concepts the members might not understand\n* answer any questions\n* obtain agreement to go forward \n\nIt will save time if certain key concepts like [[paraphrasing]] and [[brainstorming]] are explained prior to the session in the [[information]] phase.\n\nAfter making sure the ground rules and agenda are understood the BridgeBuilder should allow the particpants to describe the conflict requiring each to listen to and accurately paraphrase the other.\n\n
See [[brainstorming]]
One definition is: "Persistent, offensive, abusive, intimidating or insulting behaviour, abuse of power or unfair penal sanctions which makes the recipient feel upset, threatened, humiliated or vulnerable, which undermines their self-confidence and which may cause them to suffer stress and increased incidence of stress related illness.\n\nBullying is a serious problem which may be beyond the scope if BridgeBuilders. Employees who believe they are being bullied should seek help through one of the other [[remedies]] which are available through [[Local 328]] and [[OHSU]].\n\nWhat are some examples of bullying?\n* constant nit-picking, fault-finding and criticism of a trivial nature - the triviality, regularity and frequency betray bullying; often there is a grain of truth (but only a grain) in the criticism to fool you into believing the criticism has validity, which it does not; often, the criticism is based on distortion, misrepresentation or fabrication\n* simultaneous with the criticism, a constant refusal to acknowledge you and your contributions and achievements or to recognise your existence and value\n* constant attempts to undermine you and your position, status, worth, value and potential\n* where you are in a group (eg at work), being singled out and treated differently; for instance, everyone else can get away with murder but the moment you put a foot wrong - however trivial - action is taken against you\n* being isolated and separated from colleagues, excluded from what's going on, marginalized, overruled, ignored, sidelined, frozen out, sent to Coventry\n* being belittled, demeaned and patronised, especially in front of others\n* being humiliated, shouted at and threatened, often in front of others\n* being overloaded with work, or having all your work taken away and replaced with either menial tasks (filing, photocopying, minute taking) or with no work at all\n* finding that your work - and the credit for it - is stolen and plagiarised\n* having your responsibility increased but your authority taken away\n* having annual leave, sickness leave, and - especially - compassionate leave refused\n* being denied training necessary for you to fulfil your duties\n* having unrealistic goals set, which change as you approach them\n* deadlines which are changed at short notice - or no notice - and without you being informed until it's too late\n* finding that everything you say and do is twisted, distorted and misrepresented\n* being subjected to disciplinary procedures with verbal or written warnings imposed for trivial or fabricated reasons and without proper investigation\n* being coerced into leaving through no fault of your own, constructive dismissal, early or ill-health retirement, etc
Any of the following conditions may cause or exacerbate conflict.\n\n1. Poor communications\na. Employees experience continuing surprises, they aren't informed of new\ndecisions, programs, etc.\nb. Employees don't understand reasons for decisions, they aren't involved in\ndecision-making.\nc. As a result, employees trust the "rumor mill" more than management.\n\n2. The alignment or the amount of resources is insufficient. There is:\na. Disagreement about "who does what".\nb. Stress from working with inadequate resources.\n\n3. "Personal chemistry", including conflicting values or actions among managers and employees, for example:\na. Strong personal natures don't match.\nb. We often don't like in others what we don't like in ourselves.\n\n4. Leadership problems, including inconsistent, missing, too-strong or uninformed leadership (at any level in the organization), evidenced by:\na. Avoiding conflict, "passing the buck" with little follow-through on decisions.\nb. Employees see the same continued issues in the workplace.\nc. Supervisors don't understand the jobs of their subordinates.
To close a BridgeBuilders session:\n* Thank the particpants for their efforts to resolve the conflict\n* If the conflict has been resolved remind them that you will [[document]] the [[agreement]]s reached in writing and expect them to sign the agreement\n* If the conflict has //not// been resolved thank them for their good faith efforts to resolve the conflict and remind them that even though they have not reached agreement they have worked hard at trying to reach an agreement and have moved closer to understanding each other.\n* collect all notes and remind particpants that the process is to remain [[confidential]].\n
Collaboration, literally, consists of working together with one or more others. Collaboration is seen as the act of shared creation and/or discovery, working together toward a common end.\n\n
BridgeBuilders respects the confidentiality of the process. Particpants must agree to confidentiality before proceeding. Notes and agreements will be retained in a confidential file kept by the union. This material will not be shared with anyone outside of the BridgeBuilders process or with management.\n\nIn those work units where managers have agreed to allow BridgeBuilders to work "on the clock" they will need to know the names of the particpants and the time(s) of the session for timekeeping purposes.
Conflict is a normal and expected part of human interactions. Conflict is not to be avoided. Conflict is to be understood and resolved to the benefit of all parties. There may be many [[causes of conflict]].\n\nConflict is when two or more [[values]], perspectives and opinions are contradictory in nature and haven't been [[align]]ed or agreed about yet, including:\n* Within yourself when you're not living according to your values;\n* When your values and perspectives are threatened; or\n* Discomfort from fear of the unknown or from lack of fulfillment. \n\nConflict is inevitable and often good, for example, good teams always go through a "form, storm, norm and perform" period. Getting the most out of [[diversity]] means often-contradictory values, perspectives and opinions.\n\nConflict is often needed. It:\n* Helps to raise and address problems.\n* Energizes work to be on the most appropriate issues.\n* Helps people "be real", for example, it motivates them to participate.\n* Helps people learn how to recognize and benefit from their differences.\n\nConflict is not the same as discomfort. The conflict isn't the problem - it is when conflict is poorly managed that is the problem.\n\nConflict is a problem when it:\n* Hampers [[productivity]].\n* Lowers [[morale]].\n* Causes more and continued conflicts.\n* Causes inappropriate behaviors.\n* Results in [[disciplinary action]]\n* Creates a hostile environment for others
Conflict management is the practice of identifying and handling conflict in a sensible, fair, and efficient manner. Conflict management requires such skills as effective communications, using the [[problem solving]] process, and identifying [[interests]].\n\nThere are [[managerial actions]] that an employee's supervisor may take to help deal with [[conflict]].\n\nThere are many ways, some productive and some not so productive, with which you will find people [[dealing with conflict]]. \n\nWhen you find yourself in conflict, sometimes you must find ways to [[manage a conflict within yourself]].\n\nOften you will need to [[manage conflict with others]] because dealing with your own issues around the conflict is not bringing about sufficient resolution.
From our membership [[survey]] we learned that one of our [[members]]' [[top priorities]] is having a workplace free of hostility. Workplace hostility can take many forms such as [[bullying]], [[harassment]], [[legal discrimination]] and [[peer to peer]] interpersonal [[conflict]].\n\nViolations of the labor [[contract]] may also be seen as a form of conflict. If you think the contract has been violated the proper way to resolve that conflict is through the [[grievance]] proceedure.\n\nBridgeBuilders is designed to provide a process to employees to help them resolve [[peer to peer]] conflicts and teach [[conflict management]] skills.\n\nBridgeBuilders is one piece of a larger [[conflict resolution strategy]] being developed by [[Local 328]].\n\nEffective conflict resolution is an important part of an overall strategy to create a positive work environment. \n\nLocal 328 is partnering with OHSU to create a comprehensive plan to improve our members' work lives. We call this plan the [[Workplace Change Initiative]].\n
//by Diane Lovell, reprinted from Local 328 News & Views, August, 2006//\n\nWorkplace [[conflict]] is a major barrier to our members’ satisfaction with their work environment. \n\nWorkplace conflict also negatively impacts health, creativity, productivity, and employee engagement. An enormous amount of AFSCME and OHSU resources are consumed by dealing with workplace conflict, but does the workplace actually improve? Too often it does not.\n\nIn early 2006, Local 328 conducted a membership [[survey]], the results of which were used by the Executive Board to create your union’s strategic plan. The survey indicated that one of our members’ top [[priorities]] is to provide information on how the union can help members solve workplace problems among themselves and with their supervisors and managers. \n\nSeventy-eight percent of members surveyed indicated that instituting additional workplace conflict resolution strategies is an important priority; forty-six percent of those members said it is “very important.”\n\nLocal 328 was actually already working on this issue. Early this year a small committee was formed to conduct research and make recommendations on what types of conflict resolution strategies and programs would be effective at OHSU.\n\nThe committee, comprising Executive Board members Celine Davis and Claire Tranchese, steward Debra Robbins, and AFSCME staff Frank Vehafric, Dave Raahahn, and Diane Lovell, first documented all of the current resources—both union and management—devoted to conflict resolution: AFSCME staff and stewards, OHSU Human Resources business partners and directors, OHSU HR organizational effectiveness staff, OHSU Affirmative Action and Compliance staff, [[EASE]] (OHSU’s employee assistance program) representatives, and Public Safety staff, managers, and supervisors. An overwhelming number of hours are spent—but again, what are the results?\n\nOur committee had the opportunity to work with a Portland State graduate student (Nasim Hurd, son of Local 328 past president Doug Hurd) pursuing his master’s degree in [[conflict resolution]], who pulled together a great deal of research around various confl ict management programs for us. The research established that the most effective conflict resolution programs are those that are jointly sponsored by unions and employers. \n\nUnion peer-mediation programs may feel more comfortable because they’re “internal,” but they are not as effective in mediating employee-supervisor conflicts. Additionally, even when the conflicts are member-to-member, many times a supervisor needs to be involved to ensure that the parties follow through on their mediation commitments. \n \nThe committee’s recommendation to our union’s Executive Board was to establish a jointly-managed (AFSCME and OHSU) peer-mediation program. AFSCME leadership has taken that recommendation to the AFSCME/OHSU Leadership Labor Management Committee, as well as to the Hospital Leadership Council (HLC), a joint initiative between Local 328 and the OHSU Hospitals & Clinics. \n\nThe HLC has adopted conflict resolution as one of three strategic initiatives for this year. We are working with the Labor Management Committee to ensure that we have the resources and support to deploy the HLC developments throughout OHSU to all of our members.\n\nAlthough we have not yet finalized a specific approach, we all agree that the program needs two components: (1) a mechanism to resolve current workplace conflicts and (2) training and ongoing support to empower employees to manage the majority of conflicts on their own.
Consensus, as defined in our [[contract]], is meant to apply specifically to the [[problem solving]] process when used by work units to reach agreements on vacation and holiday scheduling and the distribution of overtime and not to a BridgeBuilders [[conflict resolution]] process.\n\nThe contractual definition:\n\n//7.7 Consensus\n\na. A group reaches consensus when, after collective deliberation regarding a particular matter or issue, all affected members agree upon a single alternative. In this process, each individual:\n\n1. takes the opportunity to express his/her interests, opinions and/or point of view, and confirm that the others understand.\n2. confirms the understanding of the other group members’ interests, opinions and/or point of view.\n3. works toward the best solution for the group.\n\nb. If the entire group cannot agree, the solution acceptable to 80% of the work group members (rounded to the closest whole number) constitutes a consensus agreement. For purposes of this agreement work group members include management representative.\n\nc. Consensus agreements shall remain in force for the term of the collective bargaining agreement unless reviewed and/or amended by the group during the term of the contract. All consensus agreements and amendments must be sent to and signed by OHSU Human Resources and AFSCME. In the event of change, modification or amendment, such changes will also be documented in written form and submitted to OHSU Human Resources and AFSCME for signature.//\n
A labor contract is also known as a collective bargaining agreement. The [[contract|http://www.afscmelocal328.com/index.cfm?zone=/unionactive/view_article.cfm&HomeID=23391]] that [[Local 328]] has with [[OHSU]] guarantees wages, hours, working conditions and other terms and conditions of employment for [[AFSCME]] represented employees. \n\nIn addition to the usual conditions of employment the [[Union]] has bargained many other provisions which enable us to pursue projects, such as BridgeBuilders, which will benefit the work lives of our members.\n\nMany of these projects are part of the [[Workplace Change Initiative]].
Ways People Deal With Conflict\n\nThere is no one best way to deal with conflict. It depends on the current situation. Here are the major ways that people use to deal with conflict.\n\n1. Avoid it. Pretend it is not there or ignore it.\n* Use it when it simply is not worth the effort to argue. Usually this approach tends to worsen the conflict over time.\n\n2. Accommodate it. Give in to others, sometimes to the extent that you compromise yourself.\n* Use this approach very sparingly and infrequently, for example, in situations when you know that you will have another more useful approach in the very near future. Usually this approach tends to worsen the conflict over time, and causes conflicts within yourself.\n\n3. Competing. Work to get your way, rather than clarifying and addressing the issue. Competitors love accommodators.\n* Use when you have a very strong conviction about your position.\n\n4. Compromising. Mutual give-and-take.\n* Use when the goal is to get past the issue and move on.\n\n5. Collaborating. Focus on working together.\n* Use when the goal is to meet as many current needs as possible by using mutual resources. This approach sometimes raises new mutual needs.\n* Use when the goal is to cultivate ownership and commitment.
Discussion versus Dialogue\n\nWithin discussion participants tend to remain attached to their particular points of view. Each participant attempts primarily to persuade others to adopt their perspective. Discussion then can lead to division and rigidity.\n\nIn contrast, dialogue requires participants to suspend attachment to their particular points of views. It stresses respect for others, listening, trust, and the shared pursuit of deeper understanding. \n\nIn effect, the practice of dialogue is a practice of community building. This increased sense of community can, in turn, transform relationships and the workplace culture.\n\nDialogue requires four basic skills. \n\n* First, participants must suspend both their attachment to their own positions and their judgements regarding others. This allows participants to be more accepting of other alternate perspectives. It is also key in creating a climate of trust where others will feel free to express their points of view. In addition to suspending judgement, participants should suspend [[status]] and roles.\n* Second, participants must identify their underlying assumptions. Unidentified differences in people's basic assumptions will produce incoherent conclusions. \n* Third, participants must practice [[active listening]]. Moreover they must remain actively present to each other. \n* Finally, participants must engage in inquiry and reflection, in order to uncover deeper issues and create more profound levels of understanding.\n\nParticipants should seek a balance between [[inquiry]] and [[advocacy]]. Participants should not be focused on a need to produce a specific outcome. They should focus instead on learning and reaching a higher level of understanding.\n\nUsing Dialogue in Problem Solving\n\nDialogue can be very helpful within the context of the traditional [[problem solving]] process. The first stage of the problem-solving process is problem identification. Regular dialogue helps people to identify problems early on. Groups which practice dialogue also are better practiced at identifying [[interests]].\n\nThe second stage of problem-solving is generating solutions - [[brainstorming]] - and making a decision. Dialogue can lead to a clearer understanding of the problem. Dialogue can also help participants to generate a broader set of possible solutions.\n\nThe final problem-solving stage is implementation. Groups who have practiced dialogue through the earlier stages will be more united behind the final decision, and more committed to it.\n\nA useful device to remember the qualities of dialgue is the DIALOGUE model involves the following areas that spell DIALOGUE:\n\n* Define - Explore/Identify the need for the information; Determine the basic question\n* Initiate - "Distressing ignorance"\n* Assess - Identify keywords, concepts, and possible resources; Consider information literacy skills; "Tapping prior knowledge" and "Building background"\n* Locate - Identify possible sources of information; Develop a search strategy; Locate and retrieve available resources\n* Organize - Identify the best and most useful information sources Evaluate the information retrieved\n* Guide - Search log or journal Student assistance and review; Educator assistance and review\n* Use - Determine presentation format Present results; Communication information\n* Evaluate - Evaluate the project/results Evaluate the process; Assess the teaching and learning\n
Directive mediation an interactive process. The mediator uses their knowledge and experience to generate creative options and keep the pressure on the parties to move towards resolution.\n\nIn putting this all together the mediator will then guide (and sometimes nudge) the parties towards a solution, and thereby help to resolve their dispute.
Disciplinary action is corrective action taken by OHSU management is response to alleged employee misconduct. The proper response to disciplinary action is to determine whether or not a [[grievance]] needs to be filed. \n\nWhile BridgeBuilders hopes to reduce the number of disciplinary actions taken by OHSU management, once a disciplinary action has occured, BridgeBuilders is not the appropriate remedy.
Discrimination claims for [[OHSU]] employees are processed throught the OHSU [[AA/EEO]] office. \n\nCases of [[legal discrimination]] may produce [[conflict]] apprpriate for [[referral]] to the BridgeBuilders project for resolution. \n\nHowever, even if that is the case, when legal discrimination exists the Union and its representatives have an obligation to take action to end the discrimination, not just deal with the conflict it causes.
The concept of diversity encompasses acceptance and respect.\n\nIt means understanding that each individual is unique, and recognizing our individual differences. \n\nThese can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. \n\nIt is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.\n\n\n
At the end of the meeting agreements should be put in writing and signed. BridgeBuilders will collect all notes, the agenda and preceeding emails in their possession and place them in a [[confidential]] folder that will be retained by the Union until the expiration of the agreement.\n\nIf no agreement has been reached the participants should be thanked for their efforts and any existing documentation should be placed in a confidential file for one year in the event the parties decide to revisit the issue. After one year, if the issue has not been revistied the file should be purged.
Empathy is the imaginative projection into another's feelings, a state of total identification with another's situation, condition, and thoughts. The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without explicitly articulating these feelings. \n\nMore than feeling compassion or sympathy “for” another person, empathy puts you in their shoes to feel “with” them or “as one” with them. Empathy is the recognition and understanding of the states of mind, including beliefs, desires and particularly emotions of others\n\n
See [[facilitation]]. [[facilitator]]
What is facilitation?\n\nVery simply put, facilitation is helping people to accomplish their goals. There are a wide range of perspectives about the ideal nature and values of facilitation, much as there are a wide range of perspectives about the ideal nature and values of leadership. For example, some [[facilitator]]s may believe that facilitation should always be highly democratic, or [[neutral]] in nature and that anything other than neutral participation by a facilitator is not facilitation at all. Others may believe that facilitation can be quite [[directive]], particularly depending on the particular stage of development of the persons involved. \n\nFacilitation is usually done with groups, but the BridgeBuilders project uses many of the skills that good facilitation requires, such as [[active listening]], [[dialogue]], [[conflict management]], [[paraphrasing]], [[reframing]], [[timekeeping]], [[agenda]] management, [[record keeping]], setting [[ground rules]]
A person trained in the [[facilitation]] of the resolution of conflict or disputes between individuals or groups.\n\nThe facilitator's job is to support everyone to do their best thinking. To do this, the facilitator encourages full participation, promotes mutual understanding and cultivates shared meaning and shared responsibility for outcomes.
* after the meeting, collect feedback from all about the process.\n* feedback is reviewed with an eye toward improving individual performance and the BridgeBulders process\n* changes made to program as needed\n
A grievance is a contract violation that is handled by a Union [[steward]]. If you think the contract has been violateed you may get help at the [[EZone|http://207.189.108.137/logIn/information.cfm]] or by calling the Knowzone at 503 239 9858 ext 132.\n\nBridgeBuilders do not handle grievances.
Below are some suggested ground rules. BridgeBuilders, when planning their session, may add to or subtract from them if the circumstances require them to. \n\nIn addition BridgeBuilders should give the participants time to study the ground rules and suggest changes, additions or deletions. If this can be done prior to the session, in the [[information]] phase, BridgeBuilders will have more time during the session to spend on [[conflict resolution]].\n\n* Participation in a BridgeBuilders [[conflict resolution]] process is completely [[voluntary]]. \n* A BridgeBuilders session is [[confidential]] as are the [[referral]] and [[information]] gathering steps that preceeded the session.\n* BridgeBuilders may take notes. \n* Participants may take notes for use during the session //if// they agree that all notes will be turned over to the BridgeBuilder at the end of the session.\n* All records of the session are [[confidential]]. They may be retained by the Union but will never be turned over to OHSU or any other party.\n* Agree to follow an [[agenda]], especially for the first third of the meeting\n* One person speaks at a time\n* Listen carefully to what the other person says\n* Be prepared to use [[paraphrasing]] to insure that you have heard them correctly\n* Give the other person the opportunity to speak\n* Do not attack or be disrespectful\n* Look for what you share in common and build on this common ground.\n* Feel free to speak openly about your point of view.
"Harassment" frequently is shorthand for sexual harassment. Sexual harassment is a form of [[legal discrimination]].\n\nSexual harassment may be defined as: Unwelcome sexual advances, requests for sexual favors, other verbal or physical conduct, or written communications of a sexual nature when:\n\n * Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or educational experience;\n\n * Submission to or rejection of such conduct is used as the basis for employment or academic decisions affecting such individual; or\n\n * Such conduct has the purpose or effect of unreasonably interfering with an individual's work, academic performance, or participation in extracurricular activities, or creating an intimidating, hostile, or offensive working or learning environment.\n
Prior to the session BridgeBuilders should gather any information which may be obtained without jeopardizing their [[status]] as a [[neutral]] party.\n\nThey should not develop information about the specifics of the dispute, but it could be possible and useful to get information about shift and days off, job duties, job class, how often and how long the participants interact with each other and similar types of information.\n\nThis is also a good time to share suggested [[ground rules]] with particpants and give them an opportunity to suggest changes.\n\nThis could happen via email.\n\nAny useful information which can be exchanged prior to the session without compromising the BridgeBuilders neutrality will leave more time in the session for [[problem solving]].
Inquiry, at its simplest, is nothing more than the search for information, either by questioning or through the use of reference materials.\n\nAt deeper levels, inquiry can lead to understandings about how individuals and orgainzations actually construct the reality of the social and emotional world they live in.\n\nThere are a wealth of resirces on the web about how the process of inquiry can change people, organizations and cultures. The [[AI Commons|http://appreciativeinquiry.case.edu/]] is an excellent place to start, loaded with information both of an academic and theoretical nature and practical advice on how to use inquiry to promote change. \n\nAll change begins with asking questions. That is the essence of inquiry.
The word discrimination is often used by members who feel that they are being treated unfairly or being subjected to hostility for one reason or another. But, in a legal sense, discrimination only exists if the reason for the treatment is due to the member belonging to a a [[protected class]]. Protected classes are those groups which are desgnated for legal protection by federal, state and local laws.\n\nIf you are having problems, but it cannot be shown that those problems are due to membership in a protected class, filing a [[discrimination claim]] is not the appropriate course of action. There may be other [[remedies]] available to you.\n\nBridgeBuilders is one of them.\n\n
Manage a Conflict Within Yourself\n\nIt's often in the trying that we find solace, not in getting the best solution. The following steps will help you in this regard.\n1. Name the conflict, or identify the issue, including what you want that you aren't getting. Consider:\n* Writing your thoughts down to come to a conclusion.\n* Talk to someone, including asking them to help you summarize the conflict in 5\nsentences or less.\n\n2. Get perspective by discussing the issue with your friend or by putting it down in writing. Consider:\n* How important is this issue?\n* Does the issue seem worse because you're tired, angry at something else, etc.?\n* What's your role in this issue?\n\n3. Pick at least one thing you can do about the conflict.\n* Identify at least three courses of action.\n* For each course, write at least three pros and cons.\n* Select an action - if there is no clear course of action, pick the alternative that will not hurt, or be least hurtful, to yourself and others.\n* Briefly discuss that course of action with a friend.\n\n4. Then do something.\n* Wait at least a day before you do anything about the conflict. This gives you a cooling off period.\n* Then take an action.\n* Have in your own mind, a date when you will act again if you see no clear\nimprovement.
Manage a Conflict With Another\n\n1. Know what you don't like about yourself, early on in your career. We often don't like in others what we don't want to see in ourselves.\n* Write down 5 traits that really bug you when see them in others.\n* Be aware that these traits are your "hot buttons".\n\n2. Manage yourself. If you and/or the other person are getting heated up, then manage yourself to stay calm by\n* Speaking to the person as if the other person is not heated up - this can be very effective!\n* Avoid use of the word "you" - this avoids blaming.\n* Nod your head to assure them you heard them.\n* Maintain eye contact with them.\n\n3. Move the discussion to a private area, if possible.\n\n4. Give the other person time to vent.\n* Don't interrupt them or judge what they are saying.\n\n5. Verify that you're accurately hearing each other. When they are done speaking:\n* Ask the other person to let you rephrase (uninterrupted) what you are hearing from them to ensure you are hearing them.\n* To understand them more, ask open-ended questions. Avoid "why" questions - those questions often make people feel defensive.\n\n6. Repeat the above step, this time for them to verify that they are hearing you. When you present your position:\n* Use "I", not "you".\n* Talk in terms of the present as much as possible.\n* Mention your feelings.\n\n7. Acknowledge where you disagree and where you agree.\n\n8. Work the issue, not the person. When they are convinced that you understand them:\n* Ask "What can we do fix the problem?" They will likely begin to complain again. Then ask the same question. Focus on actions they can do, too.\n\n9. If possible, identify at least one action that can be done by one or both of you.\n* Ask the other person if they will support the action.\n* If they will not, then ask for a "cooling off period".\n\n10. Thank the person for working with you.\n\n11. If the situation remains a conflict, then:\n* Conclude if the other person's behavior conflicts with policies and procedures in the workplace and if so, present the issue to your supervisor.\n* Consider whether to agree to disagree.\n* Consider seeking a third party to mediate.
Key Managerial Actions / Structures to Minimize Conflicts\n\n1. Regularly review job descriptions. Get your employee's input to them. Write down and date job descriptions. Ensure:\n* Job roles don't conflict.\n* No tasks "fall in a crack".\n\n2. Intentionally build relationships with all subordinates.\n* Meet at least once a month alone with them in office.\n* Ask about accomplishments, challenges and issues.\n\n3. Get regular, written status reports and include:\n* Accomplishments.\n* Currents issues and needs from management.\n* Plans for the upcoming period.\n\n4. Conduct basic training about:\n* Interpersonal[communications.\n* [[conflict management]].\n* Delegation.\n\n5. Develop procedures for routine tasks and include the employees' input.\n* Have employees write procedures when possible and appropriate.\n* Get employees' review of the procedures.\n* Distribute the procedures.\n* Train employees about the procedures.\n\n6. Regularly hold management meetings, for example, every month, to communicate new initiatives and status of current programs.\n\n7. Consider an anonymous suggestion box in which employees can provide suggestions.
BridgeBuilders uses many of the principles of formal mediation. In order to help understand what BridgeBuilders is trying to accomplish the following definition of mediation should be helpful\n\nMediation is a private, usually voluntary, discussion and consensual decision-making process in which one or more impartial persons - the [[mediator]](s) - assist people, organizations, and communities in conflict to work toward a variety of goals. Parties in the mediation process are encouraged to:\n* improve communication, understanding and [[empathy]];\n* improve relationships;\n* use mediation to minimize, avoid or enhance involvement in the legal/judicial system;\n* work toward mutual understanding to resolve a problem or dispute;\n*reach their own decisions;\n* resolve underlying conflicts;\n* prevent problems from recurring.\n\nThe primary responsibility for any resolution of a dispute rests with the parties. Mediators never give opinions on the issues in dispute. Mediators work to:\n* facilitate communication among the parties;\n* help them explore mutual understanding;\n* assist in defining and clarifying issues;\n* maximize the exploration of alternatives;\n* assist in exploring reconciliation and settlement.
A mediator is a person with whom parties to a dispute meet, in an effort to have the mediator assist them in reaching a mutually acceptable decision. Unlike an arbitrator, the mediator does not impose a decision on the disputants; rather, he attempts to help them find a solution acceptable to them.\n\nA mediator helps parties discuss their case and try to come to a mutual agreement in order to settle the case. A mediator is a neutral person that is only involved to encourage the parties to come up with their own solution to the conflict.
A union member is one who has signed a union [[membership card]] and pays [[union dues]] instead of the [[Fair Share]] fee. \n\nMembers have important [[union benefits]] that Fair Share payers do not receive.
In order to join the Union you must sign a membership card. Membership cards may be obtained by calling the AFSCME office in Portland - 503 238 9858. \n\nWhen we have membership card file on our web ite we will post the link here.\n\nAfter you fill out and sign the card send through campus mail to Kathy Laahs.
Morale is a term for the capacity of people to maintain belief in an institution or a goal, or even in oneself and others. It is a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose.\n\nIn our [[survey]]s most OHSU employees report relatively high morale, and most report that they like their jobs. The presence of hostility in the workplace is a major problem for the employees who generally feel good about their work and their employer. Union members have been clear that they want the Union to take an active role in daling with workplace hostility and [[conflict]].
Humans need a number of essentials to survive. According to the renowned psychologist Abraham Maslow and the conflict scholar John Burton, these essentials go beyond just food, water, and shelter. \n\nThey include both physical and non-physical elements needed for human growth and development, as well as all those things humans are innately driven to attain.\n\nFor Maslow, needs are hierarchical in nature. That is, each need has a specific ranking or order of obtainment. Maslow's needs pyramid starts with the basic items of food, water, and shelter. These are followed by the need for safety and security, then belonging or love, self-esteem, and finally, personal fulfillment.\n\nBurton and other needs theorists who have adopted Maslow's ideas to conflict theory, however, perceive human needs in a different way -- as an emergent collection of human development essentials. \n\nFurthermore, they contend needs do not have a hierarchical order. Rather, needs are sought simultaneously in an intense and relentless manner. \n\nNeeds theorists' list of human essentials include:\n\n* Safety/Security -- the need for structure, predictability, stability, and freedom from fear and anxiety.\n* Belongingness/Love -- the need to be accepted by others and to have strong personal ties with one's family, friends, and identity groups.\n* Self-esteem -- the need to be recognized by oneself and others as strong, competent, and capable. It also includes the need to know that one has some effect on her/his environment.\n* Personal fulfillment -- the need to reach one's potential in all areas of life.\n* Identity -- goes beyond a psychological "sense of self." Burton and other human needs theorists define identity as a sense of self in relation to the outside world. Identity becomes a problem when one's identity is not recognized as legitimate, or when it is considered inferior or is threatened by others with different identifications.\n* Cultural security -- is related to identity, the need for recognition of one's language, traditions, religion, cultural values, ideas, and concepts.\n* Freedom -- is the condition of having no physical, political, or civil restraints; having the capacity to exercise choice in all aspects of one's life.\n* Distributive justice -- is the need for the fair allocation of resources among all members of a community.\n* Participation -- is the need to be able to actively partake in and influence civil society
A neutral party is any independent, impartial individual who helps parties resolve disputes through any dispute resolution process, including arbitration, mediation and BridgeBuilders.
A paraphrase is a statement explained in other words or another way, so as to simplify or clarify its meaning.\n\n* It is not merely a summary.\n* It does not simply reuse words or phrases used by the speaker\n* It includes all the details from the speaker's statement.\n* The paraphrase is clearer than the original statement.\n
BridgeBuilders is intended to assist employees who are having an interpersonal [[conflict]] with another employee. \n\nBridgeBuilders is not intended to resolve conflicts between groups of employees or to resolve conflicts between employees and managers. These are important problems but resources other than BridgeBuilders need to be applied to them.
The [[Local 328]] members at [[Richmond Clinic]], working with clinic management through their [[Labor/Management/Committee]] have developed a model for [[peer to peer]] [[conflict resolution]]. At Richmond employees are paid for some of the training time and for the developmental meetings which took place after work. The Clinic will also pay for conflict resolution to happen during work hours.\n\nThese agreements apply to Richmond Clinic only, at this time. Because it is as effiecient to train twenty BridgeBuilders as it is to train two, the LMC at Richmond decided to offer the training campus-wide and promote the Clinic's plan as a pilot project which will eventually provide a model for other work units throughout [[OHSU]]. \n\nWe expect to learn a lot from piloting the program at Richmond and we will bring what we learn back into our ongoing [[training]] and program development.
A position is a committment to a specific outcome.
See [[survey]]
* A wrod document of the [[problem solving process|http://www.afscmelocal328.com/kbase/Problem solving process.doc]] used by [[Local 328]] for [[consensus]] agreements and decision making.
Process Improvement is a series of actions taken to identify, analyze and improve existing processes within an organization to meet new goals and objectives. These actions often follow a specific methodology or strategy to create successful results.\n\nMajor process improvement efforts have been undertaken at OHSU using the LEAN and Six Sigma models. [[Local 328]], through the [[Hospital Leadership Council]], is developing a work book for members who want to apply formal process improvement methods on a small scale in their work units.
See [[process improvement]]
A class or group characteristic, which may not be used as the sole reason for an employment or academic decision unless it constitutes a bona-fide occupational qualification. State and federal anti-discrimination laws currently identify the following protected groups: \n* race\n* color\n* creed\n* religion\n* ancestry\n* national origin\n* sex, including marital status\n* age\n* disability\n* veteran status.
See [[document]]
Referral is the process by which BridgeBuilders are asked to [[facilitate]] [[conflict resolution]].\n\nThe referral process might be through email contact from a link on the [[Local 328 web site|http://www.afscmelocal328.com/]] or a phone call from a staff or steward, or a comment or inquiry made by a coworker or even a manager.\n\nAn assigned BridgeBuilders Coordinator responds and insures that all parties are willing to engage.\n\nThe coordinator will contact a BridgeBuilder who will schedule a meeting\n\nFrom that point on the BridgeBuilder will make all necessary notifications for scheduling and timekeeping purposes.\n\nAt the current time a comprehensive and standard referral process is still in development. \n\n
The art of reframing is to maintain the [[conflict]] in all its richness but to help people look at it in a more open-minded and hopeful way.\n\nFraming refers to the way a conflict is described or a proposal is worded; reframing is the process of changing the way a thought is presented so that it maintains its fundamental meaning but is more likely to support resolution efforts.\n\nIn general it is easier to reframe conflicts which arise from [[interests]] than it is to reframe conflicts that arise from [[values]].\n\nParties can engage in reframing on their own, but it can be extremely helpful to have a third party ([[mediator]] or [[facilitator]]) to guide the process. It becomes the mediator's or third party's job to restate what each party has said in a way that causes less resistance or hostility. \n\nIn other words, the mediator helps disputants communicate and redefine the way they think about the dispute, in the hopes of enabling cooperation between opposing sides. The ultimate goal of reframing is to create a common definition of the problem acceptable to both parties and increase the potential for more [[collaborative]] solutions - a [[win-win]].\n\nThe process of reframing can occur quickly if parties are receptive to it, or it may take more time if they are not. In many cases, parties are not aware of the true nature of the conflict. They know they are angry, that they have been wronged, and that they want retribution. However, they may not be able to identify the problem clearly. With the assistance of a mediator and the passing of time, the parties are given the chance to explore the nature of the conflict. Through this process they will hopefully begin to understand the underlying causes of the conflict.\n\nOnce parties begin to truly understand each other's point of view, it makes it easier for them to think about solutions that will work for both sides.\n
* A possible solution is evaluated with each party expressing whether or not the solution meets their [[interests]] If a solution is not acceptable, the person explains why that solutions does not meet their interests.\n* the BridgeBuilder may ask the person to propose a solution which will meet their interests while continuing to meet the interests of the person proposing the original solution.\n* through dialogue solutions should be considered, revised, combined and amemded until one is found that will meet the interests of both parties.\n* the parties should anticipate a problem with the agreement and agree how problems will be resolved should they arise.\n* the parties may not reach resolution on each issue.\n\n
* A pdf of the second half of the [[training notebook| http://www.afscmelocal328.com/kbase/bb notebook.pdf ]]\n* [[problem solving]]
Status is a person's position in the social structure.Social status is the "standing", the honour or prestige attached to one's position in society. Note that social status is influenced by social position, but one can have several social positions, but only one social status. It is the relative position or standing of things or especially persons in a society\n\n
A union Steward is the person for members to contact if they have a [[grievance]]. \n\nIf you think the contract has been violateed you may get help at the [[EZone|http://207.189.108.137/logIn/information.cfm]] or by calling the Knowzone at 503 239 9858 ext 132. f you think you need to file a grievance learn more about the [[steward program|http://www.afscmelocal328.com/?zone=/unionactive/Private_view_page.cfm&page=Stewards]]\n\n\nBridgeBuilders do not handle grievances. I
BridgeBuilder sessions are fairly short, as [[conflict resolution]] sessions go. and because of that we recommend that as many functions of the BridgeBuilders session as possible be accomplished either before the session - getting basic information about the particpants, setting the ground rules, and giving the partipants some homework to read so that they understand key terms and concepts - or after the session - such as writing the agreements.\n\nEven so, time will be at a premiun in the great majority of BridgeBuilders sessions. BridgeBuilders should try to estimate the time it will take to complete the individual agenda items and then try to move the session through the agenda on time. This will get easier with practice.\n\nDue to our time constraints BridgeBuilders will be more [[directive]] than you might find in a typical [[mediaiton]] process.
BridgeBuilders receive a minimum of three hours of [[classroom instruction]] and six hours of follow up [[workshop training]]\n\n.
Union [[members]] are participants in a democratic union. They elect their leaders, set policy at membership meetings, represent Local 328 and Council 75 at conventions, bargain the contract and vote in ratification elections. [[Fair Share]] fee payers are not eligible to particpate in the affairs of the union nor are they eligible for the additional member benefits listed below:\n\n[[Union Plus Scholarship Program|http://www.afscme.org/members/1170.cfm]]\n\n[[Members Only Benefits|http://www.afscme.org/members/membersindex.cfm]]\n\n[[Council 75 Scholarships|http://www.oregonafscme.com/?zone=/unionactive/view_page.cfm&page=Scholarships]]
Union dues are deducted from a member's paycheck after the member signs a union [[membership card]]. There are important union benefits that come with being a member.\n\nUnion dues are the same amount as [[Fair Share]] fees. There is no additional expense for becoming a member.
It is important to distinguish between [[interests]] and fundamental values. \n\nValues are our subjective reactions to the world around us. They guide and mold our options and behavior. Values are developed early in life and are very resistant to change. Values develop out of our direct experiences with people who are important to us, particularly our parents. Values rise not out of what people tell us, but as a result how they behave toward us and others. Values define what is right and what is wrong.\n\nThere are instances in which [[conflict]] results from a clash between differing world-views. \n\nIf individuals or groups have radically different ideas about the best way to live, they are likely to stress the importance of very different things and to have vastly different or incompatible goals.\n\nLike [[needs]], values tend to be quite stable and non-negotiable. \n\nIf the basic substantive issues of the conflict are deeply embedded in the participants' moral views, these issues are likely to be intractable.
Actions taken exercising free will, without compulsion, without legal obligation, without expectation of return or profit are voluntary.\n\nBridgeBuilders participation is entirely voluntary. We will not attempt to work with people who feel like they are being pressured or forced to participate.
Win-win outcomes occur when each side of a [[conflict]] feels they have won. Since both sides benefit from such a scenario, any resolutions to the conflict are likely to be accepted voluntarily. The process of identifying [[interests]] aims to achieve, through cooperation, win-win outcomes.