Class One

1. Purpose of the Class
   • To teach you about Heath Care Dispute Resolution (HCDR).
   • To teach you how to teach others and to train others in HCDR
2. Intended Audience of the Class
   • Health Care Professionals with Dispute Resolution duties or interests.
   • Consultants with Heath Care clients.
3. Method of teaching this class
   • A concept will be taught.
   • How and why the concept was taught may be discussed.
   • Drills or case studies will be engaged in in order to focus the point or concept taught.
4. Review with class
   • Preferences on teaching method, use of materials and text, reviews.
   • Additional questions from students (open questions).
   • Request for feedback from students (open feedback).
   • Special needs or issues (e.g. lack of web access, etc.).

Session One

1. Introductions
   • Who you are (each student will provide their name, their preferred name, their credentials, and background).
   • What your goals are -- what is your reason for taking this class and what is your reason for being involved in dispute resolution.
   • If you could ask one question right now, what would it be?
2. Analyze the Introduction
   • Why should the group ask you questions?
     • Allows for incremental introduction.
     • Creates some elements of bonding between you and the group.
   • Why should you have a group identify their needs and backgrounds.
     • So that you can meet their needs and goals.
     • To disclose issues and problems that may otherwise be hidden.
     • To build consensus and a sense of community.
   • What other methods can be or should be used to meet those needs.
     • Interviews (before initial session so that people will not be as comfortable and will disclose twirks and stress patterns).
     • Interviews (after initial session so people will disclose more of their current feelings).
   • Do introductions need to be used to start a session -- and what are the advantages to delaying introductions?
     • Introductions can be delayed.
     • Sometimes they sidetrack, sometimes they create hostility (especially in certain groups), sometimes introductions demean the presenter, sometimes they distract from the focus.

1. Approaches to Dispute Resolution in a Health Care Environment
   • Just start a program and ad hoc it.  Numerous programs have been implemented that way.  (Handout).
   • Analyze actual needs and institutional goals (note how needs and goals can differ) (Handouts)
   • You can often begin a program with in service training on techniques.
2. This class covers how to implement after you have analyzed.
3. What you might want to contrast ad hoc with planned programs.
   • Your audience needs to realize that all programs can survive and flourish, even with substantial adjustments (because no matter how good the plan, there will be adjustments)
   • Your audience needs to be reassured that Dispute Resolution is engineering and not theology (that is you take it on facts, not on faith) and that you are bringing real knowledge and value to the program.
   • Other reasons for the contrast (directed class input).  Note that ad hoc programs are one way to begin if you have uncertain institutional support.
   • Note that if ad hoc was all there was to it, there wouldn't be this class.  Proper skills, structured approaches, and analysis will save time, money and serious mistakes.
   • Analyze the ad hoc program case study.
     • Point by point
     • ../../adr4/index.htm

Between Classes

1. Handouts
   • Syllabus for class (and web page address):  http://adrr.com/arb01/health/index.htm
   • Federal ad hoc case study.
   • SPIDR article, TADR article.
   • Scripts for opening training/consulting session
     • ad hoc vs. scientific analysis
     • introductions
2. Reading Assignments for next class
   • To Page 43 of Renegotiating
   • To Page 2 of Managing
3. Notes on Reading Assignments.
   • Skimming vs. Reading.  (Before class *Read* Managing, skim [and go back read as you have the time] Renegotiating, after class skim [to refresh] Managing and finish reading Renegotiating).
   • Preparation will make class easier, but the accelerated schedule will make the reading assignments more difficult.

Copyright 2000 by Stephen R. Marsh
http://adrr.com/smarsh/