FACILITATION OF REFLECTION DURING THE EXPERIENCE OF CONFLICT

One step that can help people to address conflict in the moment is to put in place a learning review process that becomes routine and that provides a struc­ture to assist in reflection.

The U.S. Army, for example, developed the After Action Review (AAR) for this purpose (Sullivan and Harper, 1996). AARs are typically held in the mid­dle of a battle, but they are also being used in noncombat situations. A learning review is held that is guided by four questions: What did we intend to happen? What happened? Why did it happen that way? How can we improve what hap­pened? AARs focus attention on goals, which in itself can increase conscious learning. Data are collected to track actions and results so that the discussion can be based on what is called “ground truth,” that is, accurate data-based reports of what took place on the battle ground. “Ground truth” in the Army is collected by using computer-based technology that can provide detailed infor­mation on moves that were made. About 75 percent of the time spent in an AAR

involves focused reflection on why things occurred and how people can improve their next actions. Ground rules are set for dialogue and reflection that include freedom to speak up, regardless of one’s rank; a norm of honesty rather than “sugarcoating” or holding back for fear of reprisal; and strict avoidance of “blame.”

After Action Reviews are being adapted by corporations for use in non­combat situations where the enemy may not be as easily identified, the moti­vation for working together not as clear, and the consequences of a mistake not as obvious. Conflicts in civilian life may also not be resolved by a clear-cut win­loss outcome.

Facilitators can also help people attend to the noncognitive dimensions of conflict. Perhaps the most powerful first step for doing so is to make space for naming and working with feeling and emotions. There is often a shame and stigma associated with discussing feeling and showing emotion that is associ­ated with Model I cultural values. Facilitators can help to create a respectful, safe environment for feelings to be expressed. Such an environment can be constructed through encouraging what Torbert (2001) describes as first-person inquiry/practice. First-person inquiry involves paying attention to one’s own reactions and developing a capacity for an attention and self-awareness and how it is “playing out” in a situation. Facilitators may well have to stand tough when others wish to avoid feelings and emotions or, even worse, “punish” a person for showing and discussing them. To do so, he or she often needs to use dou­ble-loop learning skills to identify and address underlying values and beliefs that influence cultural norms.