Christopher Mitchell’ Approach to Problem Solving
Problem-solving
takes place in discussion groups generally referred to as workshops. These
“workshops” are aimed at enabling the parties to conflict to see the conflict
and their opponents in a different light and also it opens channels to new
possibilities and even better options to be pursued. What comes out very
clearly from the very onset is the philosophy that conflicts can best be
approached as problems to solve and not battles to be won. The real world of
conflict is messy and as such it needs a mixture of techniques to address
conflicts and to search for lasting solutions. Problem-solving is one such a
technique which can be employed in conflict resolution. It is by its nature a
process and as Mitchell has argued it has contrasts with other techniques such
as coercion, law enforcement and power based bargaining.
Mitchell
has identified certain principles of problem-solving. There is need to change the
view of conflict by the parties to conflict by providing the adversaries with
an opportunity to re-conceptualize their situation. This has been termed,
problem redefining; it gives parties to the conflict an opportunity to look at
the conflict from different perspectives through suggestions of different
win-win possibilities in conflict resolution. Another principle is that of
negative misperception which is mainly anchored on blame games, whereby the other
is always blamed for the conflict and for the wrongs done. Issues such as
negative stereo-typing and dehumanizing lead to what Mitchell has referred to
as causal complexity which must be avoided in problem-solving. Another
principle closely related to this is that of viewing protracted conflicts as nobody’s
fault. Furthermore, there is the principle of unrecognized entrapment whereby
decision makers may be locked in situations which might exacerbate the
situation. It means that the policy-makers themselves must be very careful not
to be entangled in such a terrible situation so that they may remain focused in
achieving the desired end.
The
no-fault principle is extremely important it must be adopted to avoid the
situation of continuous reference to the other as the cause of the problem. The
no-fault principle must be employed right from the beginning of the process of
problem-solving. Analytical principle dictates the need for adopting an
analytical as opposed to adversarial posture. Analytical posture calls for
logical and valid argumentations based on practical, cogent and sound
inferences. It also focuses on the “why” of the underlying events. The last two
principles are evaluative dynamism and that of unrecognized options. The principle of evaluative dynamism seeks to
take advantage of the changing goals, interests and positions with changed
circumstances. The policy-makers should endeavor to use any possible
opportunities to change for the better as opposed to the worse. For example,
different people can evaluate the same situation differently but also the same
people can evaluate the same situation differently under different
circumstances. This must be keenly observed to ensure conflict de-escalation as
opposed to escalation. Also the last one on unrecognized options is equally
important because it is through employment of such a principle that
alternatives are suggested. Some of the suggested alternatives could be good
and acceptable to both parties, sometimes people are locked in conflicts
because they do not know best alternatives, therefore the facilitators must try
hard to make parties to conflict see different alternatives and open up a bank
of options for them.
The
second part which has been explored by Mitchell is the strategies employed in
problem-solving. This is on how best to apply the aforementioned principles to
ensure the best outcome out of a conflict situation. At both strategic and
tactical levels, there should be carefully laid down a process of bringing
about joint conceptualization of the problem and on the detailed nature of the
whole process; that is how to conduct the problem-solving session. One strategy
is to avoid settings that will lead to defensive negotiations, power bargaining
or coercive behavior. Instead create situations that facilitate flexible and
creative thinking. The chances for success of problem-solving greatly depend on
good and appropriate settings and preparations. It is not something to jump
into, there must be necessary and prior arrangements including good study of
the case in point. The problem-solving strategy should put into perspective the
idea of putting key individuals into a frame of mind where alternatives to
coercion are presented as a viable and sustainable possibility even with
greater reap of benefit to all parties. Conditions necessary for common
exploration of alternatives between parties and other participants should be
enhanced to open windows of opportunities. The strategy has the following
procedure as suggested by Mitchell: making adversaries aware of gain-gain
possibilities, persuading them to stop coercion and violence, persuading key
leaders of the adversaries to send representatives, provide a safe and
insulated setting to facilitate fruitful problem-solving session for example by
making parties aware that the problem is not exclusively to them alone, give opportunities
for possible exploration of underlying issues and enabling the exploration of
the obstacles that confront both sides and hinder them from reaching acceptable
solutions and lastly helping to initiate more formal process for removing
obstacles and facilitating less conflictual interaction between parties to
conflict.
Lastly
Mitchell has tackled the tactics employed to problem-solving. The tactics must
be non- directive, flexible and creative. A small number is always desirable in
the set-up of problem-solving “workshop” because this necessitates things such
as informal exchange of views and development of trusting personal relations. The
agenda should be simple and flexible because there is always room for new
insights and for improvement. The tactics therefore are; provision of the role
model for behavior that is non-judgmental, analytical, questioning but
supportive, provision of sympathetic audience, employment of neutral,
non-accusatory and non-offensive language, provision of analytic insights,
relevant theoretical explanations and new ideas and finally adoption of the
function of being an agent of reality in the “workshop” participants.
Christopher Mitchell’ Approach to Problem Solving
Reviewed by Ibrahim Magara
on
May 19, 2016
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