• ability to define role in a given situation: facilitator, informed source, listener, advocate, manager of the process
• active listening , writing, framing
• choosing the most effective process for public involvement: diagnosing when to do when not to use consensus
• design and implementation of public involvement, including stakeholder identification and development of their ability to participate- especially the marginalized and seldom heard.
• interest- based negotiation
• conflict analysis
• convening stakeholder negotiations
• presenting technical information to lay people

Curriculum - While it might be taught along with conflict resolution, it isn't entirely the same thing. This is getting to unity - not just getting to yes (i.e., conflict resolution is sometimes mandated vs. voluntary, which is the optimal situation for consensus; stake holders defined by situation in conflict resolution but must be defined in consensus building.)

• Policy development-cases are largely environmental and some health care
• Public organizational behavior classes- place for skill building
• Strategic Planning/management - stakeholder identification (see Bryson and Crosby's work and strategic citations in bibliography)
• Specific policy course- i.e. environmental policy; health transplant and quality where acceptance and commitment and risk management
• Monitoring outcomes and performance monitoring- not auditing, but evaluation
• Leadership curriculum- collaborative styles of leadership for multi-stakeholder situations
• Managing financial resources- encourage skills for developing information for decision making

• Faculty can model it in class. Difficulty of giving up role of expertise. Use solid de-briefing to deal with need for additional expertise.
• Use it for team projects so they get practice

Acting in our own communities: Teaching as walking and talking practice:

• Faculty as involved in the process- becoming facilitator
• Nurturing relationships with practitioners for the development of useful class exposure and of new case materials and learning about what works.
  
  © Quaker Foundations of Leadership, 1999
  Earlham College
  Richmond, IN 47374
  USA
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