Over the decade, mediation has rapidly become a popular method to deal with disputes. It is now widely used by companies and organizations all over the world. As a result, a great number of mediation training programs have been set up to promote and educate the use and skills of mediation. Generally speaking, a typical training program would consist of the following four basic components: (1) lecture, (2) group discussion, (3) mediation simulations, and (4) role-plays. Out of the four, the use of role-plays to simulate real-life mediations are well-received by both trainers and trainees. Not only does it form an integral part of any effective mediation training program, but it also helps achieve the objectives of training programs through assessment of the role-play performance. Through assessment of role-play performance, it is possible to identify areas of strengths and weaknesses, so as to improve the quality of ongoing trainings. As a response to the request of a more systematic approach to improve the assessment of role-plays, this paper describes a Web-based mediator assessment system (evaluate-Med). The aim is to develop a flexible and simple system of assessing of mediators' skills in role-plays. The system is based on Internet and database technologies and the process of development includes the following three key components: framework for the design of mediator's performance measures, mediator assessment form, and mediator assessment summary. The use of evaluate-Med can systemize, streamline, and automate the performance assessment process in role-plays. The use of graphs and charts to present assessment results is invaluable to trainers, assessors, and trainee mediators in comparing results and benchmarking. In addition, it allows effective monitoring of a mediator's performance in a role-play or over a series of role-plays and helps the overall design and development of a mediation training program.
|Number of pages||10|
|Journal||Journal of Professional Issues in Engineering Education and Practice|
|Publication status||Published - Apr 2004|
- Professional development