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Transcript of Engaging the Public in the Mitigation Planning Proceess... E. Franklin Dukes, Ph.D. UVA Institute...
![Page 1: Engaging the Public in the Mitigation Planning Proceess... E. Franklin Dukes, Ph.D. UVA Institute for Environmental Negotiation.](https://reader036.fdocuments.in/reader036/viewer/2022081603/5697bfd51a28abf838cad638/html5/thumbnails/1.jpg)
Engaging the Publicin the
Mitigation Planning Proceess...
E. Franklin Dukes, Ph.D.
UVA Institute for Environmental Negotiation
![Page 2: Engaging the Public in the Mitigation Planning Proceess... E. Franklin Dukes, Ph.D. UVA Institute for Environmental Negotiation.](https://reader036.fdocuments.in/reader036/viewer/2022081603/5697bfd51a28abf838cad638/html5/thumbnails/2.jpg)
Workshop Guidelines
• Please participate - this is an interactive exercise
• We invite you to be open to new ideas to deal with old and new problems
• Share your expertise as well as your questions• Have fun!
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Introductions
In Groups of 3 or 4:1. Name
2. Where you work/ what you do
3. One challenge and one success you have had in mitigation planning
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What We Will Do...
• Your Challenges• Why Public Involvement?• Core Values of Public Involvement• Keys to Authentic Public Involvement• Different Processes for Different Goals• Building Consensus vs. Opposition
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Challenges
In Groups of 3 or 4:1. What specific issues in mitigation planning
occur in your jurisdiction?
2. What kinds of issues most need public involvement and support?
3. What challenges do you face in public involvement?
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Why Public Involvement?
• Gain insights into views of stakeholders• Gain information to improve planning• Educate key publics• Build legitimacy for activities• Help allay controversy• Foster commitment to implementing decisions• Build community capacity
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Core Valuesof Authentic Public Involvement
• People should have a say in decisions about actions that affect their lives.
• Public participation includes the promise that the public’s contribution will influence the decision.
• The public participation process communicates the interests and meets the process needs of all participants.
These are from the International Association for Public Participation - IAP2
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Core Valuesof Public Involvement
• The public participation process seeks out and facilitates the involvement of those potentially affected.
• The public participation process involves participants in defining how they participate.
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Core Valuesof Public Involvement
• The public participation process communicates to participants how their input was, or was not, utilized.
• The public participation process provides participants with the information needed to participate in a meaningful way.
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Keys toAuthentic Public Involvement
• Begin Early• Invite Participation from All Stakeholders
• Bring People Face-to-Face To Talk
• Seek Solutions that Work for All Key Interests
• Use High-Quality, Legitimate Information
• Focus on Understanding - Issues and People
• Design the Right Process for the Situation
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3 Phases of Authentic Public Involvement
I. Conceiving
II. Conducting
III. Completing
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3 Phases of Authentic Public Involvement
I. Conceiving goals and ways to meet those goals– Assessment
– What are the issues? Who are the stakeholders?– What outcomes do you want to achieve?
– Design– What kind of process will achieve the desired outcomes?
– Convening– Establishing a clear purpose, goals, plans, logistics
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Processes forAuthentic Public Involvement
PBJ to Three Course Meal• PBJ: public hearing followed by decision
• Three Course Meal: community involvement in issue identification, development of options, crafting of decision, and monitoring of implementation
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Processes for Authentic Public Involvement
…lesser shared power to greater shared power
• Issue Scoping
• Public Meetings
• Public Workshops
• Community Dialogues
• Collaborative Problem-Solving
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A Spectrum of Group Processes
PROCESS TYPE GOALS SPECIFIC EXAMPLES
SINGLE-PARTY
MEETING
• Var y by group • Strategi c planning
• Organizational development
MULT -I PARTYPROCESSES
Issue Scoping • Assess intere st ofparties, key issues,prospects forresolution
• Build ba se ofinformation
• Stud y Commission
• White Paper
• Conflict Assessment
Public Meetings • Provide information/citizen education
• He ar concerns
• Public notice hearing
• Public notice meeting
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A Spectrum of Group Processes
PublicWorkshops
• Provide informatio / n citizeneducation• He ar concerns• Build shared understanding• Develop ideas/ options
• Visioning Workshops• Design Charrettes
PublicDialogues
• Provide informatio / n education• He ar concerns• Develop ideas/ options• Build shared understanding• Build relationships
• Community conversations• Study Circles
CollaborativeProblemSolving
• Provide informatio / n education• He ar concerns• Develop ideas/ options• Build shared understanding• Build relationships• M ake decisions and/orrecommendations• Build commitmen t forimplementation
• Adviso ry Committees andCommissions
• Mediation• Consensus Building• "Partnering" construction
workshops
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Public Meetings The PBJs... Lowest Cost/ Time
Goals:• Provide citizens with information/ education• Identify citizen concerns
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Public Meetings The PBJs... Lowest Cost/ Time
Tools for enhancing interaction: • Shared planning and recruitment• Small group discussions• Surveys• Facilitated Q & A beyond 3-minute speeches
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Public Meetings The PBJs... Lowest Cost/ Time
Example:– County Hog Farms– Interview stakeholders beforehand– Offer time for each perspective– Provide informal setting with circle seating
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Goals:• Provide citizens with information/ education• Identify citizen concerns• Build shared understanding• Develop ideas and options
Public WorkshopsThe Box Lunches...Mid-level
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Tools for enhancing citizen interaction:
• Shared planning and recruitment• Small groups• Surveys• Multi-media design aids• Followup groups
Public WorkshopsThe Box Lunches...Mid-level
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Example:– Landfill: future use of closed cells
– Meet with citizens to ask their goals and interests and invite
their participation
– Engage student ideas
– Opportunities for large group sharing
– Facilitated small group discussions
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
Public WorkshopsThe Box Lunches...Mid-level
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Public WorkshopsThe Box Lunches...Mid-level
Example:• Shenandoah “Big Gem” brownfields site
redevelopment– Series of community-wide meetings, presentations,
facilitated small group discussions– Training citizens in conflict resolution and facilitation
QuickTime™ and aPhoto - JPEG decompressor
are needed to see this picture.
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Community DialoguesThe Box Lunches...Mid-level
Goals:• Provide citizens with information/ education• Identify citizen concerns
• Build shared understanding• Develop ideas and options• Build relationships
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Community DialoguesThe Box Lunches...Mid-level
Tools for enhancing citizen interaction:
• Focus on understanding, not debate
• Provide balanced information
• Trusted convenor and facilitator(s)
• Ground rules promote civil discussion
• Recognize that differences do not have to mean enmity
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Community DialoguesThe Box Lunches...Mid-level
Example:– Public Conversations
• Siting of Circuit Court: Required public referendum
• Series of 4 open meetings• Facilitated presentations followed by Q/A• All perspectives given opportunity for
presentations; prearranged by facilitator to ensure balance in any one meeting
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CollaborativeProblem Solving
The 3-Course Meals… Quality, Time, Cost
• Provide citizens with information/ education• Identify citizen concerns
• Build shared understanding• Develop ideas and options• Build relationships • Make decisions or recommendations• Build commitment for implementation
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CollaborativeProblem Solving
The 3-Course Meals… Quality, Time, Cost
Collaborative Problem-Solving Processes:• Mediation• Consensus Building• Community Collaboratives• Policy Roundtables & Dialogues• Citizen Task Forces (Advisory)• Steering Committees
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CollaborativeProblem Solving
The 3-Course Meals… Quality, Time, Cost
Example of Mediation• Rural neighborhood
– Community water supply in Court receivership for seven years
– 4-month process of facilitated open community meetings, small group discussions, and telephone calls
– Agreement developed, approved by Court, and implemented
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CollaborativeProblem Solving
The 3-Course Meals… Quality, Time, Cost
Example of Consensus Building– Bryan Park Interchange Advisory
Committee• Long-standing dispute over 3-highway
intersection area and Park• 25-member representative group• 22 meetings and 3 public meetings• Consensus recommendations endorsed by
VDOT
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CollaborativeProblem Solving
The 3-Course Meals… Quality, Time, Cost
Example of Combined Processes• Fairfax Co. Little Hunting Creek Watershed
– Public involved at all stages to: 1) identify key issues, 2) frame the problem(s) to be addressed, 3) propose solutions and strategies, 4) investigate approaches and feasibility to achieve proposed solutions
– Advisory Committee work with consultants– 4 public meetings to scope issues, draft ideas, review draft
and final plans– Interactive web site, brochures, fact sheets, and
“watershed academy”
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Common Obstacles to Authentic Public Involvement
• Time• Money• Political will• Parties not willing to participate• Lack of respected convenor and facilitator• ???
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Key Lessons for Authentic Public Involvement
By groups of 3 or 4:• What are key lessons for authentic public
involvement for mitigation planning in your jurisdiction?
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Actions That Build Opposition
• Downplay the significance of problem Refuse to engage the public
Deny any mistakes
Defend your position as the only “right” position
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Actions That Build Opposition (cont.)
Deny the validity of opposing views
Attack those who oppose you
Obscure the issues with jargon
Make unjustified assumptions
Fail to follow through (rhetoric without action)
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Strategies to Build Consensusvs. Creating Opposition
1. Offer Access to Information vs. Limit Flow of Information
2. Involve Immediately and Offer Adequate Time vs. Stall and Impose Unjustified Deadlines
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Strategies to Build Consensusvs. Creating Opposition
3. Begin With Needs, Encourage Options vs. Begin With a Solution, Limit Options
4. Be Inclusive Vs. Limit Participation and Exclude
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Strategies to Build Consensusvs. Creating Opposition
5. Focus on Issues and Respect Dignity vs. (De)-Personalize Opposition
6. Accept Responsibility vs. Blame Others for Troubles
7. Create Culture of Openness, Inclusion, Creativity, Respect vs. Make This Business as Usual
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Behavior to Build Consensus vs. Creating Opposition
1. Listen Carefully vs. Be Inattentive– Common listening problems:
• interrupting; • poor body language; • offering unwanted advice; • reading minds; • turning the discussion to your own situation; • belittling others' concerns (or comparing them
unfavorably to your own).
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Behavior to Build Consensus vs. Creating Opposition
2. Seek and Acknowledge Source of Concerns vs. Seek Hidden Agenda
Examples: "They're just in it for the money"; "They oppose any action anywhere"; "You [developers / environmentalists / liberals / right-wingers] always [say that / do that / cheat / lie / don't care]".
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Behavior to Build Consensus vs. Creating Opposition
3. Speak to be Understood vs. Use Jargon• ”Insider" language can bewilder outsiders.
• Such language can communicate elitism, intimidation, or indifference.
• Common problems: – Overuse of acronyms (e.g., EPA, EIS, EIA);
– Overly technical presentations;
– Assumption that others share your understanding.
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Behavior to Build Consensus vs. Creating Opposition
4. Commit to Answer Questions vs. Avoid Controversy
• Common mistakes: – Send an unprepared person to the meeting;
– Hide information without good reason;
– Avoid/evade potential and actual opponents;
– No followup despite promises.
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Behavior to Build Consensus vs. Creating Opposition
5. Be Prepared vs. Just Show Up• Common mistakes:
– Uninformed representatives;
– Unworkable meeting facilities;
– Not checking in with public beforehand;
– Forget to bring important materials.
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When is a Facilitator/Mediator Needed?
• When the parties distrust one another
• When a lead agency (e.g. local government) or the person convening the discussion is not perceived as being impartial
• When confidentiality may be important and parties may need to be able to entrust the facilitator with confidential information
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When is a Facilitator/Mediator Needed?
• When everybody at the table has a stake in the outcome and needs an opportunity to advocate for particular interests
• When the issues are complex and a systematic process is needed for discussion
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Roles & Responsibilities of a Facilitator/Mediator
• Assess the situation
• Design the process
• Manage relationships and communication
• Train participants in consensus skills
• Facilitate meetings, prepare for meetings, keep summaries
• Fact finding
• Mediate specific issues, including private caucuses to clarify interests and positions
• Monitor implementation and revision of agreement
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One Resource: Community Mediation
In many communities across Virginia there already exists a medium to begin to address these issues and to devise creative solutions to problems. This medium is the community mediation center. Mediation centers have:– Roots and connections within the community– Trained, experienced volunteers who have helped
transform destructive conflict– A people-friendly approach especially critical in
organizations and communities where people will have ongoing relationships and interaction
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Lessons Learned
QUESTIONS?
COMMENTS?
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Helpful Resources
– Best Practices for Government Agencies: Guidelines for Using Collaborative Agreement-Seeking Processes (1997); $10/copy, (202) 667-9700 E-mail: [email protected]
– A Practical Guide To Consensus, by The Policy Consensus Initiative (1999): $15/copy, 701/ 224-0588
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DATE OF FIRST
CONTACTDESCRIPTION OF ISSUE
Contact initiated by center or party?
Description of Party
Time spent on contact
(hours)Referral Source
IEN Consulted (estimated hours in consultation)
TYPE OF DISPUTE
STAKEHOLDERS - Check All That Apply
# OF PEOPLE PARTICIPATING IN
PROCESS
GOALS OF CONVENER/CLIENT(S) CHECK ALL THAT APPLY
GOALS OF THE PROCESS MET? DID THE PROCESS
RESULT IN A RESOLUTION OF ISSUES?
PROCESS USED - Check all that apply
DATE PROCESS OR INTERVENTION
BEGAN
DATE PROCESS
ENDED
ESTIMATED TOTAL STAFF HOURS FOR COMPLETE
CASE
ADDITIONAL COMMENTSWHO PAID FOR
THE INITIATIVE?
DID THE FEE COVER STAFF
HOURS AND COSTS? (Y/N)
DID THE FEE MORE THAN COVER
STAFF HOURS AND COSTS? (Y/N)
IMPACTS OF THE PROCESS? (e.g. training,
referrals)
ESTIMATED TOTAL VOLUNTEER HOURS FOR
COMPLETE CASE
Local Gov'tState Gov'tFederal Gov'tIndustryIndividualsConsumer Gps.Civic Non-ProfitLocal BusinessEnv. Non-ProfitOther Consensus BuildingDialogueGp. FacilitationIssue ScopingMediationPublic ForumPublic MeetingTrainingStrategic PlanningOther Identify StakeholdersIdentify OptionsIdentify IssuesUnderstand Issues
and
PerspectivesPublic Hearing of
all ViewpointsPublic EducationObtain Public
SupportDevelopment of RecommendationsDevelopment of
AgreementOther
DATE OF FIRST
CONTACTDESCRIPTION OF ISSUE Contact initiated by
center or party? Description of
Party
Time spent on contact
(hours)Referral Source
IEN Consulted (estimated hours in consultation)
TYPE OF DISPUTE# OF PEOPLE
PARTICIPATING IN PROCESS
GOALS OF THE PROCESS MET? DID THE PROCESS
RESULT IN A RESOLUTION OF ISSUES?
DATE PROCESS OR INTERVENTION
BEGAN
DATE PROCESS
ENDED
ESTIMATED TOTAL STAFF HOURS FOR COMPLETE
CASE
ADDITIONAL COMMENTSWHO PAID FOR THE INITIATIVE?
DID THE FEE COVER STAFF HOURS AND
COSTS? (Y/N)
DID THE FEE MORE THAN COVER
STAFF HOURS AND COSTS? (Y/N)
IMPACTS OF THE PROCESS? (e.g. training,
referrals)
ESTIMATED TOTAL VOLUNTEER HOURS FOR
COMPLETE CASE
Month/DayYear Center Party If IEN not consulted, type N/A Month/Day/Year Month/Day/Year
YES, all goals were met
NO, none of the goals were
met
Partially - some goals were met
YES NO YES NO
FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE
FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE FALSE