Nonviolent Communication and RadicalCollaboration

1. Name of the method/technique:

A blend of two different principles and methods; Nonviolent Communication (NVC) and
Radical Collaboration (RC).

NVC and RC are two different theories and practises of communicating, solving problems
and conflicts, negotiating and mediating in a wa that leads to the e!perience that neither
part in the conflict situation feels li"e a
#looser #. NVC and RC transform conflict into mutuall satisfing outcome and brea"
patterns of thin"ing that lead to arguments.

NVC is developed b $arshall R Rosenburg , an American pshcologist born in %&'(. )e is
also founder and director of educational services for *he Center for Nonviolent
Communication in Albu+uer+ue ,-A, where different *rainings and *raining Certification.
programs are given continousl. /ut the NVC communit with possibilities to attend
trainings and wor"shops are is active in over 01 countries around the globe.


NVC focus on the abilit to communicate in a wa that doesn2t bloc" compassion, how to
identif and e!press feelings, how to understand and ac"nowledge needs and how to use
positive language when ma"ing re+uests. *hrough the practice of NVC, we can learn to
clarif what we are observing, what emotions we are feeling, what values we want to live b,
and what we want to as" of ourselves and others. 3e will no longer need to use the
language of blame, 4udgment or domination. 3e can e!perience the deep pleasure of
contributing to each others2 well being.

RC and the corresponding *raining Certification.program are developed b 5im *amm and
Ron 6uet. 5im *amm, a former senior 4udge for the California state agenc that oversees
dispute resolution for public emploees, and a consultant for man ears, has long e!pe.
rience in handling conflict resolution, especiall emploment disputes. Ron 6uet is a
licensed pschotherapist with long e!perience in building high.performance wor" teams and
teaching conflict resolution and partnership.building s"ills. *rainings and wor"shops in RC
are given not onl in the ,-A but also in man countries in 7urope.

RC focus on how to build long.term, successful relationships, prevent conflict and solve
issues b using collaborative strategies built on five essential collaborative s"ills. *hese s"ills
helps the individual to build strong relationships and to increase their abilit to prevent and
negotiate their wa through conflicts, still getting their interests met.

Neither NVC nor RC is simpl another methodolog that can be imposed or used in an
organisation or situation li"e a #tool# whenever a conflict arise. *o be able to use the
#methods# of NVC and RC ou ourself need to understand our own behavior in
relationships and situations of conflict.

NVC and RC is based on research and have been adopted b companies, unions, government
offices, schools, hospitals, communit meditation centres, ,N peace and social change

2. Purpose (why using it?) what ind of pro!"ems are dea"t within the case:
NVC and RC are ver practical and concrete, eas to understand and adapt. NVC and RC are
great principles and methods to find a wa for all present to get what reall matters to them
without the use of guilt, humiliation, shame, blame, coercion, or threats. 8t is useful for
resolving conflicts, connecting with others, and living in a wa that is conscious, present, and
attuned to the genuine, living needs of ourself and others.


NVC and RC are used in "indergarten, schools, wor"ingplaces, families .

#. $enefits to o!tain:
*o use the blend of NVC and RC is ver frutiful when it comes to dealing with and preventing
conflicts between individuals and9or groups of indivduals as the methods helps the
individuals to learn more about their own personal needs and preferences, their own was
of dealing with different situations. ,sing NVC and RC is an effective wa to increase
selfwareness and awerness of others, which are profound s"ills when it come to preventing
or solving conflicts.
,sing the methods is N:* about getting people to do what we want. 8t is about creating a
+ualit of connection that gets everone;s needs met. <ou learn to e!press ourself honestl
without attac"ing. *he s"ills ou train while using the NVC9RC methods emphasi=e personal
responsibilit for our actions and the choices we ma"e when we respond to others, as well
as how to contribute to relationships based in cooperation and collaboration.

3hen ou learn how to use NVC and RC ou learn about the dnamics of interpersonal
relationships, particularl in conflicted situations. <ou gain personal insight into attitudes
and behaviors in conflicted situations and how to practice good dialogue and problem
solving

NVC and RC can be helpful even if the other person doesn2t practice it or "now anthing
about it. <ou can practice it unilaterall and get results.

%. &ength of time needed (apro'):
*here are different wor"shops and trainings to learn how to practice NVC and RC. As it is not
merel >tools? or >methods? that ou can use without getting to "now ourself and our
own behavior, it will ta"e time to develop the s"ills needed. -till the principles and methods
of NVC and RC are eas to understand >theoreticall? and it is eas to get started with our
own personal everda training of the s"ills needed.
*here are different was to become aware of the methods on a level that@s enough for ou
to start adapting NVC and RC in our dail life. <ou can read boo"s and start pracitising on
our own. *here are lots of material on the internet and uite man and good tutorials
available on outube.
A good wa to get started with a group of teenagers, oung adults or adults are to do a a
one da wor"shop where ou focus on the basics of NVC in the morning session (A&BAA.
%CBAA) and the basics of RC in the afternoon (%'BAA D %0BAA) with at sharing and planning of
the individual ne!t step for an hour (%0BAA.%EBAA) is great.
(. Farticipants (who are the beneficiariesG)B
a. )haracteristics / *pecific traits:
7!cellent for *eachers, -ocial wor"er, <outh 6eaders, Fschcologists, $anagers96eaders.
!. +ppropriate num!er of participants:
E.%C people. As ou might get into different "inds of +uite personal processes while dealing
with roleplas, e!amining our own needs and behavior etc it is advisable not to have too
larger groups than this. 8t is of importance that the wor"shop leader has time to see and give
attention to each and everone attending the wor"shop.
,. -esources(with what?) ce .hat resources are needed to app"y the method:
a. /uman resources (who wi"" app"y the method: qua"ification0 specia" professiona"
!acground.)
*he wor"shop leader should preferabl have the international certificates of trainers of NVC
and RC or at least have been trained b a certified trainer. 8t is ver important that the
trainer him9herself is a living e!ample of how the NVC and RC wor"s in dail life. <ou need to
have practiced NVC and RC in our own life for a while before guiding another person into it.
N.$/oth Radical Collaboration and Non Violent Communication are trademar"s. 3hen
having the formal trainings in RC and NVC ou will be able to use the official and well
developed materials, role plas, cases etc that the RC. and NVC. centers provides and ou
can officiall invite students etc to a wor"shop labeled RC or NVC. As long as ou feel
confident with the principles and methods ou can alwas practice them and develop our
own wor"shop, but not mar"et them as >NVC or RC.wor"shops?.
!. 1ateria" resources (p"ace0 materia"s0 equipments0 !oos0 etc.)
*he introduction and first step training of NVC and RC is best performed in a large empt
room, free to wal", with chairs to sit in smaller groups or in a big circle. Hlipcharts, mar"ers,
papers and pens to be used b the participants.
Frepared posters that shows the basic steps of NVC and RC should be put up on the walls, in
the manner of an art e!hibition, as the introduction is made b >wal"ing around?.
2. 3etai"ed presentation of the method in steps/stages (what? how?)
N.$ All the different parts of the wor"shop needs +uite a lot of preparation from the
wor"shop leader. Fosters are to be prepared, role.plas and e!cersises should be prepared
in a good mi! to ma"e the participant e!perience NVC and Rc, not onl tal" about it and hear
about it. 8t is not possible to describe e!actl what should be posted, what e!ercises should
be choosen etc. *he trained and s"illed wor"shop leader will plan the wor"shop from her9his
own preferences.
Hollowing is a suggestion of flow rather than an e!plicit description of a full content of a
wor"shop.
4. .arming up
6ength of time (apro!)B%1$inutes A&BAA.A&B%1
IescriptionB Jather the group infront of the first poster where the purpose of the wor"shop
and all practical things about the da are described. 8nvite the group to get together in pairs
and share wh the are here, what the hope will happen during the da, whose
responsibilit it is that the wor"shop will meet their wish. *hen tal" about it all together.
*he aim is to loosen up and to focus on the responsibilit of each and everone to contribute
and to ta"e actions to ma"e the da worth while.
44. 5etting to now eachother
6ength of time (apro!)B%1 min A&B%1. A&B'A
IescriptionB Farticipants need to tal" to eachother before the wor"shop starts. *hree and
three the participants are invited to as" eachother three +uestions each. Kuestions that
honestl is about something the reall want to "now about eachother. 8nvite the groups to
decide on one +uestion the want to as" ou. Round up with this.
444. *tep !y step N6)
6ength of time (apro!)B% hour %1 min (1( min !rea whene7er it is suita!"e) A&B'A .%%BAA
IescriptionB 3al" through the four steps of NVC B :bservation D Heeling D Need D Re+uest.
7ach step is depicted and described on a poster. *here are different role.plas, +uestions for
dialogue between pairs, +uestions for individual reflection for each and ever step. 7ach
step also need a short introduction (>theor?). /ut this introduction doesn@t necessar need
to be the first thing done. 8t is often better to let the group tr their own e!periences,
"nowledge etc before ou introduce the principles and theor >behind? the step.
46. 8rying N6)
6ength of time (apro!)B0A minutes %%BAA D %CBAA
IescriptionB *he final part of the morning (NVC) session is to let the group tr the >NVC.
steps?. Horm groups of three. Hor each group, place papers with :bservation D Heeling.
Needs. Re+uest in an >inner? and >outer? formation on the floor. :ne person tries to deal
with an ongoing smaller conflict b wor"ing it through step b step (litteral ta"ing steps on
the papers). :ne person sits in front of this person helping the person to sta focused. *he
third person is having the role of >helper?, being alert on whether the person is actuall
using the NVC.language and if she9he is missing out on an of the four steps.
*he wor"shop leader9trainer wal"s around and can free=e the action and as" for reflections.
6. 9our si""s of radica" co""a!oration
6ength of time (apro!)B(1 minutes %'BAA.%'B(1
IescriptionB Fosters describing the four essential s"ills for building strong collaborative
relationships are put up on the walls in the room. *he group are divided into pairs and are
invited to wal" freel between the posters to >e!amine?. *he are as"ed to discuss each s"ill,
gather an +uestions and decide on some reflections of their on to share with the rest of the
group.

64. *haring a!out si""s 2:2
6ength of time (apro!)B'A minutes %'B(1 .%(B%1
IescriptionB *he pairs are put together so that two pairs form a new group. *he are as"ed
to share +uestions and reflections and to gather the +uestions that didn@t got answered and
write them on post it D papers and put them under the poster on the wall the are
connected to.

64. *haring a!out si""s !ig group
6ength of time (apro!)B'A minutes %(B%1.%(B'A L $-;+< 1%:#=>1%:(=
IescriptionB *he whole group is gathered and the wor"shop leader wal" together with the
group around the posters and stops to read +uestions and tries to answer them. 7ither b
the help of the group or as a >micro.lecture?. At each poster someone is as"ed to share a
reflection.

644. -ed ?one and 5reen ?one
6ength of time (apro!)B'A minutes %(B1A D %1BCA
IescriptionB )and out a list of red =one and green =one attitudes9behavior. *al" about the
concept. )and out a list of was to show defense and as" the group to give e!amples of
defense the use. *al" about our sstem of defense. As" the group to individuall write
down as man situations as the remember from the last wee"9month when the have been
in the red =one and when the have used an of the defenses the have listed. As" the group
to individuall write down was to move awa from red =one bac" into green =one. 6et the
group "eep what the have written to themselves.

644. 4nterest!ased pro!"emso"7ing
6ength of time (apro!)B0A minutes %1BCA D %0BCA
IescriptionB 7!plain the different steps of interestbased problemsolving (the RC.method).
Ion@t ma"e it a too long theorethical lecture, hand out a cop with the different steps.
Iivide the group into four smaller groups. Jive group % and C the role of person A and Jroup
' and ( the role of person / in a role pla where A and / have an issue the need to solve.
(A role.pla must be prepared) As" group % and ' to sit down in one corner of the room and
group C and ( in another corner. 6et them wor" separatel. Jather all groups and sit in a
circle and share e!periences. 3hat wor"ed, wor"ed notG )ow did it feelG 7tc etc

6444. 8hin a!out it
6ength of time (apro!)B%1 minutes %0BCA D %0B'1
IescriptionB Close the wor"shop b inviting everone to sit with their ees closed and thin"
about )ow do ou feel right nowG 3hat do ou remember most from todaG )ow will ou
use what ou@ve learnt todaG 3hat do ou want to learn more aboutG