Let’s do a quick review of the part 1 blog post the fundamental hypothesis and fair process statement, both from Ted Wachtel, President of the International Institute of Restorative Practices.
“The fundamental unifying hypothesis of restorative practices is disarmingly simple: human beings are the happiest, healthiest and most likely to make positive changes in their behavior when those in authority do things with them rather than to them or for them” (2004).1
“Individuals are most likely to trust and cooperate freely with systems – whether they themselves win or lose by those systems – when fair process is observed.”1
The Three E’s of Fair Process
The three ‘E’s are the key concepts for fair process. These three ‘E’s were developed by W. Chan Kim and Renée Mauborgne who studied management in diverse contexts.2 The three ‘E’ principles consistently occurred: engagement, explanation, and expectation clarity. Let’s explore each one.
Engagement. Everyone affected by a decision is invited to participate, is engagement. In schools, stakeholders may be teachers, school staff, students, parents and/or community members. Stakeholders are given opportunities to provide input and discuss possible options. Listening is enough for many people. Engagement works when people are respected, valued, their perspective matters, and stated opinions and ideas are considered during the decision-making process.
Explanation. After an administrator, teacher, or school staff engages others, obtains their input, and makes the final decision, it is time for the explanation. Recap the context for the decision. Provide clear reasoning behind the decision. Share with those involved what the final decision is, the criteria used to make the decision, such as guiding principles and values, make clear what’s changing, and clarify expectations for moving forward.
Remember to show appreciation to those who were engaged in this process. This information is ideally presented to stakeholders personally firsthand; it is not shared in an email or memo. Explanation clarity can be explained as, “Here’s what was taken into account.”
Expectation Clarity. According to this principle, everyone involved understands the nuances and implications of the decision. Specific expectations, standards, and how the decision will be implemented are shared. Also explained are the consequences of not meeting expectations. What will happen if stakeholders choose not to comply is clearly spelled out. Expectation clarity can be described as, “This is how we’re moving forward.”
Inclusive Decision Making
Fair process boils down to including others in decision-making processes that affect them when possible. We may observe fair process with adults when it comes to team standards and company processes. Fair process can be used by school leaders, teachers in their classrooms, and school staff. This approach permits school community members to participate in the decision-making process that produces a higher level of buy-in and engagement. Fair process allows the lines of communication to remain open, giving all school staff the opportunity to be heard. Fair process can be used with students.
When the fundamental hypothesis is practiced alongside the fair process concepts resulting in inclusive decision-making, it is easy to wholeheartedly live “A Way of Being” for those who genuinely believe in restorative practices. Where are you on the restorative practices continuum of living your life as “A Way of Being?”
Sources
- Wachtel, Ted. From Restorative Justice to Restorative Practices: Expanding the Paradigm. August 5, 2004. https://www.iirp.edu/eforum-archive/from-restorative-justice-to-restorative-practices-expanding-the-paradigm
- “Fair Process: Managing in the Knowledge Economy.” W. Chan Kim and Renée Mauborgne, Harvard Business Review, January 2003. https://hbr.org/2003/01/fair-process-managing-in-the-knowledge-economy
- Image: Created by Kimberly Eddy at Thoughts and Designs. https://gatewaytorestorativepractices.com/