Two Perspectives on Learning the Organizational Ombudsman Role

• DOI: http://doi.org/10.1002/crq.21096
• Author: Lisa Witzler,Linda Myers
• Date: 01 July 2014
• Published date: 01 July 2014

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Published 2014.  is article is a U.S. Government work and is in the public domain in the USA.

Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/crq.21096

Two Perspectives on Learning the Organizational

Ombudsman Role

Linda Myers

Lisa Witzler

 is article explores the challenges in learning the role of the organiza-

tional ombudsman from the perspectives of two practitioners—one an

experienced workplace mediator, the other a student of confl ict resolu-

tion.  e discussion of the shift in thinking, as well as skills needed to

transition into the various facets of organizational ombudsman work,

combines concepts from ombudsman theory with insights on enhanc-

ing ombudsman practice.  e authors provide observations and recom-

mendations based on their own experiences assuming the roles of a new

ombudsman, including refl ective practice and partnering, coaching

with employees, and expanding systemic engagements with and cultural

knowledge of organizations.

Each organizational ombudsman defi nes the role diff erently, even

though there are many similarities in practice and many ombudsmen

adhere to the standards of practice and code of ethics of the International

Ombudsman Association (“IOA Standards of Practice” 2009). However,

no two ombudsmen practice alike because the role is shaped not only by

the person, but also by the organization within which the ombudsman

operates. Each ombudsman learns the role diff erently and creates her own

defi nition of the role in practice within the context of her unique organi-

zation. As we have experienced, the learning curve can be steep, even for

seasoned alternative dispute resolution (ADR) professionals.

We describe how the two of us learned the role and experienced the

transition into the ombudsman profession. We are describing our experi-

ences in the hope of providing guidance for others so they may shorten

their own learning curves. Linda Myers has an extensive training and

448 MYERS, WITZLER

C R Q • DOI: 10.1002/crq

mediation background in multiple federal agencies and comes to the

ombudsman profession as a skilled alternative dispute resolution practi-

tioner. Lisa Witzler has experience working within academic and scien-

tifi c institutions and extensive knowledge of ADR theory. Prior to joining

the ombudsman staff at NIH, neither had experience as an organizational

ombudsman.

In our offi ce, after an initial orientation, new ombudsmen learn the

role on the job by observing experienced colleagues for several cases, then

teaming with experienced ombudsmen on several cases, and fi nally taking

on solo cases.  roughout the training period, new ombudsmen meet reg-

ularly with our director and debrief with colleagues. All of the ombudsmen

meet individually with the director weekly to discuss cases and we meet as

a group once a week for a case review.

The Experienced Mediator and Trainer—Linda Myers

I have nearly two decades of experience as an ADR program manager,

mediator, and facilitator. I came to the organizational ombudsman role

with signifi cant practical experience in addressing confl ict within orga-

nizations.  is experience aff ords me some of the skills of an organiza-

tional ombudsman, including active listening and reframing confl ict

(see Harrison 2004 for insights into ombuds skills and eff ectiveness).

Because the basic tenets of the work are the same for mediators and

ombudsmen, I already understood the importance of those concepts.

However, the context in which these standards of practice and skills

are used as an organizational ombudsman is much more complex and

dynamic than that of a workplace mediator. In the following sections, I

note some of the diff erences between a mediator and an organizational

ombudsman, or an “embedded neutral.”

Parachute Mediator versus Embedded Neutral

In the federal sector, the two primary sources of workplace mediation are

equal employment opportunity (EEO) complaints and grievances fi led by

federal employees against an agency (see Bingham 2004 and Monahan

2008). Employees are typically given the opportunity to mediate early

in the complaint process in an eff ort to settle the dispute. In the typical

EEO mediation or grievance, the mediator’s and the parties’ expectations

for the overall process are relatively well defi ned.  e mediator’s role is