Session objectives

© Margarita Canal, Assistant Professor, School of Management. Universidad de los Andes. PhD Student, Department of Learning and Philosophy. Aalborg University.

Session objectivesThis workshop intends

to:

Explore the extent to which a set of self reflection guides allow negotiation students to consolidate

collaborative negotiation abilitiesAnalyze what it is important to consider in the

designing of reflective inquiry guides that enhances a learning process


Session Plan

Presentation

Work in groups

Plenary


Why?

reflection can constitute an important element in

the challenge of connecting concepts to

actions.

When learning

collaborative

negotiation


However,

defining the type of reflective inquiry that better enhances learning and leads

management students to transform their ways of negotiating

collaboratively

is a challenge in

itself !



Reflecting for negotiation

In order to negotiate, people need to put into play intellectual, emotional and

inter-relational capabilities.

This is evident in situations such as:•Bargaining•Compromising the ego•Power differences •Scarce resources…


And I hope students will learn more authentically to engage in collaborative

negotiation through

Reflecting for negotiation

knowing

themselves

As a teacher, I am skeptic that students will learn how to negotiate only from readings

and negotiation exercises.

!


In fact...A learning process which draws

from and relates to personal experience, promotes active and conscious engagement and goes further than memorizing, or even understanding concepts. It implies observing, questioning, doing and

being.

Scott 2009 and Peltier 2005


So what does “reflecting” entails?

It refers to...

Those intellectual and affective activities in which individuals engage to explore their experiences, in order

to lead to new understandings and appreciations.

Broud and Walker, 1985


The process of self-reflection may bring to:

•Questioning individual experience, assumptions, actions, feelings…

•An inner dialogue, which could take into account interaction with others

•Identify and organize what is going on



The process of self-reflection may bring to:

•Identification of areas of improvement

•New insights

•A chance to alter, not just our behaviour, but the reality-that shapes our beliefs and the assumptions that give rise to our behavior. Kegan and Lahey 2010



And, how can this become a classroom reality?

A well designed educational process can assist students to engage [in reflection] at a deeper level of awareness. (Hall, Ramsey and Raven, 2004)

For Pavlovich, Collins and Jones a well designed process which enhances reflection, requires a clear structure and guidelines within a student centered approach (2007).



The way in which we ask questions

Thus it will be important that the design of questions for reflection considers:•The context (eg. It could be framed in the debriefing of

negotiation simulations)•The underlying hypotheses (eg.reflection enhances learning,

students won´t reflect unless it will be part of a task)• The purpose (awareness, identity, transformation, critical

thinking, fostering reflection in the professions...)

influences, directs, or

limits the answers


The way in which we ask questions

And it’s important to...

•Make sure there’s coherence with learning goals and course content

•Anticipate students’ possible response, attitudes and feelings•Plan the assessment•Decide if guides will be of a structured or open nature

influences, directs, or

limits the answers


The course pedagogy

includes: •Case simulations•Class discussions •Audiovisual material, including the

videotapping of a case simulation•Group exercises and reflections•E-Portfolios: Reflection guides 7 to 8 •Readings•Quizzes•Application to a real case


Learning GoalsAt the end of the course students will be

able to:•Make wise decisions about when to take a distributive

approach and thus claim value, when to take a collaborative approach and create value, or when to do both.

•Identify and take a critical stand upon personal characteristics which potentiate or limit their negotiation ability.

•Be aware of the importance of the kind of communication which allows them to connect with other people needs.

•Negotiate following a process.


Topics covered

Include:

•Collaborative Strategies (create value).•Distributive Strategies (claim value). •The negotiation process.•Planning, development and debriefing methods. •Strategies to identify and improve negotiation

capacity at disputes. •The importance and nature of effective

communication for negotiating. •The role of needs, values and interests.


Self reflection will help students in•Consolidating personal traits which are useful for

negotiating in a collaborative fashion.•Articulating course concepts with the decisions and

actions they take within negotiation simulations.•Developing self-awareness about their own

assumptions and paradigms.•Connecting learnings with individual feelings and

needs and/or with those of others.

My expectation is that


What thoughts come into your mind after observing:

•The samples of the reflection guides•The course content•The learning goals of the course•My expectations

Taking into account my challenge of enhancing the learning process of collaborative negotiation


Take aways

What will you consider in the designing of reflective inquiry

guides for your courses?

Documents

Session objectives