Session objectives

2. Session objectives • This workshop intends to: Explore the extent to which a set of self reflection guides allow negotiation students to consolidate collaborative negotiation abilities Analyze what it is important to consider in the designing of reflective inquiry guides that enhances a learning process

3. Session Plan • Presentation • Work in groups • Plenary

4. Why? When learning collaborative negotiation • reflection can constitute an important element in the challenge of connecting concepts to actions.

5. 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

7. 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…

8. Reflecting for negotiation As a teacher, I am skeptic that students will learn how to negotiate only from readings and negotiation exercises. • And I hope students will learn more authentically to engage in collaborative negotiation through ! knowing themselves

9. 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

10. 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

11. So what does “reflecting” entails? • 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

12. So what does “reflecting” entails? • 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

13. 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).

15. The way in which we ask questions influences, directs, or limits the answers • 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...)

16. The way in which we ask questions influences, directs, or limits the answers • 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

17. 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

18. Learning Goals • At 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.

19. 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.

20. My expectation is that • 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.

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

22. Take aways What will you consider in the designing of reflective inquiry guides for your courses?