Advances in Defining a Right Problem in Group Decision and Negotiation

Shakun, Melvin F.; Martinovski, Bilyana

doi:10.1007/978-3-030-12051-1_27-1

Cited by 1 publication

(2 citation statements)

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“…The scores show the reports on negotiation are still strong in the comments on the works proposed by the individuals and the search for a common agreement in the event of disagreement (points 12 and 20) on the final work to be proposed. The Melbourne scale of decision-making offers weaker outcomes [38]; the most significant data are concerned with the clarification of the objectives before choosing (item 18), acceptance of the group decision (21,27), pessimism about one's personal decision and delegation of responsibility to the group (22,26,29). Furthermore, the relationship between the three scales is very strong to highlight that DST has a strong effect on the three constructs investigated.…”

Section: Discussionmentioning

confidence: 99%

“…The construction of an intangible participation relationship (without the participants having ever seen and known each other before sharing the work) in this case, is linked to an intangible cultural product [20]. Not all group decisions and negotiation agreements are the right solutions; to make the right decision, the group must first define the right problem and restructure the problem as the group negotiates points of view and chooses a shared strategy [21,22].…”

Section: Introductionmentioning

confidence: 99%

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The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

2021

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Digital storytelling (DST) is a teaching methodology (and tool) that is very widespread in different types of training: formal and informal, professional, and for adults. Presently, education is evolving and moving towards digital storytelling, starting from the models of Lambert and Olher. Today, although DST is usually used in the training that students receive for narrative learning, experimentation on the psychological and social consequences of this online teaching practice is still scarce. The literature acknowledges the widespread use of DST online, from psychology to communication and from marketing to training, providing Lambert’s and Olher’s models as references. Thus, the purpose of experimentation in this subject has been to try to mix these two models by selecting the phases of the model that focus most on creativity and narrative writing. The purpose of this study is to illustrate the experimentation conducted in the initial training of teachers to monitor the processes of negotiating content, making decisions and building a group atmosphere through the use of a narrative technique in an educational context. The sample was offered comprehension activities on narrative categories, creativity and autobiographical writing. The process in the group choice phase (negotiation) of the story was monitored through a questionnaire that includes three scales (the Melbourne Decision Making Questionnaire, Organisational Attitude, and Negotiations Self-Assessment Inventory). The study concluded that the standardised planning of activities that, to a greater degree of depth, promote participation and emotional involvement allows the creation of strong group thinking and affects the decision-making and negotiation processes of the activities being carried out by the participants.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%