Fostering Student Engagement in Negotiation Role Plays

Poitras, Jean; Stimec, Arnaud; Hill, Kevin

doi:10.1111/nejo.12036

Cited by 15 publications

(20 citation statements)

References 31 publications

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“…Following a fairly comprehensive review of the literature (Usunier ; Alexander and LeBaron ; Zartman ; Poitras, Stimec, and Hill ), Daniel Druckman and Noam Ebner (: 67) concluded that: “role‐plays are useful for motivating students but there is no proof of their effectiveness.” The role play's most significant weakness, according to critics, is its artificiality (Alexander and LeBaron ).…”

Section: Improving Negotiation Simulationsmentioning

confidence: 99%

“…Although some authors have focused on improving how simulations are constructed (Poitras, Stimec, and Hill 2013), others have recommended that students should invent their own (Cherryholmes 1966;Alexander and LeBaron 2009;Druckman and Ebner 2013). Druckman and Ebner (2013) sought to improve concept learning by implementing a project in which students created their own simulations, which were then enacted by other students.…”

Section: Improving Negotiation Simulationsmentioning

confidence: 99%

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Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership

Germain‐Thomas¹,

Lafarge²,

Sidibé³

2019

Negotiation Journal

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Simulations are a valuable tool for teaching negotiation, and the different ways in which they are used have been extensively discussed in the pedagogy literature. Scholars have critically reflected on the role of simulations and the conditions under which they are used, and some have stressed their drawbacks. These include their often artificial context, which can, some argue, limit the participants' real commitment. We have undertaken an innovative pedagogical experiment in an effort to address these concerns. As a part of this experiment, the students designed the simulations themselves, deriving inspiration from real situations they had experienced at companies in which they had completed internships. Our students' experiences suggest ways in which this novel pedagogical approach can ameliorate some of the usual pitfalls that instructors encounter when they use role plays. Further, we believe this process allows the students to understand the importance of achieving the right balance between the distributive and integrative dimensions of the negotiation.

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Section: Improving Negotiation Simulationsmentioning

confidence: 99%

Section: Improving Negotiation Simulationsmentioning

confidence: 99%

Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership

Germain‐Thomas¹,

Lafarge²,

Sidibé³

2019

Negotiation Journal

View full text Add to dashboard Cite

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“…With The Transition we built a negotiation simulation with an immersive environment relying on a radical interpretation of what Jean Poitras, Arnaud Stimec, and Kevin Hill called “mundane realism” (Poitras, Stimec, and Hill : 445) They observed that many role‐plays do not feel realistic because the setting and the norms of interaction do not adequately reflect real‐world patterns. Hence, we decided to literally build a world by turning several floors in a number of buildings into spaces ranging from the United Nations (UN) Security Council to the Oval Office in the White House to the Afghan presidential palace.…”

Section: Designing Systemic Multiconstituency Exercisesmentioning

confidence: 99%

“…In complex systems, as Andrea Jones‐Rooy and Scott E. Page (: 326) pointed out, “an individual action can have multiple consequences (pleiotrapy) and be influenced by multiple other actions (epistasis).” Most negotiation simulations, however, do not involve any “hard” actions. Participants engage in “soft” actions – asking, answering, presenting, pretending, lying, and so forth, but the simulations lack what Poitras, Stimec, and Hill (: 445) called experimental realism: “outcomes are only theoretical. Participants get a deal on paper, but it has little real impact for them — they have, as the saying goes, no ‘skin in the game.’”…”

Section: Designing Systemic Multiconstituency Exercisesmentioning

confidence: 99%

Cognitive Maelstroms, Nested Negotiation Networks, and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Bell¹,

Mandell²

2018

Negotiation Journal

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Negotiation practitioners today struggle to manage complex political, economic, and cultural disputes that often involve an array of intertwined issues, parties, process choices, and consequences -both intended and unintended. To prepare next-generation negotiators for these multifaceted challenges, negotiation instructors must keep pace with the rapidly evolving complexity of today's world. In this article, we introduce systemic multiconstituency exercises (SMCEs), a new educational tool for capturing this emerging reality and helping to close the experiential learning gap between the simulated and the nonsimulated environment.We discuss our pedagogical rationale for developing The Transition, a seventy-two-party SMCE inspired by the complex conflicts in Afghanistan and Central Asia and then describe our experiences conducting multiple iterations of this simulation at Harvard University. We argue that SMCEs, Negotiation Journal January 2018 37 in which stakeholders are embedded in clusters of overlapping networks, differ from conventional multiparty exercises because of their immersive character, emergent properties, and dynamic architecture. This design allows for the creation of crucial negotiation complexity challenges within a simulated exercise context, most importantly what we call "cognitive maelstroms," nested negotiation networks, and cascading decision effects. Because of these features, SMCEs are uniquely suited for training participants in the art of network thinking in complex negotiations. Properly designed and executed, systemic multiconstituency exercises are next-generation teaching, training, and research platforms that carefully integrate negotiation, leadership, and decision-making challenges.Key words: negotiation, negotiation teaching, negotiation simulations, complexity, multiparty negotiation, constituencies, system effects, networks. IntroductionIn this article, we describe a method for training negotiators to be prepared for an increasingly complex world. The gap that has always existed between real-world negotiations and the quality and scope of experiential learning exercises has only grown as the world that negotiators confront has grown more complex in multiple ways.First, the number of formal and informal stakeholders that influence collective decisions across the public, private, and nonprofit sectors has increased. Because of globalization and the telecommunications revolution, actors now function across coalitions and networks. Each network operates within its own ecosystem of behaviors, assumptions, needs, and interests.Second, relationships between and among the global, regional, and local environments are rapidly changing. The distinctions between these three environments blur together. Negotiators are often unaware of the interconnectedness of conflicts and unable to decode how individuals and groups react to each other not just within but across conflicts and environments.Third, leaders around the world are hindered by the growing ineffectiveness of their conflict manageme...

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“…Owing to various reported positive consequences, student engagement is a much sought after experience in educational practice as well as a widely explored construct in educational research. The state of engagement occurs when students are invested in their learning behaviourally, cognitively, and emotionally (Poitras et al, 2013). It is often viewed as a 'make-or-break factor' for learning to take place (Dean and Jolly, 2012).…”

Section: Introductionmentioning

confidence: 99%

Student engagement in Indian context: UWES-S validation and relationship with burnout and life satisfaction

Rastogi

Pati

Kumar

et al. 2018

IJWOE

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The student version of Utrecht work engagement scale (UWES-S) is increasingly being employed to assess student engagement without sufficient evidence for its validity, reliability and generalisability. This research seeks to investigate the psychometric properties of UWES-S in the Indian context. Two studies are reported. Study 1 (N = 207) investigates the 14-item UWES-S for factorial and convergent validity, and internal consistency. Study 2 (N = 279) revalidates findings from study 1 and examines relationships with burnout and life satisfaction. The three-factor morphology of UWES-S stands validated across both the studies. Evidence for convergent validity and internal consistency has been provided. The research also proposes a nine-item version of UWES-S based on psychometric properties and item analysis. Further, student engagement is found to be negatively associated with student burnout A. Rastogi et al. and positively related to student life satisfaction. This research has a few limitations. Data for analysis has been obtained only from management students. Further, predictive validity has been tested with burnout and life satisfaction only.

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Fostering Student Engagement in Negotiation Role Plays

Cited by 15 publications

References 31 publications

Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership

Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership

Cognitive Maelstroms, Nested Negotiation Networks, and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Student engagement in Indian context: UWES-S validation and relationship with burnout and life satisfaction

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