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

© Margarita Canal, Assistant Professor, School of Management. Universidad de los Andes. PhD Student, Department of Learning and Philosophy. Aalborg University. Session Plan Presentation Work in groups Plenary

© Margarita Canal, Assistant Professor, School of Management. Universidad de los Andes. PhD Student, Department of Learning and Philosophy. Aalborg University. Why? reflection can constitute an important element in the challenge of connecting concepts to actions. When learning collaborative negotiation

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

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

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…

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

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

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

© Margarita Canal, Assistant Professor, School of Management. Universidad de los Andes. PhD Student, Department of Learning and Philosophy. Aalborg University. 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 So what does “ reflecting ” entails?

© Margarita Canal, Assistant Professor, School of Management. Universidad de los Andes. PhD Student, Department of Learning and Philosophy. Aalborg University. 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 So what does “ reflecting ” entails?

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

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

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

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

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

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

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

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

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

© Margarita Canal, Assistant Professor, School of Management. Universidad de los Andes. PhD Student, Department of Learning and Philosophy. Aalborg University. Take aways What will you consider in the designing of reflective inquiry guides for your courses?