The above assumptions concerning the specifics of entrepreneurship and learner attitudes are given consideration in a 45-hour social communication and negotiation course completed by an exam. The course is in workshop form and the classes are run in 6-hour blocks.
Besides fulfilling the above mentioned assumptions regarding teaching, it was crucial to adopt a methodology suitable to specific subject matter. As negotiation may be understood in
a plethora of ways, a decision had to be made on one leading approach. Four fundamental approaches to the issue of negotiation were derived from W. Mastenbroek (1996):
• process with clearly distinct stages • as a set of guidelines and tactics • as persuasive communication
• as the art of ‘marrying’ the opposites and resolving dilemmas
The opening stage of the classes is built around the concept of negotiations as the art of marrying opposites. Such an approach reinforces the attitude of the person in the negotiation process6. Also it
enables the introduction of core theoretical notions (e.g. negotiation style, attitude to the situation of negotiation, BATNA). Activity Personal reflection Planning implementation Identifying regularities (theory, model)
The next step is that of negotiation as a process. This approach allows the creation of a map of understanding the negotiation as specific activities taking place in time, thanks to which the participants understand their behaviours in a wider context (time, the sequence of events, interdependence of actions).
Only when the participants have reinforced their personal resources and once they understand the process, are they ready for information on persuasive negotiation and on the rules and tactics involved. Each session 7 is thus constructed to include the entire D.A. Kolb learning cycle at least twice in a 6-
hour module. Every class starts with a game/ case study / experiment, which allows a start of the cycle of adult learning (see illustration 2) from the stage of Active Experimenting8. The next stage (Reflective
Observation) allows to gather reflections upon the negotiation game. Often this stage takes on a form of discussion between the persons in a group with the teacher, taking on the role of moderator in the discussion.9 The next stage is that of the conclusion of the discussion, conducted by the teacher
(Abstract Conceptualisation stage – see illustration 2). It is possible to make use of a prepared presentation, however it is more useful to make a conceptualisation on the material provided by the participants10. The winding up stage (Active Experimentation) may take the form of a moderated group
discussion or brainstorming (blue-skying) on the application or a short lecture of the trainer on the application of the knowledge.
The choice of the form of closing the learning cycle depends largely on the experience of the group. Namely, the groups characterized by low experience (students of the first years of university) welcome ready ideas of knowledge implementation, whereas groups with more experience (students of final years of university have certain experience of working in various organizations of this type) the more positive reaction of the group when invited to share their experience or to use their experience to find application of what they have learned.
Construction of a single session of the course
To exemplify this model we may consider one of the sessions early in the course. The classes concentrate on understanding negotiation as a way of combining opposites and resolving dilemmas. The learning cycle starts with the experiment of the type: Caring for your business based on W. Mastenbroek's model. The next stages of learning use games relating to all four fundamental dimensions (dilemmas) according to Mastenbroek. Upon completion of all the games, the integration of the model (presentation) is carried out, after which the participants embark on games reflecting simple integrational negotiation. The games provide feedback on individual negotiation styles. As a result, not only do the participants’ behaviours improve but they also gain new knowledge.
The model under discussion was initially based on the basis of experience of business training. The structures – tried and tested under market situations – were cushioned by methodological reflection and successfully implemented into academic teaching. The authors experienced in the model may apply teaching negotiation skills and various soft skills, not only during workshops classes in the tertiary education. The model has been applied for perfectioning the competences of teams of small medium entrepreneurships (SMEs) whereby the employees and employers alike engaged in the learning process. The discussed approach stands the test in relation to teams of corporations. When applying the approach one has to remember that:
1. in the case of small medium entrepreneurships (SME’s) it is advisable to consider separating the owners from the learning group. The owners want to ensure their money is well spent. However their presence may often paralyze unfettered group reflection and be detrimental to the learning
needs to consider the aspects of the management culture that may hamper implementation of new skills or favour old habits and attitudes. A typical example would be an attempt to change the attitudes of salespersons in negotiations with clients in a situation where a commission system in the company prompts the salespersons to close the deals swiftly and to get the largest number of clients possible, without taking into account the profit made on an individual client.
Table 1. Workshop module layout Learning cycle stage
Specific experience Reflective observation Abstract generalization Active experimentation
Timing (minutes) Negotiation game: Stock Edelweiss11 15 Discussion moderated
by the person who runs the workshop
20
Mastenbroek Model:
elements of negotiator’s behaviour that affect the ‘Looking after business’ dimension – a
multimedia presentation
15
Real life examples of the behaviours increasing ‘Looking after business’ 12
10
Closing the D.A. Kolb cycle Result:
One of the negotiation’s dimensions is grasped: ‘Looking after business’.
This understanding is combined with adequate courses of actions and backed up by experiences from the participants own lives. Time 60 minutes Negotiation game ‘Sharks’ Island’ 20 Moderated discussion 20 Model of Mastenbroek: elements of negotiator’s behaviour influencing the dimension: ‘Building strength’ - multimedia presentation
15
Real life examples of the behaviours increasing ‘Building strength’ dimension13
5
Winding up the cycle of D.A. Kolb Result:
Dimensions of ‘Flexibility’ and ‘Atmosphere’ are introduced, alongside the adequate course of action, additionally combined with participants’ own experience.
Time: 60 minutes
Negotiation game
„The Eggs of Dodo Bird’” 10
Moderated discussion 15
Model of Mastenbroek:
elements of negotiator’s behaviour influencing the dimensions: ‘Flexibility’ and ‘Atmosphere’ - multimedia presentation
25
Examples taken from
real life and from business
10 Winding up the cycle of D.A. Kolb
Result:
Dimensions of ‘Flexibility’ and ‘Atmosphere’ are introduced, alongside the adequate course of action, additionaly combined with participants’ own experience.
Time: 60 minutes
Negotiation game14,15 50
Small-group discussion
of the game outcome16
15 Presentation of the game
results on the group forum17
15
Conclusions regarding
application of the desirable behaviours observed when playing the game. 18
10
Closing the cycle of D.A. Kolb. Result:
The participants of the classes receive feedback on their personal negotiation style (in the categories of Mastenbroek model) and how it affects the negotiations outcome. The participants know what behaviours affect positively the outcome of integrational negotiation.
Time: 90 minutes
The end of the classes