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Jan 2 2009, 2:18 AM EST (current) mikicesari 7 words deleted
Jan 2 2009, 2:17 AM EST mikicesari 763 words added

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Content Processing Activity – Build the Content

Purpose:
  • To process the content through stories or examples;
  • To supports participants extracting learning from stories or examples.
Time: At least 45 minutes – depending on how you structure the content.
Participants: Any number.
Materials:
  • Flip chart papers;
  • Markers;
  • Handouts with the story/example told.
Process: I) Before the workshop, consider the content you are planning to introduce. Generate a story or example that illustrates the content and generate questions for reflection and learning. Write it down and print copies for participants.

II) Introduce your story/example to participants and distribute the handout.

III) Invite participants to divide into work groups with 5-6 individuals. Explain that their task is to consider the story/example introduced and answer the questions at the bottom of the handout. In doing so, they should try to generalise the lessons learnt from the story (from “what actually happened” to “what generally tends to happen and why”).

Example: Anne, the facilitator, is planning to introduce content on “positional bargaining” and “principled negotiation”. Instead of preparing a lecture, she develops a dialogue between an imaginary customer and a shopkeeper for participants to read. The dialogue illustrates typical positional bargaining. It goes like this:

Customer (Saša) Shopkeeper (Elma)
This silver dish is very beautiful, it looks old.
Yes indeed, it is very old. I am glad you noticed it, it is one of the best pieces we have.
How old is it?
We estimate it has been produced on the beginning of the 19th Century.
How much does it cost?
Well, sir… it is a real rarity, I do not know if we can sell it.
What is this supposed to mean, isn’t this a shop?
Yes, but this is rare, I would say unique artefact.
Then, how much does it cost?
Well, if we could sell it (and here I would have to call the owner) we would never go under 2.000 dollars.
2.000 dollars for a dish?! This is incredible, what do you take me for one of those rich expatriates working for international organisations?
Sir, as I told you it is something special, I cannot consider going under 2.000 dollars.
If I would have to buy it, I would never give you more than 200 dollars.
Then you will not buy it. It is a beautiful antique as you see..
Yes, yes… but it is also scratched in different parts, and the silver is very dirty. If it is as rare and expensive as you say, you do not seem to take good care of it.
It is just antique. Listen sir, I might consider a serious offer, but 200 is really ridiculous.
Ok, I could arrive until 500 dollars. This is the maximum I will pay, I will not add one dollar.
Impossible! This is worth thousands dollars, you could sell it for much more. I will not accept less than 1.800 dollars.
Come on! I know the game you are playing. Here is 700 dollars and the deal is done.
I am sorry, but this is unrealistic. 1.600 dollars is my final offer, take it or leave it. And I still do not know if the owner is willing to sell this piece, probably he wants to keep it in the shop.
You are giving me a hard time. I just want to make a beautiful present to my wife for her birthday and you continue asking this unrealistic prices ......(and it goes on)

Below, Anne provides participants with a list of questions:

  • What happened here?
  • What are the main characteristics of this interaction?
  • How would you define what Sasa and Selma are doing?
  • How effective is this way of bargaining in terms of producing a wise agreement?
  • How efficient is it?
  • What happens to the relationship between people who tend to negotiate like this?
  • What tends to happen in situations like this?
  • How would you act differently if you were to play Sasa’s (or Selma’s) role?
  • What can be done in order for this kind of interactions to maximise their potential to produce a wise agreement and improve the relationship between the parties?

IV) After group work, return back to the plenary and invite groups to share their findings. Instead of having each group reporting on all their findings, start by asking the first question in the handout and invite members from all groups to answer. Repeat the procedure with other questions. Your objective is to help participants draw lessons from the story/example and generalise learning. At this stage, you can introduce bits of content to boost participants’ discussion.