DILEMMA-DILEMMA: AN EXERCISE FOR TEACHING SIGNIFICANCE OF COMMUNICATION Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 DILEMMA-DILEMMA: AN EXERCISE FOR TEACHING SIGNIFICANCE OF COMMUNICATION Khush K. Pittenger, Ashland University Mary C. Miller. Ashland University ABSTRACT The significance of effective communication for managerial success and organizational performance is well documented in the organizational behavior and interpersonal communication literature. It is, however, difficult for a teacher to demonstrate such significance in a meaningful way to the students with the use of data and lecture alone. The exercise Dilemma-Dilemma is designed to create a lasting impression on students’ minds about the importance of communication and its implications for interpersonal relationships. The exercise builds on the existing classic exercises such as Prisoner’s Dilemma and World Bank Negotiations. Its superiority over the classic exercises lies in the fact that it relates the activity to a business scenario to which business students and practicing managers can relate more easily. In addition to providing the exercise and discussion questions, the paper also provides reactions of managers who have been participants in this exercise. INTRODUCTION Multiple studies over the years have reported that communication is the dominant function a manager performs (Luthans and Larsen. 1986). Communication is considered critical for avoiding failure and for successfully implementing change in an organization (Cameron, 1988). The interest and importance of communication has heightened further due to organizational and technological changes that have taken place in the last decade. Through the development of information technology, the speed and accuracy of communication has increased (Haney, 1992). However, more advanced technology has not always fostered increased effectiveness in interpersonal communication. This ineffective interpersonal aspect of communication prevents true understanding and creates additional problems relevant to personal relationships (Golen, 1990). According to Carol Hymowitz (1989), and Lewis, Goodman & Fandt (1995), a critical skill that managers will need in the 21st century for their own and their organizations’ success is effective communication. The challenge facing business teachers, corporate trainers and consultants is how to convince practicing and future managers of the significance and implications of effective communication. Intellectually, everyone seems to understand that poor communication can cause problems (Schnake, Dumler, Cochran & Barnett, 1990). Usually, we all have a few funny stories from personal or work experiences that highlight the ill effects of miscommunication. However, anecdotal experiences, despite being entertaining, often lack a framework to systematically teach the theory of communication. Lectures and other similar techniques often do not make a long lasting impression. The value of experiential exercises is well understood by the members of ABSEL. Our teaching methods need to train students for their current or future employers (Cohen, 1995). The purpose of this paper is to present an exercise that teachers, corporate trainers and consultants can use to highlight the significance of communication and related issues to their students. The authors have used the exercise in their training sessions with practicing managers and have received positive feedback. Included in this paper for the users’ benefit are the following: (a) Background and foundation; (b) the exercise Dilemma-Dilemma including instructions, tally sheet, prediction sheet and questionnaire; (c) notes for facilitating the debriefing discussion; and (d) summary of feedback. DILEMMA-DILEMMA: THE EXERCISE Background and Foundation This exercise was designed by the first author on the basis of two classic exercises found in Organizational Behavior books: Prisoner’s Dilemma (Lau & Shani, 1992) and World Bank Negotiations (Ivancevich & Matteson, 1993). Experimentation with these exercises in graduate and undergraduate classes led us to believe that business students, despite liking the experience, have a hard time relating to the scenario around which these exercises are built. In the use of Prisoner’s Dilemma, discussion often strayed to issues unrelated to business such as the structure of the American Justice System, the treatment of prisoners and the role of evidence and witnesses. Similarly in the World Bank Negotiations, many times students felt compelled to comment on the issues of armament, political relations of various countries and world peace. These issues, though worthy of discussion in a different context, distracted students’ attention from the subject matter at hand- communi- 141 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 cation theory. Frequently, students failed to see a connection between the outcome of these exercises and the lessons for managers for improving the performance of their organizations. Such frustrations led the author to design an exercise which accomplished the following: (a) Helped the students relate to the scenario more easily; (b) combined the strengths of the two exercises in running and facilitating the groups; and (c) consumed less time. Purpose and Objective The exercise is designed to highlight the significance of communication and its impact on group performance and group relations in an organization. The objective of the exercise is to understand the role of communication in organizations. Participants The exercise works best if there are more than eight members in the groups so that teams are no smaller than four members each. If the group is larger than 16 members, multiple teams are needed to run the exercise as explained in Appendix II. Materials All the related materials for the exercise are provided in Appendixes I through VIII. One Tally Sheet (Appendix Ill) is used to track the scores of each pair of teams. It adds fun to the game to have teams predict the opponent’s decision using the Prediction Sheet (Appendix IV) before the last round. Design and Procedure The exercise is begun with brief written instructions (Appendix II) which are also explained verbally. The instructions are kept simple for several reasons: 1. Simplicity keeps the participants’ interest focused. 2. The efficiency of the exercise is improved because it does not take as long to get started. 3. Intended misconceptions are created. Dilemma-Dilemma is a competitive game, and team interest is important. Intentional misconceptions are necessary to drive home the points about barriers to effective communication, as well as the roles of the sender and receiver in effective communication. 4. Unnecessary confusion is avoided. Scoring The Tally Sheet (Appendix Ill) is used for scoring. The scores range from + $126 million to -$126 million. The scores will vary depending upon the group participants. For example, in one training session each of four teams consistently pursued a lose/lose proposition and completed the exercise with a negative score. DISCUSSION Running time for the exercise is 45-60 minutes. Debriefing requires approximately 30 minutes. The value of the exercise lies in how well it is debriefed upon conclusion. Group discussion is facilitated using the questions in Appendices V and VI. During discussion, we develop common definitions of key terms. We also build upon participant responses to discuss the roles of sender and receiver as well as the affect of perception on message reception. Using Appendix VII, we discuss how misunderstandings arise due to problems in developing, transmitting, receiving and interpreting the message. We also discuss the role of communication in interpersonal relationships and use the framework provided in Appendix VIII (Whetten and Cameron, 1995) to tie everything together. CONCLUSION Initial participant feedback suggests that the exercise is effective in achieving its stated objective. In our training session, the exercise appeared to be better received by the middle-level managers than by first-level supervisors. Participant feedback is provided in Table 1. They were asked, “How would you rate the game Dilemma-Dilemma,” and they responded on a five-point scale. TABLE 1 PARTICIPANTS’EVALUATION OF THE GAME Scale Number of Responses 1 Very ineffective 0 2 Ineffective 1 3 Somewhat effective 6 4 Effective 11 5 Very Effective 8 Other comments by participants included: “The exercise was good, and the summary of the exercise brought ideas together.” “Excellent--very effective message.” “The game was fun and frustrating. The comments on the purpose should not be rushed. The game is very helpful to see the points.” “The simple Dilemma-Dilemma exercise showed the importance of listening skills.” The exercise appears rather complex, cumbersome 142 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 and confusing on paper, but is relatively simple to run. Experiencing it firsthand should convince the ABSEL members of its merit, applicability and usability. Since the exercise was designed during the past summer, our only experience has been with practicing managers in our consulting practice. We believe, if practicing managers found the activity of use, then students are likely to find it of merit as well. This exercise should be of interest to all ABSEL members, whether they are educators in academic institutions or in the business world. APPENDIX I COVER SHEET FROM THE EXERCISE DILEMMA-DILEMMA DILEMA-DILEMMA Source: Pittenger, 1995 APPENDIX II INSTRUCTIONS FOR THE EXERCISE DILEMMA-DILEMMA Introduction: Dilemma-Dilemma is an intergroup activity. The purpose of this activity is to learn about conflict, communication, group behavior and related issues. In the course of the exercise, money will be won or lost by the teams. THE OBJECTIVE IS TO MAXIMIZE YOUR GAINS. Instructions: 1. The group will be subdivided into gold and purple teams, each consisting of no more than eight members. If there are multiple gold and purple teams, each gold team will be paired with a purple team. NO UNREGULATED COMMUNICATION BETWEEN TEAMS IS ALLOWED. 2. The teams represent parties trying to land a contract for the sale of their services and goods. 3. Each team has the choice of making a high or a low bid. Each team’s gain or loss will depend on its own choice and the choice of the other team as explained in the payoff table (below). 4. There are 10 rounds in the exercise. See the tally sheet for greater details. 5. In the first ten minutes, each team must plan its strategy and choose: A representative (to meet with the representative of the other team after rounds 3, 8 and 9). A decision recorder (to note the team’s decision and to convey it to the facilitator). A recorder (to track the team’s performance). PAYOFF TABLE CHOICE PAYOFF (in Millions) GOLD PURPLE GOLD PURPLE High High Low Low High Low High Low +3 -6 +6 -3 +3 +6 -6 -3 143 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 APPENDIX III THE TALLY SHEET FOR THE EXERCISE DILEMMA-DILEMMA Instructions: For 10 consecutive rounds, both teams will chose either high or low. The score for each team in a round is determined by the choices of both teams, according to the payoff schedule. Scoresheet Choice Score Round Minutes Gold Team Purple Team Gold Team Purple Team 1 1.5 2 1.5 3 1.5 4* 2 (reps) 1.5 (teams) 5 1.5 6 1.5 7 1.5 8 1.5 9** 2 (reps) 1.5 (teams) 10** 2 (reps) 1.5 (teams) Total Score: Gold: Purple: *Payoff points are doubled for this round. **Payoff points are squared for this round (any minus signs are retained). APPENDIX IV THE PREDICTION SHEET FOR THE EXERCISE DILEMMA-DILEMMA Dilemma-Dilemma Round 10 Prediction Sheet OTHER TEAM PREDICTING TEAM Prediction Actual Gold Purple 144 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 APPENDIX VI DISCUSSION QUESTIONS FOR THE EXERCISE DILEMMA-DILEMMA 1. What occurred during the exercise? 2. What contributed to the relationships among groups? 3. How could the relationships have been more effective? 4. Was there conflict, competition and mistrust between the teams and why? APPENDIX VII TEACHING MATERIAL TO SUPPORT THE EXERCISE DILEMMA-DILEMMA HOW MISUNDERSTANDINGS ARISE 1. Problems in developing the message. 2. Problems in transmitting the message. 3. Problems in receiving the message. 4. Problems in interpreting the message. Source: Thill and Bovée, 1993. 145 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 APPENDIX VIII ADDITIONAL TEACHING MATERIAL TO SUPPORT THE EXERCISE DILEMMA-DILEMMA RELATIONSHIPS BETWEEN UNSKILLFUL COMMUNICATION AND INTERPERSONAL RELATIONSHIPS ABRASIVE, INSENSITIVE, UNSKILLFUL MESSAGE DELIVERY DISTANT, DISTRUSTFUL, UNCARING INTERPERSONAL RELATIONSHIPS RESTRICTED, INACCURATE INFORMATION AND DEFECTIVE COMMUNICATION FLOW Source: Whetten & Cameron, 1995. REFERENCES Cameron, K. (1988) Organizational down-sizing and Large- scale change Working paper, University of Michigan Cohen L. (1995) Preparing for tomorrow. Business Communication Quarterly, 58, 3 Golen, 5. (1990). A factor analysis of barriers to effective listening. Journal of Business Communication, 27, 25-35 Haney, W.V. (1992) Communication and Interpersonal Relations Homewood, Ill.: Irwin. Hymowitz, C. (1989, March 20). Day in the life of tomorrow’s manager. Wall Street Journal, p. 8 Ivancevich, J.M. & Matteson, M.T. (1993) Organizational Behavior and Management Home- wood, IL: Irwin. Kreitner, R. (1995) Management (6th ed.) Boston, Mass.: Houghton Mifflin. Lau, J.D. & Shani, A.B. (1992) Behavior in Organizations: An Experiential Approach. Home-wood, IL: Irwin. Lewis, P.S., Goodman, 5.H., Fandt, P.M. (1995). Management: Challenges in the 21st Century. Minneapolis/St. Paul, MN: West. Luthans, F. & Larsen, J.K. (1986) How managers really communicate. Human Relations, 39,161-178. Schnake, M.E., Dumler, M.P., Cochran, D.S. & Barnett, T.R. (1990) Effects of differences in superior and subordinate perceptions of superiors’ communication practices. Journal of Business Communication, 27, 37-50 Thill, J.V. & Bovée, C.L. (1993) Excellence in Business Communication New York: McGraw-Hill. Whetten, D.A. & Cameron, K.S. (1995) Developing Management Skills (3rd ed.). New York: Harper Collins 146 Table of Contents Volume 23, 1996 Modeling Advertising Effectiveness Simulation as an Aid to Learning: How Does Participation Influence the Process? Administering Business Simulations in Transitioning Economies: The Introduction of Simulation Gaming to Estonia Business Simulation Games: Current Usage Levels. A Ten Year Update The Relationship Between Interpersonal and Task Cohesiveness and Performance in a Business Simulation Game The Design of an ITS-Based Simulation: A New Epistemology for Learning Correlates of Learning in Simulations How Do We Know where we're going if we don't know where we have been: A Review of Business Simulation Research Making Cash Flow Come Alive and Sensible in the Classroom Enhancing Simulation Learning through Objectives and Decision Support Systems An Analysis of Deliberate and Emergent Strategies Relative to Porter's Generic Differentiator and Cost Leader: A Bias and Variance Modeling Approach Introducing Ethical Dilemmas into Computer-Based Simulation Exercises to Teach Business Ethics CEO Strategic Locus of Control Effects on Game Performance and Playing Behavior The Relational Database As a Link between Operations and Cost Accounting Goal Setting over Time in Simulations Computerized Business Simulations: A Workshop Exploring the Tutor's Role, Task & Needs Strategic Analysis of the Product Portfolio with the COMPLETE PPA Package: A Strategic Market Planning Tool Draft Standards and Registration Procedure for Assessment Instruments Perspectives on a New Generation of Business Games An Economic Multiple Regression Case In Experiential Learning Changing Institutional Norms and Behavior, Not Culture: Experiential Learning Comes to Myanmar Strategic Management and the Case Method: Survey and Evaluation Individual Differences in Internet Attitude and Use Long Live the Plan - or Should It? Examining the Impact of Detailed Strategic Plans on Organizational Performance Do Your Students Really Read the Manual? A Computerized Contextual Tool As A Surrogate for the Traditional Student Manual Pilot Analyses of Self-Peer Evaluations in an Experiential-Exercise Human Resources Management Course Leader Behavior Feedback: A Learning Exercise Dilemma-Dilemma: An Exercise for Teaching Significance Of Communication Computer Mediated Conferencing: Technology and Classroom Learning Multimedia in the Workplace: Who is really using it and where is it Headed? Using Experiential Exercises for Collecting Research Data: Integrating Teaching and Research Interactive Distance Learning as a Tool in a College's Theory and Practice The President's Decision: An Experiential Exercise in Decision Making Integrating Computer Literacy Skills in the Undergraduate Curriculum: The Advanced Accounting Experiment Imperatives for the Transfer of Experience-Based Training Deciding How to Decide The Internet as a Pedagogical Tool Internet Scavenger Hunt Two Management Exercises Based on Committee Work Multimedia in the Year 2000: How Will It Affect Our Lives? Bootstrap Benefit Segmentation: Finally A Way to Teach Benefit Segmentation without Primary Data or Those Fancy Statistical Methods Multimedia and Learning: Is There A Connection? A Changing Business Policy Collaborative Learning Through Real-Life Assignments in Accounting Classes The Necessity Of Incorporating Local Cultural Aspects Into International Business Experiential Exercises Utilizing Cultural and International Landmark Constructs to Assess Business Student's International Awareness Legal Issues related to the Use of Application Blanks: An Experiential Exercise The Family in the Classroom: An Experiential Exercise for Teaching Issues Related To Expatriate Assignments Using Internet Resources to Enhance Teaching of Information Systems Courses: A Demonstration Proposal Chalkboards to Chipboards for Teachers and Consultants How Do We Measure The Learning In Experiential Learning and How Do We Best Simulate It?