COOPERATIVE WARNING: THE EXTENDED JIGSAW Development In Business Simulation & Experiential Exercises, Volume 21, 1994 186 COOPERATIVE WARNING: THE EXTENDED JIGSAW Virginia Arthur, College of Saint Benedict Wendy Klepetar, Collage of Saint Benedict ABSTRACT The presenters have been involved in using cooperative learning strategies in their organizational behavior, human resource management, finance and business law classes. During the session we will engage participants in an exercise involving a cooperative learning technique called the jigsaw. The exercise will introduce the formal requirements of the cooperative learning model we use while allowing those attending the session to practice a cooperative learning method. INTRODUCTION Background The business environment of the 1990’s is characterized by uncertainty as rapid technological and social changes continue. Many organizations are adopting flexible, organic structures characterized by flattened hierarchies and interdependent teams (Wagner & Hollenbeck, 595). A survey of major businesses and industrial firms conducted by the American Society for Training and Development and the U.S. Department of Labor concluded that employers want new graduates to possess characteristics such as: a) listening and oral communication skills; b) adaptability based on creative thinking and problem solving; c) personal management through self directed goal setting, motivation, and personal and career development; d) interpersonal, negotiation and teamwork skills. (1988) In addition, work in the future will be redefined to center on “constant learning and more high order thinking” (Fortune, 5/17/93, 39). The challenge for business educators is to adapt the curriculum to meet the needs of business enterprises. One way to prepare students for the increasingly complex and interdependent economy is to use pedagogy that fosters the skills necessary for reducing and managing uncertainty. The cooperative learning model “ensures that students are cognitively, physically, emotionally, and psychologically actively involved in constructing their own knowledge . . .“ (Johnson, Johnson, Smith, 1991). The results of numerous research studies summarized by Drs. David and Roger Johnson in their book Cooperation and Competition show that the learning outcomes from cooperative learning processes include: a) higher achievement and increased retention of subject matter; b) more frequent higher level reasoning, deeper-level understanding and critical thinking; c) greater intrinsic motivation to learn; d) greater ability to view situations from others’ perspectives; a) more positive, accepting and supportive relationships with peers regardless of ethnic, sex, ability, social class or handicap differences; f) more positive self-esteem; g) greater social competencies (1989). Many of these outcomes are congruent with the characteristics modern businesses are seeking in their employees. Session Proposal The presenters have been involved in using cooperative learning strategies in their organizational behavior, human resource management, finance and business law classes. During the session we will engage participants in an exercise involving a cooperative learning technique called the jigsaw. The exercise will introduce the formal requirements of the cooperative learning model we use while allowing those attending the session to practice a cooperative learning method. After the exercise is complete, we will explain how we use a variant of this technique on a semester-long learning project in the human resource course. We will then open the session to a discussion of the model and techniques. REFERENCES Johnson, D.W., & Johnson, R. (1989) Cooperation and Competition: Theory and Research Edina, MN: Interaction Book Company. Johnson, D.W., Johnson, R., & Smith, K. (1991) Active Learning: Cooperation in the College Classroom Edina, MN: Interaction Book Company. Kiechel, W. Ill & Hollenbeck, J.R. (1992) Management of Organizational Behavior Englewood Cliffs, N.J.: Prentice-Hall, Inc. Workplace Basics: The Skills Employers Want. (1988). American Society for Training and Development and U.S. Department of Labor. Table of Contents Volume 21, 1994 ABSEL: The Way We Were and Need to Be The Intellectual Structure of ABSEL: A Bibliometeic Study of Author Cocitatons Over Time Activity-Driven Time in Computerized Gaming Simulations An Assessment Framework for Determing the Effectiveness of Total Enterprise Simulations Attributes of Learning Organizations: Simulating the Relationships Business Policy/Strategy Case Extension using Pro-Forma Planning: A Computer Based Model Complexity: Is it really that Simple? A Random-Strategy Criterion for Validity of Simulation Game Participation Enhancing a Computer Simulation with a Structured Reporting Environment Experiencing a Foreign Culture: A Cross-Cultural Simulation Group Cognitive Style and Computerphobia in Functional Business Simulations Human Issues in Technology Implementation Management Simulator Incorporating Advertising Strategy into Computer-Based Business Simulations: A Validation Study Increasing the Effectiveness of Performance Evaluation Through the Design and Development of Realistic Finance Algorithms The Packer-Feeder Game: A Commodity Market Simulator Relationships Between R&D and Profitability: An Exploratory Comparison of Two Business Simulations with Two Real-World, Technology Intensive Industries Simulation of the Predictive Value of Mammography Simulation Performance and Learning Revisited Strange Bedfellows: Competency Models and ACBSP Accreditation Standards Using a Business Simulation to Study the Determinants of Ethical Behavior What Simulation Users Think Players Should be Learning from the Simulations ADA and its Implications for Experiential Training Boss/ Subordinate Perceptions of Instrumental and Supportive Leadership Behaviors in Relation to Myers-Briggs Thinking Type Cluster Analyses of American Universities' Business Core Curricula Structures Utilized to Satisfy Fifteen Curriculum Areas Cooperative Learning or Learning to Cooperate Experiential Learning: Constraining Students with Time Budgets How Different Workplace Experiences Affect Different Worker Values Implications of the Trend Toward Relationship Marketing for Experiential Learning The Increasing Cultural Diversity of the American Workforce: Management's Challenge of the 21st Century Information and Uncertainty as Strange Bedfellows: A Model and Experiential Exercises Leadership as a Medium: It's Emergence and Effect on Performance in Small Leaderless Groups Speed, Depth, and Breadth: Assessing Learning in Learning Organizations Teaching Strategic Planning, Problem Solving, and Decision Making with Envisionary Experiential Exercises Validating an Instrument for Student Evaluation of Teachers: Some Noteworthy By-Products Don't Teach Ethics to Business Students Emotional Reactions Toward a Simulated Layoff: Before and After the Manipulation Enhancing Communication Using a Presentation Package Implementing Marketing Policies through a Business Management Simulation Integrating Action-Based Learning into Executive Development Programs On the validity of using the Microsegmentation Principle in Media Simulationsm Participatory Systems Analysis Some Relationships between Cultural, Organizational, and Educational Experience and Perceptions of Influence The Use of Decision Support Systems with a Marketing Simulation: The Future is Now Astute Business Policy: A Simulation of the Automobile Industry The Business Policy Game CEO II: A Gaming Simulation for Assessment Computer Paced Project Management Simulation Computerized Tutor Support Systems DEAL & GEO: Progressively Integrating Gaming Simulations for Entrepreneurship and International Business An Interactive Simulation Game for Competitive Decision-Making International Operations Simulation/Mark 2000 (INTOPIA) Multimedia Simulation Cuts Training Costs for Anderson Consulting Concepts of Total Quality Management: An Active Learning Exercise Cooperative Learning: The Extended Jigsaw Managing Diversity--Values and Attitudes: An Experiential Exercise in Awareness Navigating the Shoals of International Management Development Evaluating Student Performance in the Use of Computer Simulation Entrepreneurial Simulation Program