Responding to Facilitate Collaboration Page 59 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 RESPONDING TO FACILITATE COLLABORATION Robert J. Oppenheimer Concordia University roberto@jmsb.concordia.ca ABSTRACT The paper describes a model and an exercise for respond- ing to potentially conflictual situations in a way to turn an encounter into a collaborative problem solving process. The focus of the model and the exercise is to obtain and demonstrate a clear understanding of another person’s perspective in order to be able to mutually agree upon the issues prior to jointly resolving the problems. The model entails reflecting the feelings and content of the initiator’s message, probing to obtain a deeper understanding, re- flecting further and clarifying one’s interest, prior to en- gaging in a collaborative process to resolve the issues. OBJECTIVES The objectives of this exercise are multifold. One is to have the students understand the distinctions between fram- ing a potential conflict as a problem to be solved, rather than a battle to be won. Another is to learn a model that would assist them in changing a potential win-lose conflict into a collaborative problem solving opportunity. A third objective is to apply the model and in the process improve the students’ communication and conflict resolution skills. PRIOR TO THE EXERCISE Prior to engaging in this exercise the students will have received lectures and applied concepts relating to listening responses (Whetten and Cameron, 2011) conflict styles (Kilmann and Thomas, 1977) and focusing on interests and not positions (Fisher, Ury and Patton. 1981). They would have also practiced initiating the resolution of a conflict in a way to facilitate collaboration. INTRODUCTION Prior to explaining the model and conducting the exer- cise, the distinction between framing a situation in terms of a problem to be solved versus a battle to be won is dis- cussed. This is important in most circumstance. However, when faced with an emergency situation the tendency is to attempt to get the other party to do what you want them to do. This is often because you are convinced that your way is the best way of proceeding. When one wants to impose their solution or way of doing things, the orientation is to do whatever is needed to win the battle. In the process, obtaining the other party’s insights and knowledge is usu- ally lost and the solving of the problem, if accomplished, is often neither collaborative nor close to optimal. A sound approach to problem solving is provided by the rational problem solving model. This approach and the strengths and weaknesses of it are discussed. This is fol- lowed by discussing the difficulties associated in getting another person to want to solve the problem with you. The model is then explained and the relationships between the model, rational problem solving and getting the other to work with you to solve the problem are discussed. A MODEL FOR RESPONDING TO FACILI- TATE COLLABORATION The model is presented as a five-step process. How- ever it is emphasized that it may be considered, in a more simplified form, as two-steps. First get the other person to be willing to solve the problem with you, which are the first four steps and then resolve the issue with that person. It is the first four steps of the model that is practiced in this exercise. The model is presented as follows: 1. Demonstrate that you’ve heard what the other per- son has said and if appropriate, his or her feelings. Do this by reflecting the feelings and the essence of what was said (Reflect) 2. Demonstrate you want to better understand his/her perspective. Do this by asking a question relating to what he or she had said. (Probe) 3. Continue seeking to learn the other’s perspective by listening and reflecting back what you have heard and ask- ing questions. (Reflect and Probe) 4. Let the other person know your underlying objec- tives. That is, what you would like to achieve regarding the issue and/or the relationship. (Interests - not positions) 5. Take a Problem Solving Approach Work to get the other person to problem solve with you. Reach agreement on the issues/interests/problems Develop alternatives Collaboratively evaluate the alternatives Reach agreement After discussing the model, it is presented in a summary form as follows. Reflect Probe Reflect/Probe mailto:roberto@jmsb.concordia.ca Page 60 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 State Interests (not positions) Problem Solve - Collaboratively RELATIONSHIP BETWEEN THE MODEL, RATIONAL PROBLEM SOLVING AND COLLABORATION Prior to presenting the “responding to facilitate col- laboration” model, the rational problem solving process, shown below is presented. Following the discussion of the collaborative model the relationship between the two mod- els are examined. Define the problem Gather information Develop alternatives Evaluate alternatives Decide upon “best” alternative (determined by the criteria used to assess the alternatives) Implement and follow-up The discussion demonstrates that the first four steps of the collaboratively responding model are designed to move primarily toward the very first step of the rational problem solving model. That is the purpose of the reflecting, prob- ing, reflecting and stating interests is to be able to jointly develop a common understanding of the problem to be re- solved. It also gathers information. However, it is empha- sized that before attempting to solve the problem, both par- ties should agree as to what is the problem. INDIVIDUAL ASSIGNMENT Prior to the class in which they conduct the exercise the students are given an assignment to write up a conflict they had with someone, preferably in a work setting. They are to present what happened, their interests, the setting and the relationship between themselves and the other person. They are also required to do the same thing from the per- spective of the other person. The students are advised to present the interests of the other person as they most likely would be and that these would probably be somewhat dif- ferent than their own. This serves as the background infor- mation for the other person when conducting the exercise. EXERCISE – GROUP AND INDIVIDUAL TASKS The exercise is first demonstrated in class with stu- dents who either volunteer or are “volunteered”. The stu- dent who is to practice the role of the responder provides the description of his or her conflict situation, from the perspective of the other person, to the person who will as- sume the role of the initiator. This is done in front of the class so everyone knows the situation. The initiator then tells the responder why he or she has a problem with the responder. The initiator is told to do this in a way that shows he or she is upset or angry with what the responder did or failed to do. The initiator then tells the responder why he or she is displeased with him or her. The responder then is to reflect back the emotions and the content of what he or she heard from the initiator and to ask a question relating to what was said. The responder is then to listen to the initiator’s reply and again reflect back what was heard. This is followed by the responder stating his or her interests. After completing this, the class is asked to provide feedback to the responder. First, the class is asked whether the responder initially reflected back the emotions and con- tent and then probed. If the responder did reflect and probed, the class is asked to describe how well it was done. The professor needs to be prepared to answer these ques- tions. Taking notes during the exchange facilitates this. The class is then asked the extent to which the responder reflected back the answers to his or her questions and clearly communicated his or her interests. Again, the pro- fessor should be prepared to provide feedback as to what was said and how well it reflected back the initiator’s mes- sage as well as how well the responder clarified his or her interests. The in-class demonstration of the model should take approximately fifteen minutes per role play. After the com- pletion of three to five in-class demonstrations, the exercise is conducted in groups of three. In some courses, depend- ing upon how they are structured, this may mean that the role plays are conducted in the following class. Each per- son is to perform the role of an initiator, a responder and an observer. The instructions provided for each role is as fol- lows. Observer: take notes on how well the responder re- flected, probed, reflected and stated interests–in that order (steps 1- 4) Observer: provide feedback to responder after the responder and initiator practiced the model, then Initiator: provide feedback to the responder Responder: take notes, do not defend/explain; re- sponder may ask questions for clarification purposes Responder: write-up what you: Did to facilitate problem solving Learned Will do the next time you are in a similar position Before engaging in the role plays the class is informed that some of the responders will be asked to report back their answers to the three questions they have been asked to write-up. At the conclusion of the role plays the learning from the exercise is reviewed by discussing the answers from these three questions. This is done either by asking for volunteers or selecting individuals to report their conclu- sions to the class. Page 61 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 DEBRIEFING The debriefing occurs during the presentation of the respondents’ write-ups. What they say they learned and their plans for how they will do things differently are rein- forced. When appropriate, alternative ways of applying what they learned are discussed. The potential benefits of using the model and of framing a conflict as a problem to be solved, rather than as a battle to be won are also reiter- ated. REFERENCES Fisher R., Ury W. and Patton B, 1981, Getting to Yes: Ne- gotiating agreement without giving in, second edition. Penguin Books, New York, NY. Kilmann R.H. and Thomas K.W., 1977 “Developing a forced-choice measure of conflict-handling behavior: The MODE instrument.” Education and Psychological Measurement, 37: 309-325. Whetten D. and Cameron K., 2011 Developing Manage- ment Skills, eighth edition. Prentice Hall, Upper Sad- dle River, NJ Table of Contents Volume 38, 2011 Simulated Tabletop Exercise for Risk Management - Anti Bio-terrorism Scenario Simulated Tabletop Exercise From Business Games to Simulations - Simuworlds & Microworlds Demand Equation Redux: The Design and Functionality of the Gold/Pray Model in Computerized Business Simulations Managing Client-Based Learning: Insights from Successful Teaching Project Courses in Marketing Tracking Forecast Error Type, Frequency and Magnitude with the Forecast Error Package Responding to Facilitate Collaboration Simulating Sudden Change and the Value of Timely Information Managing Human Resources Simulation A Study on Collectivism and Group Decision-Making: An International Comparison of Japan, China, and Russia Using a Gaming Simulation The Use of Management Games in the Management Research Agenda Gaming On-Line: A Simulation Application Positioning and Performance in Simulated Networks Supply Chain Management: A Simulation Application Simulation as a Teaching Method in Strategic Management Distance Studies Entrepreneurship: A Game of Risk and Reward Phase II: The Start-Up Return to the Paradise Islands: From Confrontation to Cooperation Effect on Market Performance of Displaying Supply and Demand Curves in a Business Simulation Appreciating Complexity: The Chief of Staff of the Army Game Managing Organizations: Experiential MBA Course Teaches Alternatives to the Machine Model A Simulation Model for Analyzing the Night-Time Emergency Health Care System in Japan The Continuing Evoluation of Assessing Project Management as an Academic Learning Outcome (ALO) Should College Instructors Change Their Teaching Styles to Meet the Millenial Student? The Mouse Game and its Effects on Team Interdependence Learning from the Gulf Oil Spill to Prepare for a Brighter Future: A New Game Engaging Stake Holders in Triple Bottom Line Accounting & Strategic Planning Video Killed the Biblio Star: The Impact of Digital Media on Student Learning Outcomes Exploring Motivation: Using Emoticons to Map Student Motivation in a Business Game Exercise An Alternative to PC and Internet Based Simulations: The Internet Integrated Mode MiddleState University -- A Crisis in Education Complexity Avoidance, Narcissism and Experiential Learning Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development Through Experiential Learning: Developing a Framework A Situational Leadership Exercise Based on the Biology of a Starfish JOGAI CEFET -- The Industrial Administration Undergraduate Game Would You Take a Marketing Man to a Quick Service Restaurant? Modeling Corporate Social Responsibility In A Food Service Menu-Management Simulation Use of a Simulation in a Large Class Environment for a Marketing Principles Class: A Qualitative Analysis of Whether Learning Objectives were Met A Team Based Information Literacy Exercise ABSEL Marketing Communications Plan An Interdisciplinary Study of the Impact of Playing a Marketing Simulation Game on Student Knowledge of Management Accounting/Finance Principles Analyzing Construction Planning of Interiro Finish Work of Apartment Building by Simulation Doing Murder One Again The Simple Business Game and Simulation Transfering the Knowledge of Middle Management to Novices Infectious Disease Simulation Model for Estimation of Spreading Understanding the Relative Influence of Several Factors in ERP Simulation Performance: An Exploration of Ecological Validity Tragedy of the Commons: An Exercise Using Clickers to Illustrate and Teach a Key Concept in Negotiations The Meaning of Firm Demand in Business Simulations If the Games Work, Why Aren't More Faculty Willing to Play? Those Who Do and Those That Don't: A Study of Engaged and Disengaged Business Game Players