A Global Dimension for Engineering Education

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A Global Dimension for Engineering Education

• Workshop 2
• Engineers working with conflict

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Timetable

• 10.00 10.30 Introductions and arrivals
• 10.30-11.30 Conflict-sensitive engineering
  practice in the field
• 11.30 Coffee
• 12.00-1.00 First choose your client
  Consultation, participation and consensus
  building
• 1.0 Lunch
• 2.00-3.00 Procedural justice and negotiation
• 3.00-4.00 How to complicate your life and other
  tales

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Procedural justiceand a constructive approach to
negotiating with stakeholders
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Negotiation Strategy, style, skills

• Nadja Marie Alexander and Jill Howieson
• Carolyn Oldham and Jill Howieson ppt presentation
  ALTC project

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Procedural justice effect the fairness of the
procedure can enhance stakeholders satisfaction,
and perceptions of overall fairness, regardless
of the outcome of the decision.
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• The primary factors that contribute to
  judgements about procedural justice
• opportunities for participation (voice)
• consideration of the stakeholderss views
• the neutrality of the forum
• the trustworthiness of the person enacting the
  process
• the degree to which the procedure is dignified,
  polite and respectful.

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Quality of decision-making

• gains enough information from the stakeholder to
  handle the issues well
• neutrality bases the advice on knowledge and
  not on personal biases
• correctablity build in flexibility to correct
  decisions if not meeting needs
• conduct simple and efficient meetings
• understands the issues

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Quality of treatment

• respect, politeness and dignity
• trustworthiness
• voice
• stakeholders needs and stakeholderss views
  taken into account
• allowed to vent if needed
• informational justice

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Positional Negotiation

• It involves negotiating over positions and
  focuses on finding a solution that maximises your
  own gainusually to the detriment of the other
  stakeholders.

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Positions

• Positions represent what stakeholders want or
  say they want their goals, claims and demands .

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Interest-based Negotiation
Interest-based negotiation begins with an
exploration of the problem. Stakeholders educate
each other about their interests and then jointly
problem solve on how to meet those interests.
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• Interests

The needs, concerns and fears that motivate the
stakeholders.
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Options

• All of the possible ideas for resolution which
  can be agreed to by the parties.
• The things we can do together (by agreement).

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Alternatives

• Possible solutions or actions which do not
  require agreement between the parties.
• The things we can do independently (without the
  other party).

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A constructive approach
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Greenpeace versus Cartoneros

• Case study. The local Buenos Aires Government is
  keen to find solutions for the reduction of waste
  and have been working with GreenPeace to create
  the zero garbage law. They also wish to solve
  what they call the problem of the cartoneros
  the informal rubbish pickers, who scavenge for
  recyclable goods to sell. Currently cartoneros
  provide the only waste recycling in the city.
  Green peace believe the Government should provide
  waste recycling. If this happens the cartoneros
  will lose their livelihood.

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Interests

• Mutual or shared interests
• Complementary interests - different interests
  satisfied by same solution
• Neutral interests - one does not affect the other
• Conflicting interests

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Options

• Options are not solutions - choices for
  solutions.
• A creative idea needs 100s of ideas
  (www.creax.net)
• Generate before you evaluate
• Question assumptions
• Converge and diverge

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Walk away alternatives

• Alternatives available outside the negotiation -
  no need to negotiate

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Threshold concepts

• A threshold concept can be considered as akin to
  a portal, opening up a new and previously
  inaccessible way of thinking about something.
• It represents a transformed way of
  under-standing, or interpreting, or viewing
  something without which the learner cannot
  progress.

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Threshold concepts

• This transformation may be sudden or it may be
  protracted over a considerable period of time,
  with the transition to understanding proving
  troublesome.
• Such a transformed view or landscape may
  represent how people think in a particular
  discipline, or how they perceive, apprehend, or
  experience particular phenomena within that
  discipline (or more generally).

(Meyer and Land, 2003)
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Liminality and variation
The liminal space
Pre
Post
Concept introduced
Concept internalised
Spectrum of liminality
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Moving through the thresholds

• Vary the experience and experience the
  variation.
• Design an exercise for students which involves
  variation around a critical difference in culture
  which you would like them to appreciate.