1. A Global Dimension for Engineering Education Workshop 2 Engineers working with conflict

2. 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  1.0Lunch  2.00-3.00 Procedural justice and negotiation  3.00-4.00 How to complicate your life and other tales

3. Procedural justice and a constructive approach to negotiating with stakeholders

4. Negotiation: Strategy, style, skills  Nadja Marie Alexander and Jill Howieson  Carolyn Oldham and Jill Howieson ppt presentation ALTC project

5. Procedural justice effect = the fairness of the procedure can enhance stakeholders satisfaction, and perceptions of overall fairness, regardless of the outcome of the decision.

6. The primary factors that contribute to judgements about procedural justice:  opportunities for participation (voice)  consideration of the stakeholders’s 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.

7. 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

8. Quality of treatment  respect, politeness and dignity  trustworthiness  ‘voice’  stakeholder’s needs and stakeholders’s views taken into account  allowed to ‘vent’ if needed  informational justice

9. Positional Negotiation It involves negotiating over positions and focuses on finding a solution that maximises your own gain—usually to the detriment of the other stakeholders.

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

11. 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. Interest-based Negotiation

12. Interests The needs, concerns and fears that motivate the stakeholders.

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

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

15. A constructive approach

16. 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.

17. Interests  Mutual or shared interests  Complementary interests - different interests satisfied by same solution  Neutral interests - one does not affect the other  Conflicting interests

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

19. Walk away alternatives  Alternatives available outside the negotiation - no need to negotiate

20. 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.

21. 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)

22. Liminality and variation Concept introduced Concept internalised The liminal space Spectrum of liminality Pre Post

23. 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.