Module 9: Decision-Making through the Negotiation Strategy

This module continues the discussion on the decision-making curriculum through the content-centered approach. In modules 6 and 7, we learned about the general characteristics and components of the rank-order and forced-choice approaches. In this module, the negotiation approach will be outlined.

Module Notes

Decision-Making: Negotiation

Negotiation decision-making stresses weighing options and the criteria used to select such possibilities. Negotiation’s primary function is to aid students in developing how to make decisions where they must surrender or give up opportunities to gain or obtain options they believe hold a higher value. In addition, this format can provide students with practice coping with societal situations where an individual must accept certain negatives to avoid more significant ones.

This approach consists of four elements:

1. A story or situation provides a context in which an individual or group needs to select a set of highly valued options at the expense of other options the person or group values. This is the same as with all content-centered style lessons. In addition, the story or situation should relate to the materials covered in the textbook. This is critical to the overall success of the experience.

2. A list of nine or more options or arguments from which a student(s) must select the third (1/3) that are most essential and the third (1/3) the individual or group is willing to give away in the effort to secure the most import options are kept. The key to this lesson style is options that are over nine. In short, you ask the students to give the best 1/3 of the choices and the bottom 1/3 of the options. It is like asking a student to select from nine different types of cars. They have to pick their favorite three and then decide on the three they do not care for.

3. A decision sheet where students record the options they are willing to give away, the options they are ready to keep, and the results and consequences of such actions. This sheet gives the student(s) a chance to explain themselves. Again, going back to the analogy in step two, they have to tell why they picked their top three cars. The same goes for their bottom three choices.

4. A set of questions for reflection. I recommend you do this while students are still in groups, or this can also be done as the closure to the lesson and as a class activity.

Designing your options, opinions, or arguments is essential to evoke a positive or negative reaction. The goal is for students to struggle with choosing their options and those they give away. Decision sheets provide students with a structure within which they can complete the final determination task. Students are instructed to list the positive effects of their preferred options and the adverse impact that would have resulted from the choices they chose to reject. When students complete the decision sheet, they have generalized that three options are best, and three are far less desirable and are to be dismissed. They will also list the consequences likely to follow from each decision. As a result, students have classified items or courses of action based on personal values about a particular situation regarding relevant beliefs, disbeliefs, and preferences.

The following lesson is an example of a Negotiation decision-making lesson. You will notice that all the required components/steps are included in the case below. To get a sense of this strategy and format, assume the role of the student.

African Americans and the Progressive Era

The “forgotten man” was often used to describe many African Americans during the Progressive era in American history. For decades, the only gain for African Americans was in literacy, even though black schools were far inferior to those attended by whites. 1896 Plessy v. Ferguson, the Supreme Court decision, helped to guarantee that “separate and equal” educational facilities would remain at least separate.

Reconstruction's political, economic, and social failures were apparent to African Americans. In many cases, they were worse off than under slavery. While speaking of social reforms and social justice, Progressives often aided in the disfranchisement of African Americans for fear of splitting the traditional white vote and producing a black victory at the polls. Except for Tennessee, every state that had been in the Confederacy removed names of blacks from the voting rosters and polling booths through a combination of literacy tests, high poll taxes, threats of violence, and, in too many cases, acts of violence.

In August of 1908, in Springfield, Illinois, a bloody race riot occurred at the 100th-anniversary celebration of Abraham Lincoln’s birthday. The tragedy resulted in the formation of the National Association for the Advancement of Colored People (NAACP). This Association involved an earlier, more radical organization called the Niagara Movement. A nationwide call for a conference to seek racial evils resulted in a meeting on Lincoln’s birthday in 1909 and produced the NAACP.

Those accepting the challenge to help solve racial discrimination and agreeing upon a plan of action were Jane Adams, William Dean Howells, Livingston Farrand, John Dewey, W.E.B. Dubois, and Oswald Garrison Villard.

The policies adopted by the newly formed NAACP in 1909 included:

A) Demand that all forced segregation practices be abolished and made illegal.

B) Demand equal education for black and white children.

C) Secure complete enfranchisement (voting rights) for all African Americans.

D) Demand the enforcement of the Fourteenth and Fifteenth Amendments.

E) Demand for more significant industrial labor opportunities is provided and protected for African Americans.

F) Demand increased police protection for African Americans living in the South.

G) The challenge in the courts is the anti-Black “grandfather clause” included in some state constitutions.

H) The crusade against lynchings and lawlessness directed at African Americans.

I) Develop “Black consciousness” through magazines such as The Crisis, edited by Dubois.

Now, imagine you are a delegation member representing the leadership of the NAACP meeting in 1909. Imagine your commission has decided to make a single group decision that speaks for the entire NAACP. Imagine further that you are to decide by consensus rather than majority rule.

Directions: Record your group decision for each statement on the lines below. Remember, you consider these decisions as a member of the NAACP meeting 1909. Your choices should reflect what was important to the organization at that time.

1. The three policies that should be assigned top priority are:

a)

b) Listing their top three choices

c)

2. The three most important reasons why these policies were selected as being the most crucial for immediate implementation are

a)

b) Rationale for selecting the top three choices

c)

3. The results of these policies that we would hope for are:

a)

b) The goals, perceived results, or outcomes from this

decision.

c)

4. The three policies that should be assigned the lowest priority are:

a)

b) The bottom three choices

c)

5. The most important reasons why these policies are considered the least crucial of all the options are:

a)

b) The rationale for selecting the bottom three choices

c)

6. The potential benefits lost to African Americans by making these three policies the lowest priorities are:

a)

b) Even though picked as the bottom three, what might

still be lost by the group if such benefits are taken

away.

c)

Questions for Review and Reflection

1. Are there any other policies the NAACP should have pursued?

2. Today, what methods should the NAACP use to continue its goals?

3. If someone of another race or culture attempted to speak to you, what would your feelings be toward that person?

4. In our country today, should particular individuals speak for disadvantaged groups?

Readings and Guiding Questions:

Please read or listen to the following material in the order provided. In addition, to help one better reflect on each reading, questions may accompany each article/book chapter or webcast. These questions are to help one better understand the material. They are not required to be submitted for review unless marked otherwise.

Chapter 6: Decision-Making Episodes Requiring the Negotiation Decision Strategy from Robert Stahl’s book adds dimension to the module’s notes.

REQUIRED ASSIGNMENTS FOR MODULE 9

Online Web Discussion – Read each of the questions below.  After doing so, select all questions to focus your discussion.  Please make one thoughtful, original posting (a direct response to your chosen question) and at least one thoughtful response to a classmate's posting. 

Original Student Response is due by Thursday, 14 March, at 11:59 p.m.

Response to a peer(s) is due by Monday, 18 March, no later than 7:00 a.m.

Discussion Question #1: Regarding African Americans and the Progressive Era, what three policies should be prioritized? Why?

Discussion Question #2: Regarding African Americans and the Progressive Era, which three policies should be assigned the lowest priority? Why?

A Forced-Choice or Rank-Order Lesson is due at 7:00 a.m. on 18 March. You only need to submit one (1) lesson. Please submit to the dropbox titled ‘Forced-Choice OR Rank-Order Lesson.’

Online / Kialo Activity: Religious Persecution = 5 Points This online debate centers around the efforts made by communist governments to silence religion. Once the module notes are read, and all examples are explored, please go to the link below and respond to the statement posted. You are graded on the following: 1) two original claims – statements, comments, or suggestions originated by you (2 points); and 2) you must respond to your peers’ claims, statements, comments, or suggestions. You must make three contributions (3 points). All claims and responses must be completed by 7:00 a.m. on 18 March.

https://www.kialo-edu.com/p/07f62e80-1c03-466f-8bc8-5ec055bcd165/124365

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