The study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency
model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online
tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers. This study focused on two key behaviors in negotiation – making
counteroffers and making reasonable concessions. A preliminary competency model was first developed based on a literature review of negotiation research. This model was then validated by a
panel of experts. The experts also validated the evidence model (how to score performance on the simulation) and the task model (what tasks should be performed to elicit evidence of
performance). These activities and the experts' feedback for improving the prototype simulation provided content validity for the tool. A total of 86 undergraduate and 51 graduate students
participated in the study. The students completed an online tutorial, the scenarios in the simulation, a demographics survey, and two other survey instruments that provided alternative
measures of negotiation abilities. Their performance on the assessment simulation was determined by their overall competency score and value of the negotiated outcome. Students were
classified as experts or novices based on their negotiation experience and knowledge of negotiation strategies. Results from the study indicated that experts performed better than novices
in terms of overall competency and negotiated outcome. The study also compared the outcomes of the assessment tool with outcomes from the alternative measures of negotiation ability (a
survey on preference for competing, collaborating, compromising, and accommodating negotiation strategies and a survey to determine self-confidence in using distributive and integrative
negotiation tactics). I hypothesized that students with a high preference for competing and collaborating strategies would also have higher scores from the assessment tool. On the other
hand, students who indicated a high preference for accommodating and compromising strategies would have lower scores. The results from the Preferred Negotiation Strategies survey supported
my hypothesis that students who highly prefer accommodating and compromising strategies would have lower scores on overall competency and negotiated outcome. But the mixed findings for
competing and collaborating preferences only partially supported my hypotheses. I also hypothesized that students who were highly confident in the use of distributive and integrative
negotiation tactics would have higher scores on the assessment compared to those who have low self-confidence. The results did not support my hypotheses because there were no significant
relationships between confidence and the assessment outcomes. Finally, the study also found that gender, expertise, and negotiation training have an effect on overall competency score and
the negotiated outcome. This dissertation provided a case study on how to develop an assessment tool that diagnoses negotiation competencies using the ECD framework. It also provided
evidence of validity for the tool by demonstrating its ability to distinguish different levels of performance by expert and novice negotiators. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of
Doctor of Philosophy. / Fall Semester 2015. / October 30, 2015. / Includes bibliographical references. / Valerie Shute, Professor Directing Dissertation; Paul Marty, University Representative; Robert Reiser, Committee Member; James Klein, Committee
Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_291314 |
| Contributors | Masduki, Iskandaria (authoraut), Shute, Valerie J. (Valerie Jean), 1953- (professor directing dissertation), Marty, Paul F. (university representative), Reiser, Robert A. (committee member), Klein, James D. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (128 pages), computer, application/pdf |
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