The exercise requires two one to two hour tutorial meeting times. That is, the indigenous 'chiefly class' After they have been assigned roles, students should then be given an opportunity to discuss the exercise and their roles in anticipation of the exercise to be held at the next class meeting. Group members may also meet to discuss and prepare for their roles. At the next class meeting, a debate examining the 'pros' and 'cons' of the development is held. The tutor acts only as timekeeper.
Assessment is in two parts.
Students enjoy this exercise and participate very actively. Students wanted to be involved and were clearly motivated to take part with their group. Most of the groups took it upon themselves to hold mid week meetings to discuss their strategies and arrived at the tutorial prior to the starting time for last minute negotiations with other groups they felt would support their 'pro' or 'anti' development stance. An unexpected outcome which further emphasised their involvement and willingness to develop negotiation, as well as debating skills. In evaluations of the exercise, students were asked what they had learned.