Artificial Intelligence and Technology in Teaching Negotiation

Artificial intelligence (AI), machine learning (ML), affective computing, and big‐data techniques are improving the ways that humans negotiate and learn to negotiate. These technologies, long deployed in industry and academic research, are now being adopted for educational use. We describe several systems that help human negotiators evaluate and learn from role‐play simulations as well as applications that help human instructors teach negotiators at the individual, team, and organizational levels. AI can enable the personalization of negotiation instruction, taking into consideration factors such as culture and bias. These tools will enable improvements not only in the teaching of negotiation, but also in teaching humans how to program and collaborate with technology‐based negotiation systems, including avatars and computer‐controlled negotiation agents. These advances will provide theoretical and practical insights, require serious consideration of ethical issues, and revolutionize the way we practice and teach negotiation.     

Negotiating in a Complex World

Drawing on the literatures on negotiation and conflict resolution as well as research on international diplomacy, the author proposes a framework for understanding complexity in real-world negotiations. Rejecting models of the process that are simplistic, sterile, or static, he argues that complexity is inherent in negotiation. In ten propositions, he lays out key dimensions of complexity and ways that skilled negotiators can manage it. The propositions focus attention on the ways negotiators create and claim value, shape perceptions and learn, work within structure and shape the structure, negotiate and mediate, link and de-link negotiations, create momentum and engineer impasses, and work outside and inside. The author also highlights the importance of organizational learning in negotiation, noting that most negotiators manage multiple negotiations in parallel, and most organizations have many negotiators doing similar things.     

One Reasonable and Inquiring Man: 12 Angry Men as a Negotiation-Teaching Tool

The film 12 Angry Men is often shown in law school and business school to teach lessons about negotiation, group process, communication, decision making, team building, leadership, and critical thinking. It effectively and powerfully depicts the ways in which a successful negotiator can make critical moves and capitalize on turning points in a negotiation. It also illustrates vividly such key negotiation concepts as the difference between positions and interests and the role of such skills as coalition building, framing, and active listening. For these reasons, 12 Angry Men can be a powerful negotiation teaching tool.     

The Cognitive Demands of a Negotiation Curriculum: What Does It Mean to “Get”Getting to YES?

A leading theory of human development — constructive-developmental theory — posits that people make meaning in qualitatively different ways through the course of their lives and that their meaning-making capacities continue to evolve even in adulthood. This article begins with a brief introduction to constructive-developmental theory, including its roots in Jean Piaget's work on child development and Robert Kegan's more recent work on adult development. The author then explores the different ways in which students at different developmental stages might make sense of the same negotiation concepts. The article discusses some implications of these diverse understandings for negotiation teachers in terms of goal setting, evaluation, teaching methods, and transformational learning. It then concludes with a suggestion for more research on the connections between constructive–developmentalism and negotiation pedagogy.     

Mega-Simulations in Negotiation Teaching: Extraordinary Investments with Extraordinary Benefits

A mega-simulation is a complex-negotiations teaching exercise involving complicated issues and challenging conditions that is undertaken by three or more teams of students. In this article, I draw on two decades of teaching with mega-simulations in international business negotiation courses to discuss potential learning goals for this type of experiential exercise, effective ways to organize the experience, challenges for the instructor, and the distinctive educational benefits that justify the substantial investment of time and resources required to implement these mega-simulations. These simulations can help students to develop greater sophistication in basic negotiation skills, become more extensively exposed to complex skill sets, and develop a deeper understanding of negotiation subject matter and complex processes than they would by conducting standard role plays. Mega-simulations offer major opportunities for students to move to advanced levels of negotiation skill not just in international business, but in diplomacy, law, engineering, and a host of other professional arenas.     

An Experimental Study on the Effects of Exitability and Correctability on Electronic Negotiation

The purpose of the present study was to examine via a laboratory experiment the effects of two features of electronic negotiation, correctability and exitability, on negotiation processes and outcomes. We define correctability as the negotiator's ability to revise messages before transmitting them to the other party, thus prompting informational and social elaboration. The opportunity to exit the negotiation that the use of the electronic medium creates, a phenomenon for which we have coined the term "exitability," can give rise to the perception that electronic negotiation is inherently more unstable than face-to-face negotiation. In two experiments, we manipulated the exitability of one of the parties in three ways. In another experiment, we manipulated correctability in two ways. We found that increased exitability caused by the existence of a potential alternative party with whom to negotiate prompted participants to decrease their demands and to reach agreement more often. Increasing the correctability of messages enhanced their clarity and generated more trade-offs, thus leading to more frequent agreements.     

Taking Stock: An Analysis of Negotiation Pedagogy across Four Professional Fields

This essay analyzes the results of an informal, though extensive, interview-based survey of how negotiation is taught in four distinct fields — law, business, public policy and planning, and international relations. Beyond their similarities, the author points out key underlying differences among the four areas; suggests ways in which insights might be transferred from one context to another; and speculates on some ideas that lie on the horizon for negotiation courses in the decade ahead.     

Bargaining Styles and Negotiation: The Thomas-Kilmann Conflict Mode Instrument in Negotiation Training

Many negotiation courses and executive training programs cover the subject of bargaining styles. The Thomas-Kilmann Conflict Mode Instrument (TKI) is a commonly used psychological assessment tool that helps students and teachers probe this topic. The TKI measures the five conflict management facets proposed by the Dual Concerns Model: competing, collaborating, compromising, accommodating, and avoiding. The author has used the TKI extensively in teaching executives about bargaining styles, and discusses the strengths and weaknesses of it as a teaching aid. He also presents research on the frequency with which various TKI scores are reported in business programs. Finally, he provides thumbnail sketches of typical bargaining behavior exhibited by people with very strong and very weak predispositions for each of the five conflict modes. Some implications of these behaviors for specific professional audiences are explored.     

Intersectionality – A challenge for development research and practice?

“Intersectionality” as a concept is increasingly finding its way into development work. In order to develop an understanding of the concept, this article shows how intersectionality can be used as a conceptual framework to analyse identity-based development claims. The article builds on qualitative research with people living in the countryside in northwest Pakistan to develop an intersectional methodology to engage with development claims. It uses a three-step analytical model to identify subject positions from which different people negotiate “eligibility for development'' and ‘‘responsibility to develop”. The paper shows how frequently used categorisations such as gender and class should be complicated by development practitioners and worked with in a more nuanced way.     

New Problem-Solving Scholarship: An Historical Tale with a Happy Ending

The teaching of negotiation in law, business, and other professional schools has greatly increased over the last quarter-century. The author sets the stage for a review of two negotiation texts and an educational video by opening with an historical overview of the development of negotiation pedagogy, which has been informed by scholars from many different academic disciplines. Teaching negotiation in law schools (which have a long tradition of the case method style of teaching, which often encourages an energetic but adversarial approach to problem solving) is still relatively new. The two texts and the educational video examined in this essay offer lessons in a wide angle approach to negotiation, which includes (among many other useful topics): ideas fundamental to theory and practice; social and emotional considerations; the role of cultural and gender difference; relationships between principals and representatives; differences among various types of ADR; and applications of various forms of negotiation in many different contexts.     

A View through the Bubble: Some Insights from Teaching Negotiation Online

The teaching of negotiation in an online context is not only possible, but surprisingly provides a number of opportunities that the traditional face-to-face classroom setting lacks. The author, drawing on his practical experience over the past few years, puts forth suggestions for preparing and teaching negotiation online. After explaining the preparation and structure of the course, the author offers six core insights to consider when teaching negotiation in this context.     

The Promise and Peril of Automated Negotiators

Innovations in artificial intelligence are enabling a new class of applications that can negotiate with people through chat or spoken language. Developed in close collaboration with behavioral science research, these algorithms can detect, mimic, and leverage human psychology, enabling them to undertake such functions as the detection of common mistakes made by novice negotiators. These algorithms can simulate the cognitive processes that shape human negotiations and make use of these models to influence negotiated outcomes. This article reviews some of the scientific advances enabling this technology and discusses how it is being used to advance negotiation research, teaching, and practice.     

Is Teaching Negotiation Too Easy,Too Hard,or Both?

Teaching negotiation is easy because teachers and students find the topic fun, interesting, and relevant, which makes most negotiation courses well received. At the same time, teachers may underestimate the challenges in getting their students to think and behave differently in negotiation, which can make it difficult to teach it well. The author examines three teaching challenges in particular: dealing with ethical issues, addressing power imbalances (including those implicated by gender and racial differences), and putting theory into practice in the form of real-world behavior change. This piece is an adaptation of the keynote address that the author delivered on November 14, 2005 at the PON-IRENE conference, New Trends in Negotiation Teaching: Toward a Transatlantic Network , in Cergy, France.     

Gender Differences in Initiation of Negotiation: Does the Gender of the Negotiation Counterpart Matter?

In this study, we investigated if and how gender differences in the propensity to initiate a negotiation are affected by the gender of the counterpart in the negotiation. We enlisted 204 Swedish students to take part in an experiment in which they had to decide whether to initiate a negotiation for higher compensation. In line with previous research, we found that men were more likely than women to initiate a negotiation: 42 percent of the male and 28 percent of the female participants initiated a negotiation. The gender difference, however, was only large and statistically significant when the negotiation counterpart was a woman. With a female negotiation counterpart, women were less likely than men to initiate a negotiation by 24 percentage points, while with a male negotiation counterpart, the gender difference was only 5 percentage points and not statistically significant. This result suggests that the gender of the negotiation counterpart should be taken into consideration when analyzing gender differences in initiation of negotiation.     

The Effectiveness of Negotiation Training

In the last twenty-five years negotiation has become widely recognized both as a topic of serious research and as an essential, frequently used set of skills. Organizations currently spend tens of billions of dollars annually on training, and mounting evidence suggests that training in interpersonal and problem-solving domains typically has a significantly positive effect. But little systematic research has been conducted concerning the actual effectiveness of negotiation training. This article reviews the available evidence regarding the effectiveness of negotiation training using four levels of outcome measurement. While far less prevalent than one would wish, existing evidence suggests that negotiation training can have positive effects. In this article, I review the specific effects of different teaching methods, and recommend additional research.     

A Conceptual Framework for Modeling Automated Negotiations in Multiagent Systems

In fully automated e‐negotiation all involved parties are software agents, so negotiation takes place in a multiagent system between software agents that have been developed as a computer system for automating tasks in a specific application domain. A multiagent system is a group of agents that interact and cooperate with each other to fulfill their objectives or to improve their performance. How do these agents negotiate with each other to manage their task interdependencies? What negotiation mechanisms are needed? These are important questions. In this article, we present a conceptual framework for modeling and developing automated negotiation systems. This framework represents and specifies all the necessary concepts and entities for developing a negotiation system as well as the relationships among these concepts. This framework can also be used to model human negotiations scenarios for analyzing these types of negotiations and simulating them with multiagent systems. The work reported in this article is the first unified framework that represents all the needed elements for modeling and developing automated negotiation systems and existing relationships between them.     

Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership

Simulations are a valuable tool for teaching negotiation, and the different ways in which they are used have been extensively discussed in the pedagogy literature. Scholars have critically reflected on the role of simulations and the conditions under which they are used, and some have stressed their drawbacks. These include their often artificial context, which can, some argue, limit the participants' real commitment. We have undertaken an innovative pedagogical experiment in an effort to address these concerns. As a part of this experiment, the students designed the simulations themselves, deriving inspiration from real situations they had experienced at companies in which they had completed internships. Our students' experiences suggest ways in which this novel pedagogical approach can ameliorate some of the usual pitfalls that instructors encounter when they use role plays. Further, we believe this process allows the students to understand the importance of achieving the right balance between the distributive and integrative dimensions of the negotiation.     

Bridging the gap between negotiating experience and analysis

This article describes a teaching approach aimed at helping students to develop the skills needed to understand the negotiation research literature as well as make them more sensitive observers of negotiation processes. The approach consists of moving from the students' specific experiences to a general framework which is used to analyze cases of international negotiation. Students then attempt to reconceptualize their experiences in terms of the framework's analytical categories. This approach is recommended as an alternative to role-play exercises for integrating experience and analysis in graduate courses on negotiation.In addition to teaching the course on negotiation processes (the subject of this article), he teaches courses on research methods in George Mason's doctoral program. Among recent projects, he just completed an analysis of diplomatic communications sent among the kingdoms during the Bronze Age.