Using Blogs as a Teaching Tool in Negotiation

This article reports on the experimental use of blogs as a teaching tool in a course on negotiation and mediation. The blogs were of two kinds: individual "journal" blogs accessible only by the student author and the course instructor, and a class or collective blog, accessible by all members of the course. The use of blogs builds on the familiar use of journals as a tool for reflection and personal review and adopts the technology of online communication with which the student body is increasingly familiar and comfortable. The article reports on the student response to this development and the perceived impact on extended peer-to-peer communication, cooperation, and skills development. This note also briefly places this experiment in the wider context of the widespread use of blogging, online social networking, and — more ambitiously — the promotion of critical and deliberative skills through the use of information communications technology.     

More than Just a Footnote: Constructing a Theoretical Framework for Teaching about Gender in Negotiation

The dominant paradigm in teaching about gender issues in negotiation over the past 25 years has been to treat the subject as one of difference — men negotiate one way, and women negotiate another way. While this can provoke interesting discussions, there are pitfalls in treating gender in this way. The author suggests two other ways to approach the subject matter: viewing gender as emergent in the negotiation process or taking a gender relations perspective that highlights some of the invisible aspects of negotiation. The author suggests ways to teach about gender in negotiation courses from each of these perspectives; these newer ways of teaching about gender in negotiation help make it a more integral part of the curriculum.     

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.     

Teaching Negotiations in the New Millennium: Evidence‐Based Recommendations for Online Course Delivery

Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters‐level negotiation courses: one taught using a traditional in‐person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, including mean grades. In addition, self‐report data indicate that, although students' skill and mastery of negotiation improved in both courses, online students reported that they experienced less interaction and social engagement with their classmates and instructor. Several course development strategies and best practices are discussed.     

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.     

E-Negotiations: Creating a Framework for Online Commercial Negotiations

E-Commerce, or purchasing goods or services electronically over the Internet, is having a huge impact on traditional modes of commerce. This essay provides an overview of some of the negotiation models (auctions, state-your-price buying, and person-to-computer haggling) that are being used by four firms that are leading the E-Commerce revolution. The author also considers: characteristics of consumers who are engaging in e-negotiation; matching e-negotiation models to context; the possibility of integrative negotiation in such transactions; the role of power in e-negotiation; and suggestions for business managers as they implement e-negotiation forums.     

Using Blogs in Teaching Negotiation: A Technical and Intercultural Postscript

This article reexamines an earlier experiment in the use of blogs in teaching negotiation when undertaken in a different cultural environment. I briefly examine two core factors — technical competence and cultural preferences in communication — as well as a student preference to reserve the use of social media for purely social and informal communications. Parallels are also drawn with the technical and cultural contexts of developments in online dispute resolution.     

A closer look at the information provision rationale: Civil society participation in states’ delegations at the UNFCCC

The previous literature contends inter alia that states may welcome the participation of civil society groups in global environmental governance due to their provision of information. The following research takes this argument as a starting point for a closer examination of its validity within the international climate change regime (UNFCCC) and, specifically, with regard to civil society involvement in states’ negotiation delegations. First, the author theoretically unfolds the information provision argument from a demand, i.e., state perspective along the bureaucratic quality of a country, the salience of a negotiation issue, and regime type. From this foundation, secondly, new data on the composition of states’ negotiation delegations in the UNFCCC is analyzed. The results seem to indicate that the information provision mechanism is unlikely to apply in the context under study. The paper, thus, concludes by providing alternative explanations.     

Service-Learning and Negotiation: Engaging Students in Real-World Projects That Make a Difference

In recent years, the normative approach to teaching negotation (i.e., using a combination of lectures, case discussions, and simulation exercises) has been under scrutiny. Calls for change stem from the need to increase the real-world applicability of our courses. The author presents service-learning as a potential pedagogical solution. In doing so, she addresses the fit between service-learning and recent calls for change in teaching negotiation; discusses issues related to student learning, course design, and faculty member involvement; and provides sample reflections from past service-learning negotiation students.     

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.     

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.     

Gender and Negotiation in the Small: Are Women (Perceived to Be) More Cooperative than Men?

We surveyed research by experimental economists that examines gender differences in negotiation in the context of two simple, two-player games. Our purpose is to uncover empirical regularities in the results that might be useful to teachers or practitioners of negotiation. In the dictator game, one player unilaterally determines the division of a fixed amount of money. In the ultimatum game, one player offers a division and the other must accept or reject that offer; if rejected, both players receive a zero payoff. The results have shown that, on balance, women tend to be more egalitarian than men, to expect and ask for less in the negotiation. Women also seem to be more responsive to the context of a negotiation and are less likely to fail to reach an agreement than men. These differences are small, however, in comparison with differences in expectations about what women and men will do. We conclude that stereotyping is alive and well in negotiations and that this can help or hinder negotiation outcomes, depending on the context.     

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.     

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.     

Teaching Negotiation with a Feminist Perspective

Negotiation teachers encourage their students to be inventive,improve agreements, and push outward on the "pareto" frontier.Likewise, teachers can improve their practice by seeking value, sometimesin other disciplines. In general, negotiation is taught through acombination of lectures with simulation exercises and debriefings. Feministpedagogy enhances this normative model of teaching negotiation. Thisarticle links the traditional method of teaching negotiation with four keyprinciples of feminist pedagogy.     

Lessons from Analogical Reasoning in the Teaching of Negotiation

After two decades of spectacular growth in negotiation research, teaching,and application, it is appropriate to pause and consider how negotiatorslearn, a strikingly fundamental but infrequently examined issue. In thisreport, we present some initial and on-going research and thinking onlearning about negotiation skills, providing one view of the relationshipbetween negotiation pedagogy and negotiation practice.     

Negotiation and Conflict Resolution Education in the Age of the MOOC

Even as online learning is increasingly embraced by institutions of higher education, the past decade has seen the arrival of yet another new educational vehicle: massive online open courses (MOOCs). These courses are designed to disseminate knowledge at an unprecedented scale — even as they engender concerns about quality, learning efficacy, and the future of higher education. In this article, I discuss the MOOC phenomenon and describe a MOOC on negotiation that I developed and taught, exploring the advantages that such a course offers for negotiation and conflict resolution education in particular.     

Tales of the Bazaar: Interest-Based Negotiation Across Cultures

Interest-based negotiation, as popularized by Fisher, Ury, and Patton (1991), is a favored negotiation style of many people in the United States and other parts of the developed world. The author, an American attorney who has traveled widely, assesses how that approach works in different cultural contexts. Using illustrations from his own experiences, the author shows how interest-based techniques work successfully, as well as the limitations of this approach in some situations.     

Cognitive Maelstroms,Nested Negotiation Networks,and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Negotiation practitioners today struggle to manage complex political, economic, and cultural disputes that often involve an array of intertwined issues, parties, process choices, and consequences – both intended and unintended. To prepare next‐generation negotiators for these multifaceted challenges, negotiation instructors must keep pace with the rapidly evolving complexity of today's world. In this article, we introduce systemic multiconstituency exercises (SMCEs), a new educational tool for capturing this emerging reality and helping to close the experiential learning gap between the simulated and the non‐simulated environment. We discuss our pedagogical rationale for developing The Transition, a seventy‐two‐party SMCE inspired by the complex conflicts in Afghanistan and Central Asia and then describe our experiences conducting multiple iterations of this simulation at Harvard University. We argue that SMCEs, in which stakeholders are embedded in clusters of overlapping networks, differ from conventional multiparty exercises because of their immersive character, emergent properties, and dynamic architecture. This design allows for the creation of crucial negotiation complexity challenges within a simulated exercise context, most importantly what we call “cognitive maelstroms,” nested negotiation networks, and cascading decision effects. Because of these features, SMCEs are uniquely suited for training participants in the art of network thinking in complex negotiations. Properly designed and executed, systemic multiconstituency exercises are next‐generation teaching, training, and research platforms that carefully integrate negotiation, leadership, and decision‐making challenges.