Negotiating for Money: Adding a Dose of Reality to Classroom Negotiations

Negotiation and conflict management courses have become increasingly common in business schools around the world. Frequently, these courses employ role plays and simulations to encourage students to try new strategies, tactics, techniques, and behaviors. While these simulations generally are designed to elicit realistic negotiation dynamics, they often lack the full emotional tension inherent in actual negotiations. One possible reason for this reduced tension is that no tangible resources, such as money, are at stake. This article describes an experiment in which MBA students paid a player's fee at the beginning of a negotiation course, and in which each negotiation exercise had an actual dollar value at risk. The article reports some results from this experiment and offers suggestions for instructors who might seek to add a player's fee to their own courses. In general, most students found the experience valuable, as it provided performance benchmarks while focusing their attention more sharply on risks and returns.     

Routine activities and social control in the aftermath of a natural catastrophe

The first two being from the University of Miami, the latter two from the University of Florida.     

Stocktaking after two sessions of the commission on Crime Prevention and Criminal Justice

B.A., Victoria University of Wellington 1964; LL.B., Victoria University of Wellington 1964; LL.M., Victoria University of Wellington 1967; LL.M., Columbia University 1968; J.S.D., Columbia University 1972. Professor Clark was a member of the former United Nations Committee on Crime Prevention and Control and represented New Zealand as an observer at the first two meetings of the United Nations Commission on Crime Prevention and Criminal Justice. Any views expressed here are his own.See generally Roger S. Clark,United Nations Crime Prevention and Criminal Justice Program: Formulation of Standards and Efforts at Their Implementation (forthcoming 1994).     

A Study of the Impact of Diversion and Community-Based Treatment on the Bucks County Juvenile Justice System, 1974–1979

This study examines the changes in three variables associated with the processing of delinquent youth by the Juvenile Court from 1974 through 1979. The data on numbers of youth referred to court, on adjudicatory probation and committed to public and private institutions is examined for a three-year period prior to significant court diversion and community-based treatment (1974–1976), and compared with a three-year period during which many diversionary services and treatments occurred (1977–1979). Data is also studied from two counties similar to Bucks in youth population-Delaware and Montgomery counties. The results show significant changes within Bucks County: a 9 percent decrease in total court referrals while Delaware experienced a 63 percent increase and Montgomery a 28 percent increase; significant reduction of probation in Bucks, a slight reduction in Montgomery and a 28 percent increase in Delaware County; and most importantly in terms of service costs, institutional commitments increased only 17 percent in Bucks, while increasing 63 percent in Montgomery and 208 percent in Delaware. Data on total reported offenses (crime rates) does not indicate major differences among the three counties; rather there seems to be variation in the types of services and processing of troubled youth which have resulted in 45 percent lower costs for the juvenile probation services in Bucks County.     

URWICK ON THE PIONEERS OF MANAGEMENT

Colonel Lyndall Fownes Urwick is one of the major theoreticians and historians of the management movement of the twentieth century. For this he has been recognized internationally, holding most of the major awards for excellence in contributions to management. He is now 87 years old and lives in Australia. In this paper the authors report an edited version of Urwick's verbal responses to questions about Taylor, the Gilbreths, Gant, Fayol, Mayo, Mooney, Reiley, Mary Parker Follett, Barnard, Drucker and Koontz. Questions were designed to elicit Urwick's experiences with the individuals rather than just their ideas. Anecdotal recollections have been included where they give insights into the pioneer's personality and writings.