Defining Success in Negotiation and Other Dispute Resolution Training

This article describes three types of negotiation courses and asks what range of goals is usually achieved in such courses from the overlapping perspectives of organizers, teachers, and participants. It then translates Benjamin Bloom's categories of educational goals into aspirational goals for any negotiation course.     

Teaching for Implementation: Designing Negotiation Curricula to Maximize Long-Term Learning

Most negotiation students — and their instructors — aspire to develop negotiation skills that they can transfer to real-world contexts beyond the classroom. Instructors can maximize the likelihood of long-term learning through transfer-oriented curriculum design. Curriculum design elements likely to support lasting and flexible learning include (1) articulation of clear, performance-oriented goals; (2) careful selection of a range of learning activities tailored toward those goals, including activities that promote schema development and adjustment, activities that promote behavioral skill development, and activities that reinforce explicit theoretical understanding; (3) provision of multiple opportunities for constructive feedback from a variety of sources; and (4) the facilitation of self-reflection and metacognition.     

Teaching Mediation as Reflective Practice

This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.     

试论联手打造继续教育公共服务共享平台

首都职工素质教育工程开创了由工会、政府、社会教育机构联手开展职工培训的新模式。充分整合优质资源,搭建方便、快捷、实用、有效的继续教育公共服务共享平台,建立完善的运行保障机制,创新职工培训模式,开展灵活多样的培训形式,对于首都经济社会的快速发展,维护职工群众的学习权、受教育权和发展权,加快推进职工队伍知识化进程有着至关重要的作用。     

Dividing the Oils: Dynamic Bargaining as Policy Formation in the Nigerian Petroleum Industry

In academic studies of the interface between developing countries and large multinational oil corporations, scholars have noted that over time and through repeated interaction, the developing countries tend to negotiate better outcomes for themselves: they progress along a learning curve by incrementally improving their outcomes through bargaining and strategic interaction. This phenomenon can be demonstrated in a number of oil-rich developing countries. Nigeria's case, however, is more complex. During the two decades following its independence, the state successfully negotiated for more control over—made strides in the developing of the skills necessary to manage—its petroleum industry, as our model would predict. Then, in a puzzling late-1970s-to-mid-1980s change of course, the government abruptly gave back concessions, undermined local entrepreneurial endeavors, and repealed indigenization laws. This paper combines, in the analytic narrative tradition, the case study method with an extensive form game; it applies a dynamic bargaining model to Nigeria's historical experience, demonstrating that Nigeria improved its outcomes and ascended along the "bargaining learning curve," only to reverse policy and "unlearn," with serious consequences for the Nigerian population. Even so, the demonstration of both successful and improved outcomes in past negotiations give evidence that Nigeria could once again ascend its bargaining learning curve if the government were to re-commit to such a policy.     

Citizen oversight of independent police services: Bifurcated accountability,regulation creep,and lesson learning

By examining developments in England and Wales this article considers police reform in the context of the tension between operational independence and citizen oversight. The article assesses the nexus between regulation and accountability in order to shed light on how a bifurcated accountability paradigm has protected police autonomy. Particular significance is attached to the cold‐blooded police shooting of an innocent man as a critical moment in the recent history of police governance. The lesson‐learning strategy of the Independent Police Complaints Commission, created under the Police Reform Act 2002, is singled out as an important driver of police reform. Although police governance reform in England and Wales is context specific, it is held that appreciation of the regulation accountability nexus and complaints as lesson‐learning opportunities are of significance in other jurisdictions and sectors.     

How Organizational Learning Is Supported by Performance Management Systems: Evidence from a Longitudinal Case Study

Abstract

Performance management is meant to encourage organizational change by providing better and more relevant feedback to managers. But there is no denying the complexity of learning and change. How performance management helps this process goes beyond the simple availability of performance information. In this study, we examine the learning processes in a large Belgian public organization through interviews of managers, directors, and administrators. By using 4Is framework of organizational learning—from Intuitions to Interpretation to Integration to Institutionalization—we identify critical blocks and enablers of learning and change. Critical impediments include off-topic discussions of performance information, lack of opportunity to share and discuss management practices, and limited motivation to change entrenched processes of work. Performance management also provides reliable enablers of organizational learning, such as giving credibility-by-results to new management practices, focusing discussions on processes that lead to measurable results, the ability to follow new innovations closely as they are implemented, and the possibility of creating a learning culture supported by performance information. Finally, we discuss how perceived credibility of performance information is crucial to organizational learning and how it is reinforced by use and dialogue.     

War and Peace in International Relations Theory: A Classroom Simulation

Simulations are increasingly common pedagogical tools in political science and international relations courses. This article develops a classroom simulation that aims to facilitate students’ theoretical understanding of the topic of war and peace in international relations, and accomplishes this by incorporating important theoretical concepts about the causes of war found in international relations theory into the design and implementation of the simulation. In addition to sharing a successful classroom simulation with other international relations instructors, the article makes two important contributions to the pedagogical literature on simulations. First, it shows how simulation design can be usefully based on the theoretical concepts and/or substantive problems that course instructors aim to impart to their students. Second, it demonstrates that it is possible to achieve important learning objectives with low-intensity simulations that do not require a big investment of time, energy, and resources.     

Policy learning and change during crisis: COVID-19 policy responses across six states

Whereas policy change is often characterized as a gradual and incremental process, effective crisis response necessitates that organizations adapt to evolving problems in near real time. Nowhere is this dynamic more evident than in the case of COVID-19, which forced subnational governments to constantly adjust and recalibrate public health and disease mitigation measures in the face of changing patterns of viral transmission and the emergence of new information. This study assesses (a) the extent to which subnational policies changed over the course of the pandemic; (b) whether these changes are emblematic of policy learning; and (c) the drivers of these changes, namely changing political and public health conditions. Using a novel dataset analyzing each policy's content, including its timing of enactment, substantive focus, stringency, and similar variables, results indicate the pandemic response varied significantly across states. The states examined were responsive to both changing public health and political conditions. This study identifies patterns of preemptive policy learning, which denotes learning in anticipation of an emerging hazard. In doing so, the study provides important insights into the dynamics of policy learning and change during disaster.     

网络多媒体在大学英语阅读教学中的应用研究

网络多媒体为大学英语阅读教学提供了重要的方法和手段。笔者通过对哈尔滨医科大学98名非英语专业本科学生进行的实证分析证实:网络多媒体教学比传统教学更能激发学生的英语阅读兴趣并能够有效地提高学生的英语阅读能力。建议要通过合理地选择阅读材料、发挥网络互动优势、建立科学的评估体系,从而激发学生的英语阅读兴趣,促进大学英语教学整体水平的提高。