W 2 X Lessons from the Field: First Impressions from Second Generation Negotiation Teaching (original) (raw)
Lessons from the Field: First Impressions from Second Generation Negotiation Teaching
2010
In May, 2008, an international group of 50 negotiation scholars and teachers met in Rome, Italy, to launch a four year project to rethink negotiation theory and pedagogy. From its inception, the Rethinking Negotiation Teaching project (NT 2.0 project) has had two primary goals: to significantly advance our understanding of the negotiation process in all its complexity; and to improve how we teach others about negotiation. The first year of this four-year project focused on generating new ideas and approaches to negotiation scholarship ...
"Adaptive" Negotiation: Practice and Teaching
Editors' Note: Docherty argues that in addition to improved sensitivity to culture, argued in many of the writings in this series, it is time to demand that would-be negotiators and those who attempt to teach them become more sensitive to situations where the culture and norms are themselves in flux. What is needed, she says, is to re-center much of our teaching on the development of creative and critical thinking, including a critical awareness of the context, the self, the other, and the definition of the problem to be negotiated or negotiable. Docherty uses an ostensibly simple story of a negotiation in an Istanbul market to illustrate how a focus on the parties' different ways of "worldviewing" changes perception as to what is really going on, and what is possible to negotiate.
Negotiation Journal, 2009
What is required for effective teaching depends on the goal of the effort, and our criteria for success should be much more demanding than positive ratings from participants. If the goal is to improve participants' effectiveness as negotiators, we need a proven theory and associated skills. In the absence of robust confirming empirical data, which is still mostly lacking, we can take some confidence from qualitative evaluations. But whether or not we have a proven theory, the pedagogical task is complex and challenging, calling for a variety of sophisticated techniques deployed by a skilled instructor committed to joint learning. This article tells the story of some of the instructors' pedagogical learnings in thirty years of teaching the pioneering Negotiation Workshop at Harvard Law School, many of which now have empirical support. It also suggests some areas and tools for more experimentation in future advanced courses.
W 2 X Negotiation As A Post-modern Process
about? Fox says it's time for us all to adapt to a wide range of phenomena which are not yet on the minds of negotiators or their teachers. These include globalization, better understanding of the intractability of some conflicts, and transfer of knowledge from very specific contexts such as hostage negotiation into general use, among others. Together they demonstrate that even though we don't recognize it, we have an ideology; and one that warrants rethinking.
Negotiation Theory and Practice: A Critique of Katz and Thorson
Negotiation Journal, 1990
Western academe to formal, linguistically represented theory to insufficient attention to the critical distinction between theory and its representations. The result, they hold, has been the emergence of an unjustified and potentially harmful cleavage between ''two tightly related forms of intellectual practice" (p. 115) which merely differ in their mode of representation. Katz and Thorson conclude that the separation of theory and practice, and the view that the two are in competition, is pernicious. The separation, which stems from the confusion between theory and its representation, "leads to the mistaken notion that academic writing stands to the side of practice rather than itself being a particular form of practice, and that trainers, intervenors, and consultants do 'practice' but not theory" (p. 117). Theory, the authors believe, involves a core of knowledge, a form of representation and the development of alternative forms of representation to facilitate its exposition to a variety of audiences. Undue concern with the theorypractice distinction inappropriately focuses attention on issues of representation. The core issue, they feel, is not whether theory is represented in a particular way, but whether it is represented in a way that furthers understanding and facilitates application. Katz and Thorson's argument is beset by two flaws. The first concerns the distinction between theory and its representation. The second resides in their defmition of theory.
Instructors Heed the Who: Designing Negotiation Training with the Learner in Mind
2010
We argue that while our field has made great progress in determining what to teach and how to teach it in negotiation, there has been a surprising reluctance to make the move from “mass production” to “mass customization” that so many other industries have successfully adopted. “The Who” of our training has so far been addressed seriously, they surmise, by only an elite subgroup of trainers. They explain how this can and should change.
A “Grand” Unified Negotiation Theory . . . in Context
2017
A lawyer by training, his scholarship focuses on the management of the legal function, the attractiveness of mediation for business organizations and the implementation of negotiation infrastructures within organizations. ** Noam Ebner is a professor of negotiation and conflict resolution at the Werner Institute, Creighton University School of Law. His research focuses on negotiation, negotiation pedagogy, and conflict engagement processes conducted online. *** Chris Honeyman is a consultant who has directed research-and-development programs in dispute resolution for more than 25 years. He has published widely in the field and has served as a neutral in more than 2,000 cases.