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.

Principles for Designing Negotiation Instruction

Hamline law review

This article analyzes recommendations in the Rethinking Negotiation Teaching (RNT) series. Instructors teaching negotiation and other dispute resolution subjects have long had a hard time trying to cover everything they would like in their courses. The RNT project has documented (and, to some extent, stimulated) a growing profusion of ideas and techniques for teaching negotiation, which has multiplied instructors’ dilemmas in designing their courses. Since instructors cannot teach everything they would like, this article suggests some general principles for making decisions about what to include and how to conduct these courses. Clearly, there is no single right or best way to teach negotiation, so instructors should select approaches based on the particular audiences, settings, and goals of the instruction. It is valuable to include a widely-taught “canon of negotiation,” so that people can have a common “language” of negotiation theory and practice, while also tailoring instructio...

Teaching Negotiation in the Business Sector: Methods, Models, and Challenges

Journal of Business and Entrepreneurial Studies (Vol. 6 N. 4), 2021

The present paper explores the different methods, models, and challenges of teaching negotiation in the business sector. Particular attention is paid to the challenges brought about by borrowing methods and techniques borrowed from the fields of law and conflict analysis and resolution. A problem-based approach is favored as a way to make negotiation less theoretical and more pragmatic. The integration of communication and problem-solving techniques as part of the negotiation curriculum is also recommended and a case study of the application of the Buzan mind-mapping technique as part of integrative negotiation is explored in detail. Moreover certain best practices borrowed from applied anthropology are also operationalized to deal with cultural and social differences in business negotiation.

2 Negotiation as a Post-Modern Process

2009

Editors’ Note: What do negotiation teachers think negotiation is all 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, one that warrants rethinking from front to back.

Rethinking negotiation teaching: Innovations for context and culture

2009

, more than 50 of the world's leading negotiation scholars and trainers gathered in Rome, Italy to embark on a multi-year effort to develop "second generation" global negotiation education. The participants' post-conference writings-the 22 chapters contained in RETHINKING NEGOTIATION TEACHINGcritically examine what is currently taught in executive style negotiation courses and how we teach it, with special emphasis on how best to "translate" teaching methodology to succeed with diverse, global audiences. Collectively, the chapters provide a blueprint for designing courses to take account of the most recent discoveries in the growing, multidisciplinary science of negotiation and confronting the challenges of teaching negotiation in cross-cultural settings.

Intuition or Counterintuition? The Science behind the Art of Negotiation

Negotiation Journal, 2009

This article celebrates the achievements made by the community of negotiation researchers. Looking back on what has been accomplished, the article addresses three questions: How have we thought about negotiation? How have we studied it? And what have we discovered through conducting research? Of particular interest are counterintuitive findings about processes at the negotiating table, around the table, and away from the table. Building on these contributions, the article looks forward by asking: What are some avenues for further research? The article concludes optimistically by noting that there will be even more to celebrate at the journal's fiftieth anniversary.

Chronicling the Complexification of Negotiation Theory and Practice

Negotiation Journal, 2009

and the issues likely to confront us in the future. It argues that while we in the field hoped for simple, elegant, and universal theories of negotiation and conflict resolution, the last twenty-five years have demonstrated the increasing complexification of negotiation theory and practice, from increased numbers of parties and issues, and dilemmas of intertemporal commitments, ethics, accountability, and relationships of private action to public responsibility.