W 2 X Negotiation As A Post-modern Process (original) (raw)
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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.
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.
"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.
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.
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.
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.