Negotiation Skills: Teachers��� Feedback as Input Strategy (original) (raw)
Related papers
Learning Negotiation Skills Through Simulation
Simulation & games, 1983
This paper describes a simulation exercise that enables participants to assess and improve their negotiation skills. The simulation exercise provides a vehicle where prospective negotiators can learn specific skills in a safe environment and be provided with performance feedback.
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...
Negotiation Journal, 2008
There is a world of difference between teaching negotiation theory, which pertains to conceptual understanding, and teaching negotiation skills, which pertain to actual behavior in real-world situations. The principle of reflective practice is widely used for theoretical instruction. Deliberate practice, however, is a more powerful model for skills training. Cognitive scientists have discovered that subjects will learn skills best when they perform well-defined tasks at appropriate levels of difficulty, and when they are given immediate feedback, an opportunity to correct their errors, and an opportunity to practice until the tasks become routine.
Negotiation Skill Development Exercise
Marketing Education Review, 2017
Conflict occurs naturally in all marketing related activities. When such conflict is handled well through proper negotiation, it helps solve problems and build stronger, deeper relationships between the negotiating parties. Nevertheless, many students feel uneasy about negotiating, yet they know it is a crucial skill that needs to be developed. This innovative exercise provides students an experiential learning opportunity to apply their selected negotiation approach in a role-play assessment activity. Furthermore, incorporating it into the course curriculum has consistently resulted in an increase in student satisfaction and perceived learning.
Negotiate to survive: An exercise to help develop students’ understanding of negotiations
Journal of Education for Business, 2020
To help instructors teach students the meaning of negotiations, and to help students understand the different types of negotiations, we developed the "Negotiate to Survive" activity. In this activity, students work in teams to participate in both distributive and integrative negotiations, in an effort to help them understand the difference between the two. Statistical results show both that the activity helped students understand the difference between the two negotiation types and that they enjoyed participating in it. Student comments support the statistical results.
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.
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 ...