Principles for Designing Negotiation Instruction (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 ...

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.

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.

Teaching the Basics of Negotiation in One Class

Management Teaching Review, 2018

This interactive negotiation exercise was primarily developed for situations where only one or two sessions could be devoted to teaching negotiations. The exercise, which is conducted by the instructor with the whole class, involves a two-party negotiation that puts the students in the role of a board member for a nonprofit camp, negotiating with a prospective buyer whose positions are presented sequentially by the instructor. There are multiple decision points during the exercise, each of which requires students to recommend specific tactics or offer amounts. Students come out of the exercise with a greater understanding of the basics of negotiation including negotiation planning; when to make a first offer; how to determine goals, targets, and walkaways; ZOPA; reciprocity; anchoring; emotions; overcoming impasses; and distributive versus integrative negotiations. The exercise has been used in graduate, undergraduate, and executive education settings and is also well suited to a on...

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.