Negotiation Skill Development Exercise (original) (raw)
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Let's Make a Deal: A Dynamic Exercise for Practicing Negotiation Skills
Journal of Education for Business, 2014
Because negotiation is among the most important skills for a manager to develop, activities that can foster its development are valuable for educators. The authors present an original exercise that introduces three key concepts in negotiation: best alternative to a negotiated agreement, distributive bargaining, and integrative bargaining. They review these concepts and present the exercise and its purpose, and execution, then debrief. A unique feature of the exercise is that instructors can configure dynamic buyer-seller dyads with varying distributions of power between parties. A pre-and posttest using four questions to assess learning with Master of Business Administration students and undergraduates suggest that the exercise is an effective teaching tool.
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.
Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership
Negotiation Journal, 2019
Simulations are a valuable tool for teaching negotiation, and the different ways in which they are used have been extensively discussed in the pedagogy literature. Scholars have critically reflected on the role of simulations and the conditions under which they are used, and some have stressed their drawbacks. These include their often artificial context, which can, some argue, limit the participants' real commitment. We have undertaken an innovative pedagogical experiment in an effort to address these concerns. As a part of this experiment, the students designed the simulations themselves, deriving inspiration from real situations they had experienced at companies in which they had completed internships. Our students' experiences suggest ways in which this novel pedagogical approach can ameliorate some of the usual pitfalls that instructors encounter when they use role plays. Further, we believe this process allows the students to understand the importance of achieving the right balance between the distributive and integrative dimensions of the negotiation.
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.
Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference, 1991
Caught up in the international experientialism found at the 1990 ABSEL Conference in Honolulu, we developed an extended role play for use in an international marketing course. Unlike most existing international simulation games, the role play does not emphasize issues such as transportation, tariffs, pricing, or exchange rates. Unlike most negotiation exercises, the role play does is not intended to eventuate in a contractual relationship. Instead, the role play is designed to emphasize the familiarize ion stage of negotiations, and to demonstrate that the typical "get down to business" approach taken by Americans will lead to frustration. In ABSEL, as in nearly every other area of business related academe. we have consistently heard the admonition to internationalize. However, before the 1990 conference, ABSEL has stressed international issues only sporadically. Many of these efforts were due directly to Dan Brenenstuhl,
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 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...
Planning and Managing the Negotiation Exercise
This article begins by introducing the negotiation exercise and the critical role of the exercise debriefing in achieving learning outcomes. This is followed by an overview and detailed teaching plan for a negotiation exercise: The Second South American Conference on the Environment. This specific negotiation exercise is used to illustrate the important relationship between learning process and outcome and the critical link that the debriefing plays in achieving such outcomes. Learning objectives for the exercise include (1) comparing bilateral and multilateral negotiations, (2) examining sources of power, and (3) identifying social norms that contribute to negotiation outcomes. A number of learning points from the third objective can be highlighted during the debriefing including the important role that social norms play in shaping negotiation outcomes (the equity principle, equality principle, margin principle, power principle, and need principle). Learning objectives discussed in this article have been successfully achieved in many academic, commercial and governmental settings although these objectives represent but one approach. The professional teacher/trainer may use these objectives as an example in developing their own learning and teaching approach. The article concludes by presenting the views of Australian university students on the learning gained by engaging in the Second South American Conference on the Environment.
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.