Background Effective negotiation in relationships is critical for successful long-duration space missions; inadequate conflict resolution has shown serious consequences. Less desirable forms of negotiation, including positional bargaining (eg, negotiating prices), can exacerbate conflicts. Traditional positional bargaining may work for simple, low-stakes transactions but does not prioritize ongoing relationships. High-stakes situations warrant interest-based negotiation, where parties with competing interests or goals collaborate in a mutually beneficial agreement. This is learnable but must be practiced. Refresher training during conflicts is important to prevent out-of-practice crew members from using less effective negotiation techniques. Training should be self-directed and not involve others because, on a space mission, the only other people available may be part of the conflict. Objective We aimed to develop and test an interactive module teaching principles and skills of interest-based negotiation in a way that users find acceptable, valuable for learning, and enjoyable. Methods Using a web-based, interactive-media approach, we scripted, filmed, and programmed an interest-based negotiation interactive training module. In the module, the program mentor introduces users to “The Circle of Value” approach to negotiation and highlights its key concepts through interactive scenarios requiring users to make selections at specific decision points. Each selection prompts feedback designed to reinforce a teaching point or highlight a particular negotiation technique. To evaluate the module, we sought populations experiencing isolation and confinement (an opportunistic design). This included 9 participants in isolated, confined environments in the Australian Antarctic Program and the Hawai'i Space Exploration Analog and Simulation Mars simulation, as well as a subset of people who self-identified as being isolated and confined during the COVID-19 pandemic. Feedback was collected from participants (n=54) through free-response answers and questionnaires with numerical scaling (0=strongly disagree to 4=strongly agree) at the end of the module. Results In total, 51 of 54 (94%) participants found the activity valuable for learning about conflict management (identified by those who selected either “somewhat agree” or “strongly agree”), including 100% of participants in the isolated and confined environment subset (mode=3). In total, 79% (128/162) of participant responses indicated that the module was realistic (mode=3), including 85% (23/27) of responses from participants in isolated and confined environments (mode=3). Most participants felt that this would be particularly valuable for new team members in an isolated, confined environment (46/54, 85% of all participants, mode 4; 7/9, 78% of the isolated and confined environment subset, mode 3) as well as veterans. Conclusions This module offers a self-directed, consistent approach to interest-based negotiation training, which is well received by users. Although the data are limited due to the opportunistic study design, the module could be useful for individuals in isolated and confined environments and for anyone involved in high-stakes negotiations where sustaining relationships is essential.

BACKGROUND The ability to negotiate effectively while maintaining relationships is critical for successful long-duration space missions. Traditional positional bargaining may work for simple, low-stakes transactions but does not prioritize ongoing relationships. Interest-based negotiation (IBN), where parties with competing interests and/or goals join to create a mutually beneficial agreement, is crucial in these situations and is a learnable skill. OBJECTIVE Develop and test an interactive module than can effectively teach the principles and skills of IBN. METHODS Using a web-based, interactive-media-approach, we scripted, filmed, and programmed an IBN interactive training module. This module was provided to individuals with diverse backgrounds for evaluation, including a subset of 9 subjects in isolated and confined environments (ICEs) in the Australian Antarctic Program and the HI-SEAS Mars simulation, as well as a subset of people who self-identified as being in ICE during the COVID-19 pandemic. Feedback was collected (n=54) through free-response and numerical scaling (0/strongly disagree -> 4/strongly agree). RESULTS 94% of participants found the activity valuable for learning about conflict management (identified by those who selected either ‘somewhat agree’ or ‘strongly agree’), including 100% of participants in the ICE subset (mode=3). 79% of all participants found the module realistic (mode=3), including 67% of ICE participants (mode=3). Most participants felt this would be valuable to new team members in an isolated and confined environment (85% of all participants, mode=4; 78% of ICE subset, mode=3) as well as veterans. CONCLUSIONS This module offers a self-directed, consistent approach to IBN training, which is well received by users. The module could be useful for individuals in ICEs, and/or anyone involved in high-stakes negotiations where sustaining relationships is essential.