Conflict Resolution Training Programs: Implications for Theory and Research

Abstract

Interest in methods of conflict resolution has grown significantly in the last decade (Pruitt and Kressel, t985). Some of the more prominent developments include the emergence of public sector labor mediation, family and divorce mediation, and judicial and public resource mediation. This interest is also reflected in the number of courses included in the curricula of schools of law and business, graduate programs in sociology and social psychology, and in inter-disciplinary programs focusing on conflict resolution. Additionally, many professionals and lay people in a variety of occupations indicate a strong desire to acquire sMlls in conflict resolution (Sandole and Sandole-Staroste, 1987). To meet these needs, researchers, theorists, teachers and practitioners in academic and nonacademic settings are holding conferences, conducting research, producing papers, and offering many types of short courses and training programs with such tides as "The Craft of Negotiation," "Mediation of Family and Divorce Conflict," and "Methods of Alternative Dispute Resolution."In this article I shall examine four conflict resolution training programs in an attempt to determine to what extent the assumptions, approaches, principles and theories underpinning these programs could form the basis of an economical model that could effectively train a variety of people and groups.Is there a set of necessary principles for teaching people how to be conflict resolvers? Are there methods of training that encourage the skill development of potential conflict resolvers? How should training programs be evaluated? Are criteria being developed for appraising the effectiveness of training?The training programs discussed here--each selected because of its distinctive purpose--were offered by expert practitioners for experienced as well as would-be negotiators and mediators. My analysis of the training programs is based on observations of and consultations with trainers and participants, and on my own d~ect participation in the trainings.

Evaluating the Use of Role Playing Simulations in Teaching Negotation Skills to University Students

“…Simulations provide the instructor with the opportunity to combine teaching of theory with students actually practicing with various behaviours (Lewicki, 1986). However, Schultz (1989) is critical of most negotiation training programs for not basing their instruction on the well-established body of theory on the subject. Simulations allow participants to experiment with various negotiation styles and techniques, and to receive feedback from others in a low-risk environment where there is no actual dispute or any relationships at stake (Lewicki, 1986).…”

“…A search of the literature for evaluations of negotiation role-playing simulations revealed a single example. Schultz (1989) studied four negotiation training programs (throughout North America), and found that none monitored the extent to which the graduates were effective conflict resolvers. All measured the success of their program solely on the basis of questionnaires completed by students immediately on completion of the course, in which the success of the simulation was measured only by the students' satisfaction with the course.…”

Impacto de la capacitación en negociación de los graduados de MBAs y maestrías especializadas en su gestión laboral

“…Los programas de formación con frecuencia emplean encuestas de opinión para determinar la satisfacción del participante con el curso de negociación. La mayoría de las veces, los participantes reportan un alto grado de satisfacción con la capacitación recibida, sin embargo, pocos programas evalúan si realmente la capacitación aumenta los conocimientos de los participantes o el mejoramiento de sus habilidades de negociación (Schultz, 1989)…”