e-Mediation: Evaluating the Impacts of an Electronic Mediator on Negotiating Behavior

Druckman, Daniel; Druckman, James N.; Arai, Tatsushi

doi:10.2139/ssrn.573561

Cited by 13 publications

(16 citation statements)

References 36 publications

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“…Online conflict resolution courses are now offered in a variety of academic institutions (Bhappu, Ebner, Kaufman, & Welsh, 2010;Ebner, 2008;Matz & Ebner, 2010). E-negotiation and e-mediation systems are made available in order to help negotiators satisfy their requirements and to assist them in negotiations (Druckman et al, 2011;Druckman, Druckman, & Arai, 2004;Lin, Gev, & Kraus, 2011). Technology becomes prevalent in the use of decision support systems in negotiation simulations (Wilkenfeld, Young, Queen, & Assal, 2005) and web-based simulation programs like GlobalEd Gehlbach et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some argue that face-to-face negotiation has many advantages over e-negotiation; others think the opposite (Galin, Gross, & Gosalkler, 2007). In an experimental study comparing an e-mediator with live mediation, Druckman et al (2004) found that the former produced more agreements than the latter, but negotiators still preferred live mediation. Similarly, Lin et al (2011) suggested positive outcomes for the use of an automated animated mediator, compared to situations where there was no mediator help to negotiating parties.…”

Section: Literature Reviewmentioning

confidence: 99%

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Computerized simulation of the Israeli-Palestinian conflict, knowledge gap, and news media use

Kampf

Stolero

2014

Information, Communication & Society

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Serious games like PeaceMaker are emerging as a new medium for peace education (PE). We focus on the assessment of this computerized simulation of the Israeli-Palestinian conflict in order to identify the effects it might have in helping to narrow the knowledge gap between the players. In addition, we examine the role of news media use about the conflict in knowledge acquisition after playing the game. We conducted an experimental study with the participation of 185 Israeli undergraduate students of Jewish and Palestinian origin. In order to gauge the effect of the game with regard to knowledge acquisition about the conflict, we used a pre-and post-intervention experimental design and utilized questionnaires. We found that the knowledge gap between participants who held high levels of knowledge about the conflict and those who held low levels of knowledge about it before playing the game narrowed after playing it. Second, participants holding more knowledge about the conflict before playing the game were more likely to win it than those holding less knowledge. Finally, the game narrowed the knowledge gap between participants who consumed television (TV) as a major source of information about the conflict and those who did not consume it. Our results indicate that serious games like PeaceMaker are effective as a tool for PE, because they are useful in increasing knowledge about the Israeli-Palestinian conflict and narrowing the knowledge gap between the players, particularly for young people who are direct parties to this conflict and native to the online world.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Computerized simulation of the Israeli-Palestinian conflict, knowledge gap, and news media use

Kampf

Stolero

2014

Information, Communication & Society

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“…Research has revealed that mediation through electronic devices (e-mediation) can also yield positive results. For example, an e-mediation program in which an electronic program served as mediator between the parties by providing suggestions and advice based on formalized rules and algorithms yielded high levels of agreements in negotiations compared with a paper version of advice (Druckman, Druckman, & Arai, 2004). Thus, it may be possible to use relatively cost-effective tools to promote constructive problem solving.…”

Section: Third-party Solutionsmentioning

confidence: 99%

Cooperation, Trust, and Antagonism

Parks

Joireman

Lange³

2013

Psychol Sci Public Interest

126

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One of the most continually vexing problems in society is the variability with which citizens support endeavors that are designed to help a great number of people. In this article, we examine the twin roles of cooperative and antagonistic behavior in this variability. We find that each plays an important role, though their contributions are, understandably, at odds. It is this opposition that produces seeming unpredictability in citizen response to collective need. In fact, we suggest that careful consideration of the research allows one to often predict when efforts to provide a collectively beneficial good will succeed and when they will fail. To understand the dynamics of participation in response to collective need, it is necessary to distinguish between the primary types of need situations. A public good is an entity that relies in whole or in part on contributions to be provided. Examples of public goods are charities and public broadcasting. Public goods require that citizens experience a short-term loss (of their contribution) in order to realize a long-term gain (of the good). However, because everyone can use the good once it is provided, there is also an incentive to not contribute, let others give, and then take advantage of their efforts. This state of affairs introduces a conflict between doing what is best for oneself and what is best for the group. In a public goods situation, cooperation and antagonism impact how one resolves this conflict. The other major type of need situation is a common-pool resource problem. Here, a good is fully provided at the outset, and citizens may sample from it. The resource is usually, but not necessarily, partially replenished. Examples of replenished resources are drinking water and trees; examples of resources that are functionally not replenished are oil and minerals. Common-pool resources allow citizens to experience a short-term gain (by getting what they want in the early life of the resource) but also present the possibility of a long-term loss (if the resource dries up). As with public goods, there is thus a conflict between, on the one hand, acting in one's best interest and taking as much as one wants all the time and, on the other, acting for the good of the group, which requires taking a lesser amount so that the replenishment rate can keep up with the rate of use. As with public goods, both cooperation and antagonism affect this decision. With these situations in mind, we can now dig deeply into the dynamics of both cooperation and antagonism. Cooperation is one of the most heavily studied aspects of human behavior, yet despite this attention, there is much that is not understood about it, including its fundamental base. There are a number of different perspectives on the base. Interdependence theory argues that cooperation is driven by how one interprets the subjective value of the outcomes that will result from various combinations of behaviors. A person who sees a potential result of "50 to you, 50 to me" as "We both would do well" is more likely to ...

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“…(See Druckman et al 2002 on the underlying theory.) It captures three functions of mediation: diagnosis, analysis, and advice (Druckman et al 2004). These functions are performed in sequence.…”

Section: Electronic Negotiation and Mediationmentioning

confidence: 99%

“…The negotiation is followed by a de-briefing where we discuss any problems that arose in using NA, the impact of the mediator on their round-two negotiating (including perceptions of the e-mediator), and what was learned about the three mediation functions discharged by NA. The discussion then moves to a presentation of results obtained from three evaluation experiments reported by Druckman et al (2004).…”

Section: Electronic Negotiation and Mediationmentioning

confidence: 99%

Frameworks, Cases, and Experiments: Bridging Theory with Practice

Druckman

2010

Int Negot

Self Cite

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A theory-oriented approach to teaching and training about negotiation is discussed in this article. Following the flow of a course taught on several continents, I emphasize the value of conceptualizing about the negotiating experience. This is done with concepts, metaphors, frameworks, and research findings summarized in the form of a set of narratives. A series of exercises bring the concepts to life. These include the difference between negotiating values and interests, designing scenarios, and enacting the negotiating functions of analyst, strategist, and designer. Students are also given an opportunity to perform as negotiators and observers in a complex multi-issue negotiation involving security issues similar to those discussed recently between the U.S. and Iraq. They are provided with a research experience that entails coding selected peace agreements for distributive and procedural justice as well as for the durability of those agreements. Lessons learned are generated in de-briefings of the exercises. They are also discussed in a final class where students' insights, gained from comparative case analyses, are organized by the framework introduced during earlier classes.

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e-Mediation: Evaluating the Impacts of an Electronic Mediator on Negotiating Behavior

Cited by 13 publications

References 36 publications

Computerized simulation of the Israeli-Palestinian conflict, knowledge gap, and news media use

Computerized simulation of the Israeli-Palestinian conflict, knowledge gap, and news media use

Cooperation, Trust, and Antagonism

Frameworks, Cases, and Experiments: Bridging Theory with Practice

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