Frameworks, Cases, and Experiments: Bridging Theory with Practice

Abstract

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.

Blended learning using role-plays, wikis and blogs

“…In order to be able to negotiate successfully, students need to understand communication strategies and negotiation theory, such as how to identify the best outcomes in a negotiation (Spencer & Hardy, 2008). Negotiation is generally taught using role-plays to assist students to develop skills in both communication and negotiation strategies (Druckman, 2010;Spencer & Hardy, 2008).…”

“…For example, students' understanding may be helped by debriefing role-plays. Debriefing has generally occurred in face-to-face environment in order to assist learning by students articulating their insights from the role-plays (Druckman, 2010;Wills, Rosser, Devonshire, Leigh, Russell, & Shepherd, 2009). However, the online environment also has this potential (Macduff, 2009).…”

“…This concept requires students to prepare for a negotiation by exploring other available options if a negotiation does not result in an agreement. This approach is known as identifying the Best Alternatives to a Negotiated Agreement or BATNA (Druckman, 2010). Another option in the pedagogy of negotiation teaching is the designing of role-plays by students to assist in mastering negotiation concepts.…”

Negotiation Success—An Application of the Halpert et al. Path Model

“…The result can be a more complex process that offers different perspectives on how negotiations work and why they succeed. The lessons learned from the parties' experience can and should be related to the findings of other research and can offer guidance to practitioners (Carnevale & De Dreu, 2005;Druckman, 2010;Sebenius, 2011;Weiss, 2011).…”