Mega‐Simulations in Negotiation Teaching: Extraordinary Investments with Extraordinary Benefits

Weiss, Stephen E.

doi:10.1111/j.1571-9979.2008.00187.x

Cited by 18 publications

(18 citation statements)

References 25 publications

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“…In order to make the scenario more realistic, we developed a complex simulation and supplied the participants with extensive background and role‐specific information. According to Stephen Weiss (2008), complex simulations help experimental participants to develop a deeper understanding of complex negotiation settings than standard role‐plays. The task of the participants was to negotiate a potential agreement between a supplier of additives for biocides and a manufacturer of biocides on three distributive issues: the price for 200 kg of additive, a cost‐sharing arrangement at the production plant, and a cost‐sharing arrangement for the transportation of the additive.…”

Section: Study Methodologymentioning

confidence: 99%

How Valid Is Negotiation Research Based on Student Sample Groups? New Insights into a Long-Standing Controversy

Herbst

Schwarz

2011

Negotiation Journal

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Although a considerable amount of research has examined the impact of experience on negotiation behavior and performance, we still know very little about the usefulness of student samples in negotiation research because most studies have compared the performance of inexperienced students with those who had received some kind of extensive negotiation training or with experienced professional negotiators(s). Against this background, we investigate whether the results obtained from trained student samples are generally similar to those of professional negotiators. Generally, our data confirm our hypotheses that students with some negotiation training and experience perform better than untrained student negotiators and that they are not significantly outperformed by professional negotiators. From this, we conclude that many questions in the field of negotiation research can be effectively tested by using trained students as experimental subjects.

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Section: Study Methodologymentioning

confidence: 99%

How Valid Is Negotiation Research Based on Student Sample Groups? New Insights into a Long-Standing Controversy

Herbst

Schwarz

2011

Negotiation Journal

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“…Just as I use negotiation to teach law in my law courses, I use negotiation to teach the subject of international business to students in my international business negotiation courses. Although negotiation teachers, in emphasizing process, often downplay substance, experienced negotiators recognize that mastery of the subject matter of a negotiation is essential for negotiation effectiveness (Weiss 2008). Context profoundly affects the course of any negotiation, from arms control talks in Geneva to merger discussions in Detroit.…”

Section: Increased International Business Knowledgementioning

confidence: 99%

“…Because of the importance of skill development as a basic goal in negotiation courses, teachers have relied on activity-based learning for many years and made it a central focus of their negotiation pedagogy (e.g. Honeyman, Cohen and De Palo 2009;Weiss 2008). Nonetheless, didactic methods also have a role in teaching the context of international business, in conveying negotiation and conflict resolution theory, and in helping students to synthesize what they have learned experientially in the classroom.…”

Section: Choices and Constraintsmentioning

confidence: 99%

Teaching International Business Negotiation: Reflections on Three Decades of Experience

Salacuse

2010

Int Negot

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The author has taught international business negotiation in a wide variety of university courses and executive training programs throughout the world during the last three decades. He has taught international business negotiation both as an end in itself and as a means to teach law, an approach that he calls "the law in the shadow of negotiation." This article examines three fundamental dimensions of that experience: pedagogical goals, course content and teaching methods. His principal pedagogical goals in international business negotiation courses have been three-fold: better negotiation analysis, improved negotiation skills, and increased international business knowledge. Depending on the time available, the content of his international business negotiation courses covers three broad areas: the fundamentals of conflict analysis and the negotiation process, basic themes in international negotiation, such as the importance of negotiation, preparation and the management of internal negotiations, and the special obstacles faced in international business negotiation, such as cultural differences among the parties, the actual or potential role of governments in the negotiation process, and challenges to the stability of negotiated agreements. The author's teaching relies heavily on experiential methods and materials, such as exercises, simulations and cases, although more didactic methods also have a role.

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“…The public package for this comprehensive business negotiation is eighty‐six pages long, in addition to role‐specific information. According to Weiss, such a mega‐simulation can help students to “develop a deeper understanding of negotiation subject matter and complex processes than they would by conducting standard role plays” (Weiss : 1). He considered three learning objectives to be uniquely achievable through a mega‐simulation: “combining negotiation concepts and skills, appreciating the nature of complex negotiation dynamics and tasks, and obtaining multidimensional, multisource performance feedback” (Weiss : 328).…”

Section: Modeling and Operationalizing Negotiation Complexitymentioning

confidence: 99%

Cognitive Maelstroms, Nested Negotiation Networks, and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Bell¹,

Mandell²

2018

Negotiation Journal

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Negotiation practitioners today struggle to manage complex political, economic, and cultural disputes that often involve an array of intertwined issues, parties, process choices, and consequences -both intended and unintended. To prepare next-generation negotiators for these multifaceted challenges, negotiation instructors must keep pace with the rapidly evolving complexity of today's world. In this article, we introduce systemic multiconstituency exercises (SMCEs), a new educational tool for capturing this emerging reality and helping to close the experiential learning gap between the simulated and the nonsimulated environment.We discuss our pedagogical rationale for developing The Transition, a seventy-two-party SMCE inspired by the complex conflicts in Afghanistan and Central Asia and then describe our experiences conducting multiple iterations of this simulation at Harvard University. We argue that SMCEs, Negotiation Journal January 2018 37 in which stakeholders are embedded in clusters of overlapping networks, differ from conventional multiparty exercises because of their immersive character, emergent properties, and dynamic architecture. This design allows for the creation of crucial negotiation complexity challenges within a simulated exercise context, most importantly what we call "cognitive maelstroms," nested negotiation networks, and cascading decision effects. Because of these features, SMCEs are uniquely suited for training participants in the art of network thinking in complex negotiations. Properly designed and executed, systemic multiconstituency exercises are next-generation teaching, training, and research platforms that carefully integrate negotiation, leadership, and decision-making challenges.Key words: negotiation, negotiation teaching, negotiation simulations, complexity, multiparty negotiation, constituencies, system effects, networks. IntroductionIn this article, we describe a method for training negotiators to be prepared for an increasingly complex world. The gap that has always existed between real-world negotiations and the quality and scope of experiential learning exercises has only grown as the world that negotiators confront has grown more complex in multiple ways.First, the number of formal and informal stakeholders that influence collective decisions across the public, private, and nonprofit sectors has increased. Because of globalization and the telecommunications revolution, actors now function across coalitions and networks. Each network operates within its own ecosystem of behaviors, assumptions, needs, and interests.Second, relationships between and among the global, regional, and local environments are rapidly changing. The distinctions between these three environments blur together. Negotiators are often unaware of the interconnectedness of conflicts and unable to decode how individuals and groups react to each other not just within but across conflicts and environments.Third, leaders around the world are hindered by the growing ineffectiveness of their conflict manageme...

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Mega‐Simulations in Negotiation Teaching: Extraordinary Investments with Extraordinary Benefits

Cited by 18 publications

References 25 publications

How Valid Is Negotiation Research Based on Student Sample Groups? New Insights into a Long-Standing Controversy

How Valid Is Negotiation Research Based on Student Sample Groups? New Insights into a Long-Standing Controversy

Teaching International Business Negotiation: Reflections on Three Decades of Experience

Cognitive Maelstroms, Nested Negotiation Networks, and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

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