Rethinking Negotiation Teaching is the first of four volumes of the Rethinking Negotiation Teaching project. Edited by Christopher Honeyman, James Coben and Giuseppe De Palo and with dozens of contributing authors, this volume is one of two major products from the first year of the project. Honeyman, Coben and De Palo are also guest editors of the April 2009 edition of Harvard’s Negotiation Journal, a special issue * with nine articles drawn from this initiative. Published 2009 by DRI Press (an imprint of the Dispute Resolution Institute at Michell Hamline School of Law) the book is available from Amazon.com (directly via this link, with free shipping); with the generous financial support of the JAMS Foundation, every chapter in the book is also available free in PDF format. Translations in Mandarin and Arabic are also without charge.
Copyright: We encourage teachers to use any chapters in your teaching and training. There is no charge provided that copies are distributed at or below cost, you notify the publisher (sharon.press@mitchellhamline.edu) that you are using the material and describe the context, and you provide attribution as follows: Copyright 2009 DRI Press, Mitchell Hamline School of Law, Author and Chapter Title.
Description from DRI Press:
In May 2008, more than 50 of the world’s leading negotiation scholars and trainers gathered in Rome, Italy to embark on a multi-year effort to develop “second generation” global negotiation education. The participants’ post-conference writings — the 22 chapters contained in RETHINKING NEGOTIATION TEACHING — critically examine what is currently taught in executive style negotiation courses and how we teach it, with special emphasis on how best to “translate” teaching methodology to succeed with diverse, global audiences. Collectively, the chapters provide a blueprint for designing courses to take account of the most recent discoveries in the growing, multi-disciplinary science of negotiation and confronting the challenges of teaching negotiation in cross-cultural settings.
Contents
2. Negotiation as a Post-Modern Process
Kenneth H. Fox
3. Finding Common Ground in the Soil of Culture
Phyllis E. Bernard
4. Reflective Practice in the New Millennium
Michelle LeBaron & Mario Patera
II. New Subjects for a New Age
5. I’m Curious: Can We Teach Curiosity?
Chris Guthrie
6. Negotiating Your Public Identity: Women’s Path to Power
Catherine H. Tinsley, Sandra I. Cheldelin, Andrea Kupfer Schneider & Emily T. Amanatullah
7. You’ve Got Agreement: Negoti@ting via Email
Noam Ebner, Anita D. Bhappu, Jennifer Gerarda Brown, Kimberlee K. Kovach & Andrea Kupfer Schneider
8. Addressing Partisan Perceptions
Jennifer Gerarda Brown
9. Negotiation Nimbleness When Cultural Differences are Unidentified
Maria R. Volpe & Jack J. Cambria
10. Culture – The Body/Soul Connector in Negotiation Ethics
Jacqueline Nolan-Haley & Ewa Gmurzynska
11. The Psychology of Giving and its Effect on Negotiation
Habib Chamoun & Randy Hazlett
12. Designing Heuristics: Hybrid Computational Models for Teaching the Negotiation of Complex Contracts
Gregory Todd Jones
III. Redesigning Methods
13. Death of the Role-Play
Nadja Alexander & Michelle Le Baron
14. Negotiating Learning Environments
Melissa Nelken, Bobbi McAdoo & Melissa Manwaring
15. Online Communication Technology and Relational Development
Anita D. Bhappu, Noam Ebner, Sandra Kaufman & Nancy Welsh
IV. Templates and Tools
16. Moving Up: Positional Bargaining Revisited
Noam Ebner & Yael Efron
17. What Really Happened in the Negotiation?
David Matz
18. Cultural Baggage When You “Win As Much As You Can”
Julia Ann Gold
V. Preparing for the “Innocents Abroad”
19. Outward Bound to Other Cultures: Seven Guidelines
Harold Abramson
20. Minimizing Communication Barriers
Joseph B. Stulberg, Maria Pilar Canedo Arrillaga & Dana Potockova
21. We Came, We Trained, But Did It Matter?
Lynn Cohn, Ranse Howell, Kimberlee K. Kovach, Andrew Lee & Helena de Backer
22. Culture, Cognition and Learning Preferences
Kimberlee K. Kovach
VI. Epilogue
The Committee to Make the Students Learn
John Wade
Editors’ Bios
*Editor’s Note, from Negotiation Journal, April 2009 special issue (vol. 25/2)
Michael Wheeler, Harvard Business School:
Several years ago Chris Honeyman and Andrea Kupfer Schneider, along with dozens of friends and colleagues, daringly conspired to capture the best negotiation ideas, frameworks, and techniques from a wide-ranging set of academic disciplines. Their project began with a series of conferences and culminated in the publication of The Negotiator’s Fieldbook in 2006. That nearly eight hundred-page volume is now an essential reference for serious scholars and practitioners alike.
More recently many of the same contributors set out on an equally ambitious venture, namely to stimulate and document what they call “the second generation of global negotiation education.” In a world where the economy has been rapidly globalizing – and where conflict is rife – they challenged the notion that traditional American pedagogy necessarily meets the needs of individuals and organizations elsewhere. (Indeed, they wondered out loud whether even at home, that model has gotten rather long in the tooth.)
Last spring Hamline University School of Law, in cooperation with the JAMS Foundation and ADR Center Italy, convened a four-day conference in Rome that attracted university teachers and private trainers from more than a score of different countries. The setting and time of year was matchless, as was the collegiality, but the work was hard, as people good-naturedly challenged one another on what they teach and how their students learn.
Alas, the printed page can’t do justice to the atmosphere. Primavera in Roma simply has to be experienced firsthand, as does the good company of those colleagues who were fortunate enough to be there last year. Thanks, however, to their ongoing work, in particular to the leadership of Chris Honeyman, Jim Coben, and Giuseppe De Palo, we are able to present here a rich sampling of the new ideas and approaches that were generated in that session. Chris, Jim, and Giuseppe have prepared an introduction to the special section that comprises most of this issue. It sketches how the various contributions complement one another. They also describe their larger project which, among other things, will soon yield a book.
As a result, I’ll limit myself to three broader comments here. First and foremast, of course, is an expression of thanks to their entire crew for producing such a diverse and stimulating set of papers. I say that from my editorial perch, but also on behalf of fellow teachers and our many students, all of us who stand to benefit from this work.
Second, in reading the articles, I was repeatedly reminded about how substance and process are inextricably intertwined in our teaching. Stances and techniques that are appropriate for some topics may not be right for other material – or for other kinds of students, for that matter. While the focus here is on pedagogy, many of the same substantive negotiation issues that were explored in the Fieldbook resurface here, though cast in a new light.
Finally, the venture behind these contributions nicely complements and enriches work currently being undertaken at the Program on Negotiation at Harvard Law School under the umbrella of Negotiation Pedagogy@PON. That initiative, co-chaired by Larry Susskind, Melissa Manwaring, and me, has sponsored both small workshops and larger conferences. Indeed, within weeks of the arrival of this issue on your doorstep, we will welcome teachers from a wide range of fields to examine mediation pedagogy in hopes of generating new tools and approaches in that particular field.
While some of us are of an age that we cannot claim “second generation” status, we applaud the hopeful audacity of Chris, Jim, and the colleagues who with good reason believe that we all can become more effective – and fulfilled – in our teaching.