NCJ Number
100856
Journal
Negotiation Journal Volume: 2 Issue: 1 Dated: (January 1986) Pages: 15-27
Date Published
1986
Length
13 pages
Annotation
This article explores unique factors and problems in teaching negotiation, a model for teaching negotiation skills, and course structuring.
Abstract
Teaching negotiation is different from teaching traditional courses because it is a relatively new course area, it is interdisciplinary, and it must combine intellectual and skill development. The proposed teaching model -- derived from the work of Kolb, Rubin, and McIntyre -views learning as four interrelated steps: the development of concepts leading to the testing of the implications of the concepts, followed by behavior and experiences critiqued to yield more concepts. An ideal course structure should emphasize the stages of this experiential model. Unique problems in teaching negotiation are the volatility and unpredictability of classroom dynamics; the requirement of multiple instructor roles; the regulation of classroom dynamics; unethical conduct; extreme emotionalism, revenge, and violence displayed in student simulations; and the development of negotiating rules and procedures with students. 11 references.