Return to Four Obstacles to Learning from Negotiation Simulations
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David Lim /
In my experience as a negotiation adjunct lecturer, I also find Point 4- "Losing" can be amplified in an Asian context; especially when attendees to a programme are very mixed with very senior people possibly paired with juniors. Giving "face" by pairing peers can help resolve this as can giving the negotiation a 'fun" , learning approach.
Brian Taylor /
Down under here in Australia we get the same kind of resistance and dislike from participants to 'role-playing'. So, the points you make above are valuable to me. I would be interested to know if there are valid beneficial reasons to use scenarios that are deliberately unfamiliar to participants. The reverse of the reasons above are positive but is there some research or principles that are more definitive?
Maria Haydee Rodriguez /
In my experience of 19 years in teaching Negotiation in Uruguay and Southamericans countries, the most important reason to use scenarios deliberately unfamiliar to participants, is to help them to focus more in the "process" of negotiation than in the "substance" or context.