Negotiation Journal

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The Negotiation Journal is a multidisciplinary international journal devoted to the publication of works that advance the theory, analysis, practice, and instruction of negotiation and dispute resolution.

 

The Negotiation Journal is a multidisciplinary international journal devoted to the publication of works that advance the theory, analysis, practice, and instruction of negotiation and dispute resolution.

The journal is committed to the development of better strategies for resolving differences through the give-and-take process of negotiation. Negotiation Journal’s eclectic, multidisciplinary approach reinforces its reputation as an invaluable international resource for anyone interested in the practice, analysis, and teaching of negotiation, mediation, and conflict resolution including:

• educators,
• researchers,
• diplomats,
• lawyers,
• business leaders,
• labor negotiators,
• government officials, and
• mediators.

The kinds of articles that appear in the Journal range from brief columns reporting or commenting on interesting ideas to research reports; from analytic descriptions of negotiation practice to essays aimed at building negotiation theory; from integrative book reviews to accounts of educational innovations.

Editor
Michael Wheeler

Managing Editor
Nancy J. Waters

Managing Editor Emeritus
J. William Breslin

Associate Editors
Daniel Druckman
Carrie Menkel-Meadow

Associate Editor, Reviews
Robert C. Bordone

Associate Editor, Education
Melissa Manwaring

Current Issue:

The April 2010 issue of Negotiation Journal features a special section on communication and negotiation guest edited by Phillip Glenn and Lawrence Susskind. Closer attention to the analytical methods used by communications scholars, the editors and authors argue, can provide negotiation scholars with greater insight into the impact of communication practice on negotiation, and, they hope, with ideas for improving negotiation practice.

In an introduction to the section, the guest editors describe the fields of conversation analysis and discourse analysis, which are two areas of communication studies that they argue hold great potential for negotiation scholars and practitioners. In his contribution to the issue, Doug Maynard considers the structure of negotiation talk by closely analyzing several real-life negotiation sequences, including plea bargaining sessions and a real estate negotiation. He focuses on core bargaining sequences that lie at the heart of negotiations, which include such activities as deferring, demurring, and deterring.  Please click here to hear an excerpt from the real estate negotiation.

In her article, Linda Putnam reviews discourse analytic research on how language use in negotiation informs strategy, relational development, identity management, emotional expression, issue development, and framing. She examines a real estate negotiation to show how negotiators jointly frame such issues as risk, certainty, and loss-gain as they discuss the issues.

In another article, Phillip Glenn takes a close look at videotaped excerpts from an actual small claims court mediation session, identifying a central concern for mediators: how to deal with the tension between demonstrating a commitment to take each party seriously while scrupulously avoiding the appearance of taking sides. To see excerpts from the small claims mediation analyzed in this article, click here.

Finally, in his concluding piece, Larry Susskind looks at conversation and discourse analysis from the perspective of a mediation theorist and practitioner. Communications scholars and negotiation scholars have much to offer each other, he argues, making a strong case for how insights from each arena enrich our understanding of both.

Also in the April issue, Jane K. Miller, Kevin P. Farmer, Daniel J. Miller, and Linda M. Peters look at labor negotiations and the use of interest-based bargaining in the rail and airline industries. They report that those who negotiate on behalf of labor unions tend to be much more skeptical of interest-based approaches than those who negotiate for management.

In another article, Archie Zariski takes an exhaustive look at the literature on mediation theory from the last several decades, in the process developing a comprehensive and flexible “theory matrix” for mediators.

Finally, Stephen Goldberg and Margaret Shaw return to the pages of Negotiation Journal to report what they learned about mediators and mediation practice after interviewing thirty-one of the fields “founders,” who began mediating in the 1970s and 1980s, when the field was young. These mediation pioneers describe what drew them to the field, how it has grown and  become institutionalized within the American legal system, and how they think it will continue to develop and change. 

Upcoming Issues:

Please check back for upcoming issue previews.

Online Resources

Visit the Wiley-Blackwell Negotiation Journal homepage to:

• Subscribe
• View the tables of contents of recent editions
• Read the Instructions to Contributors, and more

 

Negotiation Journal Attributes

Editor:
Michael Wheeler

PON Teaching Negotiation Resource Center

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Soft copy vs. hard copy

You may order this role simulation in either soft copy (electronic) or hard copy (paper) format. If you select the soft copy option, you will receive an e-mail with a URL (website address) from which you may download an electronic file in Adobe Acrobat PDF format. You will have one week to download your materials from when you receive the email. You are then only authorized to use, print, or share the materials as many times as the number of copies you purchase. The TNRC charges for use of this simulation on a per-participant basis. Therefore, you must purchase a separate copy of this simulation for each person who will be participating, regardless of the number of roles in the simulation. You will only receive a link to one electronic file, which includes all general instructions, confidential instructions, and any teaching notes for the simulation. You should separate out the instructions before distributing to participants.

If you select the hard copy option, you will receive paper copies of this role simulation via the shipping method you select.

For additional information about the soft copy option, please visit our FAQ section, or contact the PON Teaching Negotiation Resource Center at tnrc@law.harvard.edu or 800-258-4406 (within the U.S.) or 301-528-2676 (outside the U.S.).

Please note: At the present time, Teaching Negotiation Resource Center soft copies are compatible with the following versions of the Adobe Acrobat Reader: English, German, French, Spanish, Swedish, Portuguese, Japanese, and Korean. If you have a different version of the Acrobat Reader, you may wish to download one of these at http://www.adobe.com/products/acrobat/readstep2.html, or contact the PON Teaching Negotiation Resource Center at tnrc@law.harvard.edu, 800-258-4406 (within the U.S.), or 301-528-2676 (outside the U.S.) for further assistance. This restriction does not apply to the freely available Teacher’s Package Review Copies.

Ordering a single copy for review

If you wish to review the materials for a particular role simulation to decide whether you’d like to use it, a PDF, or soft copy, version of the Teacher’s Package for the simulation is available as a free download from the description page of most role simulations and case studies. All Teacher’s Packages include copies of all participant materials. In addition, some Teacher’s Packages (but not all) include additional teaching materials such as teaching notes or overhead masters.

Ordering copies for multiple participants

To order multiple copies of a role simulation for use in a course or workshop, simply enter the total number of participants in the box next to “Quantity.” There is no need to calculate how many of each role is required.

If you are ordering hard copies, the Teaching Negotiation Resource Center will calculate the appropriate numbers of each role to provide, based on the total number of participants. For example, if you wish to order a 2-party role simulation for use with a class of 30 students, you would enter “30” in the box next to “Quantity.” You then would receive 15 copies of one role and 15 copies of the other role, for use with your 30 participants. As another example, if you ordered 30 participant copies of a 6-party role simulation, you would receive 5 copies of each role.

In the event that the number of participant copies you order is not evenly divisible by the number of roles in the simulation, you will receive extra copies of one or more roles. Participants receiving the extra roles may partner with other participants playing the same role, thus negotiating as a team. So, for instance, if you ordered 31 copies of a 2-party role simulation, you would receive 15 copies of the first role and 16 copies of the second role. One of the participants playing the second role would partner with another participant playing that same role, and the two would negotiate as a team.