Lawrence Susskind and Melissa ManwaringAn unscripted video showing an experienced negotiation professor teaching an executive education session through the running and debriefing of the Teflex Products role simulation, interspersed with instructor commentary
The second in the Program on Negotiation’s Negotiation Pedagogy Video Series, this video is unscripted and unrehearsed. It shows Massachusetts Institute of Technology Professor Lawrence Susskind teaching part of the May 2004 PON executive education seminar, “Dealing with an Angry Public.” Scenes from the seminar are interspersed with excerpts from an after-class interview with Professor Susskind about his teaching approach.
Prior to the seminar segment filmed for this video, Professor Susskind introduced and explained the “mutual gains approach” to dealing with an angry public. Professor Susskind opens the taped segment by introducing the Teflex Products role simulation. Teflex Products involves a six-party negotiation among representatives of two companies and three consumer groups over an unexplained delay in the market release of a new hypertension drug. Professor Susskind walks the participants through the background information for the simulation, and then breaks them into same-role groups so that each participant meets with other participants playing the same role. The participants then reconvene in groups of six for the actual negotiation. Toward the end of the negotiations, Professor Susskind’s teaching colleague Jeff Ansell bursts into the room in the role of an investigative journality, and conducts mock television interviews with several of the participants. These interviews will be used as the basis for a mock television news story, which Mr. Ansell will use later in the seminar in a presentation on dealing with news media.
After the mock television interviews, Professor Susskind begins debriefing Teflex Products by expressing surprise at the outcomes. He explains that in previous iterations of the simulation, only about half of the corporate representatives fully disclosed potentially damaging information, but that all of the corporate representatives disclosed information in this case. He leads the group into a discussion as to what might explain their atypical outcomes, and then moves into whether and how they applied various aspects of the mutual gains approach. He responds to various participant questions on building and managing coalitions, identifying stakeholders, and mapping a conflict, and wraps up the debriefing with a transition to the next exercise.
Excerpts from Professor Susskind’s after-class reflections and comments are interspersed among the classroom scenes. Professor Susskind’s commentary addresses a range of issues, from why he selected Teflex Products as the first simulation in this seminar and the pedagogical implications of role assignments and same-role preparation, to debriefing and goals and responding to unexpected participant questions.
This video may be used in a number of ways, including:
As a self-stufy tool for negotiation educators, students, or practitioners regarding the negotiation lessons that Professor Susskind elicits in the seminar;
As a self-study tool for educators and regarding negotiation pedagogy, including techniques for using and debriefing role simulations, techniques for guiding and facilitating student discussion, and techniques for integrating video into negotiation course; or
As a demonstrative tool for negotiation pedagogy workshops, “train-the-trainer” sessions, or other group learning settings designed to help negotiation educators improve their teaching skills.
This video package includes production notes. A free review copy of the Teflex Products simulation is available on request from email@example.com.
The Program on Negotiation Clearinghouse is offering this video (and others in its Pedagogy Video Series) at a very low price for its length and quality, in order to encourage circulation among the academic community.
Negotiation Pedagogy Video Series, Part II Attributes
- Time required:
- Teaching Notes Available:
- Run Time:
- 1 hour, 56 minutes
- Produced by:
- Melissa Manwaring
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 are then permitted to view the document on your computer and either print the number of copies you purchased, or forward the electronic file as many times as the number of copies you purchased. You will only receive a link to one electronic file per document. So, if you order 25 soft copies, you may either forward copies of the link to 25 people via e-mail, or print (and/or photocopy) 25 hard copies of the document.
If you select the hard copy option, you will receive paper copies of this role simulation via the shipping method you select.
The purchase price and handling fee are the same for both soft and hard copies. Soft copies do not entail a shipping fee.
For additional information about the soft copy option, please visit our FAQ section, or contact the PON Teaching Negotiation Resource Center at firstname.lastname@example.org or 800-258-4406 (within the U.S.) or 781-966-2751 (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 email@example.com, 800-258-4406 (within the U.S.), or 781-966-2751 (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, then you should order a single Teacher’s Package for that role simulation. A PDF, or soft copy, version of the Teacher’s Package is also available as a free download from the description page of most role simulations and case studies. There is no need to order participant materials as well as a Teacher’s Package, as 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. Please note that the materials in Teacher’s Packages are for the instructor’s review and reference only, and may not be duplicated for use with participants.
Ordering copies for multiple participants
If you wish 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 “Participant Copies.” There is no need to calculate how many of each role is required; 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 “Participant Copies.” 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.