How do you combat Zoom fatigue with your students when teaching online? How do you encourage students to participate in group discussions when they are physically removed from their peers? Now that teachers and trainers have had their first taste of remote learning, and might be facing another semester of virtual classes, the Teaching Negotiation … Read More
Learn how to negotiate like a diplomat, think on your feet like an improv performer, and master job offer negotiation like a professional athlete when you download a copy of our FREE special report, Negotiation Skills: Negotiation Strategies and Negotiation Techniques to Help You Become a Better Negotiator, from the Program on Negotiation at Harvard Law School.
What is Negotiation Pedagogy?
The field of negotiation is constantly evolving, and as such, requires new approaches to negotiation pedagogy.
Much of today’s negotiation pedagogy materials need to be transformed or developed to accommodate both online and face-to-face instruction. Though the transformation towards online courses takes a lot of energy, its outcomes can be leveraged to make our ‘normal’ classes much more performant afterwards. It is not a one-off effort without future positive impact.
This raises a very crucial question for instructors: how do you transition a course designed to be in-person into an online format while ensuring students remain engaged and achieve the desired learning outcomes? Online learning presents many challenges for both instructors and students, but there are negotiation pedagogy opportunities as well that can be harnessed with the right strategy.
In fact, this isn’t a new issue. One of the ongoing debates within the negotiation pedagogy community regards the way we assess instructional outcomes.
To that matter, in the mutual gains model of negotiation pedagogy—where intangibles, creativity, and soft skills matter hugely—quantitative exercises and assessments can be helpful, but may not always bee especially meaningful.
James Sebenius (HBS Gordon Donaldson Professor of Business Administration and Director, Harvard Negotiation Project) considers scorable games most valuable when they provide both an intellectual and an emotional learning experience. Students can “crystallize metaphors,” both visual and analytical, using the outcomes from quantifiable simulations. Through this process, they can build a framework that will make it easier for them to continue to learn from their own future negotiation experience.
Negotiations can be challenging. But negotiation pedagogy doesn’t need to be. To find out more, get our new special report — Teaching Negotiation: Understanding The Impact Of Role-Play Simulations – for FREE. This report assembles three key articles originally published in Negotiation Briefings, the newsletter of the Program on Negotiation at Harvard Law School. Get your copy today to review the ones that matter to you.
The following items are tagged negotiation pedagogy:
Negotiation simulations, while incredibly useful teaching tools, can be difficult to orchestrate logistically, especially with large groups of participants. Moving classes online has made running simulations even more complex. Zoom, as well as many other video chat platforms, has lots of features to assist with running simulations online. To help educators prepare for this unpredictable … Read More
Whether you are going to be teaching negotiation next semester for the first time, or are a seasoned negotiation instructor, insightful research in negotiation pedagogy can help you approach your course in more effective and innovative ways. The Negotiation Journal, from the Program on Negotiation (PON), has a collection of articles on negotiation pedagogy that … Read More
In 2009, we collected many types of curriculum materials from teachers and trainers who attended the Mediation Pedagogy Conference. We received general materials about classes on Alternative Dispute Resolution (ADR) as well as highly specific and idiosyncratic units like Conflict Resolution through Literature: Romeo and Juliet and a negotiating training package for female managers … Read More
How do we adapt learning objectives to online instruction? As the Coronavirus spreads around the world, many universities are moving to a remote learning structure with online classes. This raises a very crucial question for instructors: how do you transition a course designed to be in-person into an online format while ensuring students remain engaged and … Read More
The exercises and videos developed for teaching online can also help improve in-person courses. As teachers and trainers around the world are working to transition their courses online and wondering about how their approach to teaching will be altered moving forward, the Teaching Negotiation Resource Center (TNRC) asked some of our experienced online teachers to share … Read More
In case you missed it, Paul Berkman, Professor of Practice in Science Diplomacy and Founding Director of the Science Diplomacy Center at Tufts University, recently gave a Zoom talk about science diplomacy in the age of COVID-19, hosted by the Program on Negotiation (PON). We now are in the early stages of the COVID-19 pandemic, when … Read More
While teachers and trainers around the world work to transition their courses into remote formats, we asked some of our experienced online teachers to share their experiences with the Teaching Negotiation Resource Center (TNRC) so as to provide insights to those who might be working to teach online for the first time. Samuel “Mooly” Dinnar is … Read More
On November 15th, 2019, the Teaching Negotiation Resource Center (TNRC) hosted a conference on excellence and innovation in negotiation pedagogy. Negotiation and dispute resolution teachers and trainers from around the world came to Cambridge to learn about new approaches and share their experiences. Speakers at the conference spotlighted innovative instructional techniques in many diverse fields of … Read More
Join us in Cambridge on Friday, November 15th, 2019 for a conference on excellence and innovation in teaching negotiation. The Teaching Negotiation Resource Center (TNRC) at the inter-university Program on Negotiation at Harvard Law School is pleased to announce that the 2019 Negotiation Pedagogy Conference will take place on Friday, November 15th, 2019 at Harvard Law … Read More
Access to multimedia content has rapidly increased throughout the world, with videos and short clips permeating our daily life. We are consuming, producing, and interacting with videos more now than ever before. In light of increasing video fluency and interest in using videos in education, the Program on Negotiation’s Teaching Negotiation Resource Center is creating … Read More
Have you planned your curriculum and purchased your teaching material for next semester? We’re here to help you to find the best negotiation exercises and teaching aids for your negotiation classes. … Read More
Update Your Teaching Materials with Our Top Negotiation Role Play Simulations The field of negotiation is constantly evolving, and as such, requires new ways of teaching negotiation. It can sometimes happen that students come into a class having already encountered the negotiation simulation being used in the course, or that a different kind of exercise is … Read More
At a recent Teaching Negotiation Resource Center (TNRC) faculty pedagogy seminar, members of the PON faculty and negotiation community gathered to hear Gordon Kaufman (MIT Morris A. Adelman Professor of Management, Emeritus) speak about how he uses quantifiable data to plot student-learning trajectories. The conversation focused on the ongoing debate within the negotiation pedagogy community regarding the … Read More
Have you been energized by the unique “aha” moment students experience when negotiation videos are used in their class? Us too! … Read More
Jim Sebenius, the Gordon Donaldson Professor of Business Administration at Harvard Business School, and Director of the Harvard Negotiation Project, addressed these questions in his presentation at the NP@PON Faculty Dinner Seminar on October 7, 2010. His article, “Developing Negotiation Case Studies,” began as a memo to a novice case writer about how to write … Read More
Many negotiation and mediation instructors draw from other disciplines for a range of purposes. Insights from social psychology, for instance, can help students understand, explain, or predict certain interpersonal and inter-group dynamics. Ideas from economics and game theory can shed light on various value-creation principles. … Read More
Teaching negotiation using case studies focused on the efforts of great negotiators can help achieve several pedagogical goals at the same time. Developed by Professor James Sebenius of Harvard Business School, the Program on Negotiation’s Great Negotiator case study series, available from the PON Clearinghouse, highlights the lessons learned by each recipient of PON’s Great … Read More
This program is designed for anyone who teaches negotiation, dispute resolution, or conflict analysis across any field (e.g., law, business, international relations, social work, peace studies, public policy, urban planning, environmental studies, and engineering). Negotiation trainers who provide on-site or online training to business or community clients should also attend so they can evaluate potential new … Read More
Katrin Bennhold, staff writer for the International Herald Tribune, and Paula Gutlove, Professor of Negotiation and Conflict Management Practice at the Simmons College School of Management, will present a talk on Women and Negotiation. … Read More
Why are some negotiation exercises still used in a great many university classes even twenty years after they were written? In an effort to understand more about the enduring quality of some classic teaching materials, we asked faculty affiliated with PON to explain why they think some role play simulations remain bestsellers in the Clearinghouse … Read More
In an effort to understand more about how the former PON Clearinghouse does and doesn’t meet its customers’ needs, we interviewed a number of long-time Clearinghouse clients. We asked what teaching materials they found most valuable and for what reasons. We also asked how they found out about the former Clearinghouse and what additional teaching and … Read More
How can video be used to enhance the teaching of negotiation? This question was addressed by Michael Moffitt from the University of Oregon Law School in his presentation called “How I Learned to Stop Worrying and Love the Camera: Video in Negotiation Pedagogy” at the NP @ PON faculty dinner seminar on April 21, 2011. … Read More
This negotiation video is a segment taken from PON’s “Negotiation Pedagogy Series, Part 2.” MIT Professor Lawrence Susskind uses the case “Teflex Products” to teach an Executive Education Seminar on how to deal with an angry public.
To watch more PON Videos, click here. To watch PON videos on YouTube, click here. … Read More
The Program on Negotiation’s 2010 Great Negotiator Award was given to former Finnish President, Martti Ahtisaari, for his many significant achievements in the fields of negotiation and diplomacy. He was central to the Namibian independence negotiations in the late 1980s. He also served as chief United Nations negotiator to Kosovo from 2005-2006, and was instrumental … Read More
The Clearinghouse now offers three, multi-party role play simulations focused on helping cities manage climate change risks. These were prepared by the Science Impact Collaborative at the Massachusetts Institute of Technology under the direction of Professor Larry Susskind. The purpose of these exercises is to engage the public in a mixture of political and technical … Read More
There is often a profound gap – of which we are typically unaware – between what we “know” or “believe” about effective negotiation practice and what we actually do as practitioners under pressure. Bruce Patton, the founder of Vantage Partners and co-founder of the Harvard Negotiation Project, advocates helping students master key “micro-skills” to enable … Read More
NP@PON has developed several new Teaching Notes to accompany the three values-based and identity-based simulations described in the last NP@PON Newsletter. The simulations are available along with an overview Teaching Note, individual teaching notes for each game, and an Annotated Bibliography. The overview Note offers extensive guidance on how to organize discussions about value-based disputes … Read More
Access to multimedia content is rapidly increasing throughout the world, with videos and short clips permeating our daily life – whether in gas stations, on ATMs, cell phones, or mobile entertainment devices. We are consuming, producing, and interacting with videos more now than ever before: YouTube is the third-most visited website on the Internet, the … Read More
An Experiment: Exploring Interdisciplinary Linkages between Negotiation and Communication Studies What would negotiation pedagogy look like if we focused more on the core meanings and practices of communication? How can understanding the underpinnings of communication – the components of conversation and the exchange of meaning – help us understand and improve our negotiations? The weekend of … Read More
To better understand the teaching needs of the mediation community, Negotiation Pedagogy at the Program on Negotiation (NP@PON) organized a Mediation Pedagogy Conference in May of 2009. In advance of the conference, an 18-question online survey was sent to the 175 conference presenters and registered participants. The 75% response rate allowed us to illuminate important … Read More
Registration is now closed for the NP@PON Mediation Pedagogy Conference. Professors Lawrence Susskind (MIT) and Michael Wheeler (Harvard Business School) are pleased to announce a Mediation Pedagogy Conference to be held by Negotiation Pedagogy at the Program on Negotiation at Harvard Law School (NP@PON). This two-day Conference will be held Friday, May 15 and Saturday, May … Read More
Negotiation Pedagogy at the Program on Negotiation (NP@PON) produced a video of an actual landlord-tenant small claims mediation – from start to finish, including side-bar conversations – for its 2009 Mediation Pedagogy Conference. It is rare that an actual (as opposed to staged or acted) mediation is available for instructional purposes. Of the many different … Read More