Learning from the following favorite words：
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Ideally, senior managers should be taught to identify potential discrepancies between their theories and their practice. But It’s a rare company that allocates sufficient resources to address the disconnect between what negotiators say and what they do.
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Quote from <Good for you, great for me>
Learning from the following favorite words：
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Even though a mutual-gains or a win-win approach to negotiation requires empathy and self-interested cooperation (to create value), winning at win-win negotiation also requires a commitment to assertiveness or claiming.
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Quote from <Good for you, great for me>
Learning from the following favorite words：
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On top of that, negotiators need a clear mandate indicating what they should say at the outset, what new options they can invent, and what package or trades they can support.
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Quote from <Good for you, great for me>
Learning from the following favorite words：
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In the same way that post-modern thinking can inform negotiation research, so, too, can it inform negotiation pedagogy. For example, first generation negotiation pedagogy generally includes the study of steps or stages for moving through the negotiation process ( Korobkin 2002). This approach to teaching negotiation makes perfect sense from within our current paradigm, since we conceptualize the very process as rational and strategic. However, if we believe that negotiation is a dynamic and emergent process where every communication moce potentially changes everything that follows such a prescriptive approach to teaching becomes nonsensical.
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Quote from <Rethinking Negotiation Teaching>
Vivian chih’s sharing of negotiation skill
Learning from the following favorite words：
“A different Approach to Negotiation Scholarship
The Dispute resolution field is increasingly embracing new and cross-disciplinary perspectives to understanding conflict. Other essays in this volume exemplify this growing diversity (see Bernard, Finding Common Ground; Brown, Strategies for addressing Partisan Perceptions; Guthrie, I’m Curious; Jones, Designing Heuristics). This broadening focus is both important and welcome. At the same time, as I have argued elsewhere, our field seems not to have fully engaged with scholarship that stands outside our common sense, individualist, ideology (Fox 2006).Specifically we are only beginning to examine conflict and negotiation from the perspective that I refer to as post-modern scholarship. I suggest it is precisely here that fundamentally new ways of thinking about negotiation can flourish. By stepping outside the current paradigm, we may find new and interesting insights that were previously invisible.
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Quote from <Rethinking Negotiation Teaching>
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Nealon and Giroux make two points that are relevant to negotiation knowledge development: First, as is true with any knowledge about any field, out knowledge about negotiation is based on ideological factors that pre-determine what will count as knowledge and what will be used to judge new and developing knowledge in the negotiation field. Thomas S. Kuhn articulated a similar argument in his book The Structure of Scientific Revelations (Kuhn 1996). Second, our current ideology toward negotiation may have so “disappeared” into our common sense that we are not aware of how it shapes the very questions we ask and the answers that we would value.
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Quote from <Rethinking Negotiation Teaching>
Learning from the following favorite words：
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A second nagging feeling arose during our four day conference: First generation negotiation scholarship, while varied, rigorous and deeply insightful, seems to emerge primarily form a single ideological base. Put differently, despite the multitude of worldviews we experience in practice, I sensed that our knowledge about the field arises, primarily and ironically, from a single worldview.
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Quote from <Rethinking Negotiation Teaching>
Vivian’s sharing：
Learning from the following favorite words：
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At least one scholar argues that crisis situations can confront negotiators with yet another, more confounding and fundamental, challenge: a conflict of worldviews( Docherty 2001). In such situations, a negotiator’s work goes well beyond strategies for lowering emotion, bringing order to chaotic situations and finding common ground. It can involve negotiating reality itself.
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Quote from <Rethinking Negotiation Teaching>
Learning from the following favorite words：
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The changing dynamics of political and social relation has also required new ways of thinking about how we negotiate
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“In addition to learning from globalization and international or social conflict, our field is also learning a great deal from scholars and practitioners who must negotiate in the midst of crisis. Such situations include negotiating with hostage-takers, in barricade situations and in suicide attempts, among others (Lanceley 2003; Strentz 2006). These situations confront negotiators violence, with very high emotion and with reduced rationality.
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Quote from <Rethinking Negotiation Teaching>
Learning from the following favorite words：
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The reason why we negotiate is, of course, not just to reach agreement but to get what we want. Gradually, over the decades of mediating in a variety of difficult conflicts, from family feuds and boardroom battles to labor strikes and civil wars, I have come to the conclusion that the greatest obstacle to getting what we really want in life is not the other party, as difficult as he or she can be. The biggest obstacle is actually ourselves. We get in our own way.
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Quote from <Getting to yes with yourself>
