分類：Meidiation skill

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

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“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>

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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>

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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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Third, she will make note of stakeholder issues, and work with the parties to consider ways of obtaining their consensus-or at least defusing their opposition-before finalizing the agreement.

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Quote from <Rethinking Negotiation Teaching>

Learning from the following favorite words：

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The signal features of principled negotiation based on shared cultural values that distinguish it from distributive or integrative bargaining are the frame and tone of the initial session, continued throughout subsequent rounds of negotiation. A negotiator opens the session by framing it as a setting to share broad and specific concerns affecting the decisions to be made.

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Quote from <Rethinking Negotiation Teaching>

Unconditional regard is one of the most important mediation skill