from $0.00

The first in the Program on Negotiation’s new Negotiation Pedagogy Video Series, this video is unscripted and unrehearsed. It shows Harvard Business School Professor Michael Wheeler teaching an actual negotiation class in April 2003, interspersed with excerpts from an after-class interview with Professor Wheeler about his teaching approach.

Prior to the class meeting filmed for this video, the students had negotiated the role simulation Discount Marketplace and Hawkins Development, and had e-mailed their results to Professor Wheeler. Professor Wheeler opens the class with a discussion around the students’ experience negotiating the Discount Marketplace role simulation. The students offer a variety of responses to questions such as whether they found it easier or harder to negotiate over words (in this case, the terms of a commercial lease) rather than numbers, and how they attempted to create value for both parties in light of their differing interests.

Professor Wheeler then shows portions of the Negotiation of a Commercial Lease videotape, in which two different pairs of real estate professionals negotiate the Discount Marketplace role simulation. He re-focuses the discussion on the performance of the videotaped negotiators, particularly around their impact of their micro-moves during the first few minutes of the negotiations. The students engage in a lively debate over the effectiveness and ineffectiveness of various moves displayed in the videotapes.

This video may be used in a number of ways, including:

• As a self-study tool for negotiation educators, students, or practitioners regarding the negotiation lessons that Professor Wheeler elicits from his class;

• As a self-study tool for educators 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 courses; 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 four pages of production notes and a review copy of the Discount Marketplace simulation discussed in Professor Wheeler’s class. The Negotiation of a Commercial Lease videotape is available separately from the Clearinghouse.

The Program on Negotiation 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.

from $50.00

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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 chouse@law.harvard.edu.

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.

$60.00

OVERVIEW:

This unscripted, unrehearsed video shows experienced negotiation instructor Sheila Heen running and debriefing the Oil Pricing exercise (also available from the PON Clearinghouse) during an actual negotiation workshop. Scenes from the workshop session are interspersed with relevant excerpts from an after-class interview with Ms. Heen, in which she reflects on her teaching purposes and performance. The session shown in this video was part of a three-day introductory negotiation workshop held at Harvard University’s John F. Kennedy School of Government for approximately 20 Environmental Leadership Program (ELP) fellows and Switzer Foundation fellows from a variety of environmental agencies.

In order to give a realistic sense of the seminar flow, virtually the entire segment relating to the Oil Pricing role simulation and debriefing is shown; only pauses and lengthy scenes of participants preparing and negotiating have been deleted. When excerpts from Ms. Heen’s interview refer to specific segments of the seminar, they are juxtaposed with the relevant segments. More general interview excerpts appear after the footage of the class meeting. Ms. Heen’s commentary addresses a range of issues, from why she selected Oil Pricing as the first simulation in this workshop and how she tailored the instructions for the group, to the purpose of her debriefing format and how she facilitates good teaching points.

About the instructor:

Sheila Heen is a lecturer on Law at Harvard Law School and an associate with the Harvard Negotiation Project. She is also a partner of Triad Consulting Group and co-author of the bestselling book Difficult Conversations: How to Discuss What Matters Most. Ms. Heen holds a J.D. from Harvard Law School.

USES FOR THIS VIDEO:

This video is designed for current and prospective negotiation educators, including classroom teachers, corporate organizational trainers, and independent consultants. It may be used in a number of ways, including:

• As a self-study tool for negotiation educators, students, or practitioners regarding the substantive lessons that Ms. Heen elicits in the seminar;

• As a self-study tool for educators regarding negotiation pedagogy, including techniques for using and debriefing role simulations and techniques for guiding and facilitating participant discussion; 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.

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 negotiation teaching community.

from $50.00

PON Video Lecture Series (1992).
According to Sara Cobb, mediation is a political activity, and mediators must possess tools enabling them to talk about the political process inherent in mediation. In The Politics of Discourse in Mediation, Cobb uses these theoretical ideas as a foundation of her pragmatic lecture to a group of mediation scholars and practitioners.

In her 37-minute lecture, Cobb weaves ideas from conflict resolution literature together with her personal experiences as a mediator to offer pragmatic advice for managing discourse in a way that ensures and enhances participation. Interspersed with informational on-screen slides, Cobb’s lecture provides mediators with practical tools to use in facilitating a process that includes two important aspects of mediation politics: the construction of complex stories and legitimizing disputants.

Cobb argues that “discourse” – that is, talk particularized by a set of values – is at the heart of conflict resolution. She views enhanced participation and involvement as a crucial goal of the conflict resolution field. In her lecture, Cobb offers mediation scholars and practitioners a set of tools to achieve this goal.

Sara Cobb, Ph. D., University of Massachusetts, Amherst, is the Director of the Institute for Conflict Analysis and Resolution at George Mason University. She is also the former Executive Director of the Program on Negotiation. At the time of “The Politics of Discourse,” Cobb was a lecturer in the Department of Communications at the University of Connecticut.

Production Quality: Utility.

from $125.00

This DVD shows a group of legal, business, and dispute resolution professionals negotiating the six-person, facilitated role simulation entitled World Trade Center Redevelopment Negotiation (also available from the Clearinghouse) regarding the reconstruction of the World Trade Center site in New York City, following the terrorist attacks of September 11, 2001. Professor Lawrence Susskind of the Massachusetts Institute of Technology (M.I.T.) introduces and debriefs the exercise, and F. Peter Phillips of the International Institute for Conflict Prevention and Resolution (CPR) provides additional commentary. The setting is the January 2007 CPR Annual Meeting in New York City, attended by a number of experienced attorneys, mediators, and judges.

The DVD includes three primary sections:

(1) An introduction (Chapter 1: approximately 14 minutes), in which Professor Susskind discusses the purposes of the exercise (primarily, to highlight the challenges associated with multi-party, multi-issue negotiations in the public arena), provides summary background information about the terrorist attacks on the World trade Center on September 11, 2001, describes the six roles and four issues to be negotiated in the World Trade Center Redevelopment Negotiation exercise, offers some preliminary observations about the dynamics of complex multiparty negoatiation, and provides instructions for participating in the exercise.

(2) A demonstration of one group of six CPR Annual Meeting attendees negotiating the World trade Center Redevelopment Negotiation exercise for the first time (Chapters 2 – 9; approximately 39 minutes). This negotiation is unscripted and unrehearsed. It has been edited for time, but every effort has been made to preserve the overall flow of the actual negotiation. This segment is particularly interesting because it frequently depicts simultaneous interactions, sometimes by using a split screen to show multiple participants in the same meeting, and sometimes by sequentially showing meetings of sub-groups of participants that actually occurred simultaneously.

A debriefing of the exercise, led by Professor Susskind, and a summary of the primary lessons (Chapters 10-11; approximately 14 minutes).

The DVD may be used for a number of purposes:

(1) For teachers or trainers interested in using the underlying role simulation exercise (World Trade Center Redevelopment Negotiation) in their classes, the entire DVD can be used for self-study, as it demonstrates an effective approach to running and debriefing the exercise. The World Trade Center Redevelopment Negotiation exercise is available from the Program on Negotiation Clearinghouse at http://www.pon.org.

(2) For teachers or trainers who use the World Trade Center Redevelopment Negotiation exercise in their classes, the portion of the DVD showing one group negotiating the exercise (Chapters 2-9; approximately 39 minutes) can be used for purposes of comparison with the students’ own negotiation experiences.

(3) For teachers and trainers of mediation, facilitation, public disputes, and/or multiparty negotiation dynamics (such as process management, coalition building, and caucusing), either the entire DVD or the portion of the DVD showing one group negotiating the exercise (Chapters 2-9; approximately 39 minutes), can be used for demonstration and discussion purposes.

(4) For mediators, facilitators, urban planners, attorneys, executives who engage in complex negotiations, and/or anyone else interested in learning more about mediation, facilitation, public disputes, and/or multiparty negotiation dynamics (such as process management, coalition building, and caucusing), the entire DVD can be used for self-study purposes.

from $40.00

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Robyn & Luis, a short film written and produced by Jeswald W. Salacuse, presents a dramatized problem for use in courses on negotiation, conflict resolution, management, or leadership. Under the guidance of an instructor, students seek to resolve the problem through discussion. A dramatized problem tends to engage students actively in discussion and also helps develop students’ perceptual skills — key assets for any negotiator, manager, or leader. In a further attempt to simulate reality in the classroom, the video seeks to encourage students to react and make decisions in real time.

The film viewer is placed in the position of the CEO of a publicly traded communication equipment manufacturer that has had low, stagnant profits for the past five years. Hired just six months ago, the CEO has been given 18 months by the firm’s board chairman to turn the company around and increase its profitability. The CEO has been working energetically with the company’s vice presidents to develop a plan of action to fix the problem. In order to control costs, the CEO has agreed with Vice-President for Finance Robyn Kendal to impose a 5% limit on budget increases in all departments in next year’s budget. Kendal is to work with seven vice presidents to implement the budget cap. The CEO knows, however, that cutting costs alone will not achieve a sustained improvement in profitability. Company productivity must also be increased. Luis Molina, the company’s Vice President for Human Resource Development, has proposed a new human resource development model that emphasizes employee training and evaluation as a way to improve productivity. Molina’s plan is based on the human resources system in the company’s Canadian subsidiary, the organization’s most profitable unit. The CEO encourages Molina to develop a new human resources model based on the Canada system for the entire company

Two weeks later, on the day after the CEO returns from a two-week trip, Robyn Kendal and Luis Molina appear at the door of the CEO’s office and ask for a meeting. They enter the office and sit opposite the CEO’s desk, looking directly at the viewer. Remind the CEO of the directive to limit budget increases, Kendal reports that whereas all the other vice presidents have agreed to limit budget increases for their units to 5%, Molina has refused and is insisting on an 8% increase. Molina replies that he needs the additional 3% (i.e. $200,000) in order to implement the new human resources plan that he and the CEO had agreed upon. Kendal insists, as the CEO had previously agreed, on the need to reduce costs in order to improve company profitability, while Molina argues strongly fro the necessity of increasing productivity as the basic means of raising company profits on a sustained basis. The film ends as both face the CEO (i.e. the viewer) and say “well…?”

TEACHING POINTS INCLUDE:

• Understanding and analyzing the nature and causes of interpersonal conflict in the work place

• Understanding the various roles that a third party may play in the settlement of a conflict

• Understanding and using strategies for mediation and other forms of third-party intervention in a conflict

from $100.00

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PON Video Series, 1989

Featuring interviews with three professional women negotiators, Women Negotiate explores the issue of gender in negotiations. Professor Deborah Kolb created the video to address various gender stereotypes women face in high stakes negotiations settings and to offer prescriptive advice on how to overcome these barriers based on the wisdom of successful women negotiators.

In Women Negotiate, Kolb articulates the need for women to become aware of their strengths as negotiators in order to meet the particular challenges present in a historically male-dominated field. She also stresses the need for women to develop their own, unique negotiation style that maximizes their individual skills.

The three interviewees – Martha Crowninshield, Catherine Donaher, and Alice Flynn – add personal experiences to Kolb’s theoretical framework. Reflecting on their personal negotiation backgrounds as lawyers, consultants and labor negotiators, the women articulate the importance of preparation, relationships, empathy, and mindfulness in successful negotiations.

Finally, Women Negotiate provides advice for dealing with difficult tactics, such as intimidation, manipulation, and patronization. The women negotiators discuss the effective use of humor, controlled anger, silence and process moves as practical ways to deal with difficult tactics.

Women Negotiate was produced with the Simmons College Graduate School of Management and the Program on Negotiation at Harvard Law School. Deborah Kolb is Professor of Management at Simmons School of Management and is the Founder and Co-Director of its Center for Gender in Organizations.

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from $225.00

The DVD or videotape of Saving the Last Dance can be purchased at a discounted rate along with its book, Challenging Conflict: Mediation through Understanding, co-winner of the 2008 CPR Book Award. See above for prices.

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Supplementary Materials Available to Video/DVD Purchasers

Produced by the Program on Negotiation in collaboration with the Center for Mediation in Law, this video demonstrates the “Mediation through Understanding” mediation model as applied to a highly charged business conflict. Focusing on a dispute between a dance company and its recently discharged choreographer, which raises intellectual and employment issues, the video alternates between excerpts from the mediation itself and an educational commentary.

The Mediation through Understanding model seen here shows the mediator working together with the parties and their lawyers in plenary session, without caucuses or shuttle diplomacy. In this mediation model, the law plays an essential but not necessarily dominant role. The mediator encourages understanding of differing perspectives, concerns, interests and aspirations. On the basis of this understanding, the participants work together to generate creative options to resolve the dispute.

Gary Friedman, co-founded and c0-director of the Center for Mediation in Law, demonstrates the approach. Jack Himmelstein (also a co-founder and co-director of the Center), and Harvard Law School Professor Robert H. Mnooking offer insights into the dynamics of the mediation, and explain how it illustrates principles of the model.

SAVING THE LAST DANCE SUPPLEMENTAL MATERIALS:

Saving the Last Dance supplemental materials are available exclusively to purchasers of the Save the Last Dance videotape or DVD.

These materials are in the Adobe PDF format. You will need to have installed the Adobe Acrobat Reader in order to open these files. If you need this software, it can be downloaded from Adobe by clicking here.

Saving the Last Dance – Transcript (85.4 KB):

A complete transcript of the Saving the Last Dance video, including all mediation excerpts and educational commentary.

Saving the Last Dance – Written Supplement (136 KB)

A complete set of instructions for the role simulation on which the Saving the Last Dance video is based, including instructions for the Mediator, the choreographer Jackie, Dance Innovation’s Executive Director Mickey, Jackie’s attorney Connie, and Mickey’s attorney Joe. All parties’ instructions include copies of the original contract and the letter of discharge, and the attorneys’ instructions include confidential legal memoranda regarding the applicable case law.

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$0.00

This title is currently out of print and unavailable through the PON Clearinghouse. Special orders for print-on-demand photocopies may be placed through ProQuest Information and Learning, at 800-521-0600.

A Systematic Approach to Influence in International Negotiation“>A Systematic Approach to Influence in International Negotiation” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

$80.60

This text combines the clear, concise, and proven principles and practice of conflict management from Fisher’s bestselling Getting to Yes with the newest problem-solving approaches to international relations. Many of the concepts grew out of materials Fisher and his colleges use in their international consulting work to teach problem-solving and conflict management skills to diplomats and heads of state involved in contentious international disputes.

The authors introduce basic components of conflict resolution theory – understanding partisan perceptions, analyzing the structure of negotiations, framing requests and demands – and provide exercises, charts and checklists to highlight key points. Anecdotes, examples, and historic case studies of conflict areas such as the West Bank and Vietnam show theory in practice and demonstrate the use of conflict-resolution tools.

As a test of readers’ newly acquired negotiation skills, the authors set up a problem-solving process in which readers select a real-world problem and write an “Action Memorandum” – a proposal to be sent to a real decisionmaker.

Instructors will find this book to be a suitable text and an invaluable resource – it provides a variety of formats in which to learn and apply conflict-management theory, as well as a variety of opportunities to practice negotiation techniques in the fascinating arena of international conflict management.

How to Lead When You’re Not In Charge“>How to Lead When You’re Not In Charge” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

$13.00

Co-author Roger Fisher moves from dispute resolution to improving collaboration, presenting proven strategies to help anyone get better results from coworkers. Getting It DONE explains how you can best help a group formulate a clear vision of the results they want, suggest a course of action that you can implement, and learn from past experiences. It describes how to ask questions effectively, offer ideas that will be heard, and influence the actions of others through your own behavior. The invaluable skills of lateral leadership enable you to achieve the ultimate goal – successful collaboration.

Making, Managing, and Mending Deals Around the World in the Twenty-First Century“>Making, Managing, and Mending Deals Around the World in the Twenty-First Century” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

$39.95

In today’s global business environment, negotiation is the essential tool for navigating all stages of an international deal. In The Global Negotiator: Making, Managing, and Mending Deals Around the World in the Twenty-First Century, Jeswald Salacuse provides executives, managers, lawyers, and government officials with a comprehensive guide to handling these negotiations from start to finish — from the first handshake with a potential foreign partner, through the intricacies of making an international joint venture succeed and prosper, even how to get out of a deal gone wrong.

Drawing on his more than thirty years of negotiation experience around the world, Salacuse explains how to develop strategies for closing profitable deals from Bogota to Beijing, how to maintain them to your advantage once the contract is signed, and how to save them when they are threatened by conflict with foreign partners or hostile action by governments. Salacuse illustrates each of his principles and techniques with numerous real-life examples from every area of business, providing necessary technical knowledge and exploring the transformation of the international business landscape over the last decade. The Global Negotiator is an invaluable resource for the international business person.

Jeswald W. Salacuse is Henry J. Braker Professor of Law at the Fletcher School of Law and Diplomacy, Tufts University. A member of the Council on Foreign Relations and the American Law Institute, Professor Salacuse lectures throughout the world, is an independent director of several international mutual funds, and advises governments, businesses, universities, foundations, and international organizations. He is a member of the Steering Committee of the Program on Negotiation and frequently presents seminars and courses on negotiation for executives and lawyers in major corporations and firms. His books include Making Global Deals: Negotiating in the International Market Place, International Business Planning: Law and Taxation, The Art of Advice, and The Wise Advisor: What Every Professional Should Know About Consulting and Counseling. He has served as Dean of the Fletcher School and of the School of Law of Southern Methodist University.

“In The Global Negotiator: Making, Managing, and Mending Deals Around the World in the Twenty-First Century, Jes Salacuse offers a powerful reminder that the real work begins when a deal is signed. He provides an invaluable framework to guide decision-making during the establishment of a new business and throughout its management in a world full of complex rules, disparate cultures and challenging economic conditions.” – Alan Rappaport, President, The Private Bank at Bank of America

“This unique, outstanding guidebook breaks down the intricacies of international negotiations into understandable segments and provides the tools to ensure success in the creation, management, and remediation of international deals. Salacuse (Fletcher School of Law & Diplomacy, Tufts University) even explains how to cope when negotiations go wrong, illustrating how deals may falter and what methods can save them”.  – Library Journal

A Research Survey of Four Disciplines“>A Research Survey of Four Disciplines” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

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Prepared by various Program on Negotiation faculty for the 2000 Hewlett Conference on Negotiation Pedagogy, this volume is an overview of negotiation pedagogy in graduate schools of law, international relations, public policy and planning, and business and management. It includes a summary of the results of a research survey of negotiation professors across four fields as well as in-depth commentary on how each of the four fields tend to approach the teaching of negotiation. Contributing authors include Sara Cobb, Robert Bordone, Robert H. Mnookin, Eileen F. Babbitt, Paul A.N. Hazell, Boyd Fuller, Lawrence Susskind, Ron S. Fortgana, Guhan Subramanian and Michael Wheeler.

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Negotiation, not adjudication, resolves most legal conflicts. However, despite the fact that dispute resolution is central to the practice of law and has become a “hot” topic in legal circles, a gap in the literature persists. “Legal negotiation” – negotiation with lawyers in the middle and legal institutions in the background – has escaped systematic analysis.

The Harvard Negotiation Law Review works to close this gap by providing a forum in which scholars from man disciplines can discuss negotiation as it relates to law and legal institutions. Unlike Negotiation Journal, which has a general audience of negotiation scholars and practitioners, the Harvard Negotiation Law Review is aimed specifically at lawyers and legal scholars. The premier issue (spring 1996) explored interdisciplinary academic perspectives on such topics as decision analysis, litigation settlement, and the variety of mediator roles, strategies and tactics. Subsequent volumes have expanded on these topics, and included additional discussion of the lawyer’s role as a problem solver, reconsideration of legal education in light of negotiation, and a range of case studies of innovative negotiation and mediation systems around the world. For current and past tables of contents, please click here.

All submissions are reviewed by the board of the Harvard Negotiation Law Review in a process that focuses on the individual article’s contribution to the existing negotiation literature. The advisors to the Harvard Negotiation Law Review, Robert H. Mnookin, Samuel Williston Professor of Law at Harvard Law School and chair of the Program on Negotiation Steering Committee and Frank E.A. Sander, Bussey Professor of Law at Harvard Law School, provide valuable input, with additional assistance from Robert C. Bordone, Thaddeus R. Beal Lecturer on Law at Harvard Law School and Roger Fisher, Williston Professor of Law Emeritus at Harvard Law School and director of the Harvard Negotiation Project.

For submission information, please click here.

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Do you find yourself making any of these five common (and costly) mistakes in your business negotiations?

Business Negotiation Mistake #1:

• Underestimating your own authority, ability and strengths.

Business Negotiation Mistake #2:

• Assuming you know what the opposition wants.

Business Negotiation Mistake #3:

• Overestimating your opponent’s knowledge of your weaknesses.

Business Negotiation Mistake #4:

• Being intimidated by your opponent’s prestige, rank, title or educational accomplishments.

Business Negotiation Mistake #5:

• Being overly influenced by traditions, precedents, statistics, forecasts or cultural icons and taboos.

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NP@PON is involved in a range of activities including research, curriculum development, training, and networking among those interested in negotiation pedagogy. The formal mission of NP@PON is to:

• Contribute to the growing field of negotiation pedagogy through research and publications;
• Support both experienced and next-generation negotiation educators through workshops, idea exchanges, and other educator-focused events;
• Foster connections between communities of negotiation educators and education scholars;
• Develop and distribute teaching materials that are useful in skills-based negotiation instruction;
• Explore and test the application of new technologies to improve teaching and learning about negotiation; and
• Help PON reach new audiences of negotiation practitioners and students through workshops, seminars, and other educational activities.

To facilitate the exchange of ideas, NP@PON will distribute these free electronic newsletters twice per year to interested negotiation teachers and trainers. We hope that you find this newsletter useful and welcome you to send your comments and suggestions to Michael Graskemper at mgraskemper@law.harvard.edu.

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from $0.00

Indopotamia is a nine-party, mediated, multi-issue negotiation game involving a dispute over the allocation of land and water resources shared by three countries in an international river basin. The game provides opportunities to discuss the natural, societal, and political dimensions of science-intensive policy disputes in which high levels of uncertainty are involved. The game also introduces water professionals and aspiring water professionals to the Water Diplomacy Framework (WDF).

MATERIALS INCLUDED:

• Teaching Notes
• General Instructions for each of the four segments of the game
• The map in Appendix A is best viewed in color, but can also be viewed in black and white
• Confidential instructions for each of the nine roles for each of the four segments of the game
• The Mediator’s Instructions include forms for reporting the results of Segments 2 through 4
• Summary form for contrasting the results of Segments 2 through 4 if multiple groups play the game at the same time.

The game is designed to be played in four separate segments. Each explores an important element of the mutual-gains approach to negotiation.

from $30.00

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Hans Brandt, a short film written and produced by Jeswald W. Salacuse, presents a dramatized problem for use in courses on negotiation, conflict resolution, management, or leadership. The brevity of the film and the richness of the teaching notes make the film highly adaptable for use in a variety of classroom settings.

The viewer is placed in the position of the leader of a software development team that has been successful in creating new products. The leader believes that the team’s success has been due to the leader’s efforts to develop a sense of cohesion and teamwork among its members. One important element in the team leader’s approach is the holding of staff meetings twice a week, at 9 am on Monday and Thursday, for team members to share ideas and resolve problems. Six months ago, the leader’s company acquired the U.S. subsidiary of a German software manufacturer. As part of integrating the two companies, Hans Brandt, a German software engineer in his late fifties, was assigned to the leader’s team. Brandt attends staff meetings irregularly and says little or nothing when he does attend. Technically brilliant, he has proposed an innovative project idea that the leader’s superior have just agreed to fund. When the team leader tells Hans of the company’s decision, Hans takes that occasion to announce that due to the demands of the new project he will not be attending staff meetings any longer. He rises to leave. The film ends with a freeze frame of Hans rising from his chair.

Under the guidance of an instructor, students seek to resolve the problem through discussion. It is hoped that a dramatized problem will engage students more actively in discussion than a traditional written case and will also help develop students’ perceptual skills — key assets for any negotiator, manager, or leader. In a further attempt to simulate reality in the classroom, the video seeks to encourage students to react and make decisions in real time. This teaching note is designed to aid instructors in using the film and in conducting the classroom discussion of the various issues it raises, including cross-cultural communication, the tension between empathy and assertiveness, the potential gap between communicative intent and impact, and the risks and benefits of various approaches to conflict management. Attached as appendices to the teaching note are a student questionnaire, which may be reproduced for classroom use, and slide masters that the instructor may use in discussing the film.

• “I like to use short dramatized problems such as Hans Brandt to launch classroom discussions. Video is an attention-getting medium, and it gives students a rich set of common background facts and data for their analyses and recommendations. Moreover, this video is short enough to be used in virtually any class period or training session while leaving plenty of time for discussion. The accompanying detailed teaching notes are intended to help the instructor guide the discussion. I have used this video with great success in both graduate classes and executive education seminars on negotiation, management, and leadership.” - Jeswald W. Salacuse, Henry J. Braker Professor of Law, Fletcher School of Law and Diplomacy at Tufts University