Getting Real: Enhancing the Acquisition of Negotiation Skills Through a Simulated Email Transaction

Abstract

The authors first review the widespread use of role-plays and simulated exercises in response to the challenges of learning and teaching negotiation – in particular, the need to integrate theoretical and skills-based instruction. Drawing on their experience in the classroom, they present a simulation adapted to redress common deficiencies of role-playing.

Law students in different provinces were paired to negotiate a commercial transaction between law firms. Working with basic background facts and a stranger on the other side, the students were free to use their own names and choose their own negotiating styles, thereby reducing the artificiality experienced by role-players who have to assume roles and pretend not to know their counterparts. The exercise allowed for the development of a negotiation relationship over the course of a week, in contrast to the one-time nature of many in-class simulations. The negotiation also took place solely by email and invited students to explore the impact of this mode of communication.

Using excerpts from student learning journals, the authors discuss the results under six headings: (i) initiating the relationship and managing written communication; (ii) making fundamental choices and dealing with dilemmas; (iii) adapting strategy; (iv) attempting to influence outcomes through anchoring; (v) managing information; and (vi) constructing negotiator identity. The authors conclude from the degree of student reflection and critical thinking that such simulations can contribute to better integration of skills and theory, and perhaps even to transformational learning.

Keywords: negotiation, negotiation teaching, negotiation training, simulation, experiential learning, reflective journals