Teaching Students to Shape the Game: Negotiation Architecture and the Design of Manageably Dynamic Simulations

Abstract

Although important work is being done in the emerging field of negotiation architecture and "shaping the game, " little of it has found its way into the classroom. Simulation exercises are among the most powerful pedagogical tools available to negotiation educators, but most existing exercises have static architectures in the form of fixed parties, issues, and interests. This article summarizes existing research on negotiation design and proposes a framework for designing "manageably dynamic" exercises that can be used to teach key gameshaping concepts. The framework is illustrated through an in-depth discussion of an exercise based on the negotiations to end the civil war in El Salvador.

Using “Shocks and Rumors” to Teach Adaptive Thinking

“…As Michael Wheeler (2006) noted, “Acknowledging the pedagogical challenges is only the first step. The search for new and creative ways to inspire deep learning can keep us fruitfully engaged for years to come.” We hope that this article will contribute to the expanding tool kit for creating and deploying “manageably dynamic” simulations (Watkins 2007).…”

“…It might be dynamic in the sense that the players influence the “architecture” of the situation including the parties, issues, linkages, and action‐forcing events in advantageous ways. (For examples of this, see Watkins 2007. )…”

“…Most simulations used today, however, lack a critical element of realism. As Michael Watkins (2007) noted, “Most existing exercises have static architectures in the form of fixed parties, issues, and interests.” This article builds on his recommendations for designing “manageably dynamic” exercises. Specifically, we focus on how the introduction of new facts or issues may affect interests and positions, and therefore, negotiation strategies and tactics.…”

“…They give students the framework within which they can learn to assess and reassess each party's best alternative to a negotiated agreement (BATNA), bottom line, goals, issues, interests, priorities, and constraints, so that they might adjust specific parts of their negotiation strategy in real time. Because dynamic exercises require students to critically examine their initial assessments and plans, they also help students to develop increased situational awareness (Watkins 2007) and self‐awareness (Holtom and Kenworthy‐U'Ren 2006). Further, teaching students to systematically reanalyze negotiation situations within a rational framework may help them to avoid well‐documented decision‐making errors (e.g., escalation of commitment) when at the negotiation table (Bazerman 2005).…”

“…The easiest way would be to acquire dynamic cases from the traditional outlets (e.g., the Program on Negotiation and the Dispute Resolution Research Center). Very few currently exist, however (Watkins 2007). Moreover, there are a number of ways that a negotiation simulation can be dynamic.…”