Now showing items 1-10 of 55
You've got agreement: Negoti@ting via email
Noam Ebner, Anita D. Bhappu, Jennifer Gerarda Brown, Kimberlee K. Kovach & Andrea Kupfer Schneider, You've Got Agreement: Negoti@ting via Email, 31 Hamline J. Pub. L. & Pol'y 427 (2010).
Noam Ebner, AuraCall, Inc., in Negotiation: Readings, Exercises and Cases 557 (Roy J. Lewicki, David M. Saunders & Bruce Barry eds., 6th ed. 2010).
The AuraCall simulation is a tool for teaching two subjects, and the relationships between them: alternative dispute resolution (ADR) process choice and design, and negotiation regarding this issue. Designed for to be used ...
Online communication technology and relational development
Anita D. Bhappu, Noam Ebner, Sanda Kaufman & Nancy Welsh, Online Communication Technology and Relational Development, in Rethinking Negotiation Teaching: Innovations for Context and Culture 239 (Christopher Honeyman, James Coben & Giuseppe De Palo eds., 2009).
Key to success in negotiation is managing and enhancing relationships. This concept can be difficult to convey in short-term executive training courses where students have little time for relational development. Not to ...
Noam Ebner, Live8, in Negotiation: Readings, Exercises and Cases 520 (Roy J. Lewicki, David M. Saunders & Bruce Barry eds., 6th ed. 2010).
The Live8 simulation-game is an educational tool for training in online negotiation. Designed for to be used at the intermediate level, it provides a setting for negotiation skills, business considerations, cultural ...
Ore wars: Deciding on tactics
Noam Ebner, Ore Wars: Deciding on Tactics, in The 2010 Pfeiffer Annual: Training (Elaine Biech ed., 2010).
Ore Wars is a scoreable, iterated, prisoner's dilemma-style negotiation between representatives of two planets over the monthly price for the rare mineral their planets produce. It is specifically designed to be used with ...
Enhancing concept learning: The simulation design experience
Noam Ebner & Daniel Druckman, Enhancing Concept Learning: The Simulation Design Experience, in Venturing Beyond the Classroom 269 (Christopher Honeyman, James Coben & Giuseppe De Palo eds., 2010).
Druckman and Ebner carefully review an overwhelming number of studies which conclude that simulations (in all fields, not just negotiation) typically fail to live up to their promise. One quirk of the studies, however, ...
Using role-play in online negotiation teaching
David Matz & Noam Ebner, Using Role-play in Online Negotiation Teaching, in Venturing Beyond the Classroom 293 (Christopher Honeyman, James Coben & Giuseppe De Palo eds., 2010).
Matz and Ebner consider the impending collision between teachers' strong desire to use role-play and other simulation exercises, and the rise of online teaching, in which the students may never see each other. They outline ...
Bringing negotiation teaching to life: From the classroom to the campus to the community
Noam Ebner & Lynn P. Cohn, Bringing Negotiation Teaching to Life: From the Classroom to the Campus to the Community, in Venturing Beyond the Classroom 153 (Christopher Honeyman, James Coben & Giuseppe De Palo eds., 2010).
Taking students of negotiation out into the field might be an excellent way to learn. However, taking your students to the Grand Bazaar of Istanbul, Cohn and Ebner point out, is educational all right, but it is expensive. ...
Simulation 2.0: The resurrection
Noam Ebner & Kimberlee K. Kovach, Simulation 2.0: The Resurrection, in Venturing Beyond the Classroom 245 (Christopher Honeyman, James Coben & Giuseppe De Palo eds., 2010) reprinted in 1 Negotiation: Chinese-Eng. J. on Managing Conflict 69 (2011).
Ebner and Kovach consider the critique of role-plays previously offered in this series (see particularly, Alexander and LeBaron 2009) -- and reject it. They argue that what is needed is not to move away from simulations, ...
Noam Ebner & Adam Kemp, Relationship 2.0, in Venturing Beyond the Classroom 371 (Christopher Honeyman, James Coben & Giuseppe De Palo eds., 2010).
Ebner and Kamp examine the treatment of relationships in typical negotiation teaching, and conclude that critics of our field and its doctrines have a point: in several ways, our doctrines set students up for failure when ...