Running head: JOURNAL 2 DEBORAH DAVIS
Journal 2: Negotiation
Deborah Davis
Liberty University
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JOURNAL 2 DEBORAH DAVIS
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Journal 2: Negotiation
Smolinski and Kesting (2013), present their article about competitive negotiation and
mediation as a basis for developing negotiation pedagogy.
Summary
Negotiation is presented as a team sport for a multitude of Universities. The annual
competitions generally “comprise several rounds in which different cases or role-plays are
subsequently negotiated or mediated” (Smolinski & Kesting, 2013, p. 357). A listing of several
competitions is provided. Three main areas are considered for evaluation and judging:
preparation for the negotiation given advanced materials; effective use of tools and teamwork to
develop the process of the negation; and did the outcome reflect appropriate and ethical use of
contract skills. The skills developed through training and preparing for the competitions vary
widely. Emotions run high during these competitions; reputations are built and destroyed
quickly; the tactics used are frequently directly attributed to the gain or loss of the argument.
The winning or losing the issue may or may not have play in the winning or losing of the
competition.
Analysis
This journal article presents a research-based approach to a qualitative analysis of an
issue with some structured interviews supplementing the research. Presenting an intent to align
the development of the competition with the institutional pedagogy of negation, the article falls
short. The review of competitions is specific and elaborate. However, the application or
development of a pedagogical role model is deficient. Smolinski and Kesting (2013) present that
“skill development, networking, and promotion of negotiation as a field of study” (p. 360)
provide adequate pedagogical foundation. Skill development is always an asset for any
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competition, the development and practice of negotiation is not a basis for pedagogy.
Networking among competitors and instructors is a positive, indeed, but falls short of a
pedagogical basis. While negotiation is “an acknowledged and well-established research and
study discipline” (ibid, 2013, p. 362), that gives no foundation for the development of core
curriculum or coursework.
Application
Defining pedagogy as a “method of teaching based on a theory” (Pedagogy, 2014),
makes it hard to construe the article as an element of pedagogical intent. However, the obsolete
meaning of “a system of introductory training” (ibid) gives more leeway to the exactitude of
pedagogical expression. While the article fails in its stated mission, it does provide a useful
resource. The learning of diverse negotiation skills as a way to capitalize on competition can be
developed into a working tool for students and educators. The more tools in the toolbox, the
better chance one has of selecting the right one for the particular job. Practicing negotiation
skills through focused application as a method of training could provide wonderful insights for
those anticipating work in the field, or in any field.
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References
Pedagogy. (2014). In Oxford English Dictionary Online. Available from
http://web.ebscohost.com/ehost.
Smolinski, R., & Kesting, P. (2013). World championship in hegotiation? The role of
competitions in negotiation pedagogy. Negotiation Journal, 29(3), 355-369.
doi:10.1111/nejo.12029