NEGOTIATRESS COURSE DESIGN

All NEGOTIATRESS Courses Are Based On Experiential Learning Models. Experiential Learning is the
process of making meaning from direct experience. Learning research indicates adults want to be challenged
through direct experience. Adult learning needs to be intuitive so answers are not always apparent. To ensure
internalization of the subject matter, learners need to figure it out for themselves. Adult learners generally have
established views and opinions which can impact their ability to learn new concepts and approaches. Learners
need to be forced to step out of their comfort zone and try some new things, especially in soft-skill situations
where the answers aren’t black or white. In negotiations, there is usually a series of possibilities that could
occur that may lead to positive outcomes. Learners also enjoy sharing their experiences. So the learning
model needs to incorporate a platform for peer-to-peer interaction.

COURSE DESIGN--EXPERIENTIAL LEARNING

There are two training approaches for helping people learn negotiation techniques. One tends to be heavily
how-to-do oriented while the other is how-to-think or concept oriented. It has been proven the best training
must have a blend of both. Meaningful training cannot avoid dealing in concepts. Yet, people will get little out
of a how-to program unless they are provided with practical frames of reference and an opportunity to apply
and practice (i.e. experience) permits them to interpret past experiences and think for themselves when
unforeseen events arise.

All NEGOTIATRESS training combines a unique blend of analogical and observational training. As research
has shown, simply having experience—in the absence of information revelation, principles, observation, or
drawing analogies to other situations—is largely ineffective in developing good negotiating skills. Today’s most
successful organizations focus on “knowledge sharing and knowledge implementation” as opposed to
“knowledge acquisition.” The ability to put knowledge into meaningful action is not a simple task. It requires a
unique experiential learning structured program to accomplish this.
NEGOTIATRESS LIVE-WEB COURSE DESIGN
EXPERIENTIAL LEARNING MODEL
(Model shown below)
DAVID A. KOLB’S 4 STAGE LEARNING CYCLE
The NEGOTIATRESS Live-Web Course is designed to follow David A. Kolb’s experiential learning model
consisting of a cyclical theory of learning that combines experience, perception, cognition, and behavior. The
four-stage model includes:

1.Concrete Experience(Or “DO”)

2.Reflective Observation (Or “OBSERVE”)
3.Abstract Conceptualization (Or “THINK”)
4.Active Experimentation (Or “PLAN”)

The NEGOTIATRESS live-web course has been designed as to follow the four-stage learning cycle:
1) the weekly negotiation assignments become the learner’s concrete experiences which are the basis for (2)
observations and reflections. These reflections are integrated through the learners forum and and refined with
the instructors assistance into an (3) abstract conceptualization, such as a “negotiation best practice” from
which new implications for action can be drawn. These implications then serve as guides in acting to create
new experiences through (4) active experimentations leading in turn to a higher level of negotiation aptitude
for the next concrete experience. All this happens within a seven day learning cycle and is repeated weekly.
Every module is equivalent to a new learning cycle with new negotiation skill sets. All this happens within a
seven day learning cycle and is repeated weekly. Every module is equivalent to a new learning cycle.
 NEGOTIATRESS LIVE WEBINAR COURSE
Kolb’s Experiential Lear ning Model
CONCRETE EXPERIENCE

REFLECTIVE OBSERVATION
(Experiencing)
EXPERIMENTATION

Daily Negotiation Assignments Involve Learners

In Real-world Application of Skills Learned
In That days Live Web-Course.

(REFLECTING)
ACTIVE

(DOING)

Through a Series of Field-

Learners Apply New book Questions, Learners
Reflect on Their Experience,
Knowledge Through Document the Negotiation
Re-Negotiation. Tools Used and the
Effectiveness of the Tools.

Part 1: Through Their Online Class Forum, Learners Share and Learn
From Each Others Negotiation Experiences, Results And Reflections.
Part 3: In Next Day’s Web-Course, Instructor Reviews Learners
Negotiation Experiences and debriefs On Patterns Of
Effective/Ineffective Negotiation Tool Usage And Negotiation Best
Practices

ABSTRACT
CONCEPTUALIZATION
(THINKING)
NEGOTIATRESS 2-DAY SEMINAR
The NEGOTIATRESS 2-day seminar program utilizes scenario-based instructional simulations to help the
learners discover a variety of interpersonal negotiating skill behaviors. These simulations help the learners
experience particular environments and then provide them with distinct functions within those realities.
The goal of these simulations is not to teach learners how to perform a specific task, but rather to ingrain in
them the soft skill, problem-solving proficiency required to become good negotiators. One of the key
advantages of using the scenario-based simulations is that learners can practice negotiating without putting
themselves, their organization, or their negotiating partner at risk.
Simulations are most effective when learners buy into unfamiliar decision making situations. When learners
are tossed into brand-new situations, they have to make decisions. The learners experience the
consequences of these decisions. They make errors and have to recover from those errors. Our studies show
that when this process takes place in a fun environment, retention improves. The result is an exceptional
learning experience.
EXPERIENTIAL LEARNING MODEL -- KURT LEWIN’S “3-STEP CHANGE PROCESS”
The simulations are based upon training delivery modeled after psychologist Kurt Lewin’s “3-Step Change
Process.”

KURT LEWIN’S 3-STEP CHANGE PROCESS

NEGOTIATRESS 2-DAY SEMINAR
1ST STEP - The first step in this training process is to get the learners to “unfreeze,” or let go of certain
restricting behaviors, attitudes and beliefs. This unfreezing part of the learning experience starts with some
form of dissatisfaction or frustration generated by information that does not conform to existing expectations,
practices, assumptions, understandings, or beliefs—the current “status quo” is challenged. This often happens
when the learners are thrust into a new environment or unfamiliar situation where suddenly the simulation
circumstances thwart the satisfaction of some need and creates a risk of failure. Simulation learners need to
feel some level of vulnerability if “survival anxiety” is to be created. This then leads to a realistic negotiation
situation where the learners cannot rely on past experiences, established views or opinions. Concurrently,
there needs to be an environment providing sufficient psychological safety (i.e. this is just a game) so the
learners don’t just refuse to play their role in the simulation. The simulation works when the the learners accept
the information and roles provided, feel the “survival anxiety” and are motivated to play the game in a realistic
manner.

Disequilibrium based on disconfirming information functions as the primary driving force at the start of the
simulation (e.g. research by Peter Senge). The simulations are constructed so the learners approach each
exercise with a willingness to “play the game.” A perception of reality is important for the learning objective to
be achieved. The learners must not ignore the information provided as part of the game, dismiss the
information as irrelevant, blame undesired outcomes on others or fate, or simply deny the validity of the game.
We have carefully constructed and tested each simulation. They work because they are realistic and fun. The
learners quickly adopt their roles and are required to establish targets and goals as part of the simulation.

2ND STEP - known as the “change step,” involves alteration of the self-conceptions and ways of thinking during
the simulation. Here the facilitator provides new information, new benchmarks, and new ways to approach
their negotiations. We use logical and practical tools and techniques that can be put into practice by each
participant. During this process, the learners need to be removed from day-to-day work pressures and their
normal work environment. The simulations provide practice sessions where mistakes and errors in judgment
are embraced rather than feared, positive visions provided by interactive critiques of the simulation encourage
the the learners to open their minds and accept the validity of new information being presented.
NEGOTIATRESS 2-DAY SEMINAR
In soft skills training that deal with thought processes, feelings, attitudes and beliefs there needs to be a
“cognitive restructuring,” for reframing. This occurs when the new information and behaviors exhibited or
experienced during the negotiating simulation demonstrate that words can mean something different from what
we had assumed; that concepts can be interpreted differently than what we had assumed; and that our
standards of judgment, evaluation, or comparison are not absolute and can be changed.

The simulations provide the learners an environment where they learn by participating – through positive or
defensive identification with some available positive or negative role model, or learning through a trial and error
process based on scanning the environment for new concepts.

Cognitive re-definition occurs when the learner has become unfrozen (i.e. motivated to change, and has,
therefore opened him or herself up to new information.) The best way to acquire new information that leads to
cognitive restructure is to discover it in a conversational process that the interpretation that someone else puts
on a concept is different from one’s own. In the simulation environment created by the seminar, the learners
“hear” or “see” something from a new perspective.

RE-FREEZING THE ACQUIRED NEGOTIATING SKILLS

3RD STEP - For the negotiating skills to become intuitive they must be “refrozen.” The newly learned behaviors
must be congruent with the current behavior and personality of the learner or it will simply set off new rounds of
disconfirmation that could lead to unlearning the very thing one has learned. For personal refreezing to occur,
it is best to avoid identification and encourage scanning so that the learner will pick solutions that fit him or her.
For relational refreezing to occur, it is best to train the entire group that holds the norms that support the old
behavior.

The simulations accomplish this refreezing by trying out the new negotiating techniques in a safe environment
where mistakes and errors in judgment are simply learning experiences rather than harmful. The simulations
are carefully structured to force certain predicaments so the learners must engage in different types of
negotiating issues.