From a negotiation journey to a negotiation practitioners behavioral change

  • International Negotiation Professor
    Chamoun, Dr Habib N
    University of St Thomas Cameron School of Business, USA
  • Randy Hazlett, USA
  • Ana Izabel Mata, USA


In addition to role-plays, case studies, and analyses, this paper explores repeated engagement and expanded stakes to promote learning of negotiation skills within a culture historically documented as shy and non-questioning – traits not conducive to generating negotiation power. The negotiation experiences were extended over multiple class sessions, with each session providing an opportunity for feedback, reflection, and re-strategizing for the continuing negotiations. To invoke expanded stakes in learning, participants’ negotiation outcomes were graded. This also represents the initial pioneering work on the competing variables of culture and personality in determining negotiation style. Change in negotiation behavior following classroom instruction on negotiation is gauged using a pre- and post-course self-assessment tool and reinforced using testimonials from third party observers. According to Goh et al (2013) Self-awareness must be a central requirement in cross-cultural negotiation training. We find that behavior can be positively impacted in such a culture with repeated engagement in and out of the classroom and expanded stakes.


Negotiation Training, Pedagogy, Coaching, Personality, Culture

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