Ade Valentin, Schuster Carolin, Harinck Fieke, Trötschel Roman
Institute of Psychology, Leuphana University of Lüneburg, Lüneburg, Germany.
Institute of Psychology, Leiden University, Leiden, Netherlands.
Front Psychol. 2018 Jun 5;9:907. doi: 10.3389/fpsyg.2018.00907. eCollection 2018.
In this conceptual paper, we propose that both skill set development and mindset development would be desirable dimensions of negotiation training. The second dimension has received little attention thus far, but negotiation mindsets, i.e., the psychological orientations by which people approach negotiations, are likely to have a considerable influence on the outcome of negotiations. Referring to empirical and conceptual mindset studies from outside the negotiation field, we argue that developing mindsets can leverage the effectiveness of skills and knowledge, increase learning transfer, and lead to long-term behavioral changes. We introduce an integrative negotiation mindset that comprises three inclinations which complement each other: a collaborative, a curious, and a creative one. We also discuss activities that help people to develop and enhance this mindset both in and out of the classroom. Our general claim is that by moving beyond the activities of conventional negotiation training, which focuses on skills and knowledge, mindset-oriented negotiation training can increase training effectiveness and enable participants to more often reach what we define as sustainable integrative agreements.
在这篇概念性论文中，我们提出技能集发展和思维模式发展都应是谈判培训的理想维度。到目前为止，第二个维度几乎没有受到关注，但谈判思维模式，即人们进行谈判时的心理取向，可能会对谈判结果产生相当大的影响。参考谈判领域之外的实证和概念性思维模式研究，我们认为培养思维模式可以提高技能和知识的有效性，增加学习迁移，并带来长期的行为改变。我们引入了一种综合谈判思维模式，它包括三种相互补充的倾向：合作倾向、好奇倾向和创造倾向。我们还讨论了有助于人们在课堂内外培养和提升这种思维模式的活动。我们的总体主张是，超越传统谈判培训中侧重于技能和知识的活动，以思维模式为导向的谈判培训可以提高培训效果，并使参与者更经常地达成我们所定义的可持续综合协议。
