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A long-standing debate in the negotiation field is whether negotiators can actually change their styles. In this article I offer two contributions to the literature and its pedagogy by suggesting that we shift the focus of the debate. Instead of considering negotiator styles as fixed predispositions, I propose that we view them as actions resulting from learning. From this perspective, the conflict-negotiation dynamic can be conceived as a critical learning process and negotiators as critical learners. We can then trace and incorporate the impact of negative emotions on learning and on the action it informs. I offer a system dynamic model to account for the cyclical links between actual conflicts, defensiveness, learning, and negotiators’ habitual responses to conflicts. Pedagogically, the model can be used descriptively to help negotiators understand such responses to actual conflicts, and prescriptively to garner their potential to change and transform. I share the experience of using the model in my classes and provide examples from helping negotiators unsettle their frames of reference and the assumptions they hold. [ABSTRACT FROM AUTHOR]

The intellectual and substantive resources of Critical Management Studies are difficult to use in the typical managerialist undergraduate classroom. Their emphasis on power, exploitation and subordination often 'jar' with conventional curricula. In this article I offer a 'three moves' approach to teaching critical management studies that provides a means of 'smoothing' the 'entry' of these resources into undergraduate teaching. The 'three moves' involve (1) distinguishing between different forms of knowledge, (2) locating organizational politics at the centre of work organizations, and (3) using dramatic, empirically based, scripts as the basis for engaging with organizational problems. The approach locates management practice in 'real world' management dilemmas and provokes students to consider, as they come to grips with critical analytical resources, not just how they might perform as managers, but how they might best engage as organizational participants. [ABSTRACT FROM AUTHOR]