Learning Negotiation Skills: Four Models of Knowledge Creation and Transfer

By Janice Nadler, Leigh Thompson, L. Van Boven. Management Sciences, 2003

336 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/098b9a946865887a94cc5a504f7089c94b3368ae

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Citations in the corpus

Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes (2003, background): “Nadler et al. (2003) demonstrate that experience observing someone perform a task is more beneficial for subsequent performance than other types of experience, such as that acquired through classroom training.”
Examining Cultural Intelligence and Cross-Cultural Negotiation Effectiveness (2015, background): “In an experiment comparing different learning conditions for improving integrative negotiation skills, Nadler et al. (2003) found that students who were exposed to observing skilled negotiators subsequently performed at the highest level of the four learning conditions, yet could not articulate why.”
Network Structure and Knowledge Transfer: The Effects of Cohesion and Range (2003, background): “articulate what they have learned ( Nadler, Thompson, and Van Boven, 2003 ).”
Team Familiarity, Role Experience, and Performance: Evidence from Indian Software Services (2012, positive): “Further, teams and firms may differ on aspects such as the degree to which members observe others in the use environment (Nadler et al. 2003) and the extent to which the experience of individuals is specific to the context of a given team or firm (Huckman and Pisano 2006).”
Strength in Numbers: How Does Data-Driven Decisionmaking Affect Firm Performance? (2011, background): “Numerous researchers have pointed out that tacit knowledge is more difficult to transfer than codified knowledge (e.g., Zander and Kogut, 1995; Nadler et al., 2003), because the transfer of tacit knowledge requires proximity, interpersonal interaction, mentorship, apprenticeship, and/or repeated…”
Onstage or behind the scenes? Relative learning benefits of simulation role-play and design (2008, neutral): “Other studies have used simulations as platforms for evaluating a variety of passive learning approaches to negotiation (e.g., Nadler, Thompson, & Boven, 2003; Spector, 1995).”
Coactive Vicarious Learning: Toward a Relational Theory of Vicarious Learning in Organizations (2017, background): “…of vicarious learning (and knowledge transfer) have stressed only this content-based knowledge resulting from these learning processes (e.g., Nadler et al., 2003; Uzzi & Lancaster, 2003), I extend beyond these knowledge creation outcomes by examining the potential of vicarious learning to…”