The article “Conflict management through the negotiations canvas: getting participants to understand” by Carrie Blair and David Desplaces (2018) explores how the use of the negotiations canvas, a visual tool for structuring and analyzing negotiations, helps students better understand and apply the concepts of conflict management. The authors argue that the canvas can assist students in knowing the various elements of a negotiation, including the interests, alternatives, and criteria of the parties involved and how these elements can be used to manage conflicts efficiently.
One main takeaway from the article is the importance of using visual aids like the negotiations canvas to apply conflict management concepts. The authors suggest that the use of visual aids provides an opportunity for students to grasp the complexity of negotiations and conflicts and to develop a deeper understanding of the key elements that are involved. Another crucial takeaway is the importance of involving students in the negotiation process through simulations and role-playing exercises. The authors argue that in these activities, students develop their negotiation skills and become more confident in dealing with conflicts. The authors also suggest that instructors should encourage the use of the negotiations canvas in class and provide response and direction to students as they work through the various stages of the negotiation process.
In summary, the article highlights the benefits of using the negotiations canvas as a visual tool, allowing students to learn conflict management methods. The authors suggest that involving students in simulations and role-playing exercises, providing feedback and guidance, using visual aids, and encouraging the use of the negotiations canvas in class, can lead to a greater understanding and success in the field of conflict management.
Reference
Blair, C. A., & Desplaces, D. E. (2018). Conflict management through the negotiations canvas, getting participants to understand. Conflict Resolution Quarterly, 36(1), 39-51. Web.