Аннотация:Most negotiation students — and their instructors — aspire to develop negotiation skills that they can transfer to real‐world contexts beyond the classroom. Instructors can maximize the likelihood of long‐term learning through transfer‐oriented curriculum design. Curriculum design elements likely to support lasting and flexible learning include (1) articulation of clear, performance‐oriented goals; (2) careful selection of a range of learning activities tailored toward those goals, including activities that promote schema development and adjustment, activities that promote behavioral skill development, and activities that reinforce explicit theoretical understanding; (3) provision of multiple opportunities for constructive feedback from a variety of sources; and (4) the facilitation of self‐reflection and metacognition.
