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Beyond the BATNA: Negotiation Training for a Complex WorldToday’s world is more complex than ever before. Negotiations that were once focused on one or two isolated issues now encompass multiple sectors and an increasing number of parties. Negotiators must constantly make decisions based on uncertain and changing information –decisions that often have irreversible impacts on relationships and deal outcomes. Training policymakers, business leaders, and nonprofits to negotiate in an evolving 21st century has never been more important or challenging. Dragonfly Negotiations & Consulting is a client-based company that works with organizations in order to impart negotiation and leadership skills. Dragonfly provides training for clients that are focused on advancing social change within their respective fields –organizations that are often operating on the cutting edge of complicated social policies. Dragonfly, along with the vast majority of other negotiation consulting firms and academic negotiation courses, primarily relies on simulations to teach negotiation skills and lessons. Simulations, a form of experiential learning, are particularly prevalent in negotiation training given the important role that soft skills and social processes play in mastering the field. Yet despite the increase in complexity found in today’s real-world negotiations, simulations have failed to similarly evolve. This report seeks to answer how Dragonfly can best design and implement simulations that teach its clients to negotiate in an exceedingly complicated world. In order to do so, a gap-analysis of presently available simulations was performed, derived by creating a framework that isolated the architectural components found in different types of negotiation simulations. These findings indicate that though a substantial number of simulations involve multiple parties and nonscorable interests, very few simulations contain the dynamic complexity of real-world negotiations. To form recommendations for how Dragonfly can design future complex simulations, the unique features of real world negotiations were identified and combined with pedagogical theories deconstructed from existing simulations. Supplementing these recommendations, this report provides a proposed simulation example that incorporates a new, complex design, as well as potential criteria to evaluate the success of future simulations. To assist Dragonfly in implementing these recommendations, a barriers analysis was conducted to help overcome potential issues.
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Teaching Mathematics Effectively to Primary Students in Developing CountriesThis paper uses research from
 neuroscience and the psychology of mathematics to arrive at
 useful recommendations for teaching mathematics at primary
 level to poor students in developing countries. The
 enrollment rates of the poorer students have improved
 tremendously in the last decade. And the global Net
 Enrollment Ratio (NER) has improved since 2001 from 83.2
 percent to 90-95 percent except in Sub-Saharan Africa and
 South Asia. Making teaching of math and other subjects
 efficient for the poor in developing countries is a great
 challenge, particularly in south Asia and Sub-Saharan
 Africa. Many developing countries have explored new means of
 teaching math and other subjects. Mongolia changed its
 mathematics education, aiming to build a new set of
 priorities and practices, given the abandonment of earlier
 traditions. Similar to international trends of the time,
 South Africa in the 1990s extensively applied the
 constructivist learning philosophy which relied on
 exploration and discovery, with little emphasis on
 memorization, drill, In conformity with a belief that
 teachers could develop their own learning programs, there
 was virtual absence of a national or provincial syllabus or
 textbooks. Students were expected to develop their own
 methods for arithmetic operations, but most found it
 impossible to progress on their own from counting to actual
 calculating. This study integrates pertinent research from
 neuroscience and the psychology of mathematics to arrive at
 recommendations for curricular and efficient means of
 mathematics instruction particularly for developing
 countries and poor students at primary level. Specifically,
 the latest research in neuroscience, cognitive science, and
 discussions of national benchmarks for primary school
 mathematics learning, form the basis of our recommendations.
 These recommendations have a reasonable chance of working in
 the situational contexts of developing countries, with their
 traditions and resources.