Online Dispute Resolution Through the Lens of Bargaining and Negotiation Theory: Toward an Integrated Model

[Excerpt] In this article we apply negotiation and bargaining theory to the analysis of online dispute resolution. Our principal objective is to develop testable hypotheses based on negotiation theory that can be used in ODR research. We have not conducted the research necessary to test the hypotheses we develop; however, in a later section of the article we suggest a possible methodology for doing so. There is a vast literature on negotiation and bargaining theory. For the purposes of this article, we realized at the outset that we could only use a small part of that literature in developing a model that might be suitable for empirical testing. We decided to use the behavioral theory of negotiation developed by Richard Walton and Robert McKersie, which was initially formulated in the 1960s. This theory has stood the test of time. Initially developed to explain union-management negotiations, it has proven useful in analyzing a wide variety of disputes and conflict situations. In constructing their theory, Walton and McKersie built on the contributions and work of many previous bargaining theorists including economists, sociologists, game theorists, and industrial relations scholars. In this article, we have incorporated a consideration of the foundations on which their theory was based. In the concluding section of the article we discuss briefly how other negotiation and bargaining theories might be applied to the analysis of ODR

POWER, INFLUENCE TACTICS, AND INFLUENCE PROCESSES IN VIRTUAL TEAMS

Current studies of power, influence tactics, and influence processes in virtual teams assume that these constructs operate in a similar manner as they do in the face-to- face (FtF) environment. However, the virtual context differs from the FtF environment on a variety of dimensions, such as the availability of status cues. The differences between these contexts may alter how power and influence tactics are expressed in virtual teams. This study examines how power, influence tactics, and influence processes are manifested in virtual teams and which influence tactics are most successful in this context. Twenty-three members of virtual teams were interviewed about their previous attempts to influence team members. The data were coded using a thematic approach. The main findings of the current study were: 1) There is a tendency to use more assertive influence tactics in virtual teams; 2) The success rate of influence tactics varies by the direction of the influence attempt, with lateral influence tactics having the lowest likelihood of success; 3) Specific status characteristics such as knowledge and skills are more relevant for members of virtual teams than diffuse status characteristics; and 4) There is both a relationship orientation and a task orientation in virtual teams. I also present a model for the influence process in virtual teams. First, actors must use technology to get their targets‘ attention. Second, actors should build relationships through getting to know one another and the establishing trust, although this is not a requisite step. Third, actors must choose which influence tactic to use. While many choose to adapt traditional tactics to work in the virtual environment, new influence tactics (e.g., ambiguity reduction techniques) have emerged. Communication technology preferences affect which technologies an actor uses to build relationships and enact influence tactics. The status of the actor and target also affect which influence tactic(s) an actor uses. Recommendations are offered for both low-status members of virtual teams as well as virtual team leaders. Members of virtual teams need to be more assertive in their influence attempts and also need to focus on building relationships with their team members in order to be successful influencers. Future research opportunities are also discussed. Given the growing prevalence of virtual teams, the results of this study are a valuable contribution to both practice and research

Exploring Automated Leadership and Agent Interaction Modalities

Advances in computer technology and research in the field of artificial intelligence have enabled computers to take on roles traditionally held by humans. Insights from leadership research have identified behaviors that, when applied strategically and systematically, can improve individual and team performance. We propose that some aspects of leadership are candidates for automation. This paper briefly reviews relevant leadership literature and describes three leadership behaviors that may be possibly automated: goal setting, performance monitoring, and performance consequences. The paper also explores the relationship of different embodiments of the artificial leaders, the impact of these embodiments in conveying social presence and the impact of this presence on performance and satisfaction outcomes. We conducted an experiment to investigate the effect of automated leadership on follower attitudes and behavior. Initial results suggest that automated leadership may positively influence performance and accuracy for individuals engaged in a clerical task

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

The Impact of Influence Tactics in Information System Development Projects: A Control-Loss Perspective

Information systems development (ISD) projects are prone to high levels of failure. One of the major reasons attributed to these failures is the inability to harmonize values held by a diverse set of participants in an environment that is characterized by uncertainty due to changing requirements. In this paper, we focus on a relational approach to achieve congruence between a project manager and a team member with respect to influence tactics. Constructs of perceptual congruence and communication congruence that reflect a level of agreement and degree of shared understanding between the project manager and team members are described. A congruence model is constructed and tied to an intermediate outcome variable of control loss. One hundred and thirteen dyadic pairs of project managers and team members are surveyed in order to test the model. The results indicate that having strong relational equity and common understanding can minimize control loss. It is important to consider the perspectives of both the project manager and a team member while formulating and assessing monitoring strategies to promote the success of an ISD project. Especially, encouraging team members to discuss disagreements constructively can motivate them to perform better and keep things under control. Finally, it is critical to address the performance problems as they occur rather than wait until the completion of the project

The Impact of Influence Tactics in Information System Development Projects: A Control-Loss Perspective

Information systems development (ISD) projects are prone to high levels of failure. One of the major reasons attributed to these failures is the inability to harmonize values held by a diverse set of participants in an environment that is characterized by uncertainty due to changing requirements. In this paper, we focus on a relational approach to achieve congruence between a project manager and a team member with respect to influence tactics. Constructs of perceptual congruence and communication congruence that reflect a level of agreement and degree of shared understanding between the project manager and team members are described. A congruence model is constructed and tied to an intermediate outcome variable of control loss. One hundred and thirteen dyadic pairs of project managers and team members are surveyed in order to test the model. The results indicate that having strong relational equity and common understanding can minimize control loss. It is important to consider the perspectives of both the project manager and a team member while formulating and assessing monitoring strategies to promote the success of an ISD project. Especially, encouraging team members to discuss disagreements constructively can motivate them to perform better and keep things under control. Finally, it is critical to address the performance problems as they occur rather than wait until the completion of the project

Cultural Contingencies of Mediation: Effectiveness of Mediation Styles in Intercultural Disputes

The difficulties of intercultural negotiations are well established, yet few studies have examined the factors that facilitate the successful resolution of these disputes. This research took a dynamic approach and examined the types of mediation tactics that are most effective in intercultural disputes given specific disputant characteristics. One-hundred and ten participants from the United States and Turkey negotiated a community-based dispute using a newly developed virtual lab. Dyads were randomly assigned to negotiate with a formulative computer mediator, a manipulative computer mediator, or in an unmediated control condition. As predicted, the results showed a significant interaction between manipulative mediation and dispute difficulty; manipulative mediation produced better objective and subjective outcomes in dyads that reported difficult disputing conditions than in dyads with favorable conditions. The results support the contingency approach using two new indicators of difficult conditions (generalized trust and cultural intelligence)