Paving the Way for Consensus: Improving the Effectiveness of Multilateral Negotiation Management at the WTO

Reaching decisions on international trade by consensus amongst 164 governments is an extraordinarily difficult task. Social science research demonstrates that the management of the negotiation process by the host government and WTO Secretariat can play an important role in tipping the balance between deadlock and agreement. This requires close coordination between the representative of the host country and the Director General of the WTO. While effective process management alone will not solve the problems that the WTO faces, it can create more favourable conditions for reaching consensus. Conversely, poor process makes this already- difficult task practically impossible. Effective negotiation management consists of seven key elements: preparing well in advance; teamwork both within the host team and between the hosts and the Secretariat; transparent, consistent and realistic communication; selecting the right individuals for the job; breaking the process down into small-group negotiations and handling this with care; leveraging the legitimacy that non-party stakeholders can bring to the process; and increasing the likelihood of agreement through managing the agenda, draft texts, and the overall atmosphere of the negotiations. Both process and context determine negotiation outcomes. Comparing the 1999 Seattle Ministerial Con- ference with the 2001 Doha Ministerial Conference allows one to hold the context relatively constant, thus demonstrating the independent effect of process management. Variation in process management by the respective organisers of the two summits led to very different outcomes. The 2015 Paris Agreement on climate change was a notable success for multilateralism. Like WTO negotiations, climate negotiations also take place in the challenging environment of consensus decision- making. Process management by the French hosts is considered a model of best practice, and has been widely credited as a factor behind the successful outcome. Lessons can be learned from this case. Future hosts of Ministerial Conferences are specifically recommended to pay attention to the following: It is vital to consult with as many members as possible in advance of the Ministerial. If budget allows, it is preferable to travel to capitals to demonstrate respect. Toavoidconflictfurtherdowntheroad,clearlydefinetherespectiverolesoftheDirector-Gen- eral and the Conference Chair from the outset, with the Conference chair taking the political lead. Thehostgovernmentcannotmanagetheentireprocessaloneandwillneedtoappointfacilitators to chair issue-specific working groups. This critical role requires specific skills and experience. Organising a workshop for facilitators in advance of the Ministerial could increase their effective- ness. The format, attendees and timing of small-group negotiations at the Ministerial can all affect re- sults. Whatever form these meetings take, transparency is a key consideration. Seemingly trivial details such as room facilities, security and catering at the venue all matter to delegates and can cause unnecessary friction when mismanaged

A multi-agent system with application in project scheduling

The new economic and social dynamics increase project complexity and makes scheduling problems more difficult, therefore scheduling requires more versatile solutions as Multi Agent Systems (MAS). In this paper the authors analyze the implementation of a Multi-Agent System (MAS) considering two scheduling problems: TCPSP (Time-Constrained Project Scheduling), and RCPSP (Resource-Constrained Project Scheduling). The authors propose an improved BDI (Beliefs, Desires, and Intentions) model and present the first the MAS implementation results in JADE platform.multi-agent architecture, scheduling, project management, BDI architecture, JADE.

Enabling a community of practice: Fostering social learning between designers and design managers at postgraduate level

This paper discusses the principles and practices of a joint programme of MA Design and Design Management studies at a UK-based university that has encouraged students from different design disciplines to develop a community of practice (COP). It describes the structure of the current MA programmes and how a series of staff initiatives in response to financial and organisational necessity has led to conditions conducive for the emergence of a communities of practice. A community of practice is defined by Wenger and Synder (1999, p.139-140) as a group of people informally bound together by shared expertise or a particular interest. Developing a COP can be a means to generate new ideas, methods and processes (Schlager, Fusco, & Schank, 2002). Building a community of practice is a vital ingredient in the development of a design professional operating in a post-disciplinary design era in which complex problems stretch across traditional disciplines and cultures (Moggridge, 2007). The paper begins by providing a background to the growth and expansion of postgraduate education in the institution and proceeds to describe the structure and delivery of its programmes. It highlights learning opportunities created by teaching staff to facilitate the development of a community of practice. It concludes by presenting a number of challenges faced by programmes in maintaining conducive environments for COP to foster in view of proposed growth

The Contemporary Human Resources Function

Abstract Current companies encounter important challenges day to day. Many factors such as the economic globalization, the change in the way of working, the Internet boom, and the importance that the service sector is experiencing nowadays influence the new society in which persons and businesses actually cope. Each of these contingencies obligates the Human Resource function to adapt to new organizational goals moulding their strategies and tactics to the in fashion topics. In this work we present the classical functions integrated in the Human Resources department constituting its base of performance. We also deal equally with the high performance practices and the importance that is acquiring the binomial human resources management strategies – business performance such as new tendencies applicable in this area.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts

Science for Place-based Socioecological Management: Lessons from the Maya Forest (Chiapas and Petén)

The role humans should play in conservation is a pervasive issue of debate in environmental thinking. Two long-established poles of this debate can be identified on a preservation-sustainable use continuum. At one extreme are use bans and natural science-based, top-down management for preservation. At the other extreme is community-based, multidisciplinary management for sustainable resource use and livelihoods. In this paper, we discuss and illustrate how these two strategies have competed and conflicted in conservation initiatives in the Maya forest (MF) of the Middle Usumacinta River watershed (Guatemala and Mexico). We further argue that both extremes have produced unconvincing results in terms of the region’s sustainability. An alternative consists of sustainability initiatives based on place-based and integrated-knowledge approaches. These approaches imply a flexible combination of disciplines and types of knowledge in the context of nature-human interactions occurring in a place. They can be operationalized within the framework of sustainability science in three steps: 1) characterize the contextual circumstances that are most relevant for sustainability in a place; 2) identify the disciplines and knowledge(s) that need to be combined to appropriately address these contextual circumstances; and 3) decide how these disciplines and knowledge can be effectively combined and integrated. Epistemological flexibility in the design of analytic and implementation frameworks is key. Place-based and integrative-knowledge approaches strive to deal with local context and complexity, including that of human individuals and cultures. The success of any sustainability initiative will ultimately depend on its structural coupling with the context in which it is applied

By design : negotiating flexible learning in the built environment discipline

The term ‘flexible education’ is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings. This paper describes a process designed to elucidate how the idea of flexible education can be translated into teaching models that are informed by the specific demands of disciplinary contexts. The process uses a flexible learning ‘matching’ tool to articulate the understandings and preferences of students and academics of the Built Environment to bridge the gap between student expectations of flexibility and their teacher’s willingness and ability to provide that flexibility within the limits of the pedagogical context and teaching resources. The findings suggest an informed starting point for educators in the Built Environment and other creative disciplines from which to traverse the complexities inherent in negotiating flexibility in an increasingly digital world

Enhancing project-related behavioral competence in education

The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students