Negotiation and Learning: Processes and Products

  • Raymond Smith
Part of the Professional and Practice-based Learning book series (PPBL, volume 23)


This chapter is the first of two chapters (This chapter and Chap.  3) that outline the two primary perspectives of negotiation used to align the concept with learning practice. This chapter examines negotiation as a specific form of interactivity that illustrates how participants come together to make decisions, solve problems, and construct agreements. It draws on the perspectives of experiential learning, organisational behaviour, economics, and management, where work and learning are predominantly about productivity and improved performance. Negotiation from this perspective is about connecting with others and directing activity through purposeful influence and understanding in order to identify and manage that connection and the kinds of outcomes this connection enables and accomplishes. The chapter focuses on learning as the experiential process and product of coming to arrangements and making agreements about shared activity. As such, negotiation can be mapped and modelled as sets of phased activity that secure desirable outcomes through planning and “meeting”, that is, bringing together parties who are otherwise separate but now need to jointly create solutions to circumstances that have connected them. Such activities have parallels with learning practices and hence the concept of negotiation is seen as a way of illuminating these practices as social practices. What remains insufficiently examined from these perspectives are the contextual, incidental and hidden qualities that make work-learning far more than a managed process of engagement in planned activity, far more than a sequence of give and take that leads to desired outcomes.


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Raymond Smith
    • 1
  1. 1.Griffith UniversityBrisbaneAustralia

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