Managerial conflict resolution skills such as mediation have often been poorly defined and measured. We used a mixed‐method design to develop a managerial mediation competency scale. In our first study, we used semistructured interviews to identify managerial mediation skills and attitudes, from which we derived a framework for measuring managerial mediation competency. In our second study, we developed scale items and used a quantitative survey to test the scale's psychometric qualities and to gain insight into the theoretical structure of managerial mediation competency. Our managerial mediation competency scale can be used in research questionnaires or organizational surveys as a training, research, and theory development tool.

Student engagement occurs when students are significantly motivated to invest in their learning behaviorally, cognitively, and emotionally. Although research has shown that higher engagement leads to deeper learning, the importance of student engagement in role plays has been underestimated in negotiation pedagogy. More specifically, role plays that fail to provide authentic experiences or to capture students' interest may lead to suboptimal learning due to a lack of engagement. To help foster learning from role plays, we propose two frames of reference for improving their design: ecological validity and vested interest. Using these frameworks, we suggest strategies to create more authentic and interesting role plays and thus promote richer learning for students.

Mediators often do not welcome the presence of attorneys at the mediation table. Because of the apparent contradictions between both professions, many mediators believe that the presence of attorneys is prejudicial to the mediation process. Using empirical data collected from workplace mediation cases, we have explored the actual impact of the presence of attorneys. Our results indicate that the presence of an attorney does not significantly affect the outcome of a mediation, with two exceptions. First, the presence of attorneys in a mediation process reduces the parties' level of satisfaction with the mediator. Second, the presence of an attorney would appear to hinder the level of reconciliation possible between the parties.

The relationship of trust between mediators and parties is a key element of the mediation process. This article reviews the trust relationship from the parties’ perspectives. A qualitative research methodology was used to identify five key factors explaining why parties trust their mediator: degree of mastery over the process, explanation of the process, warmth and consideration, chemistry with the parties, and lack of bias toward either party. The theoretical and practical implications of the results are discussed.

Mediators generally avoid the issue of whether parties accept their individual share of responsibility for a conflict. But the results of this study demonstrate the important role that taking responsibility for the conflict can play to encourage the emergence of cooperation within the mediation process. In this article, the author first explores the role of responsibility within the context of various mediation approaches and styles. Next, he reports the results of a quantitative study that examined the attitudes of disputants involved in workplace conflict mediations. His results indicate that acceptance of responsibility can play a parodixical role in the mediation process: it seems to be effective only when both parties jointly acknowledge responsibility. When responsibility is acknowledged unilaterally, it seems to have a negative effect on the emergence of cooperation. Finally, the author proposes an intervention strategy for mediators that is designed to encourage the joint acceptance of responsibility and thus facilitate the emergence of cooperation in mediation.

All mediators confront the challenge of how to encourage cooperation among parties in a mediation. Based on a phenomenological study of workplace mediation, this article explores the variables that are linked to the emergence of cooperation between parties. In the first part of the study, factors influencing the desire to cooperate are identified and categorized, based upon whether they help or hinder cooperation. The second part of the study compares the characteristics of cooperative and antagonistic mediation climates in order to better understand how cooperation is established during the mediation process. Based on the findings, strategies are proposed to help mediators facilitate the transition of an antagonistic climate into a cooperative one and thereby encourage the emergence of cooperation.

This article uses a case‐study methodology to explore the impact of problematic relationships on the initiation of consensus‐building efforts. The article notes that poor relations hinder the initiation process, while the expectation of benefits likely to result from the effort fosters the involvement of parties. The association between poor relations and expected benefits is explored with a focus on the appeal of collaboration. Strategies are then outlined to help facilitators to deal with problematic relationships by mitigating poor relations, highlighting incentives for participation, and building on the appeal of collaboration. Facilitators can use these strategies to increase their chances of success in initiating consensus‐building efforts.

The potential of cosnensus building is dependent upon overcoming difficulties associated with the challenges in getting parties to the table. This article builds a framework for understanding the factors and vaiables most fundamentally involved in the initial of consensus‐building efforts. Nine factors involved at the beginning of a consensus‐building process are identified and outlined. The framework is structured on three major functions of the initiation phase: the definition of the porblem, the stucture of negotiation, and the motivation to participate.