The Lab for Social Decision-Making & Risk

In this study, we examine the effects of achievement motivational goals (Learning vs. Performance) and of debriefing on the ability of trainees to acquire integrative (i.e., value-creating) negotiation skills and to effectively transfer these skills across situations. Participants in four between‐subject conditions: 2 motivational goal conditions (learning/performance goals) x 2 debriefing conditions (with/without debriefing) first gained experience by engaging in repeated negotiations within an unchanging market simulation, and then proceeded to negotiate a more complex integrative negotiation task. A fifth control condition in which participants performed the second task only was also included. Experience accompanied by subsequent debriefing was found to be more effective for learning than experience without debriefing; it enhanced both integrative performance in the transfer task as well as conceptual understanding. Contrary to our expectations, participants who were assigned learning goals did not show an advantage over participants who were assigned performance goals. (PsycINFO Database Record (c) 2016 APA, all rights reserved)