AI Negotiation Class Policies
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AI Negotiation Class Policies

Lukas Nevilelukas.neville@umanitoba.caNegotiation

AI Policy. It is important to the effective functioning of this class that AI tools be used responsibly. I will treat these rules as a part of the overall policy on academic integrity.

AI in the classroom: If you have permission to record class lectures, you may not upload class recordings to any AI service that: • Transfers ownership or grants broad licenses to the service provider, or • Uses uploaded content for model training or other purposes beyond your control.

AI in negotiation preparation: You may not upload your negotiation role materials to an LLM, and you may not use an LLM or other AI tools in your negotiation preparation. This is partially because of the copyright and intellectual property issues involved, but it is mostly about preserving the training value of the exercises for you. Especially with widely used negotiation exercises, LLMs may reveal confidential information from the other side’s role information, since their training sets often include assignments written about the cases, and may include the cases themselves. In other cases, LLMs will hallucinate details about the case or make errors related to quantitative details or scoring. As a result, using these tools in preparation can give an artificial advantage in these simulated negotiations – or introduce confusion and incorrect information in the process. If you use these tools in preparation, it worsens the realism of the exercise and the value of the exercise for you and your partners.

AI in assignment writing: Do not have an LLM write your submission. The purpose of this work is to prompt you to reflect on your negotiation experience and to help you grow as a negotiator. Having an LLM write the assignments robs you of this development opportunity. You can use LLMs in your work process, but as mentioned earlier, you should not be uploading negotiation materials or deals to an LLM that uses uploaded materials in ways you do not control, grants ownership or broad licenses to others. The University’s enterprise M365 Copilot service is your best option. The best use case for LLMs here is to use them to augment your work (as brainstorming companions, reviewers, proofreaders, and copyeditors), not to replace your own creative and analytical work.

AI in exam preparation: You may use AI tools to help prepare for your exam. I would be very cautious about having AI write your cheat sheets, since the evidence seems to suggest that at least half of the effect of cheat sheets on exam performance comes from preparing the sheet, versus using it in the exam. However, if you want to use an LLM to assist you, you may not upload course materials to any AI service that transfers ownership, grants broad licenses, or uses uploaded content for purposes beyond your control. I strongly recommend that if you use AI tools in exam prep, you limit yourself to the university’s enterprise M365 Copilot service, which gives you control and ownership over your data.

Summary. You may use generative AI tools with limitations. AI can support brainstorming, clarifying concepts, and grammar/style, but may not replace your critical thinking, cultural analysis, reflective work, or engagement with assigned readings. All permitted AI use must be cited (tool, date, prompt, how used). When in doubt, ask first. This policy may evolve as we learn together how to use AI fairly and effectively.

AnselmDanneckeradannecker@wustl.eduCross-Cultural Dispute Resolution + International Negotiations and Diplomacy: The Case of Climate Change

The high-level short summary of the AI policy is: Nothing that you submit to me as your work may have been produced by AI. Detailed policy. Faculty and practitioners in this field are figuring out how (and how not) to use emerging generative AI tools such as ChatGPT Edu. These tools can save time and expand access to information. However, our goal is the development and deployment of valuable skills; reliance on generative AI tools can limit the building of those skills and make evaluation of work difficult. Instructors expect to be evaluating your own independent thinking. Remember that AI-produced content is essentially crowd-sourced information and may or may not be accurate or appropriate—it is your responsibility to assess its credibility and accuracy. Ultimately, you are the final author of any products of this class and are thus accountable for their accuracy, credibility, and rhetorical usages. In addition, it is ethically necessary to provide attribution for original thought by citing sources. For this reason, this class allows some uses of AI and prohibits other uses: Allowed: Information Gathering: AI‑assisted search for non‑assigned background sources or examples; summaries of non‑assigned material. Brainstorming & Strategizing: Ideation or testing angles for negotiation strategy (not for graded prep sheets). Self‑Checking: Discussing course concepts with AI; checking understanding of frameworks (e.g., BATNA, high/low‑context). Communication Support: Grammar/spell‑check; critique of non‑graded drafts. Prohibited: Writing any part of graded reflective memos, midterm memo, “Through Another’s Eyes” memo, or final paper. Producing negotiation preparation sheets or post‑simulation reflections. Summarizing assigned course readings. Interpreting simulation results or generating conclusions for graded work. Creating slides/visuals for graded assignments unless explicitly instructed. Citation requirements: list tool name/version (if available), date used, prompt(s), and how you incorporated/modified the output. Example (APA): ChatGPT. (2025, Aug 8). Response to prompt “Suggest strategies for managing high‑ vs. low‑context communication in negotiations.” OpenAI. https://chat.openai.com/

Holly Schroth schroth@haas.berkeley.edu Negotiation and Conflict Resolution

AI Policy After experimenting with more liberal AI use in past semesters, I’ve found it significantly reduces critical thinking and the skills you can gain from this class. AI tends to produce broad generalizations rather than the depth, detail, and self-insight these assignments require. Only you can critically reflect, draw meaningful conclusions, and make thoughtful choices based on the material. AI cannot provide the specific, nuanced strategy advice expected in this course.

Rules for AI use in this course: 1) Never use AI to obtain information about the other negotiator’s role. Accessing another party’s confidential information undermines the learning process and eliminates the critical thinking that is essential for successful negotiations. You are not graded on the outcome of your negotiation (except ABC #2), so looking at confidential role information only hurts your own development. 2) Never use AI for planning or preparation. You must identify key principles on your own. In our exercises, the essential information is provided; real life is not this clear. If you do not learn how to prepare effectively, you lose one of your greatest advantages as a negotiator: exceptional preparation. Planning documents should show no signs of AI involvement. Generalizations, hallucinations, overly broad categories, vague summaries, or being suspiciously precise, especially about partner information, are all indicators of AI use. 3) Do not use AI to write your papers. AI-generated work often contains generalizations, hallucinations, broad categories, and vague summaries. You may, however, use tools like Grammarly to proofread your writing.

Mark Bamforth mbamford@bu.edu  Negotiations

Exercise Preparation. The use of generative AI (ChatGPT and the like) is prohibited for the preparation of the course negotiation exercises. 

 Short Papers and Final Paper. I highly discourage the use of generative AI (ChatGPT and the like) in the completion of the two short papers and final paper for this course.  The papers are essentially thought papers and I want your papers to reflect your own good thoughts – not those generated by an AI tool.  I also think that papers you develop without the help of generative AI will be better papers – more thoughtful, more coherent, better organized, etc. However, IF you use generative AI in the completion of any of your written work for this course, you are required to disclose such use, indicating exactly how you used AI and exactly how it contributed to the development of your work. It should be clear what is your original work and what has been developed through the use of AI. Violation of this policy will be considered academic misconduct in this course. 

Jeanne Brett via Chat GPT.  I prompted Chat GPT: Write a policy for students using AI in a negotiation class. The policy should say in what circumstances the student can use AI and in what circumstances the student cannot use AI. Negotiation classes use simulations or role plays. Students prepare their roles, negotiate the simulation with another student, write reflections about their learning experience.

Policy on Student Use of AI in Negotiation Classes

The purpose of this policy is to ensure that students use Artificial Intelligence (AI) tools in ways that enhance their learning while maintaining the integrity of negotiation exercises and assessments.

Guiding Principle

Negotiation is a performance-based skill that requires authentic practice, critical thinking, and self-reflection. AI can be helpful in preparation, but it must not replace the student’s own engagement in the negotiation process or their personal reflection on learning.

Permitted Uses of AI

Students may use AI to:

Prohibited Uses of AI

Students may not use AI to:

Disclosure and Academic Integrity

Rationale

The goal of negotiation training is to help students build skills in preparation, communication, adaptability, and self-awareness. AI can support learning before and after a negotiation, but the student must engage directly in the negotiation itself and in the personal reflection that follows.

It also gave me a one page HO of Do’s and Don’ts:

Using AI in Negotiation Class

Do’s and Don’ts

AI can be a useful tool to support your learning — but negotiation is ultimately a human skill that you must practice yourself.

✅ DO use AI to:

❌ DON’T use AI to:

📌 Remember:

Laura Rees  Oregon State University Negotiation and Influence

 laura.rees@oregonstate.edu

Use of ChatGPT and other AI assistance Artificial intelligence tools are developing quickly, and can be a helpful resource when used wisely and ethically. You are welcome to use tools like this in this course in the same way that you would use any other written, audio, visual, or other resource that was created by an entity other than you. In fact, to give you practice in using these tools smartly and ethically, particularly in the context of negotiations, I will explicitly ask you to use AI tools and related software several times throughout the course, in specified and purposefully guided ways.

Outside of the specified exercises, if you use AI to aid in written work in this course, you must cite it appropriately (as described below), you must not misrepresent another entity’s words as your own (this is plagiarism), and you must follow all guidelines of this course, the College of Business, and OSU in good faith with these emerging AI tools as you would for any other tool or aid. You should not use ChatGPT or other similar resources in any way that you would not use other resources; for example, it is unethical to ask another human such as a fellow student, or an outside online service, to write an initial draft of an essay for you. This is non-negotiable. Thus, it is also unethical to ask ChatGPT or a similar resource to draft an essay for you. The basic rule of thumb is that if it is unethical to ask a human to do a certain task for you, it is unethical to ask AI to do it. I trust you to act ethically, even when it is unlikely you will be caught or even if you think everyone else is doing it. Research shows this kind of misperception is common but is not actually likely. Overall, when in doubt if your use of AI tools is ethical, please ask. I am happy to discuss any questions or issues in advance of your submitting your work. Please ask in advance to avoid any potential ethical missteps. However, before using AI, you should also be aware of the limits and implications of ChatGPT and similar resources:

a. If you provide minimum-effort prompts, you will get low-quality results. You will need to

refine your prompts in order to get good outcomes. This will take work. I recommend the

Jules White Coursera courses (which you can participate in for free). I have also taken a

number of these courses and found them valuable.

b. Don’t trust anything the AI resource says. If it gives you a number or fact, assume that it’s  wrong unless you either know the answer or can check with another source. You will be

responsible for any errors or omissions provided by the tool. It works best for topics you

already understand well. As a personal example, I have asked ChatGPT to tell me about the

research of Laura Rees at OSU. Its response included a number of made-up publications

that sounded reasonable and the tool continued to insist very confidently these cites were

correct, even over a number of different objections I raised. Please, be very careful with

ChatGPT and similar tools. It and all other AI and AGI-related tools are fascinating and

promising, but very early-stage. (Search for a  interesting discussion with Stephen Pinker,

Harvard cognitive psychologist)

c. AI is a tool, but one that you need to acknowledge using. In addition to citing the AI tool

appropriately within your work (i.e., via in-text citations as for any source), please also

include a paragraph in an appendix at the end of any assignment that uses AI explaining in

more depth what you used the AI for. Following this paragraph, you should also copy-paste

your entire conversation into the appendix, both exact prompts and all of the AI-generated

output. Failure to do so is in violation of academic honesty policies. Note this additional

appendix requirement is because I am not able to see or recreate the exact output you are referencing, so an explanation of what you have done, why, and how is necessary for me to

understand your work.

d. Be thoughtful about when this tool is useful. Don’t use it  use it if it isn’t appropriate for the case or circumstance. As for everything in this course and life, please consider the ethical

implications (proactive and reactive) of your decisions. Also consider whether the use of

the tool really helps you develop your proactive ethical mindset skills in a given instance.

Don’t cheat yourself of the opportunity to practice and grow as a proactive ethical thinker

and doer.

(Expanded and adapted with permission from Ethan Mollick and Lilach Mollick, Wharton)

Specific guidance for using and citing AI:

For multiple reasons, including the unique nature of the course, your and your

classmates interdependence for learning and growth this term, and copyright and privacy

regulations, you are not permitted to upload or submit any materials from the course

(readings, case materials, etc.) to any AI service or software. Doing so is an honor code

violation and hurts you, your classmates, our collective trust, and future students (who

may no longer be able to use the materials as a result). I trust my students and depend on

you to trust each other as well. Thank you in advance for upholding this culture of trust.

Do not use citations to external sources generated by AI without checking carefully; they

are likely to be false. Only include citations to sources you have personally checked.

If you are copying and using language generated by an AI app, you must put that

language in quotation marks just as you would when you copy language from human

authors.

Citations should take this form, unless you are otherwise directed:

 [AI source]. [Short description of how you used it] (date; link to chat or AI

website)

Alexandra Mislin Negotiation undergraduate course mislin@american.edu

USE OF GENERATIVE AI TOOLS

AI tools can support your learning in this course, but they are here to help you think, not replace your thinking. Your core ideas, analysis, and strategies must come from you.

When AI directly shapes the work you submit, for example, generating text, outlines, examples, or ideas you incorporate, you must include an AI Usage Note at the end of your assignment. This should state:

1.          The tool used

2.          The prompt(s) you entered (or a brief description if prompts were minor)

3.          How you reviewed and adapted the output

For small uses that do not directly shape your work (e.g., quick grammar checks), a brief mention such as “used for proofreading”is sufficient.

Why this matters: disclosure helps me give more tailored feedback, ensures you understand the why behind negotiation strategies, and helps you build skills you can apply without relying on AI.

Unauthorized use, failure to disclose, or submitting AI-generated work as your own is a violation of AU’s Academic Integrity Code. Full AI guidelines and examples are posted on Canvas, and we will review them together in class.

Faculty Statement on AI Use in This Course

AI tools may be used at times to enhance learning and skill development in negotiation. This can include supporting the design of course materials, creating and running negotiation simulations, and providing feedback. All AI use is guided by professional judgment to ensure accuracy, appropriateness, and alignment with the course learning outcomes.

Manal Chakra University of Ottawa Organizational Behavior and HR

 mabou099@uottawa.ca

Manal notes that thiese are multi secs is his schools current policy

The use of AI tools, including but not limited to ChatGPT, for writing, generating, or assisting with any portion of your case analyses is strictly prohibited. Case assignments must be completed as a team, reflecting your collective critical thinking and analysis. Violations of this policy will be considered a breach of academic integrity and will result in disciplinary action in accordance with the university’s academic misconduct policies. The entire team will be held responsible for any violation of this policy.

Avery Katz Columbia  Negotiation Workshop ak472@columbia.edu

Use of generative AI tools prohibited except when explicitly authorized: Pursuant to the Law School’s Interim Policy on Generative AI, you may not use generative artificial intelligence tools in drafting any part of work submitted for credit in this class, except on assignments for which it is explicitly authorized. If we do choose to authorize the use of AI tools on specific assignments, we provide you with guidance on their appropriate use at the appropriate time.

Ray Friedman Vanderbilt Negotiation  Vanderbilt University ray.friedman

@owen.vanderbilt.edu

My policy is that you can use it to help with papers, but you have to show your AI input as well as the final paper (the prompt, and your first paper version).

MIchael Wilson:        Tulane University mwilson@tulane.edu

“Students are permitted to use AI tools such as ChatGPT, DALL-E, or similar platforms to assist with brainstorming, drafting, and refining their assignments. However, all use of AI must be properly documented and cited. You must include a statement at the end of your assignment detailing how you used the AI tool, including the specific prompts used and how the output was modified. You are responsible for ensuring the accuracy, originality, and ethical integrity of the final submission.”

Joel Cutcher-Gershenfeld Brandeis University joelcg@brandeis.edu

Part I: It is important to remember that ChatGPT and other AI tools are not a replacement for your own critical thinking and original ideas. The ultimate goal of this course and any tool used to submit work is to enhance your own learning and understanding, not to undermine it. It is your responsibility to maintain the highest standards of academic integrity.

Representing work generated by artificial intelligence as one’s own work is considered to be academically dishonest. This includes (a) ensuring that all work submitted for grades is your own original work, and (b) properly citing any sources that you use.

Part II:  Having AI write your paper constitutes plagiarism. If the source of the work is unclear, instructors may require you to meet with me to explain the ideas and your writing process. If you consult with other students or use any sources on an assignment, report this in the work that you turn in. Do not generate new content with prompt-based AI tools like ChatGPT or CodePilot without permission from instructors unless specifically allowed by the assignment. (Using, for example, Grammarly as a language aid is OK.) I reserve the right to request an oral explanation of answers. If you have questions about what is permitted, please reach out to me.

Richard Posthuma University of Texas El Paso  rpostema@utep.edu:           

 Advice for professors teaching with artificial intelligence (AI).  Don’t ignore AI. Instead, assign students to find and explain AI’s mistakes. Here’s why:

1. Finding a mistake is more complicated than finding an answer.

2. Students learn more when assigned to find a mistake than when assigned to find an answer.

3. Students learn more when assigned to explain a mistake than when assigned to explain an answer.

4. Students learn more when assigned to explain AI’s mistake than when assigned to explain their own answer.

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