At the ABA Conference I had the pleasure of being part of a panel called Negotiation Courses: Beyond the Roleplay? Our talk focused on ways in which we venture beyond the traditional roleplay exercises in our negotiation courses. I’m looking forward to trying out the ideas presented by my co-panelists, Rishi Batra (Texas Tech), Andrea Schneider (Marquette), Peter Reilly (Texas A&M), and Hiro Aragaki (Loyola-LA), in my negotiation class this fall.

The exercise I shared is something I designed to help my students practice their interview negotiation skills and, at the same time, to get a chance to network with alumni. I affectionately refer to it as “interview speed dating.” Here is how I run it:

One to two months in advance:  I reach out to a number of alumni to ask if they will come to my class and participate in mock interviews. I aim to find alums with varying levels of experience (from under three years to 30+ years) who work in a variety of practice settings (public defender’s office, large firm, solo practice, in-house counsel, etc.). I like to invite alumni for two reasons: First, it shows students the wide variety of potential career paths they can have after graduating from our law school—and inviting relatively recent alumni makes those careers seem more realistically attainable. Second, it gives students an opportunity to network with employers who may be particularly inclined to hire our grads.

For my class of 24 students, I try to find six alumni to conduct in-person interviews. I also line up one person to participate via Skype and another to interview via phone. This exercise will work with more or fewer, too, so use whatever resources you have.

Three to five days in advance:  I tell students that we will be conducting interviews in class and I solicit six volunteers to participate in the phone and Skype interviews. I ask all students to bring in paper copies of their résumés, and ask the phone and Skype interviewees to email me copies of their résumés a few days before class. I remind the phone interviewees to bring their phones to class (as if they need the reminder!) and ask the Skype interviewees to bring headphones to plug into the classroom computer.

I email the alumni to confirm their participation and to let them know when and where to show up (or to sit by their phone or computer). I give them an overview of how the class will run (more on that below), though I don’t provide them with scripted interview questions. I emphasize that I want them to ask the types of interview questions that they would normally ask candidates during an interview. I find that the students are exposed to a wider variety of interviewing styles and have a more realistic experience if the interviewers ad lib. I also send to the phone and Skype interviewers the résumés of the students they will be interviewing.

Other than for the phone and Skype interviews, I choose not to match up the interviewers and interviewees in advance. Instead, I tell my students to prepare for interviews in a variety of different practice settings. You could certainly match them up in advance and instruct the students to prepare for their specific interview. Among other benefits, this gives students practice doing the type of preparatory research that they should be doing before their real-life interviews. The main reason why I don’t do advance match-ups is because the interviewers occasionally have work conflicts that force them to cancel at the last minute; since I don’t pair people up in advance, I save myself some logistical headaches.

Setting up the classroom:  I hold class in a large lecture hall that has plenty of space for everyone to spread out. The room is set up like this:

This set-up keeps everyone in the same room and accessible for debrief but separates the conversations enough that they don’t interfere with each other. I contact the Skype interviewer using my Skype account so we don’t waste time having the students log into and out of their accounts, though I have the students call the phone interviewer using their own phones. The Skype interviewees plug their headphones into the computer during the interviews so that their conversations aren’t audible to the whole class.

Continued in Part 2 forthcoming next week...

 

Andrea Schneider is a professor at Marquette Law School teaching ADR, Negotiation, Ethics, International Law, International Conflict Resolution and Art Law. She is the author or co-author of numerous books and book chapters in the field of dispute resolution. She serves as the editor of ADR Prof Blog.