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We used structure-mapping theory (Gentner, 1983) to study learning in negotiation teams. We instructed some teams to compare two training cases and identify a key negotiation principle; other teams were given the same two cases to study and analyze separately. Teams who compared the two cases during the training period were more likely to transfer a key value-added strategy to a novel face-to-face, two-party negotiation situation than were teams who analyzed the same two cases separately. In fact, analyzing cases separately was no better than no training at all. Teams of negotiators showed comparable levels of knowledge transfer to solo negotiators.
Loewenstein et al. (Sun,) studied this question.