Post on 08-Jul-2020
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 1
VESALIUS COLLEGE
Brussels, Belgium BUS 219G Business
Fall 2016
Negotiations and Conflict Resolution
Number of ECTS credits: 6
Contact Details for Professor:
Instructor: Therese Baptiste-Cornelis
Office: Pleinlaan 5
Office Hours: Thursdays 3:00-4:00 pm
Email: tbaptist@vesalius.edu or therese.baptiste.cornelis@vesalius.edu
Telephone: +32 (0)499 72 11 33
Course Description:
The course promotes the academic study of negotiation and conflict resolution
and equips students with the analytical and practical tools necessary to forge
mutually beneficial agreements and to resolve conflicts. It explores constructive
alternative dispute resolution (ADR) processes and procedures in opposition to
the usage of legalistic, adversarial methods of dispute resolution in the private,
public and non-profit sectors. Knowledge and skills developed are those needed
to analyze complex conflict and dispute situations, shape appropriate processes
to involve the right parties, constructively negotiate settlements, select mediators
and facilitators, and design dispute resolution programs. Emphasizes conflict
management and resolution leadership.
Course Overview:
Negotiation skills are critical, both professionally and personal, as others will not
have the exact same interests, perspectives, and values as you would in your
outlook on any given situation. At one point in one’s life we will experience
conflict, such is inevitable. It affects families and friendships, neighborhoods,
towns and governments, nations, organizations, and businesses. Resolving
conflict often feels like a constant balancing act among the opposing needs
and interests of spouses, children and siblings, town boards, citizens,
governmental leaders, business partners, and other parties.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 2
Conflicts are also unpleasant and stressful. They distract people from pursuing
more productive endeavours and are expensive—in terms of time and
money. However, not all conflicts are destructive. Some lead to a sharpening of
critical issues and the creation of new systems and institutions beneficial to
society. In some instances, conflict leads to much needed change. Thus, the
challenge to public managers is not to try to eliminate conflict but to manage
disagreements as productively as possible.
Learning Objectives:
After this course, the student should be able to:
In terms of knowledge:
1. Acquire substantial background knowledge on the conceptual tools
concerning negotiations and conflict resolution, and grasp the complexity
that is inherent in the successful and mutually beneficial execution of
negotiations at a sophisticated level-through actions both at and away
from the bargaining table
2. Develop a knowledge of traditional and contemporary theories of
negotiation and conflict resolution
3. Engage critically with the literature on negotiations and conflict resolution;
4. Understand the importance of the cultural nuances on effective
negotiation strategy to enable a reduction in conflict occurrence.
5. Assess critically the various debates and trends of effective and
wholesome negotiation strategies.
6. Understand the underlying principles to consider when conducting a
conflict management program or negotiation
7. Describe methods used to analyze conflict situations and design a
resolution plan
8. Specialize yourself on a particular aspect of negotiation and conflict
resolution.
In terms of skills:
At the end of the class, the student should be able to:
1. Apply the relevant scholarship to understand, synthesize and analyse
issues in designing effective negotiation scenarios, whilst identifying (often-
overlooked) value-creating potential in different situations;
2. Carry out independent research using a wide range of sources and
present a personal analysis on various types of negotiation and conflict
resolutions approaches;
3. Communicate effectively key research findings on negotiation and
conflict resolution.
4. Demonstrate fluency in the use of negotiation and conflict resolution
terms, frames, and concepts
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 3
5. Design and execute agreements that unlock maximum value on a
sustainable basis; to end up with an appropriate share of the value that is
negotiated, thus enhancing your strengths as a negotiator and minimizing
your weaknesses
6. Understand the vital role of ethics in negotiation, even where the parties'
ethical standards vary dramatically;
7. Work in a group of people whose backgrounds, expectations,
perspectives, values, and ethical standards differ from your own to
prepare for leading the seminars and review each other’s’ papers as a
part of the ‘peer review’ work;
Methodology:
This course will be taught using a highly interactive format and a great deal
of our time in class will be spent discussing, observing, and analyzing course
material. This is primarily achieved by actual negotiation simulations. The
teaching methods that will be used are as follows:
Reading. For most of our class sessions, book chapters, supplemental
readings, and case simulations will be assigned. Given the participative
nature of the course, it is imperative that you read the material closely
before class so you can discuss it knowledgably with your peers during class.
All supplemental readings will be made available on our class Blackboard.
Discussion. Each week you will be asked to discuss in a variety of real life
negotiation situations. These discussions provide you with an opportunity to
interact with and learn from your peers. Therefore, every student is expected
to contribute to the learning of others in the class.
Action Learning. Action Learning is a process by which you can work
through real negotiation situations which would require adoption of the
various skills and techniques to which you will be introduced. To accomplish
this, you will be asked in your final group project to participate in a timed
actual negotiation simulation.
Learning Partner (LP) Learning Partners are fellow students who will help you
be successful with your action learning project and become an effective
coach. You will work with an LP who will support and challenge you in
framing, reframing, and accomplishing your action learning project.
Simultaneously, you will act as a coach to your LP providing you an
opportunity to practice the various negotiation methodologies discussed
and utilized in the course. You will be randomly assigned LP during class on
Session 2 of Week 1. Note: the most successful partnerships begin with a
phone call or in person meeting to make connections.
Class Schedule:
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 4
Classes will be held at the following times:
Tuesday 16:30-18:00 and Thursday 16:30-18:00
Course Materials:
Negotiation and Dispute Resolution
Beverly DeMarr / Suzanne De Janasz
ISBN-10: 0131577530 • ISBN-13: 9780131577534
©2013 • Prentice Hall • Paper, 408 pp
Published 12/27/2011
Party-Directed Mediation: Facilitating Dialogue Between Individuals
Gregorio Billikopf
© 2014 • University of California • Online PDF
Available at: https://nature.berkeley.edu/ucce50/ag-labor/7conflict/PartyDirMediation.pdf
United States Institute of Peace, “Certificate Course in Negotiation & Conflict
Management,”
© 2010
Available at: http://www.usip.org/sites/default/files/academy/OnlineCourses/Negotiation_Conflict_Management.pdf
Additional Selected scholarly and articles (Distribute/Referenced during course)
Course Assessment:
The students will be evaluated on the basis of their performance as follows
Assignments Percentage of the final course
grade
Group Work
Seminar Presentations (5%)
Negotiation Simulations and
Outcomes (5%, and 10%)
20%
Research paper 25%
Mid-term exam 25%
Final exam 30%
Total 100%
Grading Scale of Vesalius College:
Vesalius College grading policy, in line with the Flemish Educational norms, is now
as stated follows: Grade Scale of 20 Scale of 100
A 17.0-20.0 85-100
A- 16.1-16.9 81-84
B+ 15.3-16.0 77-80
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 5
Grade Scale of 20 Scale of 100
B 14.5-15.2 73-76
B- 13.7-14.4 69-72
C+ 13.1-13.6 66-68
C 12.3-13.0 62-65
C- 11.5-12.2 58-61
D+ 10.7-11.4 54-57
D 10.0-10.6 50-53
F Below 50 0-49
Description of activities and Grading Criteria (only general grading criteria in this section)
Learning Partner
The role of each learning partner is to serve as your mentor and reviewer, discuss
your research interests and questions, provide peer feedback orally and in a
written format. The peer review system is an essential component of writing and
improving your paper. Learning to receive and give feedback, address this
feedback and use it as a tool of self-improvement is life-long skills. This exercise is
aimed to train you in serving as a research peers to each other. You will also
work with your peers in preparing and leading seminar discussions that will help
you to reflect on different sub-topics of the main themes covered in each week.
It is essential that you share the workload, prepare well in advance, work outside
of classroom as well as during classroom activities and structure seminar
presentation and discussions well.
Students will be assigned their research peers(learning partner) in the beginning
of the semester (Week 2) and should prepare a research proposal with a draft
research question by Week 3 (September 8th). Students will be responsible for
submitting their research papers in Week 9 (October 20th) (a week before the
papers are due to the course convener Week 10- October 27th). Research peers
will be responsible for reviewing the papers, assessing them using the grading
rubric that will be used for final grading and submitting their comments both to
each other and to the course convener. Students will assess their research peers
using a form outlined in the section ‘Further description of assessment activities’
(see ‘Assessment of your “research peer”’).
It should be noted that it is expected that research peers are expected to add
value to the creation of the research paper and thus must be constructive in
their review and analysis. Thus, if a reviewer is seen to have neglected to perform
their duty transparently and accurately (insufficient support as indicated by
Comments/Grades given by their partner OR scored their partner’s paper
significantly higher than the worth of the paper), this will result in a penalty in the
final grade awarded by the convener. This will be discussed in more detail in
class to clear up any ambiguity.
Negotiation & Dispute Resolution Simulations
The course is designed to include lectures followed by significant negotiation and
conflict resolution simulations, where group of students are placed in a variety of
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 6
scenarios in which they will (a) introduce the scenario to the class, (b) conduct a real-life
negotiation utilizing the relevant skills sets that would have been taught in the preceding
weeks, under the scrutiny of their peers, followed by (c) leading the discussion, analyze
different research methodologies that could have been utilized.
Students are responsible for firstly participating in the simulation and secondly guiding the
class discussion on the activities. It is essential that students who are responsible for
leading the discussions prepare well and in advance, think through the structure of their
scenario, develop appropriate and stimulating questions based on the
reading/negotiation assigned. Questions should be designed in such a way as to
stimulate the class discussion.
Presentation:
Every negotiator has a particular style and thus students are expected to work in groups
early in the semester to develop a presentation based on two distinct negotiators,
(determined by internet research), of whom they must present a critical analysis of the
various styles used by the negotiators, given examples of real-life negotiation in which
these persons may have been featured in the media. This activity is highly dependent on
the ability of the group to think coherently and articulate their thoughts in a manner that
garners interest in the information being disseminated to the class. The group rubrics for
this is indicated in the rubrics section later in this syllabus. It must be noted that ALL group
members are expected to be fully cognizant of the material contained therein. The
purpose of this exercise is twofold – (1) Encourage teamwork across various personalities
thus reflective of real life situations and (2) Present examples of actual negotiations in
which these negotiators were featured and investigate the variety of styles and
techniques that can be combined to create an effective negotiator.
Research paper:
Students are required to conduct an individual research and submit a research paper.
The topic of your paper needs to be approved the course convener. The paper should
be between 3000-3500 words (the structure and the assessment is depicted below in the
section on ‘Further description of assessment activities’). The paper will be mostly based
on the secondary research and should include literature review as well as a clear section
on methodology and a plan for further research. The paper should outline the plan for a
pilot study that will be based on primary research and provide as detailed description as
possible. Students will be asked to execute their pilot study and submit their results for the
final exam.
The paper is worth 25% of the final grade. The draft paper needs to be submitted to
research peers on October 20th. The research peers are responsible for providing a written
feedback and use the evaluation form (the same that the course convener will use for
grading - depicted below in the section on ‘Further description of assessment activities’.
The peer feedback is due on October 25th (or earlier). The final draft is due to the course
convener on October 27th.
When submitting a paper, the following guidelines should apply: an electronic copy of
the paper must be submitted by October 27th 2016 via Turnitin as well as a hard copy in
class and via email to tbc@cornelis-associates.com with “BUS219 Research Essay” in the
Subject Header. NOTE: your essay only counts as accepted if you handed in both a hard
and electronic copy. Failure to do so will result in an ‘F’.
The course convener will provide a sample format that should be used for the paper. It is
essential that you use this format, including the cover page, an introduction, main
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 7
sections of the paper, conclusions and the bibliography. You are expected to submit
your research draft paper to your research peers and adopt the comments made by
them. You are also expected to serve as a research peers and provide comments on the
papers of your colleagues. You will present your paper and the main findings as a part of
a student conference on ‘State-building’ facilitated within the framework of this course.
Mid-term and Final Exam:
The mid-term exam will take place in Week 7. The format of the exam will include a
combination of short and long essay questions where you are expected to demonstrate
the understanding of the key concepts and definitions as well as provide analysis of the
core topics covered in class and in the assigned readings. The revision session is
scheduled to take place a week before each exam.
Final exam is scheduled for Week 15
Further description of assessment activities
Rubric for evaluating research paper for 200-level course
Criterion Description Max
Points
Points
received
Introduction
and
Research
Question /
Statement /
Puzzle
( /8 Points)
Explain Choice of Topic and why it is academically
relevant
/2
Context of topic within the academic debate / identifying
briefly the gaps in the literature that this paper is
addressing/filling
/2
Clear and Concise Research Question / Research
Statement
/2
Outline of structure of the paper and main argument /2
Literature
Review
( /20 Points)
The literature review identifies the relevant (i.e. to the
chosen topic) arguments and debates in the literature and
places the student’s own topic in the wider academic
context
/5
It compares, contrasts and synthesizes the main authors
and arguments
/5
It evaluates strengths and weaknesses of the literature and
identifies the gaps the student’s paper addresses
/5
Based on the Literature Review, the student chooses a
clear theoretical/conceptual frame-work to be applied in
the analysis part of the paper
/5
Analysis /
Discussion
( /32 Points)
Extensive Analysis and Arguments supported by facts,
empirical examples and up-to-date data
/8
Wide use and synthesis of sources and references to
support key arguments directly addressing the research
question
/8
Application of conceptual and theoretical frame-works /8
Critical and dialectic (thesis/antithesis/synthesis) evaluation
of strengths and weaknesses of core assumptions and
arguments of other authors in non-prejudicial and open-
minded manner
/8
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 8
Criterion Description Max
Points
Points
received
Structure
( /10 Points)
The paper is structured in a coherent and logical way –
with clear subsections – supporting the clarity of the
argument and analysis
/10
Originality of
Thought
( /10 Points)
The paper highlights a level of deep reflection of research,
leading to arguments and ideas that go “beyond the
obvious”.
/10
Formal
Aspects
( /10 points)
Correct use of language (spelling, grammar, expression) /3
Correct citation and bibliography /3
Appropriate Number of Sources /4
Conclusions
( /10 points)
Stating in clear and succinct manner the result of the
analysis and main answer to the research question
/4
Critical, open-minded and non-defensive evaluation the
validity of the student’s own arguments and results to
explore further avenues of research
/6
TOTAL Final and Overall Comments:
Total
Further comments:
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 9
Criteria for successful group presentations:
Successful Presentation requirements Comments
o Group demonstrates the knowledge
of the material
A B C D F
Mark: _____
o Group displays high presentation
competency skills in delivery and
utilization of technology.
A B C D F
Mark: _____
o Group has developed an excellent
critical analysis of the task at hand.
A B C D F
Mark: _____
o Group keeps the flow and
momentum of the discussion by
ensuring that the whole class is
engaged for the duration of
presentation.
A B C D F
Mark: _____
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 10
Criteria for Successful Simulations by group:
A
81-100
B
80-69
C
68-62
D
61-53
F
0-49
Simulation All parties are
satisfied and
everyone works
together to
make it
happen.
All parties are
satisfied and
everyone
works
together to
make it
happen. .
A decision is
reached but
not all parties
are satisfied.
A decision is
reached but
not all parties
are satisfied.
No
agreement
or the parties
not satisfied
with the
outcome
Discussion Effective
utilization of
various
schemas in
ensuring mutual
sustainable
outcome is
desirable.
Group
demonstrates
creativity by
going beyond
the weekly
reading and
linking the
simulation to
the broader
themes
discussed in this
or other classes.
Lack of
utilization of
various
schemas in
ensuring
mutual
sustainable
outcome is
desirable.
And/or
Group failed
to
demonstrate
sufficient
creativity by
going
beyond the
weekly
reading and
linking the
simulation to
the broader
themes
discussed in
this or other
classes.
Effective
utilization of
various
schemas in
ensuring
mutual
sustainable
outcome is
desirable.
Group
demonstrates
creativity by
going beyond
the weekly
reading and
linking the
simulation to
the broader
themes
discussed in
this or other
classes.
Lack of
utilization of
various
schemas in
ensuring
mutual
sustainable
outcome is
desirable.
And/or
Group failed to
demonstrate
sufficient
creativity by
going beyond
the weekly
reading and
linking the
simulation to
the broader
themes
discussed in
this or other
classes.
Lack of
utilization of
various
schemas in
ensuring
mutual
sustainable
outcome is
desirable.
And/or
Group failed
to
demonstrate
sufficient
creativity by
going
beyond the
weekly
reading and
linking the
simulation to
the broader
themes
discussed in
this or other
classes.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 11
Group Work Simulations / Presentations PEER ASSESSMENT
Effective facilitation of a topic via discussion or simulation involves the recognition and
employment of different perspectives and different skills to create an inclusive
environment. In order to do so, it is important to consider the features of effective
discussions, and conditions that promote small group interaction and
engagement. Discussion is a powerful mechanism for active learning; a well-facilitated
discussion allows the participant to explore new ideas while recognizing and valuing the
contributions of others. Unlike many other courses one garners skills are required in
negotiations and conflict resolution via actual performing of negotiations under various
scenarios as depicted in the various exercises and case studies.
Based on your group work, the course instructor will evaluate your individual contribution
Group Peer Assessment (based on the instructors’, self-evaluation and assessment by the
other group members)
GROUP: ______
Student Evaluated: ______________________ Submitted by: _____________________
A
81-100
B
80-69
C
68-62
D
61-53
F
0-49
Simulations Group Member
prepared well
before the
simulation helped
to structure the
discussion and
shared the
workload with the
rest of the group
Group Member
helped to share
the workload
and prepared in
advance of the
simulation well,
however with
some room for
improvement.
Group Member
did what was
required to
prepare for the
simulation but did
not demonstrate
any initiative in
advance
preparation.
Group Member
showed up to the
simulation but did
not participate
much in advance
preparation.
Group Member
did not show up
to the Simulation
A
81-100
B
80-69
C
68-62
D
61-53
F
0-49
Presentation
delivery
Group Member
presented well
(without reading
from notes), kept
the pace of the
presentation,
demonstrated the
knowledge of the
reading and
showed creativity
with engaging with
the class by
engaging with
questions during the
talk as well as
having an activity
to stimulate further
learning
Group Member
presented well
but fell short on
one or two of the
following:
presented
without reading
from notes, kept
the pace of the
presentation,
demonstrated
the knowledge
of the reading
and showed
creativity with
engaging with
the class by
engaging with
questions during
the talk as well
as having an
activity to
stimulate further
learning
Presented overall
well but did not
engage fully with
the class, read
from notes and fell
short of
demonstrating the
knowledge of the
reading
The presentation
was below the
level required for
this assignment
Did not present
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 12
RESEARCH PEER (Learning Partner) ASSESSMENT Based on your Research Peer work, the course instructor will evaluate you (using your
peer assessment and seminar notes as detailed in the rubrics above):
RESEARCH Peer Assessment (based on the instructors’, self evaluation and assessment by
the two other research peers)
Student name: ______________________
Grade:
A
81-100
B
80-69
C
68-62
D
61-53
F
0-49
Peer
assessment –
listening and
giving
feedback
Research peer
was always
attentive
listener; asked
questions and
offered helpful
suggestions
(outside and
during and in-
class
discussions)
Overall, some
helpful
feedback
from the
research
peer during
and outside
of the
classroom
Research peer
med basic
requirement in
terms of
listening and
providing
some advice
Research peer
was not
attentive and
did not
provide
valuable oral
feedback
Research
peer was
absent
Peer
assessment –
commenting
on written
drafts
Research peer
provided far-
reaching
helpful
comments on
the written
work. The
comments
helped to
improve the
draft
Research
peer
provided
some
valuable
comments on
the written
work
Written
comments
meet very
basic level in
terms of peer
assessment
Minimal
comments, but
lack of helpful
feedback on
the written
work
Did not
provide
comments
Submitted by: ___________________________
Date: _______________________
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 13
ADDITIONAL COURSE POLICIES:
The College considers late submissions as disruptive and disrespectful practices and
strongly recommends students to work on their time management. Late papers will be
assessed as follow:
1 out of 20 point (10/100%) will be subtracted for each day delay.
Works submitted after seven days delay are graded with an F (0).
Unless an incomplete is granted, no submission is possible after two weeks delay.
In the event of exceptional circumstances which impede the delivery of assignments
within the due date, a student may request prior to the assigned due date an extension
without penalty. Students must accompany this request with a medical certificate or
other proof of the extreme circumstance that impeded the fulfillment of the task.
Professors will examine the request and decide whether an extreme circumstance exists
or does not exist. ‘Extreme circumstances’ must be significant, unpredictable and serious.
As follows, these include medical treatment or distress for a family crisis or loss. These do
not include time management problems, technical problems with the computer, inability
to find sources, attending a wedding.
Academic Honesty Statement
Academic dishonesty is NOT tolerated in this course.
Academic honesty is not only an ethical issue but also the foundation of scholarship.
Cheating and plagiarism are therefore serious breaches of academic integrity.
Following the College policy, cheating and plagiarism cases will be communicated in
writing to the Associate Dean for Students and submitted to the Student Conduct
Committee for disciplinary action.
If you refer to someone else’s work, appropriate references and citations must be
provided. Grammar, spelling and punctuation count, so use the tools necessary to
correct before handing in assignments.
Use of Electronics:
Students can use electronic devices during class that enhance their performance.
Appropriate Use of Technology includes: note-taking on laptops or Ipads; use of devices
to complete quick Google searches for pertinent information.
If students engage in the “inappropriate” use of electronics within the class, then their
right to use these devices in the future will be removed. Inappropriate use of technology
in the classroom includes: Texting Your Friends or Reading Texts While in Class; Sending or
Reading Personal Emails; Surfing the Net for Non-Class Purposes. (checking in with
Facebook or other Social Media, Shopping Online During Class, Reading Online
Information not Connected to the Class Materials and Topics, and so forth). If these are
ongoing issues with numerous students, I will remove the privilege from all students to
ensure the necessary standards of an academic setting.
Mobile phones – Mobile phones are disruptive in the classroom in a number of ways.
Ringtones must be turned off in class. If there is a need to check for and/or receive a call,
the student must inform the instructor in advance. Students who create a disturbance by
mobile phone use will be warned and may be asked to leave the class session.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 14
Course Schedule:
Moving from simple (two-party, one-shot, price deals) to complex (multiple parties and
issues, internal divisions, long time-frames, cross-border deals), the course integrates three
complementary perspectives: analytic, behavioral, and contextual. While we will analyze
a number of traditional case studies, the heart of the course is a series of interactive
negotiation exercises. These exercises will give you hands-on negotiating experience.
You will learn first by actually negotiating, and then by stepping back to compare your
approach and results with others. You will be able to test your analytic ability and
tactical skill, and to experiment with new approaches.
See following pages.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 15
COURSE SCHEDULE
Week Topic Area Readings & In-Class Activity
PART ONE: FOUNDATIONS OF NEGOTIATION AND DISPUTE RESOLUTION 1
Tuesday
23.08
Thursday
25.08
Introduction- Objectives
• Identify a variety of situations where
negotiation takes place.
• Describe the characteristics of
negotiation, • Distinguish between
interests and issues.
• Evaluate the role of incentives in
negotiation.
• Understand the importance of being
prepared whilst identifying various types of
conflict.
Chapter 1- DeMarr / De Janasz USIP (2010) Pages: 8-15
Negotiation Quiz (23/08)
Negotiation Discussion Starters (25/08)
Additional interaction may occur.
2
Tuesday
30.08
Thursday
01.09
The Language of Negotiation Objectives
• Identify the issues that would constitute
the bargaining mix in a variety of
negotiations.
• Apply proper terminology when
preparing for and executing a
negotiation.
• Identify opening offers, target and
resistance points.
• Understand the role of a negotiator’s
Best Alternative to a Negotiated
Agreement (BATNA) and its impact on
negotiation.
• Assess the impact of framing in
negotiating and resolving conflict.
• Understand the role of reciprocity in
negotiations.
Chapter 2- DeMarr / De Janasz USIP (2010) Pages: 16-38
Presentations 01.09
Characteristics of Famous Negotiators 5%
Identify two famous negotiators and evaluate the similarities and differences of
each.
Prepare a 10-minute presentation for class.
(Groups of 2-4) - Presentation 5%
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 16
Week Topic Area Readings & In-Class Activity PART TWO: NEGOTIATION PROCESSES 3
Tuesday
06.09
Thursday
08.09
Distributive Negotiations Objectives
• Develop strategies for distributive
negotiations. • Evaluate the use of power
tactics in negotiation.
• Identify the use of hardball tactics in
negotiation and develop effective
responses to counter their use by others.
• Apply the concept of claiming value in
negotiations. • Assess the role of
concessions in negotiations.
• Evaluate the effectiveness of various
tactics for obtaining commitment in a
negotiation
Chapter 3- DeMarr / De Janasz
Presentations 08.09
Characteristics of Famous Negotiators 5%
Identify two famous negotiators and evaluate the similarities and differences of
each.
Prepare a 10-minute presentation for class.
(Groups of 2-4) - Presentation 5%
4
Tuesday
13.09
Thursday
15.09
Integrative Negotiations Objectives
• Develop strategies for integrative
negotiations. • Evaluate the importance
of separating the people from the
problem when negotiating • Analyze the
interests of all parties in a negotiation. •
Generate options that create value in a
variety of negotiation situations. • Utilize
various standards to evaluate options in a
negotiation. • Assess the dilemmas of trust
and honesty.
Chapter 4- DeMarr / De Janasz
Simulations 15.09 Practice
Exercise 4.1 Negotiations in the News: It’s Your Turn
((Internet Research)
Exercise 4.6
Doing business in the neighborhood: I need your support for my zoning variance
Thursday 15.09 Group Simulation
Exercise 3.6 Just Make a Decision! 5%
Purpose: To give students an opportunity to practice negotiating an agreement
where the parties appear to have conflicting interests.
15 minutes per group to present. (Gps of 3) Group B, E & H
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 17
Week Topic Area Readings & In-Class Activity
PART TWO: NEGOTIATION PROCESSES (cont’d)
5
Tuesday
20.09
Thursday
22.09
Conflict and Dispute Resolution Objectives
• Identify the types and causes of conflict.
• Assess whether statements made during
a dispute are based on an interests, rights
or power strategy.
• Develop effective strategies for resolving
disputes.
• Identify the advantages and
disadvantages of one-on-one dispute
resolution, mediation, arbitration, and
litigation when disputes arise.
• Evaluate the effectiveness of a specific
apology.
• Recommend an appropriate dispute
resolution method based on the
characteristics of the dispute.
Chapter 5- DeMarr / De Janasz
Simulations Practice
Exercises 5.4 Apologies: The good, the bad, and the insincere
Purpose: This exercise asks students to evaluate apologies that have been
reported in the media and provides an opportunity to analyze the components
and evaluate the effectiveness of a variety of apologies.
Thursday 22.09 Group Simulation
Exercise 4.5 Negotiating a change in work schedule 5%
Purpose: To provide students an opportunity to practice negotiating a change in
their work schedule.
15 minutes per group to present. (Gps of 3) Group C, F & I
PART THREE: INTERPERSONAL/CONTEXTUAL CHARACTERISTICS 6
Tuesday
27.09
Thursday
29.09
Understanding Yourself and How that
Impacts Negotiation – Objectives • Identify and assess personality attributes
that influence your approach to and
behavior during negotiations.
• Describe the role of locus of control and
self-monitoring in negotiation and dispute
resolution.
• Evaluate the extent to which you have
an internal or external locus of control and
how it impacts you in negotiations.
• Assess your tendencies toward self-
monitoring and the impact it has in your
negotiations.
Chapter 6- DeMarr / De Janasz
Billikopf ; Pgs: 73-86
Keirsey Assessment
Go directly to http://www.keirsey.com/sorter/instruments2.aspx?partid=0 .
The assessment has 71 questions, could take up to 30 minutes or more to complete,
and is offered in 4 languages in addition to English (though the report will be in
English). When the test is finished, an email address and password must be created,
and the report will be sent there. This report should be brought to class for class
discussion. On 29.09
Additional interaction may occur.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 18
Week Topic Area Readings & In-Class Activity • Assess and effectively utilize knowledge
of your data gathering and decision
making preferences in preparing for, and
executing, a negotiation.
• Assess your degree of masculinity and
femininity and utilize this knowledge in
negotiation processes
• Compare advantages and
disadvantages of the various
communication styles as it relates to
negotiating and resolving conflicts.
• Evaluate your and others’
communication style (passive, aggressive
or assertive) and utilize this knowledge in
planning and executing a negotiation.
Thursday 29.09 Group Simulation
Exercise 5.5
A loaf of bread, a jug of wine… 5%
Purpose: To give students an opportunity to practice resolving a dispute.
15 minutes per group to present. (Gps of 3) Groups A, D, G
7
Tuesday
04.10
Thursday
06.10
MIDTERM EXAM & REVIEW
25% of grade
PART THREE: INTERPERSONAL/CONTEXTUAL CHARACTERISTICS (cont’d)
8
Tuesday
11.10
Thursday
13.10
Communication in Negotiation Objectives
• Improve your ability to send clear
messages.
• Identify and reduce barriers associated
with ineffective communication.
• Send messages that directly express and
address your wants, needs, and opinions.
• Use behaviors that demonstrate that you
are a good listener during negotiations.
• Ensure your verbal and nonverbal
messages are congruent.
• Accurately interpret others’ nonverbal
messages
Chapter 7- DeMarr / De Janasz
Billikopf ; Pgs: 87-109
Case Studies
Simulations Practice (13.10)
Exercise 7.6 To email or not to email…that is the question
Purpose: This case study provides students with a forum to discuss the content and
medium for confrontational conversations or negotiation.
Exercise 7.3 Customer service…at what price?
Purpose: This case study provides students with a forum to discuss how perceptions of a
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 19
Week Topic Area Readings & In-Class Activity person and situation impact our response to him/her. Additionally, the discussion might
focus on the role of employees as representatives of the company
Exercise 7.7
My way or the highway?
Purpose: This case study provides students with a forum to discuss how best to relate to
and negotiate with “irritating” people.
Exercise 7.4 What about Bob?
Purpose: This case study provides students with a forum to discuss the skill and importance
of attending to nonverbal communication.
9
Tuesday
18.10
Thursday
20.10
The Role and Importance of
Persuasion in Negotiation Objectives
• Define persuasion and contrast that with
manipulation, coercion, and threats
• Identify and discuss six steps that can be
used—separately or in combination—in
persuasion efforts • Identify options for
strengthening your credibility and thus
ability to persuade • Discuss and compare
three theoretical frameworks which
underpin persuasion, including cognitive
dissonance theory, inoculation theory,
and the ACE theory.
• Compare various strategies and tactics
for persuading others to adopt a point of
view or behavior different from current
views or behaviors • Evaluate a variety of
persuasion situations that raise ethical
concerns and discuss approaches for
avoiding or resolving these situations.
Chapter 8- DeMarr / De Janasz
Billikopf ; Pgs: 110-130
Simulations Practice (20.10)
Exercise 8.3 Back to the Future
Purpose: To allow students practice in applying the six step approach to persuading
others to change their behavior.
Thursday 20.10 Group Simulation
Exercise 7.2
Out of sight, out of mind: An active listening role play
Purpose: This exercise enables students to assess and receive feedback about their active
listening skills.
15 minutes per group to present. (Gps of 3) Remaining Groups
Draft of Individual Research Papers to Peer Reviewers
Due 20-10-16
15% of grade
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 20
Week Topic Area Readings & In-Class Activity 10
Tuesday
25.10
Thursday
27.10
The Nature of the Relationship in
Negotiating & Resolving Disputes Objectives
• Assess the challenges of negotiating and
resolving conflicts with others spanning the
spectrum of distant (e.g., acquaintances,
casual friends) to close (e.g., family)
relationships.
• Evaluate various situations that call for
negotiation with service providers and
prepare for those negotiations.
• Appraise the impact of friendship when
negotiating with a friend. • Develop
proactive and appropriate strategies for
negotiating and resolving conflicts with
family members and close friends.
• Assess the challenges of doing business
with family and close friends.
• Evaluate the options for third party
involvement in resolving conflict in a family
business.
Chapter 9- DeMarr / De Janasz
Billikopf ; Pgs: 373-391
Simulations Practice (27.10)
Exercise 9.3 Let’s Start a Business Together!
Purpose: In this exercise students will identify a business they would like to start with a close
friend and develop a list of issues that would need to be addressed in forming and
operating the business. The goal is to help them develop an understanding and an
appreciation of all that is involved in forming a partnership with a friend.
Exercise 9.4 It’s not Always Easy Going Green
Purpose: To give students an opportunity to practice resolving a difference with a business
partner.
Final Draft of Individual Research Papers
Due 27-10-16
15% of grade
Fall Recess – No Classes - 31 October – 04 November 2016
11
Tuesday
08.11
Thursday
10.11
International Negotiations Objectives
• Assess the challenges that may arise
when engaging in cross-cultural
negotiations.
• Describe the five dimensions of
Hofstede’s cross-cultural differences and
how each one impacts the process of
negotiations.
• Identify what research needs to be done
to effectively prepare for a cross-cultural
negotiation, as well as options for
obtaining the needed information.
Chapter 10- DeMarr / De Janasz
Case Study 10.5
Thursday 01.11 Group Simulation
Exercise 10.3 Sharing with and Learning from Diverse Others
Purpose: This exercise provides students with a forum to share their country-specific
expertise and learn from others.
Thursday 03.11 Case Discussion
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 21
Week Topic Area Readings & In-Class Activity • Assess the importance of the relationship
in cross-cultural negotiation and how that
varies among cultures.
• Evaluate the communication style,
practices and expectations for verbal and
nonverbal behavior among different
cultures and its impact on negotiation
processes and outcomes.
• Examine customs (e.g., gift-giving), laws,
and protocol (e.g., greetings) and the
importance of understanding and
demonstrating appreciation for these
differences in cross-cultural negotiations.
Exercise 10.5 Johannes van den Bosch sends an email
Purpose: This exercise provides students with a forum to discuss a challenging cross-
cultural situation.
PART THREE: INTERPERSONAL/CONTEXTUAL CHARACTERISTICS (cont’d)
12
Tuesday
15.11
Thursday
17.11
Team and Multi-Party Negotiations Objectives
• Compare and contrast multi-party and
team-based negotiations.
• Evaluate the appropriateness of using a
team in negotiations.
• Discuss the benefits and challenges that
may arise when engaging in multi-party
and team-based negotiations.
• Describe team dynamics and discuss
how it impacts the process of team and
multi-party negotiations.
Chapter 11- DeMarr / De Janasz
Case Studies 11.1 & 11.3
Thursday 10.11 Simulations
Exercise 11.1 Moving up…and Moving Out?
Purpose: This case study provides students with an opportunity to prepare for and execute
a multi-party negotiation with multiple and opposing interests.
Exercise 11.3 Going Across the Pond?
Purpose: This exercise will help students become more aware of—and find agreement
among— competing interests in a multi-party negotiation.
Prepare Strategies outside of class
Your categories and groups re final simulation in Week 15 will be given.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 22
PART FOUR: NEGOTIATION AND DISPUTE RESOLUTION APPLICATIONS
Week Topic Area Readings & In-Class Activity
13
Tuesday
22.11
Thursday
24.11
Negotiating- Workplace & With
Organized Labour – Objectives
• Assess your human, social, and relational
capital and identify ways to increase it to
enhance your value to, and leverage
with, an employer
• Identify and evaluate the challenges of
negotiating in the workplace.
• Prepare for and execute a variety of
workplace negotiations.
• Evaluate the challenges of negotiating
with outside organizations on behalf of
your employer.
• Apply integrative negotiation principles
to situations where you are representing
your employer.
• Develop a plan for dealing with
excessive demands in the workplace.
Chapter 12- DeMarr / De Janasz
Appendix
Case Study 11.5
Thursday 17.11 Simulations
Exercise 11.5 Rolling Hill Turkey Company
Purpose: A case study to practice in-depth a negotiation between two parties with
greatly varied interests.
Prepare Strategies outside of class
Additional interaction may occur.
14
Tuesday
29.11
Thursday
01.12
REVIEW & Group Negotiation Simulations
Exercise 11.4 When a New Manager Stumbles (Harvard Business School case)
Purpose: This case study provides students with an opportunity to work in small groups to plan and execute a complex team
negotiation, which also includes prioritizing interests.
You will be assigned the group category (Consultants vs Management) in Week 11 and You will only know which group you will be
negotiating against on the day of your simulation.
You will be expected to fill out pre-negotiation worksheets and strategic plan of action to submit prior to commencement of exercise.
10% of Final Grade
15 Final Exam
** Pdfs of PowerPoints will be distributed at end of relevant session.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 23
Major Learning Objectives, Teaching Methods, Testing and Feed-back Questionnaire
Course code and course name: BUS 219 Negotiations & Conflict Resolution
Instructor: Therese Baptiste-Cornelis
Summary:
Number of assignments used in this course: 4
Number of Feedback occasions in this course (either written or oral): maximum 5 working days after assignments are
submitted, specific times for the feedback are noted in the syllabus – Minimum of 5 Feedback occasions per student. (4
assignments plus midterm)
Number and Types of Teaching Methods: 6, including lectures, seminar discussions, presentations, feedback sessions,
simulations, peer review
Does your course require graded student oral presentations?: yes (seminar presentation / negotiation simulation grading
form is included in the syllabus)
Please fill out the following table per course you teach.
Major Learning Objectives Course Learning
objectives addressing the
Major Objectives (choose
the most important ones
that your course actually
addresses)
Methods used to Teach
Course Objectives
Methods (and
numbers/types of
assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
The bachelor has a profound
knowledge of the main actors
and the main processes in
European and global
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 24
Major Learning Objectives Course Learning
objectives addressing the
Major Objectives (choose
the most important ones
that your course actually
addresses)
Methods used to Teach
Course Objectives
Methods (and
numbers/types of
assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
international affairs and is able
to apply this knowledge in the
current international affairs.
The bachelor has a
demonstrable insight in the
theoretical and historical
frameworks in the academic
literature on international affairs.
He is able to apply these
frameworks in order to
understand and interpret the
current processes and dynamics
in international affairs.
Acquire substantial
background knowledge on the
conceptual tools concerning
negotiations and conflict
resolution, and grasp the
complexity that is inherent in
the successful and mutually
beneficial execution of
negotiations at a sophisticated
level-through actions both at
and away from the bargaining
table
Develop a knowledge of
traditional and contemporary
theories of negotiation and
conflict resolution
Engage critically with the
literature on negotiations and
conflict resolution;
Lectures, PowerPoint Slides, In-
class discussions, Peer-reviews,
Presentations & Simulations
Simulations, Research Paper &
Peer Review
Oral and written dependent
on type of assignment.
Simulations – Oral Feedback
(2 x 5%) and Written
feedback (10%)
Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
The bachelor has insight into the Understand the underlying Lectures, PowerPoint Slides, in- Simulations, Research Paper & Oral and written dependent
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 25
Major Learning Objectives Course Learning
objectives addressing the
Major Objectives (choose
the most important ones
that your course actually
addresses)
Methods used to Teach
Course Objectives
Methods (and
numbers/types of
assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
broad societal context and is
able to take this societal context
into account in the analysis and
interpretation of current
problems in international affairs.
principles to consider when
conducting a conflict
management program or
negotiation
class discussions, & simulations Peer Review on type of assignment.
Simulations – Oral Feedback
(2 x 5%) and Written
feedback (10%)
Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
The bachelor knows and is able
to apply common qualitative
and quantitative research
methods and is able to apply
these in the field of international
affairs.
Apply the relevant scholarship
to understand, synthesize and
analyse issues in designing
effective negotiation scenarios,
whilst identifying (often-
overlooked) value-creating
potential in different situations;
Peer-reviews, Research paper Research Paper & Peer Review Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
The bachelor has an open and
academic attitude,
characterized by accuracy,
critical reflection and academic
curiosity.
Carry out independent
research using a wide range of
sources and present a personal
analysis on various types of
negotiation and conflict
resolutions approaches;
Lectures, PowerPoint Slides,
Research paper, In-class
discussions
Research Paper & Peer Review Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 26
Major Learning Objectives Course Learning
objectives addressing the
Major Objectives (choose
the most important ones
that your course actually
addresses)
Methods used to Teach
Course Objectives
Methods (and
numbers/types of
assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
The bachelor is able to apply a
multi-disciplinary perspective in
his analysis of international
affairs.
Understand the underlying
principles to consider when
conducting a conflict
management program or
negotiation
Describe methods used to
analyze conflict situations and
design a resolution plan
Lecturers, PowerPoint Slides,
Research Paper, Simulations
Simulations, Presentation,
Research paper, Midterm
Exam, Final Exam
Oral and written dependent
on type of assignment.
In-class discussions –
Feedback at end
Simulations – Oral Feedback
(2 x 5%) and Written
feedback (10%)
Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
Midterm Exam , Written- 2
working days after exam
The bachelor is able to work in a
multi-cultural team.
Work in a group of people
whose backgrounds,
expectations, perspectives,
values, and ethical standards
differ from your own to prepare
for leading the seminars and
review each other’s’ papers as
a part of the ‘peer review’
work;
Lectures, PowerPoint Slides,
Simulations, In-class discussions
Simulations, In-class discussions Oral and written dependent
on type of assignment.
In-class discussions –
Feedback at end
Simulations – Oral Feedback
(2 x 5%) and Written
feedback (10%)
The bachelor recognizes the Apply the relevant scholarship Research paper, Simulations, Research paper, Simulations, Oral and written dependent
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 27
Major Learning Objectives Course Learning
objectives addressing the
Major Objectives (choose
the most important ones
that your course actually
addresses)
Methods used to Teach
Course Objectives
Methods (and
numbers/types of
assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
importance of life-long learning. to understand, synthesize and
analyse issues in designing
effective negotiation scenarios,
whilst Identify (often-
overlooked) value-creating
potential in different situations;
Carry out independent
research using a wide range of
sources and present a personal
analysis on various types of
negotiation and conflict
resolutions approaches;
Design and execute
agreements that unlock
maximum value on a
sustainable basis; to end up
with an appropriate share of
the value that is negotiated,
thus enhancing your strengths
as a negotiator and minimizing
your weaknesses
Peer-Review Peer-Review on type of assignment.
In-class discussions –
Feedback at end
Simulations – Oral Feedback
(2 x 5%) and Written
feedback (10%)
Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
The bachelor is able to
communicate clearly, fluently
and accurately; as well in a
Communicate effectively key
research findings on
negotiation and conflict
Research paper, PowerPoint
Slides, Simulations, Presentations,
Research paper, Simulations,
Presentations, Peer-Review
Oral and written dependent
on type of assignment.
Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 28
Major Learning Objectives Course Learning
objectives addressing the
Major Objectives (choose
the most important ones
that your course actually
addresses)
Methods used to Teach
Course Objectives
Methods (and
numbers/types of
assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
written report as in an oral
presentation.
resolution.
Demonstrate fluency in the use
of negotiation and conflict
resolution terms, frames, and
concepts
Peer-Review In-class discussions –
Feedback at end
Simulations – Oral Feedback
(2 x 5%) and Written
feedback (10%)
Research paper & Peer-
Review (Written) 25%; 7
Working Days after
Submission.
The bachelor is able to include
ethical judgments in his analysis
of current problems in
international affairs and assesses
the impact of these ethical
judgments on the solutions
proposed for current
international affairs.
Understand the vital role of
ethics in negotiation, even
where the parties' ethical
standards vary dramatically;
Lectures, PowerPoint Slides,
Simulations, In-Class discussions
Simulations, In-Class discussions
Midterm Exam
Final Exam
Detailed in Syllabus