FLORIDA GULF COAST UNIVERSITY College of Business ...

FLORIDA GULF COAST UNIVERSITY

College of Business

Department of Management

MAN 4441

NEGOTIATION (CRN 11724)

Spring Semester Monday 2:00-4:45pm

Lutgert Hall: Room 2208

DR. ARTHUR RUBENS

Professor of Management

Lutgert College of Business,

Department of Management

MAN 4441 Negotiation

Dr. Arthur Rubens

SYLLABUS

FACULTY

Instructor: Dr. Arthur Rubens

Room: Lugert Hall, Room 3310

Phone: 239-590-7840

E-mail: [email protected]

Office Hrs.: Monday: 11:00-2:00; and 4:30-6:30 or by appointment

Dr. ARTHUR J. RUBENS is an Associate Professor of Management in Lutgert College of Business

and founding faculty of Florida Gulf Coast University in Fort Myers, FL. He currently teaches in the

B.S., MBA, EMBA, and international programs at FGCU. Prior to Dr. Rubens current appointment,

he held joint faculty and administrative position as the Director of Sponsored Projects and Programs

in the College of Business, Center for Leadership and Innovation. In addition, he was the founding

Chair of the Public Administration Department at FGCU. Dr. Rubens primary areas of teaching,

consulting, and specialization are leadership, quality management, entrepreneurship, organizational

behavior, health administration, and research assessment.

Dr. Rubens received his doctorate from the University of Pittsburgh and has Master Degrees in

Public Administration and Health Science. Dr. Rubens has over 25 years professional experience in

the management field as a manager, educator, researcher, entrepreneur, and consultant which

includes management and executive professional development training and organizational consulting

for private, public and non-profit entities.

Dr. Rubens is an active researcher, keynote speaker and workshop presenter and has authored and co-

authored numerous publications in business, economic development, and the health field. He has

taught students from all over the world, having most recently taught in Europe and China. Dr.

Rubens was born in Canada and lived for several years in Europe. He has traveled extensively

throughout Europe, the Middle East, Africa, and Asia. He has lived in Southwest Florida since 1997

and has two students in Florida Universities.

CONTACT

The best way to contact me is through email. You must check your FGCU email or you may not

receive my emails that I send through Angel. It is my policy to try to get back with you within 24

hours. Please note, although I try to, that I may not be able to always respond to emails on the

weekend so if you need a quick response, please try and send me your questions during the week.


Dr. Arthur Rubens

MAN 4441 - Negotiation - 3 credit(s) The course covers the theories and practices of negotiation that can be used to manage successfully in

business and professional settings. Students will improve their understanding of negotiation and their

effectiveness as negotiators. Prerequisite: MAN 3301

LEARNING OUTCOMES/ASSESSMENT

LCOB Mission Statement

The Lutgert College of Business provides a high quality, student-centered learning environment to

prepare students with the knowledge and skills needed to contribute to and take leading positions in

business and society. Our faculties are devoted to teaching excellence, scholarship, and service that

enhances our academic and business communities and we are dedicated to building partnerships that

foster the economic growth of the southwest Florida region and beyond.

Management Department Mission Statement

The department of management creates an environment that enables students to develop managerial

knowledge and leadership skills, both individually and collaboratively, to: (1) recognize, evaluate, and

cultivate business opportunities; (2) identify, understand, and implement positive solutions to

organizational issues; and (3)build leadership capabilities to effectively manage organizational

change in the global environment.

Learning Goal & Learning

Objective. BBA Graduates will:

Learning Objective

MAN graduates will:

Course Learning

Objectives (Measureable)

Assessments

Used to

Measure

Outcomes:

Understand the business environment

E

Demonstrate knowledge of ethical

Issues.

Demonstrate knowledge of global

factors influencing business.

Explain the importance of

environmental responsibility.

Analyze ethical issues

as they apply to

management.

Propose solutions to

business problems in a

global environment.

Explain the importance

of environmental

responsibilities.

Demonstrate the major

ethical dimensions in

negotiations and ways

to resolve them.

Demonstrate an

understanding of

differences in culture

and in international

cross-cultural

negotiation strategies

I, II, III

II, III

Be effective problem solvers

P

Solve business problems using

analytical tools.

Propose solutions to

organizational issues

Recognize strategies

and tactics used in

the negotiation

process

Demonstrate the

ability to confront

difficult decision-

making issues and

ways to resolve them

I, II, III, IV

II, IV


Dr. Arthur Rubens

EVALUATION METHODS/ASSESSMENT

I) Homework Assignments

II) Class Participation and In-Class Exercises

III) Examinations (I and II)

IV) Group Negotiation Strategy Presentation and Paper

TEACHING METHODS & LEARNING STRATEGIES The course will be conducted as a seminar which will include instructor presentations, class

participation, individual and group exercises, team research and negotiations and discussion of

assigned negotiation topics. The first part of the course will use a traditional learning strategy of

instructor presentation and class participation. The second part of each class will use exercises, cases

studies, and/or negotiation presentation and discussion. Learning strategies will be student focused,

using both self-directed and team interaction. Students will be encouraged to apply his/her own

professional experiences and perspectives to support and reinforce class material, and in-class

discussion.

TEXTS AND READINGS

Lewicki, Roy J., Barry, Bruce, and Saunders, David M: Essentials of Negotiation (N) 5th

Edition, McGraw-Hill Irwin, 2010. (ISBN 978-0-07-3530336-9) pbk

Fisher, R and Ury, William: Getting to Yes: Negotiating Agreement Without Giving In. New

York, New York: Penguin Books, 1991 (ISBN: 0-14-01-5735-2).

Dawson, Roger. Secrets of Power Negotiating, 2001. The Career Press (ISBN 1-56414-498-4

Readings as assigned by the Instructor

Be effective communicators

C

Deliver effective oral

presentations.

Prepare effective written reports.

Demonstrate effective

oral communication

skills.

Prepare effective

written materials.

Work effectively in

diverse Teams

Define and apply

positive

communication skills

in negotiation

process.

II, IV

Have interdisciplinary business

knowledge

K

Understand main concepts &

definitions in accounting,

economics, finance, information

systems, management, marketing,

and operations management.

Integrate knowledge across

disciplines.

Explain key

Management theories

and practices.

Demonstrate skills to

examine and resolve

issues effecting

contemporary

organizations.

I, II, III, IV


Dr. Arthur Rubens

ASSIGNMENTS Grades will be based on a combination of (1) Homework Assignments; (2) Class Participation; (3)

Midterm 1 and II; (4) Quizzes and (5) Group Negotiation Strategy Paper. Late work will not be

accepted. There will be no additional credit available.

COURSE REQUIREMENTS

1. Class Exercises: Students will be given a number of exercises to complete throughout the

semester.

2. Homework Assignments There will be three individual homework assignments that will be

due on the dates listed on the course schedule. You must attend class to submit them. No late

papers are accepted. Please see Angel Site for posted homework details. Homework

assignments should be both uploaded to drop box and turned into to me in class.

3. Class Attendance/Participation: Students are expected to attend every class and attendance

will be taken. In addition, students are expected to initiate and actively participate in class

discussion on the assigned reading and negotiation topics, and finally, it is anticipated that

student will apply his/her own career and/or academic experiences to the discussion and critical

evaluation of the course material and presentations.

Class participation will be calculated based on Quality of Class Participation and

Attendance. It is expected that students actively contribute to classroom discussions and to a

positive learning environment in the classroom. Students should be aware that a perfect

attendance record is not sufficient to obtain a high mark for the evaluation grade.

Quality of Class Participation: Examples of behaviors that contribute to a high mark in quality

of class participation are:

Active and interested involvement in classroom discussions & negotiation exercises

Helpful and effective responses to questions and issues raised in class

Contributions that help the learning of other students and the class as a whole

Assistance to the instructor in class activities when requested

Receipt of a preplanning strategy for Negotiations and Questionnaires completed

Behaviors that will result in significant loss of participation marks include (but are not limited

to):

Consistently failing to be involved in classroom discussions and activities

Disrespect for contributions made by other students

Surfing of the Internet, instant or text messaging

Disruptive and distractive behaviors (e.g. side conversations and rudeness)

Evident lack of preparation for class and classroom activities


Dr. Arthur Rubens

Regularly arriving late to class (and/or leaving early)

Failing to assist the instructor in maintaining a positive learning atmosphere in class

Students should be prepared to discuss course topics, cases and exercises on the dates indicated

in this syllabus. Grading will be discussed in an early class, however general principles to be

noted include:

Pay attention to what you are told. You are advised to get to know the instructor at an

early stage. Attend the early classes when participation is discussed. Pay attention to

what is said in class and READ the information in this syllabus and in other handouts

you be given in class or on ANGEL.

Ask for help if you need it. If you are unsure about the effectiveness of your classroom

participation then you should consult the instructor in person, during office hours, as

soon as possible. Also be sure you check your attendance record on Angel. I will not

discuss changes to those records once a two week time period has taken place.

Come to class prepared. All students are expected to come to class prepared for class

review and/or exercise discussion (copy of exercise completed to use in class) as shown

in the syllabus.

You gain quality participation points for classes in which you participate effectively and

can lose points for ineffective behavior.

Attendance: This class relies on role plays and discussion of results. Therefore, attendance is a

proxy for participation and is taken at every class. If you miss more than one class, 5 points will

come off. If you leave after half of the class, I will count it as a missed class unless you notify me

beforehand that you will not be staying. If you let me know, I will only count it as a half of a class

missed. Missing three classes (which is equivalent to 6 regular classes) can potentially result in

a loss of all of your participation points (20%). Therefore it will be extremely difficult for you

to pass the course. If you miss more than three classes, you will receive an automatic F.

Please note that there are no excused absences; if you are in class you have the opportunity to

gain participation points, if you are not there, you cannot earn them.

*Arrive on time (late students hold back the class and require redistribution of roles)

* Attend classes to participate and you must be prepared with your negotiation strategy

when required, and become familiar with the concepts tested in the midterms.

*Any syllabus changes are announced in class.

4. Group Final Negotiation: Paper and Presentation: Student will be assigned to 4-6 person

teams and will be assigned a case to negotiate. Prior to the class negotiation, students will

complete determine their strategy and will conduct preliminary negotiations as in-class

exercises prior to their negotiation session. At the conclusion of their in-class strategic

negotiation, ALL students will complete a final written report. On their negotiation. The


Dr. Arthur Rubens

negotiation should include strategy and tactics of a Successful Negotiation (Integrative) as

discussed in our text and in class.

a. Preplanning Negotiation Form: Prior to the negotiation, each negotiation team will

complete a ―preplanning negotiation form‖ for their team negotiation. (Appendix 1)

Before the first practice negotiation, each negotiating team will submit a summary write-up (1.5-2 pages, double-spaced, 12-point font, one each margins) of your team's initial strategies prior to negotiating. You should also append supporting materials; e.g. team planning document, in-depth issues analysis, benchmarking findings, spreadsheets, etc.

b. Updated Report: Prior to your final negotiation, your team will submit a summary update regarding your negotiation process (1.5-2 pages, double-spaced, 12-point font, one each margins). You should append any new supporting materials to this document.

c. Final Negotiation Presentation: Students teams will present a final negotiation

following an appropriate negotiation process. The negotiation case will be taken from

cases in our Supplemental Case and Exercise Booklet. The final negation will be

conducted in the last few weeks of the class. Approximately four –five weeks prior to

the final negotiation presentation, each team will be given the specific information about

their case and the role they are to assume. As part of the negotiation, there will be

several opportunities to prepare your negotiation. In preparing for the negotiation, team

members should decide what role each group member will play. Group members should

not discuss the exercise with their opposing group before the class. If there are not

enough specific roles given for each member of your team, it is recommended that you

should utilize these team members do such activities as monitoring time outs, note taking

for final paper, etc.

Class Negotiation:

For the final negotiation, the negotiating teams will be allowed a total of 40 minutes to

complete their negotiations. Within this time frame, a total of ―two‖ 4-5 minute time

outs can be called during the negotiation (one per group). The purpose of these time

outs is to take a short break to discuss your strategy during the negotiation. It is

imperative that as a team and individually, you are familiar with the background

information section and the role information section that is given to you. As discussed,

prior to the negotiation, you will be required to record your initial proposal which will

be turned into the instructor prior to the beginning of your negotiation (preplanning

negotiation form). The negotiation should follow the characteristics of a win-win

negotiation as described in our book, lectures, and Getting to Yes. General indicia for a

win-win are shown in the table below:


Dr. Arthur Rubens

Indicia of a Successful win-Win Negotiation

Both sides feel successful.

Both sides are able to and intend to honor the agreement.

In those cases that fail to conclude in agreement, both sides feel that the failure

was the failure was the result of the issues and not the unreasonableness of or

the tactics used by the other side.

Neither side has any personal animosity toward the other side.

Neither side fears any negative repercussion from the other side.

Each side is amenable to dealing with the other in the future.

The evaluation for the team negotiation will be based on an average of the class

evaluation and the professor’s evaluation. If you need additional information and/or

clarification you can schedule to meet with me.

Written Report:

Briefly, this final paper calls for you to reflect on and analyze what took place during

your group's negotiation. No need to re-cap everything that happened but focus instead

on making sense of it all; e.g. how the course readings and concepts can be applied to

your group's experience. In particular, it would be great if you could generate some deep,

thoughtful, and interesting insights about negotiations (this makes your paper less

boring)-- grounded both in specific examples from your group as well as in negotiation

theory and key concepts. You are encouraged to cite the readings. Also what would

you have done differently if you had to do it all over again? (It doesn't hurt to be

humble.)

d. Post-Negotiation Evaluation Questionnaire Paper/SVI: Following your team

negotiation presentation, each team will prepare an evaluation paper of their team’s

negotiation. The Post-Negotiation Evaluation Questionnaire paper will be due from 3-5

days following your negotiation presentation (Post Negotiation Evaluation Questionnaire

is found in Appendix one). The purpose of this evaluation is to assess the negotiation

and to highlight and focus on the areas that you need for further development. The Post-

Negotiation Evaluation paper should focus on the characteristics of a successful win-win

negotiation and the tactics and techniques that worked and those that did not work. It is

important that you provide a detail explanation. In addition to the Post-Negotiation

Questionnaire Paper prepared by your team, each team member will complete the

Subjective Value Inventory (SVI) found in your Supplemental Case and Exercise

Booklet (Exercise one). Please note that the due dates for the paper are listed on your

Course Schedule.


Dr. Arthur Rubens

Specifically, with both the Post-Negotiation Evaluation Questionnaire, make sure you

have responded to all of the issues about the negotiation. Please make sure you do not

just answer the questions on the feedback form with just a Yes or No. I expect that

your group write up will illustrate to me an understanding of the course material

through an in-depth analysis of your post-negotiation evaluation using all the

Negotiation Feedback from the class, the Pre-Negotiation Planning Guidelines you

turned into me before the negotiation and the SVI.

Remember that you could receive a good or bad grade on your actual negotiation and

then do the opposite on your written evaluation. If you had problems with some part

(techniques) of your negotiation, please don’t try and disregard it on your write-up—it

won’t help your oral negotiation grade and it will hurt your written grade. The grade for

your oral negotiation will be an average of your class members’ evaluation and mine.

The grade for your oral negotiation will be calculated before I grade your group

evaluation paper. Making mistakes are part of the learning process; therefore, it is

expected that groups will make mistakes. However, it is expected that your write up

will reflect those issues and you will learn from both the successful and unsuccessful

techniques that were used in your negotiation. To get full credit for your paper, your

team should provide:

Understanding: Demonstrate Knowledge and Comprehension of the material:

Examples from the negotiation exercise that are utilized in responding to the

questions should illustrate that you understood the concepts thoroughly—any

definitions used should be completely accurate

Application: Make an explicit (not implied) connection between the negotiation

experience and the theories we have discussed in class and in your assignments.

Connection between concept(s) and experience is fully demonstrated

Analysis or evaluation or action: Should include analysis of the negotiation

experience using the elements of the concept(s) discussed in class and/or in your

readings, and a conclusion or evaluation based on the results of the analysis;

offer recommendations or devise action plans based on the conclusions of the

analysis. This requires you to critically evaluate the negotiation exercise to

provide support for conclusions where needed and to make specific action

recommendations to be taken in a future negotiation.

Professionalism: Free of grammar, spelling, punctuation, readability problems.

All questions were responded to on the questionnaire.

See Appendix 2 for general format and guidelines

e. Team Peer Evaluation Form: With the submission of the Post Negotiation Evaluation

Questionnaire Paper and SVI, each member of your team will complete a ―Team Peer

Evaluation Form‖ (Appendix 3). The Peer Evaluation should reflect the percent effort

and quality of work of your team members.


Dr. Arthur Rubens

f. Class Evaluation: Your classmates will complete an evaluation of the team

presentations (Appendix 4)

NOTE: Each group will receive a group grade for their negotiation and their paper. The

peer evaluation will be used to allocate the amount of credit each student in the group

will receive for their individual grade for the team project. If all team members

contributed equally, all members will get the same grade. However if a team member’s

average score is more or less than equal, that student will have an adjustment to his/her

group grade. Therefore, all members of the group may not receive the same grade.

5. Examinations: There will be TWO objective exams in this course, each exam will comprise

of approximately 50 – 75 multiple-choice and true/false questions. The exams will cover the

books, articles, lectures, slides, and handouts. Please see ―Class and University‖ Policy for

make-up exams

EVALUATION OF LEARNING

Evaluation of student performance in the course will be based on a 100 point scale. Students final

grade will be evaluated and graded on the following weights:

Assignment Weight

A) Homework and Exercises 05%

B) Class Attendance and Participation 20%

C) Group Negotiation Team Project and Presentation 35%

D) Exam 1: Chapters 1-6 of text 20%

E) Exam 2: Chapters 6-12 of text 20%

____________________________________________________________________

Total 100%

Grading Scale: (plus or minus grades will be used for this course)

Grade Value

A 93 -100

A- 90 – 92.9

B+ 87 – 89.9

B 83 – 86.9

B- 80 – 82.9

C+ 77 – 79.9

C 73 – 76.9


Dr. Arthur Rubens

C- 70-72.9

D 60-69.9

F Below 60

Average Workload

Area Hours

Classroom (Lecture & Discussion) 45

Preparation & post class processing 40

Work on team negotiation project and exam preparation 65

Average Workload 150


Dr. Arthur Rubens

CLASS AND UNIVERSITY POLICY

Attendance Policy

Class attendance is expected and will be noted regularly.

Computer and Internet Policy

This class requires your full attention and participation. It is my policy to allow use of laptops in class

ONLY WITH THE WIRELESS FACILITY TURNED OFF. The only permitted exception is

when you are instructed otherwise as a part of in class activities. You are not allowed to use in-class

telephone/PDA text, instant or email messaging under any circumstances. You have plenty of

time outside class for such activities – don’t waste time in-class.

I regard needless surfing of the Internet, instant and text messaging as equivalent to openly reading a

newspaper or magazine or holding a cell phone telephone conversation in class. Therefore I consider

such behaviors both distracting to the learning of other students (as well as yourself) and discourteous

to the class and to the instructor. Please be aware such behaviors are not only against my policy but

will lose you significant participation marks.

Make-Up Exams

Make-ups for the mid-term and final exams will NOT normally be given. The only exception will be

well-documented SERIOUS emergency, natural disaster, or serious illness of the student or close

family member. In relevant cases physician’s confirmation will be required. Make-ups will absolutely

NOT be given because the date of exam happen to clash with student’s travel plans, sports activities

or regular work schedules. ALL requests for make-ups will need to be thoroughly documented.

Academic Dishonesty/Cheating Policy

"All students are expected to demonstrate honesty in their academic pursuits. The university policies

regarding issues of honesty can be found under the "Student Code of Conduct in the Student

Guidebook. All students are expected to study this document, which outlines their responsibilities and

consequences for violations of the policy.”

The FGCU Student Guidebook is available online at

http://studentservices.fgcu.edu/judicialaffairs/new.html

Plagiarism Plagiarism occurs whenever you copy someone’s writing, even partially, and fail to reference it in

your paper. If anyone is found plagiarizing, they will be given an automatic 0 for their assignment

and the team will be turned over to Judicial Affairs. In addition, you are responsible for your team

members. If anyone in your team is caught plagiarizing, then the whole team will be given a 0 for

the assignment. IF YOU HAVE ANY QUESTIONS AS TO WHETHER SOMETHING

WILL BE CONSIDERED PLAGERIZED, BE SAFE AND REFERENCE THE SOURCE. If

you copy a substantial amount of the sentence from a source, it should be referenced with

QUOTATIONS. If you paraphrase it, you must reference it but you do not need quotes.


Dr. Arthur Rubens

Disability Accommodations Services

“Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the

university’s guiding principles, will provide classroom and academic accommodations to

students with documented disabilities. If you need to request an accommodation in this class due

to a disability, or you suspect that your academic performance is affected by a disability, please

contact the Office of Adaptive Services. The Office of Adaptive Services is located in Howard

Hall 137. The phone number is 239-590-7956 or TTY 239-590-7930”

Student Observance of Religious Holidays

“All students at Florida Gulf Coast University have a right to expect that the University will

reasonably accommodate their religious observances, practices, and beliefs. Students, upon

prior notification to their instructors, shall be excused from class or other scheduled academic

activity to observe a religious holy day of their faith. Students shall be permitted a reasonable

amount of time to make up the material or activities covered in their absence. Students shall not

be penalized due to absence from class or other scheduled academic activity because of religious

observances. Where practicable, major examinations, major assignments, and University

ceremonies will not be scheduled on a major religious holy day. A student who is to be excused

from class for a religious observance is not required to provide a second party certification of the

reason for the absence.”

Resources for Faculty General Education

Information on General Education program requirements is available online at

http://www.fgcu.edu/General_Education/index.html

Service‐Learning: Information on integrating service‐learning into the course and course syllabus is

available online at http://www.fgcu.edu/Connect/

Distance‐Learning: Information on distance learning courses is available online at

http://itech.fgcu.edu/distance/

Online Tutorials: Information on online tutorials to assist students is available online at

http://www.fgcu.edu/support/

ANGEL Learning Management System and Demonstration Site

Information on ANGEL is available online at http://elearning.fgcu.edu/frames.aspx and

http://elearning.fgcu.edu/section/default.asp?id=xxxDemoonlinecoursestudent

Library Resources Main page: http://library.fgcu.edu/

Tutorials & Handouts: http://library.fgcu.edu/RSD/Instruction/tutorials.htm

Research Guides: http://fgcu.libguides.com/

Faculty Support: http://library.fgcu.edu/faculty_index.html

Contact Us: http://library.fgcu.edu/LBS/about/contactus.htm

http://www.fgcu.edu/support/


Dr. Arthur Rubens

General Guidelines

Schedule changes may occur so it is important that you check with your classmates if you miss a class

because those changes will be notified to you in class. Although many of these items seem obvious to

most of you, I want to make it completely clear what my expectations are so I am listing them for you.

1. No one can sign in for another student. If someone signs in for another student, both the person

who signed them in and the student who was signed in will be turned in for breaking ―Student

Code of Conduct.‖

2. You should come in prepared for all classes. A pop quiz may be given at the beginning, middle or

at the end of class. If you are not in class when the quiz is given, you will not get credit for the

quiz. There are no makeup quizzes.

3. When students are presenting their oral negotiation, all classroom doors will be locked. Therefore

you will not be allowed to come or go during the presentations.

4. All assignments are due at the beginning of class. You must have a cover page with your name,

date and class number. To insure receiving full credit for your assignments, you must staple the

papers together, along with your cover page. Some of the forms for the homework are in your

supplemental book or they are on Angel. Since exercises and/or homework assignments are for the

purpose of in-class discussion, you must attend class to receive credit for your assignment.

5. All grades and attendance will be posted on Angel within several days after class. It is your

responsibility to check those grades as mistakes can happen. I am more than glad to check my

posting for two weeks beyond the date of my posting but I will not go beyond that time. To avoid

any problems, please check your grades and attendance each week.

6. There will be no ―wired‖ laptops, iPods and/or phones used in class. If they are used, I will ask you

to leave the classroom (please see computer policy).

7. You are expected to be focused on class so I do not expect that you will be working on any other

projects in class.

8. There will be a review and study guides for midterm and final test.

9. I really want to know you and your names. Therefore, I will ask you to fill out a seating chart and

remain in the same seat for the rest of the class so I can learn your names. I will also ask you to

write your name on a ―tent card‖ and bring it with you to each class.


Dr. Arthur Rubens

*COURSE SCHEDULE/ASSIGNMENTS

Session Date Topic Assignment

1 Jan 9 Introduction Class and

Negotiations

Syllabus and Exercise

Essential of Negotiations: Chapter 1

2 Jan 16 MLK Holiday

3 Jan 23

Communication

Perception and

Emotions (MBTI)

Essential of Neg: Chapter 5, 6

Getting to Yes: Chapter 1-5

MBI Exercise & Emotional Quotient

Case Exercise: Aura Call

4 Jan 30 Distributive Bargaining Essentials of Neg: Chapter 2

Power of Neg: pp 1-25

Case Exercise: Baker Florist Grocery

5 Feb 6 Integrative Bargaining

BATNA

Exam 1 Review

Essentials of Neg: Chapter 3

Getting to Yes: Chapter 6


Exercise: Personal Bargaining Inventory

and Homework 1

6 Feb 13 Negotiation Planning &

Strategy and Exam 1

Review

Essentials of Neg: Chap 4

Exercise: Killan Conflict Style Inventory

Exercise: Who is to Leave

Case Exercise: Buena Vista Condo

7 Feb 20 Exam 1

8 Feb 27 Leverage & Power Essentials of Neg: Chapter 7

Getting to Yes: Chapter 1-6

Power of Neg: 37-43; 48-56

Exercise: Trust Scale and Six Channel of

Persuasion Survey; Case-Toyonda

9 Mar 5 SPRING BREAK

10 Mar 12 Multiple Parties and

Teams, and

Relationships in Neg

Essentials of Neg: Chapter 9, 10


Exercise: Sentence Completion

11 Mar 19 Ethics in Negotiations Essentials of Neg: Chapters 8, 11

Power of Neg: 44-47

SINS II Exercise & Bacchus Winery Case


Dr. Arthur Rubens

Session Date Topic Assignment

12 Mar 26 Mediation & Arbitration

Exam 2 Review

Video and Handout

Case Exercise

13 April 2 Exam 2

14 April 9 Team Negotiation

Team Negotiation

15 April 16 Team Negotiation

Team Negotiation

Class Evaluation

16 April 23

Class Recap

TBA Final Class TBA

* Schedule of topics may subject to change.


Dr. Arthur Rubens

Appendix One

Pre-Negotiation Planning

PLANNING GUIDE

1. What are the issues to be negotiated?

2. What are the priorities among the issues in the bargaining mix?

3. What are the primary underlying interests?

4. What are my limits on each issue – walkaway points and BATNAs?

5. What are my target points and opening requests on these issues?


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Dr. Arthur Rubens

6. What are the important constituencies to whom I am accountable?

7. What do I know about the other negotiator’s interests, negotiating style, and personal reputation?

8. What overall strategy do I want to pursue?

9. What do I need to assemble- research, documents, charts and graphs, and so on- to make the most effective

presentation on what I want to achieve? What tactics will I use to present my arguments or defend against the other

negotiator’s arguments?

10. What protocol is important for this negotiation: where we negotiate, when we negotiate, who is present for the

negotiation, agenda to be followed, note taking? Also what is our backup plan if this negotiation fails?


Dr. Arthur Rubens

APPENDIX TWO

Post-negotiation Evaluation Questionnaire Guidelines

As you assess yourself, decide which areas need your attention for further development (refer to

characteristics of successful win-win negotiation from lecture, book and notes) Note which

tactics and techniques did and did to work for you. Evaluate why you obtained the results you

obtained. Be sure to try other tactics and techniques that seem to fit your personal style and

implement them in your presentation and document them in your final write-up.

1. Did the negotiation conclude in an agreement?

2. If the negotiation did not conclude in an agreement, was your decision to terminate efforts

necessary or appropriate?

3. Did you terminate negotiations because it was not possible to resolve the matter

within your acceptable range?

4. Were you remiss in not adapting to additional information or finding creative

alternatives at the negotiating table?

5. Do you have an alternative that is more beneficial to you than the solution that was

available to you at the time negotiations terminated or more beneficial to you than

the agreement you made?

6. Did negotiations terminate because of a communication difficulty or because of a

genuine disagreement for which you could not find an acceptable mutual solution?

7. If negotiations concluded in an agreement, did you resolve the matter reasonably

close to your target?

8. Was your pre-negotiation preparation adequate to prepare you for the interaction?

9. Did you adequately and accurately anticipate the other side’s needs, strengths, and

weaknesses?

10. Did you accurately assess your own needs, strengths and weaknesses?

11. Did you set an optimistic enough target?

12. Did you reach your target because you set it realistically and supported it well? Or

did you reach your target because you set your goal too modestly?

13. Were you surprised by any information?

14. Did you make the first offer? Was that necessary?

15. Was your pattern of concessions effective? Were the increments too large? Did you

concede too often?

16. Was the total volume of concessions you made roughly equal to or lower than the

total volume of concessions made by the other side? If not, is there good reason?

17. In your evaluation of concessions, was any significant difference between the

parties’ aggregate concessions a result only of the reasonableness of the parties’

respective starting positions? Or could you have conceded less? Or did you do a

particularly great job of withholding concessions?

18. Did the members of the other side support the position that you accepted from the?


Dr. Arthur Rubens

19. What tactics did the other side employ?

20. How well did you control your reactions to the other side’s tactics?

21. Which tactics did you employ?

22. Which tactics were comfortable for you? Which ones worked best for you?

23. What types of power affected you detrimentally?

24. What types of power did you use effectively?

25. What did you learn about your own personality and temperament?

26. What did you learn about interacting with different temperaments and negotiating

styles?

27. Were both sides cooperative?

28. Did either side employ any unfair, deceptive, or unethical tactics?

29. Considering all of the circumstances, could you have done any better?

30. What would you do differently if you could redo this negotiation?


Dr. Arthur Rubens

EVALUATION FOR NEGOTIATION ANALYSIS PAPER

Understanding and Comprehensiveness of the topic

o Demonstrate Knowledge and Comprehension of the material: Examples from the

negotiation exercise that are utilized in responding to the questions should illustrate that

you understood the concepts thoroughly—any definitions used should be completely

accurate.

Effective use of sources and Application of Concepts

o Make an explicit (not implied) connection between the negotiation experience and the

theories we have discussed in class and in your assignments. Connection between

concept(s) and experience is fully demonstrated.

Quality of the writing (grammatically, syntactically & structurally correct)

o Free of grammar, spelling, punctuation, readability problems. All questions were

responded to on the questionnaire. If external references are used, use APA writing

style for sources and the reference list and it should be formatted correctly. Be sure to

use clear headings in your paper to assist with making paper easy to follow and read.

Overall analysis

o Paper should include the information and processes recommended in Chapter 3 & 4 of

the text (Essentials of Negotiation). Chapter 3 explains the difference in Integrative

Negotiation and Distributive Negotiation. Chapter 4, which includes a good planning

guide on Table 4.2, can be useful for the structure of your paper. Remember I am

looking for a logical flow and sequential paper that will also lead to a high quality Oral

Negotiation.

o Paper should include analysis of the negotiation experience using the elements of the

concept(s) discussed in class and/or in your readings, and a conclusion or evaluation

based on the results of the analysis; offer recommendations or devise action plans based

on the conclusions of the analysis. This requires you to critically evaluate the

negotiation exercise to provide support for conclusions where needed and to make

specific action recommendations to be taken in a future negotiation.

o Some concepts that it might include are:

Your interest as well as your opposing side’s interest (supported by research)

How and what alternatives you came up with

An evaluation of the alternatives

Range of options

Analysis of the best solutions

Clear definition of your interests (as well as the other side’s interest)


Dr. Arthur Rubens

Bargaining mix

Limits (resistance points and BATNA)

Alternatives that you would consider

Target point

Opening offer

Resistant point


Dr. Arthur Rubens

APPENDIX THREE

PEER EVALUATION

Team members will divide responsibilities fairly and equally. This grading will be performed

independently and anonymously, and will not be discussed with other team members. Individual

grades for teamwork will be a factor of the team grade (provided by the instructor) and the peer

grades (provided by the students). I will maintain the confidentiality of your evaluations under all

circumstances. The only exception to this will be that I can and may share your evaluations with

people officially involved in a grade appeal process after the completion of a semester.

The peer evaluation will be used to allocate the amount of credit each student in the group will

receive for their individual grade of the team projects. If all team members contributed equally,

all individuals will get the same grade. However if the team members average score is more or

less than equal, an adjustment to a member’s group grade will be made. Therefore, each member

of the group may get a different grade.

If you believe all group members contributed equally to the written and oral team projects, then

divide 100% by the number of group members (including yourself) and give everyone the same

percentage. However if there has been an unequal contribution by your team members, then

allocate whatever percentage of the 100% that you deem appropriate for each team member,

including an explanation as to your rating. Be sure you include your own contribution in the

evaluation form. The total of the allocation for all team members must equal 100%.

Turn in your peer evaluation in a sealed envelope or in a way that does not show your assessment. Remember to include

yourself in the evaluation and to validate an unequal evaluation, you must provide reasons for your evaluations in the

column next to your evaluation. Failure to fully complete this evaluation properly will result in a reduction of your

class participation grade and will not be used for calculating your team member’s grade.


Dr. Arthur Rubens

TEAM-PEER

EVALUATION FORM

Your Name:

Team Topic

Provide a confidential ranking of your teammates on each of the following criteria. Consider a 1 as highest performance, a 2 as next highest, and so on. In making evaluations, use the assessment criteria only. On the basis of these results, assign each member an overall rank score ranging from 1 for the highest evaluation to 4, 5, 6 . . . (n-1) members in your group (ideally we want no tied ranks). Do not rank yourself.

Assessment Criteria Team Members (Write in Name of Team Member Below)

1

Quality of work - contributed work of professional quality, lent expertise to the group effort

2

Participation and attendance - attended group meetings (in person or virtually) regularly was actively involved in meeting group goals

3

Shared work - team member contributed "fair share" toward group effort and was cooperative

4

Worked within rules and constraints - completed work on time, came to class and meetings prepared

5

Team value - enhanced the efforts of other group members through insights, leadership, and scholarship

Overall Ranking -

(Lower totals represent higher performance)


Dr. Arthur Rubens

Team-Peer Evaluation

Comments/Grade

For each team member provide a brief statement regarding the team members overall positive

contributions to the team project and their limitations, if applicable, as a contributing member of

the team to the team project.

COMMENTS AND TEAM MEMBER OVERALL GRADE*

Team Member

Name

Individual

Contributions to the

Group Project

Success

Individual Limitations to the

Group Project Success

Team

Memb

er

Score*

* You must include a numerical score for your team members based on all the assessment areas

and their overall contributions and/or limitations to your group project success. Your numerical

score should be based on our 100 point grading scale for the course: A = 93-100; A- = 90-92; B+

= 87-89; B = 83-86; C+ = 77-79; C = 73-76; C- = 70-72; D = 60-69; F = 59 or below (specify

specify number value). PLEASE BE HONEST WITH YOUR GRADING.


Dr. Arthur Rubens

Self-Evaluation Form A) Briefly describe what you believe to be the three greatest strengths of your analysis and why.

1)

2)

3)

B) Briefly describe what you believe to be the three areas of your analysis that could be improved upon and why.

1)

2)

3)

C) Please write the number grade (0-100) you think you deserve on this case and provide a qualitative justification (not an effort-based justification) for why you believe you deserved this grade.

TURN IN WITH FINAL NEGOTIATION PAPER

(Each Team Member MUST turn-in this Evaluation).

(Use Additional Pages as needed for further comments)


Dr. Arthur Rubens

APPENDIX FOUR

EVALUATION FORM: TEAM PRESENTATIONS

NEGOTIATION TITLE:____________________________________ TEAM NO_____MEMBER NAMES:__________________________

TEAM NO_____MEMBER NAMES:__________________________

(5 = SPECTACULAR; * = ½; 1= POOR)

Focus on Interest (Both Sides)

1 * 2 * 3 * 4 * 5

Set Objective Criteria 1 * 2 * 3 * 4 * 5

Viability of Alternatives & Strategy (Objective Criteria)

1 * 2 * 3 * 4 * 5

Creativity of Alternatives & Strategy

1 * 2 * 3 * 4 * 5

Use of effective and responses to tactics

1 * 2 * 3 * 4 * 5

Overall Performance 1 * 2 * 3 * 4 * 5

What I liked most from the presentation ______________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

What I liked least from the presentation ______________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Other Comments________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

EVALUATOR AND DATE_________________________________________________

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