Career Development and Lifestyle Planning



Negotiation2 CreditsBU.121.610.XX[NOTE: Each section must have a separate syllabus.][Day & Time / ex: Monday, 6pm-9pm][Start & End Date / ex: 3/24/15-5/12/15][Semester / ex: Fall 2016][Location / ex: Washington, DC]Instructor[Full Name]Contact Information[Phone Number, (###) ###-####][Email Address]Teaching Assistant[Name and Contact Info]Office Hours[Day(s)/Times]Required Text and Learning MaterialsRequired textbook:Fisher, R., Ury, W., & Patton, B. (2011). Getting to yes, New York: Penguin Required articles:Galinsky, A. D. (2004). “Should you make the first offer?” Negotiation. White, S. B. and Neale, M. A. (1991). “Reservation prices, resistance points, and BATNAs: Determining the parameters of acceptable negotiated outcomes.” Negotiation Journal.Putnam, L. L. (2005). “Are you asking the right questions?” Negotiation.Bazerman, M. (2003). “The mythical fixed pie,” Negotiation.Galinsky, A. D., Maddux, W., & Ku, G. (2006). “The view from the other side of the table.” Negotiation.Malhotra, D. (2004). “Risky business: Trust in negotiations,” Negotiation. Medvec, V. H. and Galinsky, A. D. (2005). “Putting more on the table: How making multiple offers can increase the final value of the deal,” Negotiation.Allred, K. (2000). “Distinguishing best and strategic practices: A framework for managing the dilemma between claiming and creating value,” Negotiation Journal.Raiffa, H. (1985). “Post-settlement settlements,” Negotiation Journal.Susskind, L. (2005). “Don’t like surprises? Hedge your bets with contingent agreements,” Negotiation.Brett, J.M., Friedman, R. Behfar, K. (2009). “How to manage your negotiation team.” Harvard Business Review.Brett, J. M. and Gelfand, M. J. (2005). “Lessons from abroad: When culture affects negotiating style,” Negotiation.Susskind, L. (2004). “Winning and blocking coalitions: Bring both to a crowded table,” Negotiation.Lytle, A. L., Brett, J. M., & Shapiro, D. L. (1999). “The strategic use of interests, rights, and power to resolve disputes,” Negotiation Journal.Shell, G. R. (1991). “When is it legal to lie in negotiations?” Sloan Management Review.Reitz, H. J., Wall, J. A., & Love, M. S. (1998). “Ethics and negotiation: Oil and water or good lubrication?” Negotiation.Goldberg, S. B. and Shaw, M. L. (2007). “The secrets of successful (and unsuccessful) mediators continued: Studies two and three,” Negotiation Journal.Galinsky, A. and Liljenquist, K. (2004). “Putting on the pressure: How to make threats in negotiations,” Negotiation. McKersie, R. and Cutcher-Gershenfeld, J. (2009). “Labor-management relations: Understanding and practicing effective negotiations,” Negotiation Journal.Required negotiation cases From Northwestern Dispute Resolution Research Center:Biopharm-Seltek Les FloretsNew MouseBullard HousesParadise Project Course DescriptionThis course provides students with the foundational skills needed for effective negotiation. The interactive and independent learning opportunities provided during the course are designed to help participants understand and develop a systematic approach to preparing for, structuring, and engaging in business negotiations using two core approaches. Participants will develop communication, process, and conflict handling skills needed for effective negotiation of relationships. Participants will engage in live and electronic negotiations to build their skills in employing or overcoming specific negotiation strategies and tactics. The course content includes learning opportunities designed to sharpen participants’ ability to analyze negotiations from both an ethical and cultural perspective and develop approaches that facilitate cross-cultural understanding and ethical negotiation.Prerequisite(s)NoneLearning ObjectivesBy the end of this course, students will be able to:Demonstrate an understanding of negotiation theory and strategy, across two-party and multi-party negotiations.Demonstrate an understanding of conflict management theory and strategy.Develop an awareness of personal negotiation behaviors and tendencies.Diagnose negotiation situations and apply the appropriate set of strategies.Diagnose and continuously adjust negotiation processes.Apply ethical and culturally-appropriate negotiation frameworks.To view the complete list of Carey Business School’s general learning goals and objectives, visit the Teaching & Learning@Carey website. Detailed Course DescriptionWe negotiate every day – with employers, coworkers, roommates, landlords, parents, bosses, merchants, service providers, and others. Determining what price we will pay, how much we will get paid, what movie we will watch, and who will clean the kitchen: all of these are negotiations. Although negotiations are ubiquitous, many of us know little about the strategy and psychology underlying them. Why do we sometimes get our way, and at other times walk away feeling frustrated by our inability to achieve our goals? This course focuses on business negotiations but teaches lessons applicable across many domains of life.Negotiation is the art and science of securing agreements between two or more parties, who are interdependent and seeking to maximize their outcomes. This course will provide you with the basic knowledge and applied skills to negotiate in a wide array of business settings. The first part of the course focuses on understanding and systematically preparing for, structuring, and executing increasingly complex deal-making negotiations. The second part of the course extends these basic principles to other types of negotiation situations, including group negotiations, agency relationships, and disputes. More specifically, this course provides the opportunity to develop your negotiation skills in a series of simulations and feedback sessions. Together, we will engage in a variety of bargaining processes that span the contexts of deal-making and dispute resolution. Each simulation has been chosen to highlight the central concepts that underlie negotiation strategy. The course is designed to complement the technical and diagnostic skills learned in other courses at Carey. A basic premise of this course is that, while a manager needs analytical skills to develop optimal solutions to problems, a broad array of negotiation skills is needed to get these solutions accepted and implemented. Successful completion of this course will enable you to recognize, understand, analyze, and implement the essential concepts of negotiation. Course FormatThis course is designed to progress from simple negotiations to those of greater complexity. We start with two-party, single-issue exercises and build to multiparty multi-issue negotiations over the course of the semester. Structured negotiation exercises help us to isolate and emphasize specific analytical points and essential skills required of negotiators. Cases and readings play a vital role in integrating the analytical points and developing the intuition necessary to succeed in complex, real-world negotiations.Negotiation Exercises: The course is built around a series of negotiation exercises. We will be negotiating in every class except the last. Some of the negotiations are “one-on-one;” others are “group-on-group.” The instructor will occasionally observe the negotiations to provide feedback. Preparation for Negotiations: Your classmates expect you to be fully prepared and on-time for each negotiation exercise. Prior to each negotiation (except the one in the first class), you are required to submit an individual memo (see below). Also, note that some exercises require you to prepare outside of class as a team – by phone, email, or in-person. Students should be prepared to stay a few minutes after class to arrange meetings with other members of the class.Negotiation Debrief: We will debrief the negotiations in class. You are expected to participate in these class discussions. Your agreements will be posted so that the class can analyze the relationship between different negotiation strategies and outcomes, learning from everyone’s experience.Experimentation: You are encouraged to experiment with alternative styles in this “safe” environment. This is an opportunity to lose a “million” dollars and, in retrospect, be happy because you learned a critical lesson! Recognize your strengths and weaknesses, and track your progress. Readings: It is important to do the week’s readings AFTER the negotiation. The concepts will be more comprehensible if you have already experienced them directly, and foreknowledge of the concepts could prevent the mistakes that you need to make in order to learn. Therefore, you may not read ahead. There are only two exceptions to this rule: we will read Getting to Yes before the first class (to provide general background on negotiating), and we will read about the IRP framework before the seventh class (to provide general background on disputes).Special Academic Policies for NegotiationFor this class, the Carey academic policies are amended as follows:You may not show your confidential role information to others before or during the negotiation, though you may tell others whatever you desire during the negotiation. Never assume material is identical, even if a classmate is playing the same role, unless you are told that you can strategize together. In other words, please do not discuss cases with others unless instructed to do so, or unless the cases have already occurred.When you have completed a simulation, please do not reveal your information to the other party before returning to class.You may use any strategy short of physical violence to reach agreement, including misrepresentation. Please note this important modification of the Carey honor code, which is necessary to simulate some real-world negotiations. However, in selecting a strategy, remember that behaviors may have ramifications beyond the particular negotiations in which they were used, even in a class setting. In addition, you may not create facts that materially change the power distribution of the exercise, even if such information may be plausible in real life. For example, you cannot claim, during a job negotiation, that your family has just purchased another company that offered you a job. If you have any questions about the course honor code, please ask.It is inappropriate to borrow notes, discuss cases, or share exams with people outside of class, including last year’s students.Laptops and other electronic devices may be used during the negotiations themselves, if you choose to do so. Generally speaking, though, such devices are not necessary during in-person class discussions. Thus, they should remain closed during discussions unless you learn best by taking notes electronically, in which case you should let the instructor know and sit toward the back of the class.Materials used in this class—including, but not limited to handouts, exercises, cases, discussion questions, charts, and graphs—are copyrighted and may not be used for purposes other than this class without the written consent of the instructor. Class discussion stays in class. AttendanceNegotiations has an attendance policy that is uniformly applied to all sections. This policy is necessary to ensure that we can adequately plan for the negotiation simulations. You may miss one negotiation exercise without penalty if (and only if) you provide advance written notice to the instructor and teaching assistant. If you miss a second exercise, your participation score will be reduced by one letter grade. If, in conjunction with any absence, you do not provide advance notice, your participation score will be reduced by a letter grade. However, the instructor will make every effort to ensure that you do not lose a letter grade unnecessarily.ResearchThis course is grounded in 50+ years of negotiation research, much of which has been conducted in classes like this one. Because you will benefit from past research, and in the spirit of new knowledge creation, we will occasionally ask for your participation in ongoing research. Negotiation results for research purposes are always aggregated and anonymous. You are always free not to participate, without penalty; if you do not want your outcomes from any exercise used for research purposes, please notify the instructor. The instructor will inform you when research occurs, only incorporate research that helps you to learn, and make every effort to share the results with you as part of class discussion.Assignments & RubricsYour grade will be calculated as-follows:AssignmentLearning ObjectivesWeightAttendance and participation1, 3, 4, 5, 620%Individual memo1, 2, 3, 4, 5, 615%Post-negotiation analysis1, 2, 3, 415%Real-world connection1, 3, 425%Final exam1, 2, 425%Total100%Attendance and Participation (20%)This component of the grade includes participation in both negotiation exercises and class discussions. Because negotiation exercises are the critical component of the learning process, you should be fully prepared for every negotiation. Thus, you should plan for every exercise; this requires that you come to every class (except the first) having prepared a memo that will help guide you through the negotiation. As described below, only one of these memos will be formally graded. At the end of the class, however, the instructor will assess all of your memos holistically, assigning you a score that reflects your overall preparation for the negotiations. The instructor may also choose to survey your negotiation counterparts about your level of preparation for the negotiations. Thus, it is important that you complete the memos thoughtfully and thoroughly. During the negotiation exercises, you should try your hardest to get the best possible outcome for yourself or your group. You are not graded on the outcomes of your negotiations, but rather on the quality of your preparation prior to the negotiation, and your participation in post-negotiation discussions. (The purpose of this approach is to encourage you to experiment with a variety of negotiation strategies, without harming your grade.)Your participation in the class discussions will be evaluated in terms of the quality of your contributions to the debriefing session that follows each negotiation exercise. Debriefing sessions will involve information-sharing about results, strategies, and reactions. High-quality comments have one or more of the following properties:Offer a different and unique, but relevant, perspective based upon analysis and theoryHelp move the discussion and analysis forwardBuild upon the comments of classmatesTranscend the “I feel” syndrome: that is, include some evidence or logicLink relevant concepts to current events or personal work experiencesTo promote the best possible learning experience for everyone, the instructor will call on students who raise their hands, but also occasionally “cold-call” on others. Please be prepared to contribute to the class discussion at any time.Individual Memos and Post-Negotiation Analysis (30%)Together, the individual memos and post-negotiation analysis will help you structure your negotiation experience. The individual memos are preparation tools: they will enable you to prepare for upcoming negotiation exercises and plan strategies that maximize your outcomes. The post-negotiation analysis will allow you to reflect on successful and failed strategies during a past negotiation, which will allow you to better prepare and respond in the future. In short, preparation and reflection will help instill the behaviors and approaches necessary for successful negotiation. Individual memos (15%): To help you prepare fully for the role you will play in each negotiation, you are required to submit an individual memo before each class (starting with the second). This and all other assignments should be posted to Blackboard. You or your team (if you are negotiating in a team) should also bring a copy of your memo to class so that you can use it as a reference during your negotiation.You will receive credit for turning in each memo. The memo due for the negotiation will be evaluated for its quality. The negotiation will be completed in teams of two; the two of you should turn in only one, joint memo. This memo will count for 15% of your grade, and completion of the remaining memos will count toward your class participation grade, as described above.Post-Negotiation Analysis (15%): The purpose of this paper is to encourage you to reflect upon your negotiation experiences, including your behaviors and your counterparts’ behaviors. Your task is to describe the perceptions and significant insights you gained from a particular negotiation. The paper should not be a detailed report of everything that happened in the negotiation. You may briefly describe what happened in the negotiation, providing a short overview of the key events, but the paper should focus on analysis and insights. Examples of issues that you might address:Who controlled the negotiation, and how did they do it?What critical factors affected the negotiation process and outcomes, and what can you say about these factors in general?How did the negotiation context differ from previous exercises, and what new factors did this context highlight?What did you learn about yourself from this experience?What did you learn about the behavior of others?What did you learn about bargaining and conflict?What would you do the same or differently in the future? How would you alter your behavior to perform more effectively? A high-quality analysis is one that steps back from a negotiation, identifies key events and processes, uses course concepts to help structure the analysis—and does so in a well-written fashion. You are also encouraged to share your post-negotiation analysis with the other people who were involved in your negotiation, and others are encouraged to share with you. Mutual feedback can be quite helpful.The analysis should be no longer than two pages typed (double-spaced, Times New Roman 12-point). You are only required to turn in one analysis (not one per negotiation, like the memos); you may write about either Biopharm-Seltek or Les Florets. The analysis is due before class 3. Real-World Connection (25%)To encourage you to think about the many everyday opportunities you have to negotiate, and to improve your negotiation skills, we ask you to go out and negotiate! You may negotiate for anything you would like. Be creative. Your negotiation could involve a good or service from a merchant, a salary or bonus with an employer, a discount from a service provider, a dispute with a landlord, or anything else. Note that you do not have to buy anything to complete this assignment (e.g., you could negotiate with a child over bedtime). Similarly, your negotiations do not need to be a success—we often learn as much from negotiations that fail as negotiations that succeed. After you have finished negotiating, you should write an analysis of the negotiation. The analysis should also include a brief individual memo (if applicable). Overall, this document (including the memo and your analysis) should be approximately 5 pages typed (no longer than 5 double-spaced pages, Times New Roman 12-point font). As with the post-negotiation analysis, the key is to focus on analysis rather than description. Your grade will be based on your creativity and your analysis of the preparation, process, and outcome. There are only two rules for this assignment:Real context: You may not tell the person you are negotiating with that this is a class project until the negotiation is complete (and then you may decide whether you want to tell them).Real consequences: You are not allowed to engage in a negotiation that you do not intend to follow through with if the desired outcome is obtained.This paper will be due before the last class.Final Exam (25%)The final exam will cover the concepts discussed in class and in the readings, with an emphasis on in-class discussions. The exam will ask you to apply the course concepts, which means you need to know not only the definitions of various concepts, but the pros and cons of using various concepts strategically. Remember that you cannot stop a negotiation in the middle to go check your notes or a book; you must have access to this knowledge immediately. Accordingly, this will be a closed-book test. It will occur during the last class.Students will be asked to sign a statement that each test and assignment is their own work and they have abided by the honor code. Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Extra Credit (Up to 1 point)You can earn up to one extra credit point in the course by emailing the instructor and teaching assistant examples of references to negotiations in the popular press, movies, newspapers, television shows, comic strips, etc. Each extra credit submission will earn you one-half of a point, up to a maximum of one point. To receive one point, one of the two references must be from a fictional source (e.g., a movie) and the other from a non-fictional source (e.g., a newspaper article). Each reference must illustrate a concept from the course, and you should write a few sentences describing the situation and how it relates to the course concepts. All extra credit submissions must be received in the instructor’s and teaching assistant’s email box by the beginning of the last class period.Grades are determined as follows.A Exceptional performance. Through class participation, consistently demonstrates exemplary preparation, thoughtfulness, learning, insight, and analysis. Always engages in humble self-reflection and never has an unapproved absence. Through written assignments, conveys not only a grasp of all course concepts covered to-date but a unique ability to connect, analyze, and extend them to novel situations. Tells the instructor something he or she had not already considered. Through the final exam, demonstrates complete mastery of all course concepts, ability to retrieve them from memory quickly, and an ability to communicate them with unusual clarity. BNormal performance. Through class participation, consistently demonstrates adequate preparation, thoughtfulness, and learning; shows some additional insight and analysis. Usually engages in humble self-reflection and never has an unapproved absence. Through written assignments, conveys a grasp of all course concepts and some ability to connect, analyze, and extend them to novel situations. Tells the instructor something he or she already knows. Through the final exam, demonstrates general understanding of all course concepts, ability to retrieve them from memory quickly, and ability to communicate them clearly. C Minimally-adequate performance. Through class participation, periodically demonstrates adequate preparation, thoughtfulness, and learning; shows little or no additional insight or analysis. Rarely engages in humble self-reflection and/or could have one or more unapproved absences. Generally but not necessarily has one or more unapproved absences. Through written assignments, conveys a grasp of some course concepts but a limited ability to connect, analyze, and extend them to novel situations. Tells the instructor something unclear or inaccurate. Through the final exam, demonstrates limited understanding of course concepts, inability to retrieve them from memory quickly, and/or inability to communicate them clearly.F Inadequate performance. Through class participation, rarely demonstrates adequate preparation, thoughtfulness, learning, insight, or analysis. Never engages in humble self-reflection and/or could have one or more unapproved absences. Through written assignments, conveys a grasp of few course concepts and little or no ability to connect, analyze, and extend them to novel situations. Tells the instructor something unclear or inaccurate. Through the final exam, demonstrates limited understanding of course concepts, inability to retrieve them from memory quickly, and/or inability to communicate them clearly.GradingThe grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School’s Student Handbook for grade appeal information. Tentative Course Calendar**The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.DateTopicIn ClassAssignments Due TodayAfter Class - To DoAfter Class - To ReadDateClass 1Introduction and core conceptsSimple, two-party negotiationsPrepare for and negotiate Biopharm-SeltekDebrief Biopharm-SeltekRead Getting to YesComplete pre-course surveyPrepare for Les FloretsGalinsky: Should you make the first offer?White & Neale: Reservation prices, resistance points, and BATNAsDate Class 2Introduction to integrative negotiationsNegotiate Les FloretsDebrief Les FloretsMemo for Les Florets Prepare for New RecruitComplete Post-Negotiation AnalysisPutnam: Are you asking the right questions? Bazerman: The mythical fixed pieDateClass 3Intermediate integrative negotiationsNegotiate New RecruitDebrief New RecruitMemo for New RecruitPost-Negotiation AnalysisPrepare for Complete memoGalinsky et al.: The view from the other side of the tableMalhotra: Risky businessMedvec & Galinsky: Putting more on the tableDate Class 4Advanced integrative negotiationsNegotiate Debrief Memo for (graded)Complete mid-course evaluationPrepare for Mouse Allred: Distinguishing best and strategic practicesRaiffa: Post-settlement settlementsSusskind: Don’t like surprises?Date Class 5Multi-party negotiations and coalitionsNegotiateMouseDebrief MouseMid-course evaluationMemo for MousePrepare for Bullard HousesBrett et al.: How to manage your negotiation teamBrett & Gelfand: Lessons from abroadSusskind: Winning and blocking coalitionsDate Class 6Agents and EthicsNegotiate Bullard HousesDebrief Bullard HousesMemo for Bullard HousesPrepare for Paradise ProjectLytle et al.: The strategic use of interests, rights, and powerShell: When is it legal to lie in negotiations?Reitz et al.: Ethics in negotiationDate Class 7Disputes and MediationNegotiate Paradise ProjectDebrief Paradise ProjectMemo for Paradise Project Complete course awards surveyStudy for finalGoldberg: The secrets of successful (and unsuccessful) mediators continuedGalinsky & Liljenquist: Putting on the pressureMcKersie and Cutcher-Gershenfeld: Labor-management relationsDate Class 8Course Wrap-up and FinalWrap-up courseTake finalReal-World Connectionn/an/aCarey Business School Policies and General InformationBlackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at . Support for Blackboard is available at 1-866-669-6138.Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-234-9243, by fax at 443-529-1552, or by email. Honor Code/Code of ConductAll students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.?Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Other Important Academic Policies and ServicesStudents are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:Statement of Diversity and InclusionStudent Success CenterInclement Weather PolicyCopyright StatementUnless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.?The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code. ................
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