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GSBA-569: Negotiation & Deal-Making

Fall 2021

3 units, the class will meet Wednesdays from 6:30 to 9:30

|Instructor: |Scott S. Wiltermuth |

|Office: |HOH 405 |

|Office Hours: |Wednesdays 2:00 – 3:00 pm, and by appointment |

|Phone: |703-304-3075 |

|Email: |wiltermu@usc.edu |

|TA: |XXX: XXX |

COURSE INFORMATION

Life is filled with negotiations. While most of us know that learning how to negotiate effectively can yield us higher salaries and better terms when we buy or sell houses and cars, we often fail to appreciate just how often we can benefit ourselves, our families, and our companies by employing negotiation skills. In this seminar, we will learn negotiation skills and practice them in interactive exercises

The course is designed to be relevant to the broad spectrum of negotiation problems that managers face. Thus, the content is relevant to students interested in a wide variety of topics such as marketing, real estate, consulting, entrepreneurship, and mergers and acquisitions. In addition, the course will emphasize negotiations that occur in the daily life of the manager.

A basic premise of the course is that while managers need analytic skills to discover optimal solutions to problems, a broad array of negotiation skills is needed to get these solutions accepted and implemented. The course will allow participants the opportunity to develop these skills experientially and to understand the negotiation process via useful analytical frameworks. Considerable emphasis will be placed on simulations, role-playing, and cases. In this sense, you can think of this negotiations class as a workshop.

Goals for Students

Assess the nature of negotiation. This objective is paramount because many of the important phenomena in negotiation, e.g., interests, goals, and cooperation, are ambiguous and often do not have “right” answers - we cannot teach a set of formulas that will always maximize your profit (although they might help).

Systematically evaluate a negotiation process using the central concept introduced in this course.

To use the negotiation process as an effective means for resolving conflict in organizations.

To analyze the behavior of individuals, groups, and organizations in competitive situations.

To plan and negotiate effectively, including learning to evaluate the costs and benefits of alternative actions and how to manage the negotiation process.

COURSE FORMAT

The course is built around a series of negotiation exercises and debriefings. These exercises require advance preparation. Students are expected to be fully prepared for exercises prior to class and to participate in the debriefings. While some class time will be provided when group preparation is required, students may occasionally have to meet outside of class.

COURSE MATERIALS

Fisher, R., Ury, W., and Patton, B. (1991) Getting to Yes. New York: Penguin.

eCourse Packet will be available for online purchase.

iDecisionGames fees, which cover the copyright costs to case as well as the software fee.

CLASS DAYS AND TIMES

This class will be entirely online. Synchronous class sessions will be held Mondays and Wednesdays from 12:30 – 1:50 p.m. Pacific Time via Zoom. The Zoom link is posted with your Blackboard course pages.

OFFICE HOURS

Office hours will be held Wednesdays from 2:00 p.m. to 3:00 p.m. via Zoom. The Zoom link is posted with your Blackboard course pages. Feel free to email me to set up another time if that time does not work for you.

COURSE FORMAT

The course is built around a series of negotiation exercises and debriefings. These exercises require advance preparation. Students are expected to be fully prepared for exercises prior to class and to participate in the debriefings. While some class time will be provided when group preparation is required, students may occasionally have to meet outside of class.

COURSE MATERIALS

Fisher, R., Ury, W., and Patton, B. (1991) Getting to Yes. New York: Penguin.

eCourse Packet will be available for online purchase.

iDecisionGames fees, which cover the copyright costs to case as well as the software fee.

This course is taught in a flipped format. All course materials can be found in Blackboard ().This course is divided into modules, and each module is intended to cover one class session. Module activities may include reading assignments, weekly lessons, interactive exercises, homework assignments, Blackboard discussion forums, class sessions, and quizzes or exams. It is expected that students will have completed all required activities and assignments before attending their class session each week.

Students should ensure that they can access all of the online tools via Blackboard prior to the start of classes.

Zoom is the platform used for all online sessions and online office hours. A link and instructions to join the Zoom sessions will be posted in the Blackboard Course Pages. For more information about Zoom, go to: Zoom Support Tutorials

CLASSROOM POLICIES

1. Class attendance and participation is important in developing a coherent view of the materials covered in the course. Unless accommodated as described in (b) below, attendance and active participation is expected at the synchronous Zoom class sessions.

a. Students are expected to have cameras on during the synchronous Zoom sessions, and preferably use headsets or earphones to ensure the best audio quality. Please advise me if you have circumstances under which you will not be able to meet these expectations.

b. For students who are located in a time zone where the synchronous class sessions or exams fall outside the window of 8 a.m. to 10 p.m. in your local time zone, please contact me. You will not be penalized for not attending the live Zoom class sessions. The Zoom sessions will be recorded and posted on Blackboard, and you will be responsible for watching the recorded sessions. Exams and other synchronous assessments will be scheduled for students to be able to complete the assessment between 8 a.m. and 10 p.m. in your local time zone.

2. During synchronous Zoom sessions, the following netiquette is expected, as if you were in a physical classroom.

a. Please do:

i. Log into class early or promptly

ii. Arrange to attend class where there is a reliable internet connection and without distractions

iii. Dress respectfully. Video conference business meetings are and will be the norm, so practice your professional telepresence.

iv. If you use a virtual background, please keep it respectfully professional.

v. Display both your first and last name during video conferencing and synchronous class meetings.

vi. Respectfully minimize distractions by muting and or turning off video if necessary and when appropriate.

vii. Engage in appropriate tone and language with instructors and classmates.

b. Please try not to:

i. Engage in a simultaneous activity not related to the class.

ii. Interact with persons who are not part of the class during the class session.

iii. Leave frequently or not be on camera for extended periods of time. 

iv. Have other persons or pets in view of the camera. 

3. All Zoom sessions will be recorded and posted in the Blackboard Course pages.

TECHNOLOGY REQUIREMENTS

The following equipment and system requirements are recommended to successfully participate in this online course:

• Computer with webcam

• Earphones or headset

• Reliable (preferably high speed) Internet connection

• Current operating system for Windows or Mac

• Current browser

o Google Chrome

o Firefox

o Internet Explorer (not recommended)

o Safari (Mac)

For technical support please see:

• USC Systems (Blackboard, USC Login, MyUSC, USC Gmail, GoogleApps)

For assistance with your USC login or other USC systems, please call +1 (213) 740-5555 or email Consult@usc.edu.  They are open Mon – Fri 9:30am – 5pm and weekends from 8am - 5pm (all Pacific time).

• Zoom Video Web Conferencing System (MarshallTALK)

For assistance using Zoom, go to Zoom Support Page.  You may also call +1 (888) 799-9666 ext. 2. They are available 24/7.

• Marshall Systems (MyMarshall, Marshall Outlook email)

For assistance with Marshall systems you can call +1 (213) 740-3000 Mon-Fri 8am-6pm (Pacific), email HelpDesk@marshall.usc,edu, or use our self-help service portal as shown below.  The portal allows you to get immediate assistance by searching for the information you need.  You can also use it to chat with a technician or input a request.  To access the service portal, follow these steps:

o On a computer or mobile device, go to MyMarshall Home Page and click the “Help” link on the upper right.

o Log in using your Marshall username and password. 

(If you don’t know your Marshall login please follow the onscreen instructions pertaining to login issues)

If your computer does not have Microsoft Word, Office 365 package is available to you free of charge and allows you to install Word, Excel, PowerPoint, Outlook, OneNote, Publisher, and Access on up to 5 PCs or Macs and Office apps on other mobile devices including tablets. Office 365 also includes unlimited cloud storage on OneDrive. To download Office 365 log into your student (University) email through a web browser, choose Settings (top right corner), and select software. If you have further questions or need help with the software, please contact the USC ITS service portal.

COURSE REQUIREMENTS

1. Participation (15%)

Preparation and execution of the exercises, and contribution to the debriefing discussion. Your preparation involves having completed the assigned readings and prepared the negotiation exercise for that day. Your classmates and I expect you to be prepared for the negotiations. Being unprepared for a negotiation harms your negotiation partner’s experience as well as your own. Participation grades will reflect how prepared you were for the negotiations.

When negotiating, you must follow all the instructions that are provided for your role. However, you do have freedom to be creative in how you interpret this information and the kinds of strategies you employ, provided that they do not contradict any of the explicit instructions or fundamentally alter the negotiation’s structure.

Participation in class discussion involves active participation that contributes to the class. Merely showing up and having read the assigned readings do not get you any credit. Attendance is required. Active participation means that you speak up in class. Whether this accomplished by answering questions, making observations, commenting on other students’ comments or challenging the instructor’s views does not matter. The second requirement is that what you say actually contributes – merely repeating comments made by other students or telling the class that you agree with what someone else said does not count. Your comments should move the discussion forward.

High quality comments:

1. Reflect knowledge of readings (if topic is relevant to the week’s readings)

2. Offer a unique, yet relevant perspective

3. Demonstrate deep and reflective thought

4. Synthesize the comments of others to create new insights

5. Move the discussion and analysis forward

If you are shy, prefer to sit quietly in the back, or just do not feel comfortable speaking in front of your classmates, my suggestion is that you see this class as a challenge to improve those skills. You may also choose to post comments to the class chat.

Note: This course has a strict attendance policy for days on which you negotiate. You must provide prior notice to the instructor if you have to miss a negotiation. If you do not provide such notice, your negotiating partner for the day is left hanging and many people can end up being inconvenienced. If you miss a negotiation without prior notice to the instructor, you will be penalized in the final grading of the course. Even if you do provide prior notice, but miss multiple classes, you may also be penalized.

This syllabus contains the dates for all negotiation exercises. This schedule will not be changed. If you need to miss an exercise, please refer to the latest version of the posted role assignments for that case, contact your assigned partner(s) to see if alternative arrangements can be made for negotiating the case [i.e., either with those partner(s) or with other classmates who have been assigned the requisite role(s) and who would be willing to switch with your assigned partner(s)] and inform me via e-mail regarding the outcome of these efforts. You must notify me of your absence from class, and any arrangements you have made with regard to this absence. Please try to do so at least 24 hours before the start of class so I can make the necessary classroom adjustments. Please note that I will not match up students for the purposes of making up an exercise. Such arrangements will be your responsibility.

2. Peer Feedback Paper (10%)

A two to three page evaluation of your negotiation counterpart in the Texoil case. This paper is due through Blackboard at 5:00 pm on September 22nd. You should email a copy to your counterpart. This evaluation is assigned to provide meaningful, personalized, and constructive feedback to your classmates and help them improve their negotiation skills.

The following is a list of possible topics / issues that you may cover in your feedback.

a) Preparation

o Did they prepare adequately for their role (i.e., know the content)?

o Did they play their role convincingly?

b) Listening skills

o How carefully did they listen?

o Did they interrupt in ways that were frustrating?

o Did they create an atmosphere that encouraged you to divulge your interests?

c) Communication skills

o Did they communicate their own interests clearly?

o How effectively / persuasively did they present their claims?

d) Critical statements or tactics that benefited or hurt the negotiation

o Did they do or say anything that created suspicion (or put you at ease)?

o Were there any inconsistencies or contradictions that caused problems?

e) Body language

o (e.g., eye contact, body posture, gestures, revealing ticks)

f) Overall impressions

o (e.g., of their effectiveness, confidence, competitiveness, cooperativeness, competence, integrity, trustworthiness)

o Biggest strengths and liabilities

g) Suggestions for the future

o What could they have done differently?

▪ To improve their own performance?

▪ To improve your collective performance?

Please note that you should not cover all of these topics, as doing so would not allow you to go into sufficient depth about any particular topic. It is much better to target your analysis on the few issues that will be provide the most useful advice for your counterpart.

3. Negotiation Journal (35%)

This assignment requires you to maintain a planning and reflection journal covering our first 7 in-class negotiations. For each negotiation, the journal should include 1) your pre-negotiation planning document and notes (including an indication of the specific skills and behaviors you hope to work on during the simulation), 2) your brief personal reflection recorded in the 5 minutes immediately following the negotiation, in which you quickly summarize your immediate reactions to the negotiation experience, and 3) a final brief reflection recorded after the negotiation debrief and the feedback session with your negotiation counterpart(s). With the exception of Negotiation #5, items 1 and 2 will be completed in class. The final reflection segment for each negotiation will be completed on your own time and should be about ½ page to 1 page in length (single-spaced) per negotiation. The entire journal should be turned in via Blackboard by 5:00 pm on October 20th).

The journal will be graded primarily on the extent to which you consistently identify negotiation-relevant goals, try out behaviors and strategies designed to achieve those goals, reflect on your successes and failures, adjust appropriately for subsequent negotiations (or at least make meaningful attempts to do so), and use the analytical frameworks and concepts introduced in class and in the readings.

4. Group Paper (40%)

A final paper is due through Blackboard by 5:00 pm on December 6th. The maximum length for the paper is 18 pages of 12 point, double-spaced text. You should work in groups of 3. For this assignment, you should analyze a recent or historical negotiation situation in which you have interest by drawing on publicly available documents. This should be a negotiation that has already been concluded or will be concluded by the time you complete the assignment. It should also be sufficiently complex so you have enough material to analyze and thereby demonstrate your ability to apply the many principles and techniques from the course to provide meaningful insight into what occurred.

A proposal for your paper topic is due for approval and feedback by 12:00 pm on May 22nd. The proposal can be as short as a paragraph. One group member should submit it via Blackboard. The TA or I will provide approval/denial and some feedback and respond.

The paper should typically begin with a couple pages to set up and describe the situation and then devote the remaining pages to a focused, thoughtful, and insightful analysis of that case using the concepts and principles that have been covered in the class. This analysis should make explicit connections to material from the course to provide meaningful insight into the events that occurred. Questions to answer during this analysis include: What went wrong/well, why? What could have been done differently? How was the process linked to the outcome?

(25%) Paper Quality. Grading of the paper will focus on your ability to use concepts from class to analyze a negotiation, as described above, and offer thoughtful insights that can help readers understand the case in question.

(5%) Peer Evaluation. Evaluations of each team member’s contribution to the group project are due on the same day as the final paper deadline. A template for you to complete these peer evaluations will be posted online for you to download, complete, and submit.

Remember that the purpose is to demonstrate what you have learned. In the summary of what happened, you do not need an exhaustive description – in fact, you will not have the space to provide one! You will need to decide which facts of what happened are relevant to the important lesson(s) you learned. Focus on the critical factors that affected the negotiation situation and outcomes.

There is a tendency in this type of paper to try to explain as many concepts or ideas as seem relevant. Don’t fall into this trap! If you try to explain too many ideas, you will not be able to discuss/explain any of them in enough depth to really demonstrate your ownership. Stick with a few core concepts that you see as most central to the negotiation you are analyzing.

Use the concept/idea/theory to analyze what happened in the negotiation. The other half of demonstrating ownership with the central concepts/ideas/theories in our course material is to be able to apply them successfully and insightfully. That application may include using the concept/idea/theory to explain why what happened in the negotiation happened. It might include using the concept/theory/idea to explain how or why the negotiators might have behaved differently, and what would have happened if they had. It is critical that you USE concepts, ideas, or theories to drive your analysis of what happened in your negotiation.

Standards of Evaluation: Not longer than 18 pages double-spaced, typed in 12-point font, with 1”margins. Any late reflection papers will lose one letter grade for every day that they are late.

Truly Insightful = 18-20 points

■ Description of the course concepts demonstrates reflection and learning beyond just summarizing what was discussed in class.

■ Application to the negotiation situation demonstrates real ownership of the ideas.

■ Tight logical link between the description of the negotiation, the concepts from the course, and the conclusions or implications drawn.

■ Conclusions are a logical outgrowth of applying the concepts to the description of the negotiation.

■ The conclusions/implications go beyond the boundaries of our classroom discussion, and show some initiative in exploring the learning opportunity.

■ Focus of the paper is depth of understanding, rather than breadth of coverage.

■ May tie several disparate ideas from class together into a central concept, or find some insightful connection to an apparently unrelated issue.

Competent = 15-17 points

■ Paper demonstrates correct and complete (but not insightful) analysis and application of the course concepts to the described negotiation situation.

■ It is clear from reading the paper that the student understands what was communicated and discussed in class, but probably has not necessarily learned something more from the analysis/application and reflection/write-up of what happened. (NOTE: this may occasion very little feedback from the grader.)

■ Paper’s link between description, concepts, and applications is not tight.

■ Not clear how the concepts relate to the description, or how the description and concepts logically lead to the conclusions or implications.

■ Paper touches on several concepts on the surface, rather than exploring them in any useful depth or identifying a theme that ties them all together.

■ Paper missed some of the subtleties of the featured concept(s).

Needs Improvement = 15 points or less

■ Description of the course concepts is incomplete or incorrect.

■ Application of the concepts to the negotiation situation is flawed.

■ Paper does not link the negotiation description, course concepts, and application.

■ Paper describes the negotiation situation without really using the concepts to analyze it.

■ Paper bounces around among a variety of concepts without fully explaining or applying any of them.

■ Paper uses words/terms from the class without communicating a sense of understanding their real meaning.

■ Paper doesn’t make clear what the student learned, or that the student learned anything.

COURSE GRADING

Grades for the class will be assigned according to the percentage distribution outlined above. At any time during the semester you may inquire about your participation score, and I will tell you how you are doing compared to other students in the class. At the end of the semester, I look very closely at students that are close to any cutoff between two grade categories, and try to find a way to boost any such students into the higher category.

In the event of a grading dispute the procedure is as follows: (1) Think hard about why you believe your grade should have been different. (2) Write down the reasons why you believe your grade should be changed. (3) Send me the written explanation via e-mail, and I will respond to it as quickly and fairly as possible.

One final note: I will not accept 'retroactive excuses' by students. By this I mean students bringing up ameliorating circumstances to justify their poor performance at the end of the semester. If there are unique or unusual circumstances that prevent you from doing as well as you normally might -- such as illness or death in your family, a mental or learning disability, a struggle with chemical dependence, etc. -- you must inform me at the beginning of the semester. I make no guarantees as to what is acceptable and what is not, but I encourage you to communicate any problems to me.

I encourage you to contact me via email at wiltermu@usc.edu. I will try to respond within 48 hours to all questions about grading and/or class content.

|STATEMENT ON ACADEMIC CONDUCT AND SUPPORT SYSTEMS |

Statement on Academic Conduct and Support Systems

 

Academic Conduct:

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” .  Other forms of academic dishonesty are equally unacceptable.  See additional information in SCampus and university policies on scientific misconduct, .

 

Support Systems:

Counseling and Mental Health - (213) 740-9355 – 24/7 on call

studenthealth.usc.edu/counseling

Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention.

National Suicide Prevention Lifeline - 1-800-273-8255

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week.

Relationship and Sexual Violence Prevention and Services (RSVP) - (213) 740-9355(WELL), press “0” after hours – 24/7 on call studenthealth.usc.edu/sexual-assault

Free and confidential therapy services, workshops, and training for situations related to gender-based harm.

Office of Equity and Diversity (OED)- (213) 740-5086 | Title IX – (213) 821-8298 equity.usc.edu, or titleix.usc.edu

Information about how to get help or help someone affected by harassment or discrimination, rights of protected classes, reporting options, and additional resources for students, faculty, staff, visitors, and applicants. The university prohibits discrimination or harassment based on the following protected characteristics: race, color, national origin, ancestry, religion, sex, gender, gender identity, gender expression, sexual orientation, age, physical disability, medical condition, mental disability, marital status, pregnancy, veteran status, genetic information, and any other characteristic which may be specified in applicable laws and governmental regulations. The university also prohibits sexual assault, non-consensual sexual contact, sexual misconduct, intimate partner violence, stalking, malicious dissuasion, retaliation, and violation of interim measures. 

Reporting Incidents of Bias or Harassment - (213) 740-5086 or (213) 821-8298

usc-advocate.care_report

Avenue to report incidents of bias, hate crimes, and microaggressions to the Office of Equity and Diversity |Title IX for appropriate investigation, supportive measures, and response.

USC Support and Advocacy - (213) 821-4710 uscsa.usc.edu

Assists students and families in resolving complex personal, financial, and academic issues adversely affecting their success as a student.

Diversity at USC - (213) 740-2101 diversity.usc.edu

Information on events, programs and training, the Provost’s Diversity and Inclusion Council, Diversity Liaisons for each academic school, chronology, participation, and various resources for students.

USC Emergency - UPC: (213) 740-4321, HSC: (323) 442-1000 – 24/7 on call dps.usc.edu, or emergency.usc.edu

Emergency assistance and avenue to report a crime. Latest updates regarding safety, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible.

USC Department of Public Safety - UPC: (213) 740-6000, HSC: (323) 442-120 – 24/7 on call dps.usc.edu

Non-emergency assistance or information.

Office of Disability Services and Programs - (213) 740-0776 dps.usc.edu, ability@usc.edu.

USC is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. Services include assistance in providing readers/notetakers/interpreters, special accommodations for test taking needs, assistance with architectural barriers, assistive technology, and support for individual needs. If you have a disability which may impact your performance, attendance, or grades in this course and require accommodations, you must first register with the Office of Disability Services and Programs (dsp.usc.edu) provides certification for students with disabilities and helps arrange the relevant accommodations.  Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in GFS (Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5:00 p.m., Monday through Friday.

Emergency Preparedness/Course Continuity

In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information web site () will provide safety and other information, including electronic means by which instructors will conduct class using a combination of USC’s Blackboard learning management system (blackboard.usc.edu), teleconferencing, and other technologies.

International Student Language Support

The USC American Language Institute provides English language instruction, assessment, and resources to support the academic and professional success of non-native speakers of English pursuing degrees at USC. dornsife.usc.edu/ali

 

The Importance of Course Evaluations

The student course evaluations are valuable. I strive to improve this course continuously improved by acting on feedback from students and instructor observations.

COURSE OUTLINE

Week 1. Aug. 25 Introduction to Negotiation

Read (before class): Getting to Yes by R.Fisher, W.L.Ury, & B.Patton (entire book)

Watch: Concession Strategies

Classes: Introduction to Course

Biopharm – Seltek

Read (after class): Should You Make the First Offer by A. Galinsky

(available at:

Week 2. Sep. 1 Grounding Principles

Read (before class): Manager as Negotiator by D.A.Lax & J.K.Sebenius

- Claiming Value (pp. 119-139)

- Creating Value (pp. 88-105)

Watch: Listening Actively and Using Silence

Classes: Prepare, Negotiate, and Debrief Casino

Week 3. Sep. 10 Complex Negotiations

Read (before class): Applying (and Resisting) Peer Influence. By Griskevicius, V., Cialdini, R. B., & Goldstein, N. J.

Dealing with the Irrational Negotiator by Malhotra & Bazerman available at



Class: Watch Final Offer Documentary ()

Week 4. Sep. 15 Investigative Negotiation

Read (before class): Investigative Negotiation by Malhotra & Bazerman, available at:



Six Habits of Merely Effective Negotiators by J.K. Sebenius

Watch: Gathering Information

Classes: Prepare, Negotiate, and Debrief Texoil

Week 5. Sep. 22 Planning and Preparation

Read (before class): Putting More on the Table by Medvec and Galinsky

“Preparation: What to Do before Negotiation (p.13-39)” in

The Mind and Heart of the Negotiator by L.L. Thompson

Scoring a Deal: Valuing Outcomes in Multi-Issue Negotiations by Ames, Larrick, & Morris

Watch: Lie Detection

Classes: Prepare, Negotiate, and Debrief Merging Companies

Turn in: Peer feedback paper via Blackboard by 5:00 pm on September 22nd

Week 6. Sep. 29 Power and Coalitions

Read (before class): Sources of Power in Coalition Building by Watkins, M. & Rosengrant, S.

Watch: Using Fairness as a Tool

Classes: Negotiate and Debrief Federated Sciences

Turn in: Submit Group Paper Proposal by 12:00pm on Sept 29th on Blackboard

Week 7. Oct. 6 Agency in Negotiations and Ethics

Watch: Contingent Contracts

Classes: Negotiate and Debrief Bullard Houses

Read (after class): “When Should We Use Agents?” by J.Z. Rubin & F.E.A. Sander

Do: Start the Virtual Victorian Negotiation

Week 8. Oct. 13 Agents

Read (before class): Getting Past No by W.Ury (pp.39-51, 89-104, 169-171)

Classes: Continue & Debrief Virtual Victorian

Week 9. Oct. 20 Finishing Agents & Resolving Disputes

Watch: Dealing with Distrust

Read (before class): Putting on the Pressure by Galinsky & Liljenquist

How to Defuse Threats at the Bargaining Table by Galinsky & Liljenquist (available at: )

Submit: Submit Journal Entries via Blackboard by 5:00 pm on Oct. 20th

Do: Prepare for Viking Investments Negotiation

Classes: Viking Investments Negotiation

Week 10. Oct. 27 Cross-Cultural Negotiations

Read (before class): The Hidden Challenge of Cross-Border Negotiations by J. Sebenius

Watch: Charisma

Classes: Negotiate and Debrief OmniChannel

Week 11. Nov. 3 Negotiating with Four or More Parties

Read: Negotiating Group Decisions by J.M. Brett

Classes: Negotiate and Debrief Chestnut Drive

Week 12. Nov. 10 Mediation

Read: Mediation Secrets for Better Business Negotiations: Top Mediator Techniques by Editors of HBR

(available at: )

Classes: Negotiate and Debrief Telepro

Week 13. Nov. 17 Negotiation in a Long-Term Relationship I

Do: Prepare for ABC Negotiation 1

Classes: ABC Negotiations 1 & 2

Week 14. Nov. 22 No class - Thanksgiving

Week 15. Dec. 1 Documentary and Class Review

Read: “Why Is It So Hard To Be Fair?” by J. Brockner

Classes: ABC Negotiation 2

Watch Documentary

Discuss Documentary

Dec. 6 Final Paper Deadline

Turn in: Submit by 5:00 pm via Blackboard

Recommended Reading:

Neale, M.A. & Lys, T.Z. (2015). Getting (More of) What You Want. New York, NY: Basic Books.

Voss, C., & Raz, T. (2016). Never split the difference: Negotiating as if your life depended on it (First edition.). New York, NY: Harper Business

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