BUS 219G Syllabus - Vesalius CollegeSyllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016...

Syllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016 1

VESALIUS COLLEGE

Brussels, Belgium BUS 219G Business

Fall 2016

Negotiations and Conflict Resolution

Number of ECTS credits: 6

Contact Details for Professor:

Instructor: Therese Baptiste-Cornelis

Office: Pleinlaan 5

Office Hours: Thursdays 3:00-4:00 pm

Email: [email protected] or [email protected]

Telephone: +32 (0)499 72 11 33

Course Description:

The course promotes the academic study of negotiation and conflict resolution

and equips students with the analytical and practical tools necessary to forge

mutually beneficial agreements and to resolve conflicts. It explores constructive

alternative dispute resolution (ADR) processes and procedures in opposition to

the usage of legalistic, adversarial methods of dispute resolution in the private,

public and non-profit sectors. Knowledge and skills developed are those needed

to analyze complex conflict and dispute situations, shape appropriate processes

to involve the right parties, constructively negotiate settlements, select mediators

and facilitators, and design dispute resolution programs. Emphasizes conflict

management and resolution leadership.

Course Overview:

Negotiation skills are critical, both professionally and personal, as others will not

have the exact same interests, perspectives, and values as you would in your

outlook on any given situation. At one point in one’s life we will experience

conflict, such is inevitable. It affects families and friendships, neighborhoods,

towns and governments, nations, organizations, and businesses. Resolving

conflict often feels like a constant balancing act among the opposing needs

and interests of spouses, children and siblings, town boards, citizens,

governmental leaders, business partners, and other parties.

mailto:[email protected]



Conflicts are also unpleasant and stressful. They distract people from pursuing

more productive endeavours and are expensive—in terms of time and

money. However, not all conflicts are destructive. Some lead to a sharpening of

critical issues and the creation of new systems and institutions beneficial to

society. In some instances, conflict leads to much needed change. Thus, the

challenge to public managers is not to try to eliminate conflict but to manage

disagreements as productively as possible.

Learning Objectives:

After this course, the student should be able to:

In terms of knowledge:

1. Acquire substantial background knowledge on the conceptual tools

concerning negotiations and conflict resolution, and grasp the complexity

that is inherent in the successful and mutually beneficial execution of

negotiations at a sophisticated level-through actions both at and away

from the bargaining table

2. Develop a knowledge of traditional and contemporary theories of

negotiation and conflict resolution

3. Engage critically with the literature on negotiations and conflict resolution;

4. Understand the importance of the cultural nuances on effective

negotiation strategy to enable a reduction in conflict occurrence.

5. Assess critically the various debates and trends of effective and

wholesome negotiation strategies.

6. Understand the underlying principles to consider when conducting a

conflict management program or negotiation

7. Describe methods used to analyze conflict situations and design a

resolution plan

8. Specialize yourself on a particular aspect of negotiation and conflict

resolution.

In terms of skills:

At the end of the class, the student should be able to:

1. Apply the relevant scholarship to understand, synthesize and analyse

issues in designing effective negotiation scenarios, whilst identifying (often-

overlooked) value-creating potential in different situations;

2. Carry out independent research using a wide range of sources and

present a personal analysis on various types of negotiation and conflict

resolutions approaches;

3. Communicate effectively key research findings on negotiation and

conflict resolution.

4. Demonstrate fluency in the use of negotiation and conflict resolution

terms, frames, and concepts


5. Design and execute agreements that unlock maximum value on a

sustainable basis; to end up with an appropriate share of the value that is

negotiated, thus enhancing your strengths as a negotiator and minimizing

your weaknesses

6. Understand the vital role of ethics in negotiation, even where the parties'

ethical standards vary dramatically;

7. Work in a group of people whose backgrounds, expectations,

perspectives, values, and ethical standards differ from your own to

prepare for leading the seminars and review each other’s’ papers as a

part of the ‘peer review’ work;

Methodology:

This course will be taught using a highly interactive format and a great deal

of our time in class will be spent discussing, observing, and analyzing course

material. This is primarily achieved by actual negotiation simulations. The

teaching methods that will be used are as follows:

Reading. For most of our class sessions, book chapters, supplemental

readings, and case simulations will be assigned. Given the participative

nature of the course, it is imperative that you read the material closely

before class so you can discuss it knowledgably with your peers during class.

All supplemental readings will be made available on our class Blackboard.

Discussion. Each week you will be asked to discuss in a variety of real life

negotiation situations. These discussions provide you with an opportunity to

interact with and learn from your peers. Therefore, every student is expected

to contribute to the learning of others in the class.

Action Learning. Action Learning is a process by which you can work

through real negotiation situations which would require adoption of the

various skills and techniques to which you will be introduced. To accomplish

this, you will be asked in your final group project to participate in a timed

actual negotiation simulation.

Learning Partner (LP) Learning Partners are fellow students who will help you

be successful with your action learning project and become an effective

coach. You will work with an LP who will support and challenge you in

framing, reframing, and accomplishing your action learning project.

Simultaneously, you will act as a coach to your LP providing you an

opportunity to practice the various negotiation methodologies discussed

and utilized in the course. You will be randomly assigned LP during class on

Session 2 of Week 1. Note: the most successful partnerships begin with a

phone call or in person meeting to make connections.

Class Schedule:


Classes will be held at the following times:

Tuesday 16:30-18:00 and Thursday 16:30-18:00

Course Materials:

Negotiation and Dispute Resolution

Beverly DeMarr / Suzanne De Janasz

ISBN-10: 0131577530 • ISBN-13: 9780131577534

©2013 • Prentice Hall • Paper, 408 pp

Published 12/27/2011

Party-Directed Mediation: Facilitating Dialogue Between Individuals

Gregorio Billikopf

© 2014 • University of California • Online PDF

Available at: https://nature.berkeley.edu/ucce50/ag-labor/7conflict/PartyDirMediation.pdf

United States Institute of Peace, “Certificate Course in Negotiation & Conflict

Management,”

© 2010

Available at: http://www.usip.org/sites/default/files/academy/OnlineCourses/Negotiation_Conflict_Management.pdf

Additional Selected scholarly and articles (Distribute/Referenced during course)

Course Assessment:

The students will be evaluated on the basis of their performance as follows

Assignments Percentage of the final course

grade

Group Work

Seminar Presentations (5%)

Negotiation Simulations and

Outcomes (5%, and 10%)

20%

Research paper 25%

Mid-term exam 25%

Final exam 30%

Total 100%

Grading Scale of Vesalius College:

Vesalius College grading policy, in line with the Flemish Educational norms, is now

as stated follows: Grade Scale of 20 Scale of 100

A 17.0-20.0 85-100

A- 16.1-16.9 81-84

B+ 15.3-16.0 77-80

https://nature.berkeley.edu/ucce50/ag-labor/7conflict/PartyDirMediation.pdf

http://www.usip.org/sites/default/files/academy/OnlineCourses/Negotiation_Conflict_Management.pdf


Grade Scale of 20 Scale of 100

B 14.5-15.2 73-76

B- 13.7-14.4 69-72

C+ 13.1-13.6 66-68

C 12.3-13.0 62-65

C- 11.5-12.2 58-61

D+ 10.7-11.4 54-57

D 10.0-10.6 50-53

F Below 50 0-49

Description of activities and Grading Criteria (only general grading criteria in this section)

Learning Partner

The role of each learning partner is to serve as your mentor and reviewer, discuss

your research interests and questions, provide peer feedback orally and in a

written format. The peer review system is an essential component of writing and

improving your paper. Learning to receive and give feedback, address this

feedback and use it as a tool of self-improvement is life-long skills. This exercise is

aimed to train you in serving as a research peers to each other. You will also

work with your peers in preparing and leading seminar discussions that will help

you to reflect on different sub-topics of the main themes covered in each week.

It is essential that you share the workload, prepare well in advance, work outside

of classroom as well as during classroom activities and structure seminar

presentation and discussions well.

Students will be assigned their research peers(learning partner) in the beginning

of the semester (Week 2) and should prepare a research proposal with a draft

research question by Week 3 (September 8th). Students will be responsible for

submitting their research papers in Week 9 (October 20th) (a week before the

papers are due to the course convener Week 10- October 27th). Research peers

will be responsible for reviewing the papers, assessing them using the grading

rubric that will be used for final grading and submitting their comments both to

each other and to the course convener. Students will assess their research peers

using a form outlined in the section ‘Further description of assessment activities’

(see ‘Assessment of your “research peer”’).

It should be noted that it is expected that research peers are expected to add

value to the creation of the research paper and thus must be constructive in

their review and analysis. Thus, if a reviewer is seen to have neglected to perform

their duty transparently and accurately (insufficient support as indicated by

Comments/Grades given by their partner OR scored their partner’s paper

significantly higher than the worth of the paper), this will result in a penalty in the

final grade awarded by the convener. This will be discussed in more detail in

class to clear up any ambiguity.

Negotiation & Dispute Resolution Simulations

The course is designed to include lectures followed by significant negotiation and

conflict resolution simulations, where group of students are placed in a variety of


scenarios in which they will (a) introduce the scenario to the class, (b) conduct a real-life

negotiation utilizing the relevant skills sets that would have been taught in the preceding

weeks, under the scrutiny of their peers, followed by (c) leading the discussion, analyze

different research methodologies that could have been utilized.

Students are responsible for firstly participating in the simulation and secondly guiding the

class discussion on the activities. It is essential that students who are responsible for

leading the discussions prepare well and in advance, think through the structure of their

scenario, develop appropriate and stimulating questions based on the

reading/negotiation assigned. Questions should be designed in such a way as to

stimulate the class discussion.

Presentation:

Every negotiator has a particular style and thus students are expected to work in groups

early in the semester to develop a presentation based on two distinct negotiators,

(determined by internet research), of whom they must present a critical analysis of the

various styles used by the negotiators, given examples of real-life negotiation in which

these persons may have been featured in the media. This activity is highly dependent on

the ability of the group to think coherently and articulate their thoughts in a manner that

garners interest in the information being disseminated to the class. The group rubrics for

this is indicated in the rubrics section later in this syllabus. It must be noted that ALL group

members are expected to be fully cognizant of the material contained therein. The

purpose of this exercise is twofold – (1) Encourage teamwork across various personalities

thus reflective of real life situations and (2) Present examples of actual negotiations in

which these negotiators were featured and investigate the variety of styles and

techniques that can be combined to create an effective negotiator.

Research paper:

Students are required to conduct an individual research and submit a research paper.

The topic of your paper needs to be approved the course convener. The paper should

be between 3000-3500 words (the structure and the assessment is depicted below in the

section on ‘Further description of assessment activities’). The paper will be mostly based

on the secondary research and should include literature review as well as a clear section

on methodology and a plan for further research. The paper should outline the plan for a

pilot study that will be based on primary research and provide as detailed description as

possible. Students will be asked to execute their pilot study and submit their results for the

final exam.

The paper is worth 25% of the final grade. The draft paper needs to be submitted to

research peers on October 20th. The research peers are responsible for providing a written

feedback and use the evaluation form (the same that the course convener will use for

grading - depicted below in the section on ‘Further description of assessment activities’.

The peer feedback is due on October 25th (or earlier). The final draft is due to the course

convener on October 27th.

When submitting a paper, the following guidelines should apply: an electronic copy of

the paper must be submitted by October 27th 2016 via Turnitin as well as a hard copy in

class and via email to [email protected] with “BUS219 Research Essay” in the

Subject Header. NOTE: your essay only counts as accepted if you handed in both a hard

and electronic copy. Failure to do so will result in an ‘F’.

The course convener will provide a sample format that should be used for the paper. It is

essential that you use this format, including the cover page, an introduction, main



sections of the paper, conclusions and the bibliography. You are expected to submit

your research draft paper to your research peers and adopt the comments made by

them. You are also expected to serve as a research peers and provide comments on the

papers of your colleagues. You will present your paper and the main findings as a part of

a student conference on ‘State-building’ facilitated within the framework of this course.

Mid-term and Final Exam:

The mid-term exam will take place in Week 7. The format of the exam will include a

combination of short and long essay questions where you are expected to demonstrate

the understanding of the key concepts and definitions as well as provide analysis of the

core topics covered in class and in the assigned readings. The revision session is

scheduled to take place a week before each exam.

Final exam is scheduled for Week 15

Further description of assessment activities

Rubric for evaluating research paper for 200-level course

Criterion Description Max

Points

Points

received

Introduction

and

Research

Question /

Statement /

Puzzle

( /8 Points)

Explain Choice of Topic and why it is academically

relevant

/2

Context of topic within the academic debate / identifying

briefly the gaps in the literature that this paper is

addressing/filling

/2

Clear and Concise Research Question / Research

Statement

/2

Outline of structure of the paper and main argument /2

Literature

Review

( /20 Points)

The literature review identifies the relevant (i.e. to the

chosen topic) arguments and debates in the literature and

places the student’s own topic in the wider academic

context

/5

It compares, contrasts and synthesizes the main authors

and arguments

/5

It evaluates strengths and weaknesses of the literature and

identifies the gaps the student’s paper addresses

/5

Based on the Literature Review, the student chooses a

clear theoretical/conceptual frame-work to be applied in

the analysis part of the paper

/5

Analysis /

Discussion

( /32 Points)

Extensive Analysis and Arguments supported by facts,

empirical examples and up-to-date data

/8

Wide use and synthesis of sources and references to

support key arguments directly addressing the research

question

/8

Application of conceptual and theoretical frame-works /8

Critical and dialectic (thesis/antithesis/synthesis) evaluation

of strengths and weaknesses of core assumptions and

arguments of other authors in non-prejudicial and open-

minded manner

/8


Criterion Description Max

Points

Points

received

Structure

( /10 Points)

The paper is structured in a coherent and logical way –

with clear subsections – supporting the clarity of the

argument and analysis

/10

Originality of

Thought

( /10 Points)

The paper highlights a level of deep reflection of research,

leading to arguments and ideas that go “beyond the

obvious”.

/10

Formal

Aspects

( /10 points)

Correct use of language (spelling, grammar, expression) /3

Correct citation and bibliography /3

Appropriate Number of Sources /4

Conclusions

( /10 points)

Stating in clear and succinct manner the result of the

analysis and main answer to the research question

/4

Critical, open-minded and non-defensive evaluation the

validity of the student’s own arguments and results to

explore further avenues of research

/6

TOTAL Final and Overall Comments:

Total

Further comments:


Criteria for successful group presentations:

Successful Presentation requirements Comments

o Group demonstrates the knowledge

of the material

A B C D F

Mark: _____

o Group displays high presentation

competency skills in delivery and

utilization of technology.

A B C D F

Mark: _____

o Group has developed an excellent

critical analysis of the task at hand.

A B C D F

Mark: _____

o Group keeps the flow and

momentum of the discussion by

ensuring that the whole class is

engaged for the duration of

presentation.

A B C D F

Mark: _____


Criteria for Successful Simulations by group:

A

81-100

B

80-69

C

68-62

D

61-53

F

0-49

Simulation All parties are

satisfied and

everyone works

together to

make it

happen.

All parties are

satisfied and

everyone

works

together to

make it

happen. .

A decision is

reached but

not all parties

are satisfied.

A decision is

reached but

not all parties

are satisfied.

No

agreement

or the parties

not satisfied

with the

outcome

Discussion Effective

utilization of

various

schemas in

ensuring mutual

sustainable

outcome is

desirable.

Group

demonstrates

creativity by

going beyond

the weekly

reading and

linking the

simulation to

the broader

themes

discussed in this

or other classes.

Lack of

utilization of

various

schemas in

ensuring

mutual

sustainable

outcome is

desirable.

And/or

Group failed

to

demonstrate

sufficient

creativity by

going

beyond the

weekly

reading and

linking the

simulation to

the broader

themes

discussed in

this or other

classes.

Effective

utilization of

various

schemas in

ensuring

mutual

sustainable

outcome is

desirable.

Group

demonstrates

creativity by

going beyond

the weekly

reading and

linking the

simulation to

the broader

themes

discussed in

this or other

classes.

Lack of

utilization of

various

schemas in

ensuring

mutual

sustainable

outcome is

desirable.

And/or

Group failed to

demonstrate

sufficient

creativity by

going beyond

the weekly

reading and

linking the

simulation to

the broader

themes

discussed in

this or other

classes.

Lack of

utilization of

various

schemas in

ensuring

mutual

sustainable

outcome is

desirable.

And/or

Group failed

to

demonstrate

sufficient

creativity by

going

beyond the

weekly

reading and

linking the

simulation to

the broader

themes

discussed in

this or other

classes.


Group Work Simulations / Presentations PEER ASSESSMENT

Effective facilitation of a topic via discussion or simulation involves the recognition and

employment of different perspectives and different skills to create an inclusive

environment. In order to do so, it is important to consider the features of effective

discussions, and conditions that promote small group interaction and

engagement. Discussion is a powerful mechanism for active learning; a well-facilitated

discussion allows the participant to explore new ideas while recognizing and valuing the

contributions of others. Unlike many other courses one garners skills are required in

negotiations and conflict resolution via actual performing of negotiations under various

scenarios as depicted in the various exercises and case studies.

Based on your group work, the course instructor will evaluate your individual contribution

Group Peer Assessment (based on the instructors’, self-evaluation and assessment by the

other group members)

GROUP: ______

Student Evaluated: ______________________ Submitted by: _____________________

A

81-100

B

80-69

C

68-62

D

61-53

F

0-49

Simulations Group Member

prepared well

before the

simulation helped

to structure the

discussion and

shared the

workload with the

rest of the group

Group Member

helped to share

the workload

and prepared in

advance of the

simulation well,

however with

some room for

improvement.

Group Member

did what was

required to

prepare for the

simulation but did

not demonstrate

any initiative in

advance

preparation.

Group Member

showed up to the

simulation but did

not participate

much in advance

preparation.

Group Member

did not show up

to the Simulation

A

81-100

B

80-69

C

68-62

D

61-53

F

0-49

Presentation

delivery

Group Member

presented well

(without reading

from notes), kept

the pace of the

presentation,

demonstrated the

knowledge of the

reading and

showed creativity

with engaging with

the class by

engaging with

questions during the

talk as well as

having an activity

to stimulate further

learning

Group Member

presented well

but fell short on

one or two of the

following:

presented

without reading

from notes, kept

the pace of the

presentation,

demonstrated

the knowledge

of the reading

and showed

creativity with

engaging with

the class by

engaging with

questions during

the talk as well

as having an

activity to

stimulate further

learning

Presented overall

well but did not

engage fully with

the class, read

from notes and fell

short of

demonstrating the

knowledge of the

reading

The presentation

was below the

level required for

this assignment

Did not present


RESEARCH PEER (Learning Partner) ASSESSMENT Based on your Research Peer work, the course instructor will evaluate you (using your

peer assessment and seminar notes as detailed in the rubrics above):

RESEARCH Peer Assessment (based on the instructors’, self evaluation and assessment by

the two other research peers)

Student name: ______________________

Grade:

A

81-100

B

80-69

C

68-62

D

61-53

F

0-49

Peer

assessment –

listening and

giving

feedback

Research peer

was always

attentive

listener; asked

questions and

offered helpful

suggestions

(outside and

during and in-

class

discussions)

Overall, some

helpful

feedback

from the

research

peer during

and outside

of the

classroom

Research peer

med basic

requirement in

terms of

listening and

providing

some advice

Research peer

was not

attentive and

did not

provide

valuable oral

feedback

Research

peer was

absent

Peer

assessment –

commenting

on written

drafts

Research peer

provided far-

reaching

helpful

comments on

the written

work. The

comments

helped to

improve the

draft

Research

peer

provided

some

valuable

comments on

the written

work

Written

comments

meet very

basic level in

terms of peer

assessment

Minimal

comments, but

lack of helpful

feedback on

the written

work

Did not

provide

comments

Submitted by: ___________________________

Date: _______________________


ADDITIONAL COURSE POLICIES:

The College considers late submissions as disruptive and disrespectful practices and

strongly recommends students to work on their time management. Late papers will be

assessed as follow:

1 out of 20 point (10/100%) will be subtracted for each day delay.

Works submitted after seven days delay are graded with an F (0).

Unless an incomplete is granted, no submission is possible after two weeks delay.

In the event of exceptional circumstances which impede the delivery of assignments

within the due date, a student may request prior to the assigned due date an extension

without penalty. Students must accompany this request with a medical certificate or

other proof of the extreme circumstance that impeded the fulfillment of the task.

Professors will examine the request and decide whether an extreme circumstance exists

or does not exist. ‘Extreme circumstances’ must be significant, unpredictable and serious.

As follows, these include medical treatment or distress for a family crisis or loss. These do

not include time management problems, technical problems with the computer, inability

to find sources, attending a wedding.

Academic Honesty Statement

Academic dishonesty is NOT tolerated in this course.

Academic honesty is not only an ethical issue but also the foundation of scholarship.

Cheating and plagiarism are therefore serious breaches of academic integrity.

Following the College policy, cheating and plagiarism cases will be communicated in

writing to the Associate Dean for Students and submitted to the Student Conduct

Committee for disciplinary action.

If you refer to someone else’s work, appropriate references and citations must be

provided. Grammar, spelling and punctuation count, so use the tools necessary to

correct before handing in assignments.

Use of Electronics:

Students can use electronic devices during class that enhance their performance.

Appropriate Use of Technology includes: note-taking on laptops or Ipads; use of devices

to complete quick Google searches for pertinent information.

If students engage in the “inappropriate” use of electronics within the class, then their

right to use these devices in the future will be removed. Inappropriate use of technology

in the classroom includes: Texting Your Friends or Reading Texts While in Class; Sending or

Reading Personal Emails; Surfing the Net for Non-Class Purposes. (checking in with

Facebook or other Social Media, Shopping Online During Class, Reading Online

Information not Connected to the Class Materials and Topics, and so forth). If these are

ongoing issues with numerous students, I will remove the privilege from all students to

ensure the necessary standards of an academic setting.

Mobile phones – Mobile phones are disruptive in the classroom in a number of ways.

Ringtones must be turned off in class. If there is a need to check for and/or receive a call,

the student must inform the instructor in advance. Students who create a disturbance by

mobile phone use will be warned and may be asked to leave the class session.


Course Schedule:

Moving from simple (two-party, one-shot, price deals) to complex (multiple parties and

issues, internal divisions, long time-frames, cross-border deals), the course integrates three

complementary perspectives: analytic, behavioral, and contextual. While we will analyze

a number of traditional case studies, the heart of the course is a series of interactive

negotiation exercises. These exercises will give you hands-on negotiating experience.

You will learn first by actually negotiating, and then by stepping back to compare your

approach and results with others. You will be able to test your analytic ability and

tactical skill, and to experiment with new approaches.

See following pages.


COURSE SCHEDULE

Week Topic Area Readings & In-Class Activity

PART ONE: FOUNDATIONS OF NEGOTIATION AND DISPUTE RESOLUTION 1

Tuesday

23.08

Thursday

25.08

Introduction- Objectives

• Identify a variety of situations where

negotiation takes place.

• Describe the characteristics of

negotiation, • Distinguish between

interests and issues.

• Evaluate the role of incentives in

negotiation.

• Understand the importance of being

prepared whilst identifying various types of

conflict.

Chapter 1- DeMarr / De Janasz USIP (2010) Pages: 8-15

Negotiation Quiz (23/08)

Negotiation Discussion Starters (25/08)

Additional interaction may occur.

2

Tuesday

30.08

Thursday

01.09

The Language of Negotiation Objectives

• Identify the issues that would constitute

the bargaining mix in a variety of

negotiations.

• Apply proper terminology when

preparing for and executing a

negotiation.

• Identify opening offers, target and

resistance points.

• Understand the role of a negotiator’s

Best Alternative to a Negotiated

Agreement (BATNA) and its impact on

negotiation.

• Assess the impact of framing in

negotiating and resolving conflict.

• Understand the role of reciprocity in

negotiations.

Chapter 2- DeMarr / De Janasz USIP (2010) Pages: 16-38

Presentations 01.09

Characteristics of Famous Negotiators 5%

Identify two famous negotiators and evaluate the similarities and differences of

each.

Prepare a 10-minute presentation for class.

(Groups of 2-4) - Presentation 5%


Week Topic Area Readings & In-Class Activity PART TWO: NEGOTIATION PROCESSES 3

Tuesday

06.09

Thursday

08.09

Distributive Negotiations Objectives

• Develop strategies for distributive

negotiations. • Evaluate the use of power

tactics in negotiation.

• Identify the use of hardball tactics in

negotiation and develop effective

responses to counter their use by others.

• Apply the concept of claiming value in

negotiations. • Assess the role of

concessions in negotiations.

• Evaluate the effectiveness of various

tactics for obtaining commitment in a

negotiation

Chapter 3- DeMarr / De Janasz

Presentations 08.09

Characteristics of Famous Negotiators 5%

Identify two famous negotiators and evaluate the similarities and differences of

each.

Prepare a 10-minute presentation for class.

(Groups of 2-4) - Presentation 5%

4

Tuesday

13.09

Thursday

15.09

Integrative Negotiations Objectives

• Develop strategies for integrative

negotiations. • Evaluate the importance

of separating the people from the

problem when negotiating • Analyze the

interests of all parties in a negotiation. •

Generate options that create value in a

variety of negotiation situations. • Utilize

various standards to evaluate options in a

negotiation. • Assess the dilemmas of trust

and honesty.


Simulations 15.09 Practice

Exercise 4.1 Negotiations in the News: It’s Your Turn

((Internet Research)

Exercise 4.6

Doing business in the neighborhood: I need your support for my zoning variance

Thursday 15.09 Group Simulation

Exercise 3.6 Just Make a Decision! 5%

Purpose: To give students an opportunity to practice negotiating an agreement

where the parties appear to have conflicting interests.

15 minutes per group to present. (Gps of 3) Group B, E & H



PART TWO: NEGOTIATION PROCESSES (cont’d)

5

Tuesday

20.09

Thursday

22.09

Conflict and Dispute Resolution Objectives

• Identify the types and causes of conflict.

• Assess whether statements made during

a dispute are based on an interests, rights

or power strategy.

• Develop effective strategies for resolving

disputes.

• Identify the advantages and

disadvantages of one-on-one dispute

resolution, mediation, arbitration, and

litigation when disputes arise.

• Evaluate the effectiveness of a specific

apology.

• Recommend an appropriate dispute

resolution method based on the

characteristics of the dispute.


Simulations Practice

Exercises 5.4 Apologies: The good, the bad, and the insincere

Purpose: This exercise asks students to evaluate apologies that have been

reported in the media and provides an opportunity to analyze the components

and evaluate the effectiveness of a variety of apologies.


Exercise 4.5 Negotiating a change in work schedule 5%

Purpose: To provide students an opportunity to practice negotiating a change in

their work schedule.

15 minutes per group to present. (Gps of 3) Group C, F & I

PART THREE: INTERPERSONAL/CONTEXTUAL CHARACTERISTICS 6

Tuesday

27.09

Thursday

29.09

Understanding Yourself and How that

Impacts Negotiation – Objectives • Identify and assess personality attributes

that influence your approach to and

behavior during negotiations.

• Describe the role of locus of control and

self-monitoring in negotiation and dispute

resolution.

• Evaluate the extent to which you have

an internal or external locus of control and

how it impacts you in negotiations.

• Assess your tendencies toward self-

monitoring and the impact it has in your

negotiations.


Billikopf ; Pgs: 73-86

Keirsey Assessment

Go directly to http://www.keirsey.com/sorter/instruments2.aspx?partid=0 .

The assessment has 71 questions, could take up to 30 minutes or more to complete,

and is offered in 4 languages in addition to English (though the report will be in

English). When the test is finished, an email address and password must be created,

and the report will be sent there. This report should be brought to class for class

discussion. On 29.09


http://www.keirsey.com/sorter/instruments2.aspx?partid=0


Week Topic Area Readings & In-Class Activity • Assess and effectively utilize knowledge

of your data gathering and decision

making preferences in preparing for, and

executing, a negotiation.

• Assess your degree of masculinity and

femininity and utilize this knowledge in

negotiation processes

• Compare advantages and

disadvantages of the various

communication styles as it relates to

negotiating and resolving conflicts.

• Evaluate your and others’

communication style (passive, aggressive

or assertive) and utilize this knowledge in

planning and executing a negotiation.


Exercise 5.5

A loaf of bread, a jug of wine… 5%

Purpose: To give students an opportunity to practice resolving a dispute.

15 minutes per group to present. (Gps of 3) Groups A, D, G

7

Tuesday

04.10

Thursday

06.10

MIDTERM EXAM & REVIEW

25% of grade

PART THREE: INTERPERSONAL/CONTEXTUAL CHARACTERISTICS (cont’d)

8

Tuesday

11.10

Thursday

13.10

Communication in Negotiation Objectives

• Improve your ability to send clear

messages.

• Identify and reduce barriers associated

with ineffective communication.

• Send messages that directly express and

address your wants, needs, and opinions.

• Use behaviors that demonstrate that you

are a good listener during negotiations.

• Ensure your verbal and nonverbal

messages are congruent.

• Accurately interpret others’ nonverbal

messages



Case Studies

Simulations Practice (13.10)

Exercise 7.6 To email or not to email…that is the question

Purpose: This case study provides students with a forum to discuss the content and

medium for confrontational conversations or negotiation.

Exercise 7.3 Customer service…at what price?

Purpose: This case study provides students with a forum to discuss how perceptions of a


Week Topic Area Readings & In-Class Activity person and situation impact our response to him/her. Additionally, the discussion might

focus on the role of employees as representatives of the company

Exercise 7.7

My way or the highway?

Purpose: This case study provides students with a forum to discuss how best to relate to

and negotiate with “irritating” people.

Exercise 7.4 What about Bob?

Purpose: This case study provides students with a forum to discuss the skill and importance

of attending to nonverbal communication.

9

Tuesday

18.10

Thursday

20.10

The Role and Importance of

Persuasion in Negotiation Objectives

• Define persuasion and contrast that with

manipulation, coercion, and threats

• Identify and discuss six steps that can be

used—separately or in combination—in

persuasion efforts • Identify options for

strengthening your credibility and thus

ability to persuade • Discuss and compare

three theoretical frameworks which

underpin persuasion, including cognitive

dissonance theory, inoculation theory,

and the ACE theory.

• Compare various strategies and tactics

for persuading others to adopt a point of

view or behavior different from current

views or behaviors • Evaluate a variety of

persuasion situations that raise ethical

concerns and discuss approaches for

avoiding or resolving these situations.




Exercise 8.3 Back to the Future

Purpose: To allow students practice in applying the six step approach to persuading

others to change their behavior.


Exercise 7.2

Out of sight, out of mind: An active listening role play

Purpose: This exercise enables students to assess and receive feedback about their active

listening skills.

15 minutes per group to present. (Gps of 3) Remaining Groups

Draft of Individual Research Papers to Peer Reviewers

Due 20-10-16

15% of grade


Week Topic Area Readings & In-Class Activity 10

Tuesday

25.10

Thursday

27.10

The Nature of the Relationship in

Negotiating & Resolving Disputes Objectives

• Assess the challenges of negotiating and

resolving conflicts with others spanning the

spectrum of distant (e.g., acquaintances,

casual friends) to close (e.g., family)

relationships.

• Evaluate various situations that call for

negotiation with service providers and

prepare for those negotiations.

• Appraise the impact of friendship when

negotiating with a friend. • Develop

proactive and appropriate strategies for

negotiating and resolving conflicts with

family members and close friends.

• Assess the challenges of doing business

with family and close friends.

• Evaluate the options for third party

involvement in resolving conflict in a family

business.




Exercise 9.3 Let’s Start a Business Together!

Purpose: In this exercise students will identify a business they would like to start with a close

friend and develop a list of issues that would need to be addressed in forming and

operating the business. The goal is to help them develop an understanding and an

appreciation of all that is involved in forming a partnership with a friend.

Exercise 9.4 It’s not Always Easy Going Green

Purpose: To give students an opportunity to practice resolving a difference with a business

partner.

Final Draft of Individual Research Papers

Due 27-10-16

15% of grade

Fall Recess – No Classes - 31 October – 04 November 2016

11

Tuesday

08.11

Thursday

10.11

International Negotiations Objectives

• Assess the challenges that may arise

when engaging in cross-cultural

negotiations.

• Describe the five dimensions of

Hofstede’s cross-cultural differences and

how each one impacts the process of

negotiations.

• Identify what research needs to be done

to effectively prepare for a cross-cultural

negotiation, as well as options for

obtaining the needed information.


Case Study 10.5


Exercise 10.3 Sharing with and Learning from Diverse Others

Purpose: This exercise provides students with a forum to share their country-specific

expertise and learn from others.

Thursday 03.11 Case Discussion


Week Topic Area Readings & In-Class Activity • Assess the importance of the relationship

in cross-cultural negotiation and how that

varies among cultures.

• Evaluate the communication style,

practices and expectations for verbal and

nonverbal behavior among different

cultures and its impact on negotiation

processes and outcomes.

• Examine customs (e.g., gift-giving), laws,

and protocol (e.g., greetings) and the

importance of understanding and

demonstrating appreciation for these

differences in cross-cultural negotiations.

Exercise 10.5 Johannes van den Bosch sends an email

Purpose: This exercise provides students with a forum to discuss a challenging cross-

cultural situation.

PART THREE: INTERPERSONAL/CONTEXTUAL CHARACTERISTICS (cont’d)

12

Tuesday

15.11

Thursday

17.11

Team and Multi-Party Negotiations Objectives

• Compare and contrast multi-party and

team-based negotiations.

• Evaluate the appropriateness of using a

team in negotiations.

• Discuss the benefits and challenges that

may arise when engaging in multi-party

and team-based negotiations.

• Describe team dynamics and discuss

how it impacts the process of team and

multi-party negotiations.


Case Studies 11.1 & 11.3

Thursday 10.11 Simulations

Exercise 11.1 Moving up…and Moving Out?

Purpose: This case study provides students with an opportunity to prepare for and execute

a multi-party negotiation with multiple and opposing interests.

Exercise 11.3 Going Across the Pond?

Purpose: This exercise will help students become more aware of—and find agreement

among— competing interests in a multi-party negotiation.

Prepare Strategies outside of class

Your categories and groups re final simulation in Week 15 will be given.


PART FOUR: NEGOTIATION AND DISPUTE RESOLUTION APPLICATIONS


13

Tuesday

22.11

Thursday

24.11

Negotiating- Workplace & With

Organized Labour – Objectives

• Assess your human, social, and relational

capital and identify ways to increase it to

enhance your value to, and leverage

with, an employer

• Identify and evaluate the challenges of

negotiating in the workplace.

• Prepare for and execute a variety of

workplace negotiations.

• Evaluate the challenges of negotiating

with outside organizations on behalf of

your employer.

• Apply integrative negotiation principles

to situations where you are representing

your employer.

• Develop a plan for dealing with

excessive demands in the workplace.


Appendix

Case Study 11.5

Thursday 17.11 Simulations

Exercise 11.5 Rolling Hill Turkey Company

Purpose: A case study to practice in-depth a negotiation between two parties with

greatly varied interests.

Prepare Strategies outside of class


14

Tuesday

29.11

Thursday

01.12

REVIEW & Group Negotiation Simulations

Exercise 11.4 When a New Manager Stumbles (Harvard Business School case)

Purpose: This case study provides students with an opportunity to work in small groups to plan and execute a complex team

negotiation, which also includes prioritizing interests.

You will be assigned the group category (Consultants vs Management) in Week 11 and You will only know which group you will be

negotiating against on the day of your simulation.

You will be expected to fill out pre-negotiation worksheets and strategic plan of action to submit prior to commencement of exercise.

10% of Final Grade

15 Final Exam

** Pdfs of PowerPoints will be distributed at end of relevant session.


Major Learning Objectives, Teaching Methods, Testing and Feed-back Questionnaire

Course code and course name: BUS 219 Negotiations & Conflict Resolution

Instructor: Therese Baptiste-Cornelis

Summary:

Number of assignments used in this course: 4

Number of Feedback occasions in this course (either written or oral): maximum 5 working days after assignments are

submitted, specific times for the feedback are noted in the syllabus – Minimum of 5 Feedback occasions per student. (4

assignments plus midterm)

Number and Types of Teaching Methods: 6, including lectures, seminar discussions, presentations, feedback sessions,

simulations, peer review

Does your course require graded student oral presentations?: yes (seminar presentation / negotiation simulation grading

form is included in the syllabus)

Please fill out the following table per course you teach.

Major Learning Objectives Course Learning

objectives addressing the

Major Objectives (choose

the most important ones

that your course actually

addresses)

Methods used to Teach

Course Objectives

Methods (and

numbers/types of

assignments) used to test

these learning objectives

Type, Timing and

Numbers of Feedback

given to Student

The bachelor has a profound

knowledge of the main actors

and the main processes in

European and global







addresses)


Course Objectives

Methods (and

numbers/types of



Type, Timing and

Numbers of Feedback

given to Student

international affairs and is able

to apply this knowledge in the

current international affairs.

The bachelor has a

demonstrable insight in the

theoretical and historical

frameworks in the academic

literature on international affairs.

He is able to apply these

frameworks in order to

understand and interpret the

current processes and dynamics

in international affairs.

Acquire substantial

background knowledge on the

conceptual tools concerning

negotiations and conflict

resolution, and grasp the

complexity that is inherent in

the successful and mutually

beneficial execution of

negotiations at a sophisticated

level-through actions both at

and away from the bargaining

table

Develop a knowledge of

traditional and contemporary

theories of negotiation and

conflict resolution

Engage critically with the

literature on negotiations and

conflict resolution;

Lectures, PowerPoint Slides, In-

class discussions, Peer-reviews,

Presentations & Simulations

Simulations, Research Paper &

Peer Review

Oral and written dependent

on type of assignment.

Simulations – Oral Feedback

(2 x 5%) and Written

feedback (10%)

Research paper & Peer-

Review (Written) 25%; 7

Working Days after

Submission.

The bachelor has insight into the Understand the underlying Lectures, PowerPoint Slides, in- Simulations, Research Paper & Oral and written dependent







addresses)


Course Objectives

Methods (and

numbers/types of



Type, Timing and

Numbers of Feedback

given to Student

broad societal context and is

able to take this societal context

into account in the analysis and

interpretation of current

problems in international affairs.

principles to consider when

conducting a conflict

management program or

negotiation

class discussions, & simulations Peer Review on type of assignment.



feedback (10%)



Working Days after

Submission.

The bachelor knows and is able

to apply common qualitative

and quantitative research

methods and is able to apply

these in the field of international

affairs.

Apply the relevant scholarship

to understand, synthesize and

analyse issues in designing

effective negotiation scenarios,

whilst identifying (often-

overlooked) value-creating

potential in different situations;

Peer-reviews, Research paper Research Paper & Peer Review Research paper & Peer-


Working Days after

Submission.

The bachelor has an open and

academic attitude,

characterized by accuracy,

critical reflection and academic

curiosity.

Carry out independent

research using a wide range of

sources and present a personal

analysis on various types of

negotiation and conflict


Lectures, PowerPoint Slides,

Research paper, In-class

discussions

Research Paper & Peer Review Research paper & Peer-


Working Days after

Submission.







addresses)


Course Objectives

Methods (and

numbers/types of



Type, Timing and

Numbers of Feedback

given to Student

The bachelor is able to apply a

multi-disciplinary perspective in

his analysis of international

affairs.

Understand the underlying

principles to consider when

conducting a conflict

management program or

negotiation

Describe methods used to

analyze conflict situations and

design a resolution plan

Lecturers, PowerPoint Slides,

Research Paper, Simulations

Simulations, Presentation,

Research paper, Midterm

Exam, Final Exam



In-class discussions –

Feedback at end



feedback (10%)



Working Days after

Submission.

Midterm Exam , Written- 2

working days after exam

The bachelor is able to work in a

multi-cultural team.

Work in a group of people

whose backgrounds,

expectations, perspectives,

values, and ethical standards

differ from your own to prepare

for leading the seminars and

review each other’s’ papers as

a part of the ‘peer review’

work;


Simulations, In-class discussions

Simulations, In-class discussions Oral and written dependent



Feedback at end



feedback (10%)

The bachelor recognizes the Apply the relevant scholarship Research paper, Simulations, Research paper, Simulations, Oral and written dependent







addresses)


Course Objectives

Methods (and

numbers/types of



Type, Timing and

Numbers of Feedback

given to Student

importance of life-long learning. to understand, synthesize and

analyse issues in designing

effective negotiation scenarios,

whilst Identify (often-

overlooked) value-creating

potential in different situations;

Carry out independent

research using a wide range of

sources and present a personal

analysis on various types of



Design and execute

agreements that unlock

maximum value on a

sustainable basis; to end up

with an appropriate share of

the value that is negotiated,

thus enhancing your strengths

as a negotiator and minimizing

your weaknesses

Peer-Review Peer-Review on type of assignment.


Feedback at end



feedback (10%)



Working Days after

Submission.

The bachelor is able to

communicate clearly, fluently

and accurately; as well in a

Communicate effectively key

research findings on


Research paper, PowerPoint

Slides, Simulations, Presentations,

Research paper, Simulations,

Presentations, Peer-Review









addresses)


Course Objectives

Methods (and

numbers/types of



Type, Timing and

Numbers of Feedback

given to Student

written report as in an oral

presentation.

resolution.

Demonstrate fluency in the use

of negotiation and conflict

resolution terms, frames, and

concepts

Peer-Review In-class discussions –

Feedback at end



feedback (10%)



Working Days after

Submission.

The bachelor is able to include

ethical judgments in his analysis

of current problems in

international affairs and assesses

the impact of these ethical

judgments on the solutions

proposed for current

international affairs.

Understand the vital role of

ethics in negotiation, even

where the parties' ethical

standards vary dramatically;


Simulations, In-Class discussions

Simulations, In-Class discussions

Midterm Exam

Final Exam

Detailed in Syllabus

BUS 219G Syllabus - Vesalius CollegeSyllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016...

Documents

Transcript of BUS 219G Syllabus - Vesalius CollegeSyllabus: BUS 219G Negotiations & Conflict Resolution Fall 2016...