978-0073530369 Syllabi Part 1

Sample Syllabi and Course Outlines

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SAMPLE SYLLABI and COURSE OUTLINES

Instructors well experienced in teaching negotiation course using previous editions of

this text have contributed these materials. The materials have been adapted here to

facilitate the use of the 4th edition of Readings, Exercises and Cases. The book

Essentials of Negotiation is a shorter, more applied version of the text Negotiation, but

the chapter structures of the two are closely comparable. Some syllabi here also include

readings and exercises supplemental to, but not included in, Lewicki et al. (Special

thanks to Professors Folger at Tulane and Gerhart at Case Western.)

Please note that the syllabi you develop from these guidelines will, and should, vary

depending on the context and goals of your actual teaching experience.

Syllabus #

Pages

Level

Term

Structure

1

551–558

Graduate

Quarter

2 classes/week

2

559–564

Graduate/

Undergraduate

Semester

1 class/week

3

565–578

Graduate

Semester

1 class/week

4

579–588

Graduate

Semester

2 classes/week

5

588–591

Graduate

Compressed

1 week

(5 full days M-F)

Notes

592–596

—–

Sample Syllabi and Course Outlines

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Max M. Fisher College of Business

The Ohio State University

Professor Roy Lewicki

MHR 802 Managerial Negotiations

Spring, 2002

Course Objectives

One objective of the course will be to explore the major concepts and theories of the

psychology of bargaining and negotiation, and the dynamics of interpersonal and intergroup

conflict and its resolution. A second objective will be to help students develop the sophistication

to analyze bargaining and conflict relationships, and to learn (through class discussion and self-

assessment) about their own individual “bargaining styles.”

My interest is to have students in the course who are committed to both goals. That is, I

would prefer to accept students who are committed to the intellectual analysis of bargaining

problems (even, perhaps when the applicability of those ideas is not readily clear). I would also

want the student to be committed to actively participating in the simulations, willing to have

others constructively critique his/her behavior, and willing to try to learn from the feedback as

well as the behavior of others in the course. I believe that a dual commitment to these two goals

will provide the motivation to effectively maximize student learning.

My goal for the course is to help the student effectively integrate the experiential and

intellectual learning components. I do not consider this an easy task.

The course is designed to be relevant to the broad spectrum of bargaining “problems”

that are traditionally faced by the manager. Thus, the content is not be restricted to students

interested in human resources or industrial relations. Students pursuing careers in sales,

marketing, merger and acquisition, banking, purchasing, real estate, entrepreneurship and other

areas that require skill in negotiation and persuasion should find the course useful and relevant.

Format

There will be two weekly meetings of the class. Class time will be devoted to lectures,

case discussions, videotape, role-plays and quizzes. Lectures will provide analytical concepts

that will integrate the readings and serve as useful frameworks for a richer understanding of

cases and role-plays. Cases, videotape and the role-plays themselves will provide the

“application” aspects of this course. Quizzes will provide a frequent opportunity to test

comprehension of the readings. In addition, there will occasionally be “out of class” role-plays

that must be completed before the next class begins. These will be described in extensive

detail.

During the quarter, you will also be placed in a discussion group, called a

“D-Group.” The purpose of the D-Group is to create an opportunity for students

to talk with other students, in an organized manner, about events in the course.

More will be said about the group below.

Sample Syllabi and Course Outlines

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Textbooks

Two books have been ordered for this course:

Roy J. Lewicki, David Saunders and John Minton, Essentials of Negotiation.

2nd Edition. Burr Ridge, IL. Irwin/McGraw Hill, 2000. (Green/white cover)

(T in outline)

Roy J. Lewicki, David Saunders and John Minton, Negotiation: Readings,

Exercises, and Cases. 3rd Edition. Burr Ridge, IL: Irwin/McGraw Hill,

1999. (Red/white cover) (R in outline).

Both books will be used extensively in the course.

Handouts

The role-play and simulation activities in this course require extensive handouts. The

number of pages exceeds the number that the College will provide gratis. As a result, a

materials charge of $5 will be assessed all students in the course.

Copies of handouts not received in class can always be obtained from Prof. Lewicki or

the course assistant, or from a collection of materials kept in a notebook at the reception desk in

700 Fisher Hall. Students are responsible for obtaining any materials not received due to

missed classes.

Student Work Requirements

1. Class Preparation and Participation. This course will require that students come

prepared to class. There are two forms of preparation: reading and assignments.

a. Reading has been assigned to provide an enriched understanding of activities just

completed in class, or to “set the stage” for upcoming activities. The instructor has attempted to

select a blend of reading that combines analytical richness with detailed examples and

applications. Students will be responsible for completing the reading assignments. There will

be occasional weekly short quizzes on the readings.

b. Assignments are cases, role-plays, and questionnaires that must be completed for

class, or in between class periods. It is essential that students be prepared by reading the

assigned case or briefing information and/or completing the required assignment.

Students are expected to be prepared for class, to attend class, and to complete the

required role-plays outside of class. Therefore, you will be required to make time outside of

class to complete required negotiations. Attendance at class is expected unless the instructor is

notified. Missing a role-play or simulation is not acceptable except for medical emergency. You

are also expected to attend D-Group sessions.

The class participation segment of your grade will be based upon your class attendance,

D-Group attendance, preparation for all class activities, and the quality of your contribution to

class discussions.

Sample Syllabi and Course Outlines

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2. Graded Negotiations and Papers: There will be two graded negotiations in the

course. In each graded negotiation, students will be evaluated on the basis of their performance

in the role-play AND the paper they submit on that role-play.

Grading on the role-play itself will focus on the actual results achieved by each

negotiator. Since the role-plays differ, criteria will vary from one scenario to the next; criteria will

be announced prior to the role-play.

The accompanying paper should focus on preparation and goal setting for the

Role-play, an analysis of the actual negotiating events, and a justification of the results

achieved. A good paper will address:

• the preparation and planning process that you used to get ready for the

negotiation, including your goals/objectives;

• a description of the actual progression of events and how the negotiation

evolved;

• the solution you achieved, relative to the goals you set in planning and

preparation, and how you “defend” your solution against your earlier

goals/objectives (for example, how would you sell your solution to your boss);

• an evaluation of your own performance in the negotiation; and

• a summary of what you learned from the exercise (or what you didn’t learn,

and why not).

Papers will be evaluated against these asterisked points. Papers should be no more than 4

pages, typewritten, double-spaced. Points will be deducted for papers with significant defects in

spelling, grammar, punctuation and fundamental written expression.

Short papers are be a completely confidential document between student and instructor.

Candor is encouraged. Talk explicitly about what you did and what your opponent(s) did; no

information will be shared with other students. You may turn in your paper by code number if

you prefer.

3. Group Paper. There will also be a “group” negotiation (usually, but not necessarily,

conducted within the D-Group). The negotiation will be conducted outside of class. Groups are

then responsible for completing the group negotiation and an analytical paper of their efforts as

a team. More information will be given in class.

4. Reputation Index. At the end of the course, the Reputation Index will be calculated on

your negotiating reputation with your classmates, on the basis of their experience with you over

the semester. The Index is a proxy for the long-term effects of reputations created by

negotiation activities in organizations, where the negotiations you conduct today affect the

perceptions and expectations of others tomorrow. The index recognizes that those individuals

who have reputations as trustworthy and effective negotiators will have an advantage in future

negotiations, and those who have reputations as untrustworthy and ineffective will have a

disadvantage.

The index will be converted into points and will be factored into your grade for the

course. In addition to your reputation index, students may earn “extra credit” on this factor by

contributing to others’ learning through helpful feedback, insightful participation and other

actions that help your fellow students learn about their negotiation style.

Sample Syllabi and Course Outlines

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5. Final Project:

Students who are not graduating this quarter may choose to do a final project to

raise their grade at the end of the course. If you are interested, please discuss the

options with the instructor.

6. D-Groups

The purpose of the D-Group is to create an environment in which you can talk about

events in the course, your own personal reaction to them, and the ways those events are

affecting your view of yourself as a negotiator.

D-groups will be composed of 4-6 members. The group is to meet once a week for one

hour. You must find a time to meet when all members can, as a rule, get together. During the

meeting, discussion might focus on:

* the content of the course;

* cases and exercises that may have been done, and your personal reactions to

them;

* personal “negotiations” you have had outside the course, and how you have

conducted yourself;

* issues that are arising for you in the course and their implications for your own

learning and development as a negotiator.

You should spend a few minutes preparing for your D-group meeting each week.

Preparation might include reviewing your answers to the following questions:

* what happened in the role-play simulations this week?

* what strategy/tactics did I use, and what strategy/tactics did my opponent use?

* what did I learn from this activity? what do these activities say about my

strengths/weaknesses as a negotiator?

* how do these activities relate to the ways I have negotiated, or will negotiate,

“real” situations outside of the course?

Each group will submit a 1 page statement per week (due in the Monday class)

indicating group name and members in attendance, summarizing the topics of the group

discussion, and raising any questions or concerns that should be brought to the attention of the

instructor or class. The instructor will review all D-Group input, and will meet with any D-Group

if requested.

With the exception of this written summary, and information shared with the

instructor, IT IS ASSUMED THAT ALL D-GROUP DISCUSSIONS WILL BE CONFIDENTIAL.

Students must be able to assume that information shared within a D-group will not work its way

into the gossip network of the MBA or MLHR Programs.

Sample Syllabi and Course Outlines

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Suggested topics for D-Group discussion:

• After Week 1 Course expectations, past negotiation experiences; Cooperation

and competition, Pemberton’s Dilemma

• After Week 2 Distributive negotiation

• After Week 3 Distributive negotiation

• After Week 4 Integrative Negotiation

• After Week 5 Integrative Negotiation

• After Week 6 Personality Q, Dealing with Difficult Negotiators

• After Week 7 Group negotiations, ethics

• After Week 8 International Negotiation

Summary of Grading Components and Points:

Option A Option B

Percent. Points Percent. Points

Graded Negotiation #1, and

accompanying paper 10% 20 15% 30

Graded Negotiation #2, and

accompanying paper 10% 20 15% 30

Group Negotiation Paper 20% 40 25% 50

Reputation Index 10% 20 10% 20

Quizzes 10% 20 20% 40

Live Negotiation or Summary 25% 50

Paper or Term Paper

Class and D-Group Partic. 15% 30 15% 30

Sample Syllabi and Course Outlines

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Summary of Due Dates:

• D-Group Reports Due in each Monday Class beginning April 8

• April 16 First graded Role Play due

• April 17 Paper #1 due on First GRP

• May 3 Second graded RP due

• May 6 Paper #2 due on Second GRP

• May 22 Group Paper Due on group case

• June 5 Final Paper(s) due for Graduating students

• June 11 Final Paper(s) due for nongraduating students

The Honor Code As It Applies to This Course:

The Academic Misconduct Policy of The Graduate School, The Ohio State

University, applies to all academic work in this course. More specifically, it will be

considered a violation of the Academic Misconduct to engage in the following activities:

1. Misrepresenting the written work of others as your own written work.

2. Reading, viewing or discovering the confidential briefing information held by your

opponents in any graded role play scenario, by gaining access to that information from

your opponent directly or from others in any section of the course who may be playing

your opponent‘s role. (NOTE: THIS MEANS THAT YOU MAY NOT SHOW YOUR BRIEFING

INFORMATION TO YOUR OPPONENT AT ANY TIME, OR READ OR QUOTE VERBATIM

FROM ANY PART OF THAT INFORMATION, AND TO DO SO IS A VIOLATION OF THE

HONOR CODE!)

1. Reading, viewing or discovering the confidential briefing information of role-play

scenarios that may have been used in previous offerings of this course.

Sample Syllabi and Course Outlines

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Course Outline

Class Date Topics Assignment/preparation

Code: T=text, R=reader,

BRC=Bring Reader to Class

1 April 1 Introduction None

Course Objectives Handout Questionnaire

2 April 3 Basics of Cooperation Prepare R Ex 2 Pemberton BRC

and Competition Read T, Ch 1

Read R, 1-2

Return Questionnaire

3 April 8 Basic Structure of Read T, Ch 2

Distributive Bargaining Prepare R Ex 4 The Used Car BRC

Read R, 3-2

4 April 10 Distributive Prepare R Case 1 Cap. Mort. Co. (A)

Bargaining Read T, Ch 3..00

Read R 3-1

5 April 15 Distributive Prepare R Case 2 Pacific Oil (A)

Bargaining Bring $1-2 to class.

Read R. 3-3, 5-1

April 16 First Graded RP Results Due at noon

6 April 17 Distributive Bargaining Read R 1-3, 12-1 (applies to class 5)

Intro to Integrative Negot

PAPER DUE ON FIRST GRADED ROLE-PLAY

7 April 22 Integrative Read T, Ch 4

Negotiation Do RP in class

8 April 24 Integrative Read R 4-1, 4-3

Negotiation

9 April 29 Integrative Read R 4-2

Negotiation

10 May 1 Integrative Read T, Ch. 6

Negotiation

May 3 Second Graded RP due at 5 p.m.

11 May 6 Personality Complete distributed questionnaires

& Gender Prepare R Case 5 Vanessa Abrams (A)

Read R 10-1

Sample Syllabi and Course Outlines

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PAPER DUE ON SECOND GRADED ROLE PLAY

12 May 8 Dealing with Read R, 12-1

Difficult Negotiators Read T, Ch 5

Week of May 6 Group Decision Prepare and do group exercise

Making Read T chapter to be distributed, “Multiparty

Negotiations”, particularly second half of

chapter on groups. Also, Read R 9-3

13 May 13 Agency Negotiations Read T, chapter to be distributed, “The

Social Context of Negotiations”, particularly

second half on “The Agency Relationship”

Read R 8-1

14 May 15 Ethics Complete R Q 2 SINS Scale

Read R, 7-1,7-3

Read T, Ch. 7

15 May 20 Power Bring $ to Class

Read R, 6-1, 6-2

16 May 22 Power Continuation of May 14 class

GROUP NEGOTIATION PAPER DUE

1. May 27 No CLASS—MEMORIAL DAY HOLIDAY

18 May 29 International Prepare R Ex 21 Alpha Beta BRC

Negotiation Read T Ch 8

Read R 11-2, 11-3

19 June 3 International Negot Guest Speaker

11–1, 11-3

20 June 5 Third Parties Prepare R Ex 17 BRC

Read R, 13-1

Read T, Distributed Chapter on Third

Parties

Sample Syllabi and Course Outlines

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SYLLABUS: MBA 698

Managerial Negotiation

PFEIFFER UNIVERSITY

Instructor: John Minton

Overview: This course is designed to explore the processes of bargaining and

negotiation as social and managerial activities. Special emphasis will be given the areas

of interpersonal and intergroup conflict, in addition to interpersonal influence techniques

and the tactics and strategies involved with improved bargaining and negotiation. The

major purpose of the course is for each participant to gain insight into their own

negotiating style and to become a more effective negotiator, as well as a more astute

observer of social process. The course will involve extensive use of cases, role-plays,

and related participative activities, enhanced by rigorous self-review and introspection.

Text: The text for this course provides an introduction to a common base of knowledge

in the fields of negotiation and influence, and is intended to be a springboard for

discussion and inquiry. The required texts are

Negotiation (4th ed.) by R. Lewicki, D. Saunders, B. Barry & J. Minton (McGraw-

Hill/ Irwin, 2003).

Negotiation: Readings, Exercises, and Cases (4th ed.) by R. Lewicki, D.

Saunders, & J. Minton (Irwin, 2003).

The instructor may hand out additional course materials during the semester.

Grading: Course grades will be based on the following components:

Component % of Grade

Participation*…………………………… 30

Journal/Paper**….………………….… 50

Negotiation Analysis***……………… 20

Total 100

* Participation: Given the nature of this course, your participation is absolutely

critical. This is reflected in the relatively heavy weight assigned to it in the overall

grading scheme. In this case, participation has two components: attendance and

activity. All class participants start the semester with the maximum grade for

attendance, and will be allowed two missed classes (for any reason) for the semester.

All classes missed after the second absence will result in a loss of points, at the rate of

three points per missed class, regardless of the reason for the absence. This is not

done for punitive reasons, but is in recognition of the fact that (in a “high-touch” learning

environment) missed classes are once-missed/never-regained learning opportunities.

Sample Syllabi and Course Outlines

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** Journal: Other than reading the assigned materials according to the course

outline, your major out-of-class activity for this class will be the preparation and

maintenance of a personal journal. It is “personal” in that only two people will see it:

you, and the instructor. The journal will be graded only once, at the end of the semester.

More detail on the journal is provided on a separate handout, which will be provided to

you on the first day of class.

Since keeping a journal may be a new experience for some students, the

instructor will provide feedback early in the semester as to whether the journals to that

point are “on the right track”. While submission for this ungraded feedback is voluntary

on the student’s part, the following submission schedule must be adhered to, to enable

the instructor manage the journal review workload:

IF THE LAST DIGIT OF YOUR S.S.# IS: 1,2,3,4, or 5 6,7,8,9 or, 0;

YOU MAY SUBMIT YOUR JOURNAL ON: 1st class in 4th week 1st class in 5th

week

Your grade on the journal will be based only on entries after voluntary review submission

occurs. Journals not submitted for voluntary review will be graded from the beginning of

the course. Finished journals must be turned in at the beginning of the last class.

** Paper: You have the option of writing a paper in lieu of keeping a journal.

While most participants in past classes have found the journal valuable, individual

students may feel that greater value will come from taking an in-depth view of some

particular negotiation theory, problem, or opportunity. Papers must be typed, double-

spaced, with one-inch margins on 8.5″ X 11″ paper. The minimum length is 20 pages

(more is OK, less is not), excluding title pages, tables, figures, references, and so forth.

Papers must be prepared in accordance with some standard style guide (MLA, APA,

etc.) and should be polished and professional in appearance as well as in content. If

you decide to write a paper in lieu of a journal, that choice must be made by the end of

the 7th week of the semester and the instructor must be so informed in writing; your

decision on journal vs. paper may not be changed later in the semester. It is suggested

that you develop a topic and a production schedule jointly with the instructor. If you

choose to do a paper in lieu of keeping a journal, the finished paper must be turned in no

later than the beginning of the last class session.

Sample Syllabi and Course Outlines

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*** Negotiation Analysis. Each class participant must prepare a complete

analysis of an actual negotiation in which they have participated, are participating, or

plan to participate in. Each analysis will consist of three sections: an introduction, a

functional analysis, and a retrospective or prospective summation (depending on

whether the negotiation has been completed, is ongoing, or has yet to be commenced.).

Introduction. This must be a complete description of the negotiation, its setting,

participants and other stakeholders, and intended goals or aims. This information can

be true and factual, or can be changed to protect individual and/or organizational

interests, but it must be a “real” negotiation! This section of the project will probably

take no more than two pages.

Functional Analysis. The described negotiation must be analyzed exhaustively

from the perspectives of:

• planning, preparation, and strategy;

• communication processes and activities;

• persuasive processed and activities;

• social contextual observations and effects;

• power processes;

• individual difference effects;

• conflict resolution and/or third-party processes;

• ethical considerations; and

• international aspects and effects (if appropriate).

This section of the project will likely be the longest, probably six to eight pages in length.

Summation. Based on the description and analysis of the chosen negotiation,

this section will be where the author will apply the benefits of his/her insight and

education to assess, or improve the negotiation outcome(s). For retrospective analyses,

the focus should be on what was done, the correctness of assumptions and choices, the

effects of tactics and strategies, and what might be done differently in future, similar

instances. For analyses of ongoing or proposed negotiations, the focus should be on

these aspects as well as on actually or potentially needed “damage control” and tactical

or strategic options (i.e., ”what if” planning). This section should probably be two to four

pages in length, depending on the nature and status of the negotiation.

The complete analysis should be turned in at the beginning of the final class of

the semester.

Sample Syllabi and Course Outlines

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MBA 698/Managerial Negotiation

Journal Assignment Guidelines

This assignment involves keeping a journal recording your thoughts, insights,

and introspections following each class session. In addition, you should examine and

discuss your reactions and notions about how the material pertinent to a given session

relates to your own past/future work/nonwork situations. The purpose of this assignment

is to let you take a little time twice a week to reflect, so as to improve your understanding

of yourself and others particularly in regard to negotiation styles, strengths, and

weaknesses. Ultimately, such reflection should make you a more effective negotiator.

Since this is a personal journal, there is a good bit of leeway in specifically what

you write. However, there should be an entry following each class session. Each entry

should discuss the exercises and readings for the session covered, as the readings have

been picked and assigned to be helpful and/or provocative. For example, for a given

negotiation exercise you might include (as appropriate):

1. focusing on pre-class activity:

– what was unique about this exercise? What did I do differently to

accommodate

these unique attributes?

– what specific skill or process did I work on?

– what were my plans for the impending negotiation?

– what experiments did I try?

– what did I expect of the opposing negotiator(s) and how did I think I should

respond?

2. focusing on class observation/experience and post-class introspection:

– what did I learn?

– what tactics did I use? Did they work? Who drove the use of tactics, me or

my

opponent?

– was I right in my choice of strategy, about my strengths, and about the

opposition? If not, why not?

– how does what I did or learned relate to my everyday, personal situation?

How

can this help me function better in the future?

– what do I need to work on in the future, in and/or out of class?

can I think of an example of this type of negotiation process at work or

elsewhere?

-do I (did I) behave the same, or differently?

-what are my ruminations on negotiation, in general?

Journal entries do not have to be restricted to what we cover in class. You may

(or perhaps should) write about any negotiation you are or have been involved in at work

or in some other setting. Your analysis, though, should deal with issues similar to those

just outlined above, and should be driven thematically by the focus of the class period

about which you are writing.

Sample Syllabi and Course Outlines

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MBA 698/Managerial Negotiation

Journal Assignment Guidelines

Journal Grading

The journal is worth 50% of your course grade. The basic grading criterion is

apparent effort to gain insight; the best journals in the past have been those that exhibit

some evidence of thought and creativity, blending together anticipated and

accomplished class experiences (and observations), material from assigned readings,

and personal insights and extensions relevant to negotiation. The better these three

areas are handled and integrated, the better the journal grade. Creativity is encouraged.

The journal may be handed in once early in the semester (if you choose), for

review and comment by the instructor (see above for appropriate dates). The beginning

of the last class for final grading must turn it in. Journals will be kept by the instructor,

and (given the personal nature of the contents) disposed of discreetly. You are advised

to keep a copy of whatever you turn in if you are interested in maintaining a copy for

future use or reference.

If you have questions about this assignment, ask yourself “How can I use this

assignment to help maximize the degree of learning I get from this course?” then do

whatever your answer is.

Sample Syllabi and Course Outlines

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Course Number: MBA 698 Course Name: Managerial Negotiation

(class meets once a week)

Class

Subject

Text

Readings

Cases

Exercises &

Questionnaires

1

Overview/Orientation

—–

——

2

The Nature of

Negotiation

Ch.

1

Section

One

—–

Q.1,Personal

Bargaining Inventory,

Option 2

3

Prenegotiation Planning

Ch.

2

Section

Two

—–

Ex. 25, Planning for

Negotiations

4

Distributive Bargaining

Ch.

3

Section

Three

Case 1

Capital

Mortgage (A)

Ex. 4, The Used Car

5

Integrative Bargaining

Ch.

4

Section

Four

—–

Ex. 26, Sanibel Island

6

Communication &

Cognitive Biases

Ch.

5

Section

Five

Case 3

Ken Griffey, Jr.

Ex 11, Job Offer

Negotiations

7

Finding & Using

Leverage

Ch.

6

Section Six

—–

Ex.16, The Power

Game

8

Ethics

Ch.7

Section

Seven

—–

Q. 2, SINS II Scale,

Ex. 6, GTechnica—

AccelMedia

9

Social Context

Ch.

8

Section

Eight

—–

Q.4, Trust Scale,

Ex. 22, New House

Negotiation

10

Teams and Groups

Ch.

9

Section

Nine

—–

Ex. 13, Newtown

School Dispute

11

Individual Differences

Ch.

10

Section

Ten

Case 5

Vanessa

Abrams (A)

—–

12

Global Negotiations

Ch.

11

Section

Eleven

Case 7

Sick Leave

Ex. 21, Alpha-Beta

14

Managing Difficult

Negotiations, Part One

Ch.

12

Section

Twelve

Case 2

Pacific Oil (A)

Ex. 12, Employee Exit

Interview

15

Managing Difficult

Negotiations, Part Two

Ch.

13

Section

Thirteen

Case 4

Coll. Barg. @

MCA (A)

Ex. 19, 3rd Party

Conflict Resolution

16

Applied Negotiations

—–

Section

Fourteen

—–

Sample Syllabi and Course Outlines

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CASE WESTERN RESERVE UNIVERSITY

Weatherhead School of Management

Negotiation, Conflict Management & Dispute Resolution

Professor P. Gerhart

SYLLABUS

One objective for this course is to enhance the self-confidence of students with

respect to their negotiation skills. An equally important objective is to help students

develop an analytical understanding of negotiations and the management of differences

so they can become more effective problem solvers in the face of conflict.

The need for bargaining and dispute resolution skills arises wherever joint

decision-making is necessary. The context may be bi-lateral, or it may involve

three or more interested parties, each with veto power over any particular

solution. As in most decision-making, the aim of effective negotiation is not

simply to reach an acceptable outcome for all participants, but to create maximum

value in the deal making process.

In that light, individuals with an interest in managing any enterprise, including all

areas of business, non-profits and government, should find the lessons of the course

useful. Although technically advisable solutions for all sorts of problems can be

developed by skilled managers trained in the Weatherhead School, implementation often

requires overcoming, or accommodating, different opinions and interests. Negotiating

skills are therefore as critical as technical skills for effective managers. Moreover,

managers are increasingly confronted with conflicting viewpoints offered by subordinates

as firms emphasize employee participation in the operation of the enterprise. The

effective manager will secure cooperative resolution to such conflict through the use of

mediation skills. “The manager as negotiator and dispute resolver” is therefore the

theme of the course.

The text for the course is Negotiation: Readings, Exercises and Cases, by Roy J.

Lewicki, et al., Fourth Edition (Irwin, 2003) designated LSBM in the syllabus. In addition,

a CWRU Notes packet of readings will be available at the bookstore after the first week

of classes.

ASSIGNMENTS

In addition to the reading, students will participate in a number of simulations.

Most require preparation in advance of class. Thorough preparation is essential for

an adequate learning experience, both for you and the person(s) with whom you

are negotiating. This is a win-win opportunity. The better you prepare and play your

role, the better your negotiating partner’s experience and vice-versa. Half of your class

participation grade will be based on your partners’ assessments of your preparation for

the simulations.

For most exercises, students are asked to prepare a follow-up report and

critique. In general, the length of such papers should be 4-5 pages. A suggested format

for these reports/critiques is attached to this syllabus. Students will also participate in a

negotiation simulation (Global Aeronautical Products) for which the outcome is graded.

Finally, each student will be asked to prepare a final Negotiation Analysis paper (15-20

Sample Syllabi and Course Outlines

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pp) based on a negotiations episode in which the student has been directly involved, or

for which the student has been a close observer. A description of this assignment is

also attached to this syllabus.

Evaluation: Students will be evaluated on the following basis:

Simulation Reports/Critiques 30%

Global Aeronautical Products Simulation Outcome 10%

Powerscreen/Hackerstar Analysis 10%

Class Participation 20%

Negotiation Analysis (Final Paper) 30%

~~~~~~~~~~~~~~~~~~~~~~

CLASS ATTENDANCE POLICY

This is important. Please read it carefully!

Ordinarily, student attendance is a matter of personal choice with the conse-

quence of absence being born entirely by the absent student. In this course, however,

attendance is critical for proper execution of simulations. One student’s unexpected

absence, like inadequate preparation, will have negative consequences for other class

members. Therefore, the policy in LHRP 431 is that unless the instructor is notified

by 5 P.M. of the class day when a simulation is scheduled, the absent or tardy

student will be assessed a five-point penalty against his/her course grade. This is

a “no–fault” policy. That is, if you are absent or tardy without proper notice, regardless of

the reason, the penalty will be assessed. So check your car battery, drive carefully, and

make sure you are here when class begins. If there is any doubt that you will be absent

or late for class, call or send e-mail before 5 P.M.

No penalty will be assessed for absence after appropriate notice, but students

should recognize that simulation performance grades will suffer, and analysis of

simulations will be impossible unless the student participates. Students who anticipate

more than two absences during the term are advised to discuss their schedules with the

instructor before the end of the drop/add period.

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OUTLINE AND READING

WK 1 Basic Negotiation Skills

N.B. This class session is an introduction to the basic negotiation skills that are

covered more fully in MBAC 413L or MGMT 418 – the Negotiation Skills Lab. If

your have taken the lab within the past year, this class is optional, BUT materials

for subsequent classes will be distributed. You will be excused from this class if

you:

▪ E-mail the instructor noting the semester you took the

Negotiations Lab.

▪ Make alternative arrangements to pick up the materials

that will be distributed from my secretary.

▪ You agree that you will do the assigned reading.

Discussion Outline

• What sort of conflict are we addressing in this course?

• Strategies for dealing with conflict

• Mechanisms for managing conflict

▪ “Ps & Qs” in-class exercise & discussion

• Seven Elements of Effective Negotiations

▪ Focus

▪ Your BATNA and your Power

▪ Intangibles

• Interdependence: Francis Memorial Hospital Simulation

Reading: LSBM, Section 1 (all).

WK 2 Conflict and Interdependence

• The negotiator’s dilemma

• The prisoner’s dilemma

• DEC v. Riverside Simulation NB: Always record the name(s) of

your negotiating partner(s).

Reading:

• Lax & Sebenius, The Manager As Negotiator (Free Press,

1986), Chapter 2, “The Negotiator’s Dilemma: Creating and

Claiming Value”.

• LSBM, Reading 4-2

• Lewicki, Litterer, et al., Negotiation (McGraw-Hill Irwin, 2003),

Fourth Edition, Chapter 1, pp, 8-15, “Interdependence”

Assignment: Prepare for your role in the DEC v. Riverside

Simulation.

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WK 3 Distributive (POWER) Bargaining

• No one is powerless

• French & Raven model of power and influence

• Alternatives to a negotiated agreement (your “BATNA”)

• LSBM, Ex, 4, The Used Car Simulation

Reading: LSBM, Sections 3 (3-1 & 3-2 only),, 6 (6-1 & 6-2 only),

& 10, (10-1,3only).

Assignment #1: Read the assignment for Week 3 first. Due at

the beginning of class: Report/Critique of DEC v Riverside

simulation. (See Appendix #1, attached)

Assignment #2: Review your role for The Used Car Simulation.

WK 4 Integrative Bargaining

• Is there really such a thing as “win-win” negotiations?

• How can negotiations create value?

• Factors that create an environment for integrative outcomes

(and those that don’t)

• Understanding the relationship between integrative and

distributive bargaining

• Rapid Printing v Scott Computers Simulation.

Reading:

• LSBM, Section 4 (4-1 & 4-2 only)

• “Negotiating Settlements” from Henry & Lieberman, The

Manager’s Guide to Resolving Legal Disputes

• Press, Glass & Foot, “Winning by Negotiation” in Lewicki, et

al. (eds.), Negotiation: Readings, Exercises & Cases (Irwin,

1985), First Edition.

Assignment #1: Review your role for Rapid Printing v Scott

Computers Simulation.

WK 5 Multilateral Negotiations (1)

• Self-interest may be a legitimate basis for lack of agreement

• The real reasons why committees are formed

• Look out for coalitions – how to prepare for multilateral

negotiations

• Mosesburg Stadium Simulation (Note that this simulation may

not be completed before the end of class so that participants

may have to continue and complete the negotiations during

the following week.)

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Reading: LSBM, Section 9 (9-1 & 9-3 only.

Assignment #1: Due at the beginning of class: Report/Critique

of The Used Car simulation. (See Appendix #1, attached)

Assignment #2: Review your role for Mosesburg Stadium

Simulation.

WK 6 (Oct 4) Multilateral Negotiations (2)

• Recap Mosesburg Stadium

• Identifying interests: Recognizing potential coalition partners

• Recognizing your BATNA and identifying your Bottom Line

• Toys for Torts Simulation

Reading: There is no additional reading assignment for Week 6.

Assignment #1: Due at the beginning of class: Report/Critique

of Rapid v. Scott simulation. (See Appendix #1, attached)

Assignment #2: Review your role for Toys for Torts Simulation.

WK 7 Individual/Cultural/Gender Differences (Guest Speaker).

Reading: LSBM, Section 11 (all).

Assignment #1: Due at the beginning of class: Report/Critique

of Mosesburg Stadium simulation. (See Appendix #1,

attached)

Assignment #2: Read “Reluctant Researcher” Exercise.

WK 8 Public Interest Negotiations (Guest Speaker).

Reading: (There is no reading assignment for this class.)

Assignment #1: Due at the beginning of class: Report/Critique

of Toys for Torts simulation. (See Appendix #1, attached)

WK 9 Intra-Organizational Negotiation in a Bilateral Setting

• Representative vs. principal in negotiation: The “Boundary

Spanner” role

• Intra-Organizational priority setting: “Factional conflict”

• Predicting and controlling Intra-Organizational conflict

• Global Aeronautical Simulation.