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What was your goal? What happened in the negotiation (a brief overview of key
events)?
What did you learn about yourself from the experience?
What did you learn about the behavior of others?
How does this experience compare to others that you have had in similar or
comparable circumstances?
What did you learn about bargaining or conflict from this situation?
How do the concepts in the lectures or readings enrich your understanding of the
process of this negotiation and its outcome?
What would you do the same—and what would you do differently—in the future,
or how would you like to behave in order to perform more effectively in such situations?
Writing the paper should encourage you to engage in thoughtful analysis and
understanding of the negotiation. It should incorporate the use of theory and research
from the readings and lecture material. Although there are many creative formats for
papers, a good paper usually includes the following elements:
• an introduction;
• a statement of the goal and the planning and preparation that took place;
• an objective description of the actual events that occurred;
• an analysis of those events;
• a discussion of what could or should have been done differently, and why;
• integration of readings, theory, and concepts as appropriate;
• a statement of “lessons learned” for the future;
• a summary self-evaluation of your own negotiation style, strengths, and weaknesses.
All of these guidelines are just that – guidelines. Outstanding papers have frequently
been written in the past that do not closely conform to this format.
The final paper is due by noon, December 15.
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Policies
Special Needs: I would like to hear from anyone who has a disability that may require
some modification of seating, testing, or other class requirements so that appropriate
arrangements can be made. Please see me after class or during my office hours.
Cheating Policy: The University asks me to state a cheating policy. It is simple—
cheating will result in an F in this course. Academic dishonesty will not be tolerated. In
this class, the following behaviors constitute cheating: (1) Reading anyone else’s
confidential role information for an exercise before or during the negotiation of that
exercise; (2) lifting passages from other sources (including other students) and placing
them in your paper without referencing the original source.
Late Paper Policy: Any assignment that is late will have points deducted. Journals and
papers will be penalized 25% for each day late. Journals are due at the beginning of
class. The final paper is due by noon, December 15. No paper will be accepted after 1
week late. Any exception to this rule must be discussed with me prior to the due date.
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Course Outline
The following outline covers readings and lectures already planned for each class
session (some material is still TBA). All assigned readings should be read before the
class for which they are assigned.
Class Topics Readings Exercises
1 overview begin Getting syllabus
to Yes (GTY)
2 self-assessment Readings Q.1 – Personal Bargaining
10.1, 10.2, 10.3 Inventory
3 begin distributive continue GTY The Gas Station Game
bargaining
4 distributive Readings Ex. 4 – The Used Car
bargaining 3.1, 3.2, 3.3
5 contin. distrib. Parker Gibson
bargaining
6 debrief Readings debrief Parker Gibson
4.1, 4.2, 4.3
7 integrative bar gaining The Tendley Contract
first journal due no later than start of class today
8 debrief finish GTY debrief Tendley
9 contin. integra- The New Recruit
grative bargaining
10 debrief debrief New Recruit
11 negotiation Reading 8.1 Ex. 22 – The New House
with an agent
12 debrief Readings debrief New House
2.1, 2.2, 2.3
13 planning for Ex. 25 – Planning for
negotiations Negotiations
2nd journal due no later than start of class today
14 MIDTERM EXAM
15 cognitive biases Reading 5.1 Ex. 24 – Pakistani Prunes
(do by email; due class 181)
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16 influence w/o Reading 6.2
authority
17 TBA
18 debrief debrief Pakistani Prunes
19 communication Readings 5.2, 5.3 Active Listening
20 TBA receive EL TEK
advance readings
21 team negotiations Readings 8.2, 8.3 El Tek
22 debrief debrief El Tek
23 TBA
THANKSGIVING BREAK
24 multi-party Readings Harborco
negotiations 9.1, 9.2, 9.3
25 debrief debrief Harborco
2nd journal due no later than start of class today
26 international Readings Ex. 17 – Alpha—Beta
11.1, 11.2, 11.3
11-4 & 11.5
27 Ethics in Readings Questionnaire on
Negotiation 7.1, 7.2, 7.3 Incidents in
Machiavellianism Negotiation
Questionnaire
Submit a “Reputation Index” score (0–10)
for each of your classmates today at the latest
(but only after the Alpha—Beta exercise of class 26)
DISCLAIMER: Because the pace of coverage will vary with class interest, the liveliness
& quality of discussions (or lack thereof), weather, new insights, and my racquetball
schedule (I’m just kidding), specific assignments have not been made for each class
meeting, and several dates are simply designated as to-be–announced (TBA). This is a
new course. I’m adding conflict-resolution material to a negotiations elective taught to
MBAs on an intensive basis (every day for 5 days), so adjustments have to be expected.
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SIMULATION EXERCISE PROCEDURES
You will be assigned a role and partner(s) for each negotiation simulation. For each
negotiation simulation, keep the following in mind:
• Be sure to pick up the correct (color-coded) role instructions for your assigned role.
• Complete your preparations – reading and planning – prior to a class during which a
negotiation takes place. There will not be time allotted in class for preparation.
GROUND RULES
Considerable emphasis in this course is placed on simulations and role-plays as a
vehicle for providing you with opportunities to experiment with negotiating techniques in
a variety of contexts. This necessitates some fundamental ground rules for students who
choose to take the course. Herewith, the CACTUS rules:
• Commitment: You must make a personal commitment to prepare assiduously
and negotiate seriously. Each time you participate in a simulation, the
educational experience of one or more other students is directly linked to what
you do. If you are not willing to make this commitment, then this is not the
elective for you.
• Attendance: Many negotiations will be conducted in class. If you miss a class,
you adversely affect the educational experience of other students assigned to
negotiate with you. Class discussions in which we debrief a simulation are also
hampered by the absence of negotiators. If you cannot arrange travel and other
obligations around this class, please find another elective.
• Confidentiality: Within each negotiation simulation, you will be assigned a role
and provided with confidential information for that role. It is imperative that you
read only the material assigned for your role. Moreover, because there are other
sections of this course in later modules, it is critical that you
(a) take care not to lose role instructions;
(b) return or destroy role instructions at the end of the course, and
(c) avoid discussing the specifics of simulations with students not taking
the course this module.
• Timeliness: When you are asked to prepare for a negotiation or to turn in
results, it is crucial that you meet the deadline. Everyone in the class is engaging
in the simulation and debriefing the results simultaneously, so lateness is
unacceptable.
• Unctuousness: I don’t have a rule the essence of which can be captured with a
word beginning with the letter “u” but it’s always a good idea to avoid being
unctuous.
• Silence: When negotiations or negotiation preparations take place outside of
class, do not discuss them with others (beyond teammates in a group negotiation
simulation). When details or results are discussed, it is almost inevitable that
others who have not yet undertaken the task will hear your comments, which
biases their experience.
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NEGOTIATING FOR SUCCESS
Professor Rob Folger
OVERVIEW:
Changes in society, the global economy, and ways people work have made
negotiating skills more important than ever. The challenges are legion: dealing with
history’s most diverse work force, doing business with customers who tell you how to run
your business, negotiating with foreign counterparts—and more. These are not just
issues of corporate concern; they are also of increasing importance to your personal
success.
By participating in this course you will come to recognize the pervasiveness and
importance of negotiation. You will acquire a new repertoire of negotiating skills. You will
develop a systematic and positive approach to negotiating with colleagues, bosses,
clients, other stakeholders, and external groups of all kinds—in ways that equip you to
deal also with all kinds of conditions and circumstances.
COURSE OBJECTIVES:
This course aims to help you develop the negotiating skills needed to meet the
challenges facing today’s executives. The course integrates the experiential and
intellectual components of negotiation.
First, it will help you develop the sophistication to analyze bargaining and conflict
relationships—and to learn (through class discussion and self-assessment) about your
own individual bargaining style.
Second, this course uses various techniques to help you understand—
…the basic elements of negotiation;
…when to reach a deal and when to walk away;
…how to negotiate in teams;
…how to negotiate with multiple opponents; and
…how to handle international negotiations.
TEXTBOOKS:
(1) Lewicki, Saunders, Barry & Minton, Negotiation: Readings, Exercises and Cases (4th
edition). Homewood, IL: McGraw-Hill Irwin, 2003.
(2) Fisher, Ury, & Patton, Getting to Yes (2nd edition). New York: Penguin, 1991.
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STUDENT EVALUATION:
Component of Evaluation Weight
1. Class participation 20%
2. Two journal submissions 40%
3. Final paper** 40%
Explanation of Components
1. CLASS PARTICIPATION.
I expect each of you to participate in all the exercises and class discussions.
Participation will be evaluated on the following criteria:
a. Quality of preparation for the exercises, including familiarity with the
reading material and case material.
b. Quality of performance on the exercise (as a PROCESS, not
outcome).
c. Quality of participation in the feedback and discussion sessions.
2. JOURNAL.
During the course, each student is expected to maintain a journal describing
his/her role experiences and reflecting on learning experiences as a negotiator. Keeping
a journal encourages reflection on—and analysis of—the learning–by-experience
simulations of negotiation we conduct in class. Your comments also give me a sense of
your individual progress, as well as some insight into your strengths and weaknesses as
a negotiator. Your task is to describe your reactions, perceptions, impressions, or
significant insights gained from participation in (or reflection on) the simulations.
Examples of some of the types of points I encourage you to address include the
following:
a. what you expected in the situation;
b. how you prepared for the negotiation;
c. how you and others in the group behaved;
d. what you learned about your skills; and
e. what you would do differently the next time around.
I regard the JOURNAL (which can be submitted in any form, such as simply on several
sheets of paper stapled together) as a confidential communication between you and me.
As a result, I expect you to be specific in identifying other people (by name) and their
behavior in describing your reactions to the negotiation simulations. I’ll collect journals
twice during the course—on the mornings of day 3 and day 5.
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3. LIVE NEGOTIATION & FINAL PAPER.
Sometime during the course or shortly thereafter, you must actually go out and
conduct a live negotiation. The substance of this negotiation may be anything of value
and a major purchase, something related to a job or employment search, relations with
peers or coworkers, etc.
The following rules apply:
a. You must negotiate for something nontrivial (i.e., you should care
how the negotiation turns out).
b. The opponent(s) may not be another student in this class or the
instructor.
c. The opponent(s) must not be aware either before or during the
negotiation that it will be used to satisfy course requirements.
d. You must articulate (privately, in writing) a strategy beforehand.
e. If at all possible, you should try to interview your opponent and/or
observers about the negotiation after it is over.
Students must write a final paper on the live negotiation. The paper must be no
longer than 10 double-spaced (typed) pages. Your paper should describe your reactions,
perceptions, impressions, and significant insights gained from participation in (and
reflection on) the negotiation. You may talk about yourself or the behavior of other
people. I encourage you to address such points as the following:
What was your goal? What happened in the negotiation (a brief overview
of key events)?
What did you learn about yourself from the experience?
What did you learn about the behavior of others?
How does this experience compare to others that you have had in similar or
comparable circumstances?
What did you learn about bargaining or conflict from this situation?
How do the concepts in the lectures or readings enrich your understanding of the
process of this negotiation and its outcome?
What would you do the same—and what would you do differently—in the future, or
how would you like to behave in order to perform more effectively in such
situations?
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Writing the paper should encourage you to engage in thoughtful analysis and
understanding of the negotiation. It should incorporate the use of theory and research
from the readings and lecture material. Although there are many creative formats for
papers, a good paper usually includes the following elements:
• an introduction;
• a statement of the goal and the planning and preparation that took place;
• an objective description of the actual events that occurred;
• an analysis of those events;
• a discussion of what could or should have been done differently, and why;
• integration of readings, theory, and concepts as appropriate;
• a statement of “lessons learned” for the future;
• a summary self-evaluation of your own negotiation style, strengths, and
weaknesses.
All of these guidelines are just that—guidelines. Outstanding papers have frequently
been written in the past that do not closely conform to this format.
Late paper rule: Journals and papers will be penalized 25% for each day late. Journals
are due at the beginning of class. The final paper is due by noon, two weeks
(fourteen calendar days) after the last day of class.
Course Outline
The following outline covers the readings and lectures planned for each class session.
All assigned readings should be read before the class for which they are assigned.
Topics
Readings
Exercises
Introduction & Overview
Begin Getting to Yes
The Gas Station Game
Self-Assessment
10.1, 10.2, 10.3
Q.1 – Personal Bargaining Inventory
Distributive Bargaining
3.1, 3.2, 3.3
Ex. 4 – The Used Car
Parker Gibson
Integrative Bargaining
Finish Getting to Yes
4.1, 4.2, 4.3
The Tendley Contract
The New Recruit
Negotiation with an Agent
Planning for Negotiations
8.1
2.1, 2.2, 2.3
Ex. 22 – The New House
Ex. 25 – Planning for Negotiations
Cognitive Biases &
Communication
5.1, 5.2, 5.3, 5.4
Ex. 24 – Pakistani Prunes
Active Listening
*Journals due today
Team Negotiations
8.2, 8.3
El Tek
Multi-Party Negotiations
9.1, 9.2, 9.3
Harborco
International Negotiations
11.1, 11.2, 11.311.4, 11
Ex. 21 – Alpha—Beta
Ethics in Negotiation
7.1, 7.2, 7.3
Questionnaire on Machiavellianism
* Journals due today
Incidents in Negotiation Questionnai
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NOTES
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NOTES
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NOTES
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NOTES
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