!
STRUCTURING)THE)NEGOTIATION)COURSE))
!
ESSENTIALS!OF!NEGOTIATION!6e!
LEWICKI!▪!BARRY!▪!SAUNDERS!
!
!
!
! In!talking!with!many!instructors!about!the!ways!that!they!design!and!teach!courses!
in!negotiation,!we!know!that!there!are!as!many!different!course!designs!as!there!are!
instructors!!!As!a!result,!we!only!offer!here!some!general!guidelines!to!instructors!about!the!
factors!that!should!be!taken!into!consideration!in!designing!and!structuring!a!course.!!Many!
of!these!guidelines!and!suggestions!were!identified!in!the!previous!Negotiation!Journal!
article;!we!will!briefly!review!them!here.!
!
1.)Class)Size.!!Instructors!differ!on!their!ability!to!manage!various!groups!in!experiential!
learning!activities.!!Good!experiential!learning!requires!a!classroom!of!moderate!size!EE!i.e.!
big!enough!to!conduct!multiple!roleEplays!that!will!produce!different!results,!small!enough!
to!orchestrate!the!experience!in!a!limited!time.!!We!recommend!a!minimum!class!size!of!16,!
and!a!maximum!class!size!of!36E40.!!However,!some!of!us!have!taught!these!activities!to!
groups!of!60!or!more.!!In!larger!classes,!tight!orchestration!of!activities!is!a!must!in!order!to!
not!waste!time!distributing!materials,!etc.!!
!
2.)Facilities.!!RoleEplaying!with!multiple!teams!negotiating!simultaneously!requires!that!
each!team!have!a!room!or!place!to!meet,!and!that!additional!space!is!available!for!one!or!
both!teams!to!caucus!(lounges,!hallways,!cafeteria,!etc.).!!Thus,!it!is!most!desirable!to!have!
several!breakout!rooms!available!near!the!classroom!for!negotiation!and!caucusing.!!It!will!
be!almost!impossible!to!conduct!this!class!in!a!fixed!seat!auditorium!with!no!options!for!
breakout!space.!!Some!instructors!prefer!to!teach!this!course!at!night!when!they!can!have!
access!to!lots!of!empty!classrooms!that!are!full!during!the!daytime.!!Others!assign!roleE
plays!to!be!done!outside!of!class.!!If!in!any!doubt,!move!the!class!to!a!place!where!extra!
rooms!or!flexible!seating!are!available.!
!
3.)Class)Hours.!!It!is!very!difficult!to!teach!this!class!in!a!number!of!short!class!periods.!50E
60!minute!classes!do!not!allow!students!to!prepare!for!and!carry!out!an!exercise;!spanning!
the!exercises!over!two!days!frequently!takes!the!“life”!out!of!them.!!We!recommend!that!
you!schedule!this!class!for!AT!LEAST!75!minutes.!!Longer!class!times!are!generally!
preferred!(90!E!100!minutes),!and!some!instructors!even!prefer!one!3E4!hour!class!period!
once!a!week.!!While!the!fatigue!factor!is!high,!the!longer!class!allows!for!maximum!
flexibility!in!carrying!out!roleEplays,!discussing!them,!and!integrating!them!with!conceptual!
material.!
!
4.)Sequencing)of)Content.!!This!is!a!matter!of!choice!among!instructors.!!The!issue!boils!
down!to!one!question:!is!it!more!advantageous!for!students!to!read!theory!and!hear!
lectures!about!a!topic!(e.g.!integrative!bargaining)!before!experiencing!it!in!a!roleEplay,!or!is!
it!better!to!do!the!roleEplay!first?!!Instructors!differ!on!this!question,!and!we!suggest!that!
you!experiment!with!both!formats.!
!
E2E!
5.)Assignment)Evaluation)and)Grading.!!Instructors!have!used!a!variety!of!different!
learning!vehicles!in!courses!on!negotiation.!!We!make!the!following!suggestions:!
!
•!Examinations.!!We!recommend!essay!or!caseEanalysis!examinations.!!Essay!exams!
may!be!used!to!test!understanding!and!application!of!concepts!presented!in!the!text!
and!in!class.!!CaseEanalysis!examinations!should!assess!the!negotiation!and!conflict!
dynamics!of!a!selected!case,!and!perhaps!application!of!theories!and!approaches.!!
Several!of!the!cases!in!the!Readings!volume!make!excellent!exam!cases.!However,!
the!Lewicki!et.!al.!!books!do!provide!short!answer!test!banks!for!the!textbook!and!
Essentials!book.!!
!
•!Quizzes.!!In!spite!of!the!first!statement!about!examinations,!some!of!us!do!use!
short!answer!quizzes!to!assure!that!students!do!the!readings.!!There!is!no!test!bank!
for!the!Readings!volume,!but!a!test!bank!has!been!developed!for!the!accompanying!
Negotiation!text!and!Essentials!volume.!!!
!
•!Term)papers.!!We!have!frequently!given!students!a!number!of!options!for!a!term!
paper!assignment:!
!
>!Researching!and!analyzing!a!negotiation!as!reported!in!the!media!EE!e.g.!a!
laborEmanagement!dispute,!merger!or!acquisition!talks,!international!
negotiations,!major!business!deals,!etc.!!There!are!an!unlimited!number!of!
topics!to!be!taken!from!history,!politics,!labor!relations,!business!and!
international!affairs.!
!
>!Researching!and!analyzing!a!negotiator!EE!e.g.!a!diplomat,!a!labor!leader,!
head!of!state,!or!someone!the!student!can!get!information!on.!!Actual!
interviews!with!car!dealers,!real!estate!salespeople,!insurance!adjusters,!
purchasing!agents,!etc.!often!provide!interesting!experiences.!
!
>!Preparing!a!paper!that!summarizes!a!stream!of!research!in!one!of!the!many!
areas!of!negotiation!EE!e.g.!the!effectiveness!of!threats,!face!saving,!strategies!
of!deterrence,!effectiveness!of!third!parties,!etc.!!Topics!can!be!generated!
from!the!researchEoriented!textbooks!and!journals.!
!
>!Writing!a!“personal!case,”!based!on!a!student’s!own!negotiating!experience.!!
Students!should!write!a!case!that!describes!their!experience,!and!then!
analyze!that!case.!Because!students!are!frequently!still!“myopic”!about!their!
own!effectiveness!or!ineffectiveness!as!negotiators,!we!frequently!encourage!
students!not!to!select!this!option!unless!they!can!get!someone’s!view!other!
than!their!own!about!the!events!and!how!they!transpired.!
!
>!Actually!negotiating!for!something!of!personal!value,!and!then!writing!a!
paper!on!it.!!Instead!of!describing!a!past!experience,!students!can!also!be!
asked!to!plan!and!execute!an!actual!negotiation!during!the!span!of!the!
E3E!
course,!and!then!write!a!paper!on!it.!The!paper!can!entail!the!actual!planning!
for!the!negotiation,!the!execution!of!the!negotiation,!report!of!results,!postE
hoc!interviews!and!analysis,!integrating!theory,!models,!etc.!!Students!have!
done!some!wonderful!projects:!negotiating!a!grade!change!with!a!faculty!
member,!resolving!a!conflict!with!a!roommate,!parent,!spouse!or!friend,!
negotiating!a!new!job!assignment,!salary!or!working!conditions!with!an!
employer,!buying!automobiles,!furniture!and!sporting!goods,!etc.!
!
>!Writing!a!roleEplay.!!Finally,!students!may!combine!personal!negotiating!
experience!with!historical!research!to!write!a!roleEplay!scenario!rather!than!
a!case!or!description.!!These!roleEplays!can!be!tried!in!the!classroom!and!
used!in!future!classes.!
!
•!Personal)Application)Papers)or)Diary.!!These!assignments!encourage!students!to!
reflect!upon!a!simulation!or!roleEplay,!and!to!abstract!the!key!learning!points!out!of!
that!event.!!We!generally!either!require!students!to!keep!a!weekly!journal!that!is!
periodically!collected!and!reviewed,!or!assign!4!to!5!application!papers!in!a!term.!!Here!
is!a!sample!from!one!of!our!course!outlines:!
!
“The%purpose%of%the%paper%is%to%encourage%a%reflection%and%analysis%process%on%the%
‘learning%by%experience’%simulations;%the%paper%also%gives%the%instructor%a%sense%of%
your%individual%progress,%and%your%strengths%and%weaknesses%as%a%negotiator.%%Your%
task%in%this%paper%is%to%describe%your%reactions,%perceptions,%impressions%or%significant%
insights%gained%from%participation%in%or%reflection%on%the%simulation.%%You%may%talk%
about%yourself,%or%the%behavior%of%other%people,%and%may%want%to%address%some%or%all%
of%the%following%points:%
%
1.%Briefly,%what%happened%in%the%simulation,%roleCplay%(or%’realClife%negotiation’)%CC%
that%is,%provide%a%brief%overview%of%the%key%events.%
2.%What%did%you%learn%about%yourself%from%this%experience?%
2.%What%did%you%learn%about%the%behavior%of%others%from%this%experience?%
4.%How%does%this%experience%compare%to%others%that%you%have%had%in%similar%or%
comparable%circumstances?%
5.%What%did%you%learn%about%bargaining%or%conflict%from%this%situation?%
6.%How%do%the%concepts%in%lectures%or%readings%enrich%your%understanding%of%the%
process%of%negotiation,%its%outcome%or%your%own%negotiation%style?%
7.%What%would%you%do%the%same%or%do%differently%in%the%future,%or%how%would%you%like%
to%behave%in%order%to%perform%more%effectively?%
! !
Each!paper!will!be!read,!commented!on,!graded,!and!returned!to!you.!!The!purpose!of!
the!grades!is!to!encourage!thoughtful!analysis!and!understanding!of!the!simulations,!
and!to!encourage!use!of!theory!and!research!presented!in!readings,!and!lectures.!!A!
good!short!paper!is!one!which!tries!to!step!back!from!a!simulated!bargaining!situation,!
identifies!key!events!and!processes,!uses!readings!or!lecture!material!to!help!structure!
the!analysis,!and!is!well!written.!!All!of!these!guidelines!are!just!that!EE!guidelines.!!
E4E!
Outstanding!papers!have!frequently!been!written!in!the!past!that!do!not!closely!
conform!to!this!format.”!
!
•!Summary)Personal)Negotiation)Assessment)Paper!(End!of!Course)!
Whether!the!short!papers!are!used!or!not,!students!may!also!be!asked!to!write!a!
summary!selfEevaluation!paper!at!the!end!of!the!course.!!These!papers!are!usually!8E10!
pages!in!length.!!We!ask!students!to!comprehensively!address!their!negotiating!style!
and!effectiveness!(strengths,!weaknesses,!opportunities,!threats,!future!learning!
agenda,!etc.),!integrating!readings!and!activities!that!have!occurred!during!the!
academic!semester.!!Students!might!address!some!or!all!of!the!following!points:!
!
1.!!Do!I!enjoy!bargaining?!!Do!I!enjoy!being!in!situations!of!conflict,!and/or!do!I!enjoy!
attempting!to!persuade!others!to!my!point!of!view?!!Why?!
2.!Do!others!see!me!as!a!good!bargainer?!!Am!I!seen!as!strong!or!weak?!!Am!I!
perceived!as!one!who!gives!in!easily,!or!holds!out!too!long,!or!knows!when!to!make!
concessions!and!tradeoffs?!
3.!How!do!I!see!myself!in!relation!to!the!question!in!(2)!above?!
4.!How!effective!am!I!at!persuading!others?!!How!effective!are!my!verbal!skills!to!
argue!my!points?!
5.!At!what!time!do!I!feel!most!competent!in!bargaining?!!Least!competent?!
6.!How!do!I!respond!when!I!hold!the!power!in!a!situation?!!How!do!I!respond!when!I!
have!little!or!no!power!in!a!situation?!
7.!Overall,!what!are!my!major!strengths!and!weaknesses!as!a!negotiator,!and!what!
kind!of!learning!goals!must!I!set!for!myself!for!the!future?!
!
We!have!had!good!experience!with!personal!learning!papers!and!journals,!and!
summary!papers!on!personal!learning!and!development.!!Many!students!like!them!EE!
but!some!don’t,!and!it!shows!in!the!amount!of!time!and!effort!they!give!to!the!activity.!!
Two)cautionary)notes)about)using)diaries,)journals)and)learning)summaries:)
!
[1]!They!are!time!consuming!to!read.!!Evaluation!for!each!student!takes!significantly!
longer!than!grading!an!exam.!!In!addition,!individual!feedback!to!students!EE!written!
or!verbal!EE!is!also!very!time!consuming.!
!
[2]!Grading!and!evaluation!of!journals,!by!necessity,!is!a!reasonably!subjective!
process.!!As!a!result,!while!the!instructor!will!be!able!to!discriminate!differences!in!
the!conscientiousness!paid!by!the!student!to!the!journalEwriting!task,!the!detailed!
nature!of!entries,!and!level!of!student!insight!and!personal!learning!that!may!be!
occurring,!it!may!be!very!difficult!to!explain!and!justify!such!differences!(and!the!
related!grade)!to!students.!!If!you,!and/or!your!students,!have!a!strong!need!for!
objectivity!in!grading,!using!journals!can!create!a!problem.!
!
•!Graded)negotiation.!!Lastly,!we!have!often!graded!students!on!the!outcomes!of!
several!negotiations.!!One!clear!consequence!of!this!practice!is!that!it!raises!the!
competitiveness!of!the!simulations!considerably;!but!it!also!forces!students!to!evaluate!
E5E!
their!positions!carefully!and!take!the!process!seriously.!!An!example!of!one!format!for!
using!graded!negotiations!is!as!follows:!
!
Graded%Negotiations.%%Three%roleCplays%will%be%conducted%outside%of%class.%%By%virtue%of%
a%point%scheme%assigned%to%particular%variations%in%settlements,%negotiators%will%be%
evaluated%on%the%settlements%they%achieve.%%The%procedure%will%basically%operate%as%
follows:%
%
1.%Roles%will%be%assigned%and%the%negotiations%explained%at%the%end%of%a%particular%class%
period.%%Students%will%be%assigned%to%one%or%two%person%teams,%and%opponents%specified.%
2.%Students%will%have%an%entire%week%to%arrange%a%negotiation%with%their%opponent%and%
arrive%at%a%settlement.%
3.%Results%of%negotiation%are%due%in%writing%to%the%instructor%by%a%specified%deadline.%%
Failure%to%meet%the%deadline%will%result%in%a%penalty.%
4.%Teams%will%be%assigned%grade%points%based%on%the%quality%of%their%solution%as%
compared%to%all%other%teams%playing%that%same%position.%
5.%All%members%of%a%team%will%be%assigned%the%same%grade%points%for%the%exercise%unless%
appealed%to%the%instructor.%%Appeals%must%be%specified%in%writing%no%later%than%24%hours%
after%the%negotiation%results%are%submitted.%
% %
There%will%be%three%roleCplays,%and%they%are%weighted%in%their%contribution%to%the%final%
grade.%%RoleCplays%1%and%2%will%be%worth%x%%apiece,%and%RoleCplay%#3%will%be%worth%
y%.”%
!
If!an!instructor!is!going!to!use!graded!negotiations,!we!suggest!the!following!rules!of!
thumb:!
!
•!Graded!negotiations!should!comprise!no!more!than!1/3!of!the!total!course!grade.!
!
•!There!should!be!several!graded!negotiations.!
!
•!Agreements!arrived!at!by!the!students!should!be!submitted!to!you!in!their!
handwriting!and!signed!by!both!sides,!so!that!there!is!no!disagreement!as!to!what!
was!agreed!to.!
!
•!In!purely!distributive!negotiations,!students!receiving!the!best!package!on!each!
side!should!be!given!the!best!grades.!!Thus,!in!a!buyer/seller!negotiation,!the!best!
buyer!outcome!and!the!best!seller!outcome!get!the!top!grade,!and!others!are!graded!
relative!to!the!top!in!each!group.!
!
•!In!simulations!that!emphasize!integrative!negotiations,!students!should!be!graded!
based!on!the!best!cooperative,!innovative!joint!agreement!that!is!derived.!!Student!
judges!may!be!used!as!an!aid!to!determine!what!are!the!“best”!solutions.!!STUDENTS!
SHOULD!BE!TOLD!WHETHER!THEY!WILL!HAVE!A!NEGOTIATION!GRADED!BY!
DISTRIBUTIVE!OR!INTEGRATIVE!CRITERIA.!
E6E!
!
•!Unless!you!set!up!explicit!criteria!to!do!so,!students!should!not!be!judged!on!their!
behavior!in!the!negotiations,!but!on!the!results!they!achieve.!!If!you!think!you!are!
able!to!judge!“better”!or!“worse”!negotiator!performance,!we!would!be!pleased!to!
learn!of!the!scheme!you!develop!or!use!to!do!this.!
!
•!In!evaluating!negotiation!outcomes!and!assigning!grades!EE!particularly!integrative!
negotiations!EE!we!have!frequently!been!challenged!by!students!as!to!the!validity!of!
our!evaluation!criteria.!!Be!prepared!to!defend!the!criteria!you!use!if!you!employ!
this!method.!We!have!also!found!it!helpful!to!delegate!a!small!group!of!students!to!
be!an!“appeals!panel”!for!hearing!grade!grievances!on!graded!negotiations,!and/or!
to!develop!the!criteria!for!evaluating!the!results!of!each!scenario.!!Thus,!for!example,!
a!small!group!of!students!could!be!asked!not!to!do!the!roleEplay,!but!instead!to!
develop!the!criteria!by!which!others’!solutions!will!be!judged.!
!
•!We!have!experimented!with!combining!the!graded!negotiation!and!an!analysis!
paper!on!the!negotiation.!!Thus,!part!of!the!grade!is!assigned!based!on!the!actual!
outcome!achieved!in!the!graded!roleEplay,!while!another!part!of!the!grade!is!based!
on!the!quality!of!an!analysis!paper!on!the!event.!!This!combines!two!types!of!
assignments!into!one,!and!creates!the!opportunity!for!students!with!good!
negotiating!skills!but!poor!writing/analysis!skills!(and!vice!versa)!to!perform!well.!
! !
In!summary,!grading!negotiations!can!be!a!creative!alternative!to!reading!papers!and!
correcting!exams.!!However,!the!more!competitive!the!classroom!environment,!the!
more!the!instructor!may!become!enmeshed!in!numerous!“grading!hassles”!with!
students!about!criteria!used,!how!good!their!solutions!were,!etc.!!Be!prepared!for!this!
as!a!logical!offshoot!of!any!efforts!to!grade!students!on!their!performance.!!Take!
appeals!only!in!writing,!and!consider!them!when!you!are!not!under!direct!pressure!
from!a!student’s!own!persuasive!negotiating!ability.!
!
Peer)Assessment/Reputation)Index.!!There!are!at!least!two!variations!here.!First!
negotiators!might!be!encouraged!to!give!each!other!feedback!at!the!end!of!specific!role!
play/simulation!exercises.!For!example,!instructors!might!create!a!form!which!each!
student!fills!out!after!a!role!play,!indicating:!
!
•!1E2!strengths!demonstrated!by!the!other!negotiator!in!the!exercise!
•!1E2!weaknesses!demonstrated!by!the!other!negotiator!in!the!exercise!
•!how!much!you!want!to!work!with!the!other!in!the!future.!!
!
These!forms!may!be!distributed!to!the!other!(and!used!to!prepare!a!summary!selfE
assessment!learning!paper),!or!may!be!shared!‘on!the!spot’!with!the!others!in!an!afterE
class!debriefing.!!
!
E7E!
In!contrast,!students!may!judge!each!other’s!negotiation!reputation!at!the!end!of!the!
class.!Roy!Lewicki!has!been!using!a!peer!assessment!tool!for!many!years,!called!the!
‘Reputation!Index’.!The!index!was!created!by!Prof.!William!Kahn!at!Boston!University,!
and!has!been!used!and!adapted!with!his!permission.!
!
The!purpose!of!the!Reputation!Index!(RI)!was!to!create!a!brief!peer!assessment!tool!
that!would!curtail!highly!competitive!behavior!in!the!class.!In!those!earlier!class!
sections,!students!believed!that!they!had!to!behave!ruthlessly!to!get!a!satisfactory!
grade,!and/or!believe!that!highly!competitive!roleEplaying!behavior!has!no!negative!
consequences.!As!a!result,!an!endEofEcourse!peer!assessment!was!introduced.!Students!
have!the!opportunity!to!rate!every!other!student!in!their!section,!awarding!them!
“votes”!for!good!or!bad!negotiation!reputations!in!the!section!(see!RI!briefing!form!
following!this!section).!!!
!
Students!were!required!to!complete!the!Index,!even!if!they!chose!to!give!no!other!
student!a!mark.!They!were!also!required!to!make!comments!for!every!negative!vote!
they!gave.!The!instructor!then!enters!all!of!this!information!into!a!spreadsheet,!so!that!
students!who!received!negative!comments!could!obtain!that!feedback!‘blind’!from!the!
instructor.!!RI!evaluations!can!be!turned!into!numerical!grades!as!follows:!
!
1.! Prepare!a!master!list!of!names!on!an!Excel!spreadsheet.!
! !
2.!Review!each!student’s!questionnaire.!!On!the!spreadsheet,!enter:!
!
a.!!+!2!points!if!a!student!got!a!“Good”!evaluation!by!someone!who!had!direct!
experience!with!him.!
b.!!+!1!point!if!a!student!got!a!“Good”!evaluation!by!someone!who!did!not!
have!direct!experience!with!him.!
c.!!E!2!points!if!a!student!got!a!!“Bad”!evaluation!by!someone!who!had!direct!
experience!with!him.!
d.!!E1!point!if!a!student!got!a!“Bad”!evaluation!by!someone!who!did!not!have!
direct!experience!with!him.!
e.!!Enter!all!comments,!made!by!students.!(I!require!students!to!make!!!!
comments!if!they!give!negative!evaluations,!so!you!have!something!to!tell!
those!students!that!get!negative!scores.!
!
3.!!!!When!you!have!entered!all!the!points!received!by!every!student,!create!an!
absolute!total!score!for!each!student!(combination!of!the!+!scores!and!–!scores.!Then!
scale!these!absolute!scores!against!the!number!of!points!you!want!to!give!for!the!
Index!in!your!grading!allocation!(I!weight!this!activity!10%,!or!20!points,!in!the!
course).!My!distribution!of!‘points’!usually!runs!from!20!points!for!the!most!positive!
reputation!to!8E10!points!for!the!most!negative!reputation.!!
!
4.!!All!“C”!votes!and!comments!carry!over!into!extra!credit!in!the!Class!Participation!
grade!
E8E!
!
Feeding)Back)the)Reputation)Index.!!I!provide!students!with!their!+!scores,!E!!scores,!
absolute!score,!point!for!the!RI!in!the!grading!scheme,!and!all!the!comments!that!have!
been!made!about!that!individual!(these!can!be!easily!cut!and!pasted!from!the!
spreadsheet!to!a!blank!page!or!to!an!email.)!
!
Evaluating)the)Impact)of)the)Reputation)Index)on)Student)Conduct.!!The!RI!has!
generally!been!successful!in!curtailing!frivolous!competitive!behavior.!However,!some!
students!have!complained!that!it!is!too!powerfulEEi.e.!that!they!too!more!concerned!
about!their!reputation!with!peers,!at!the!expense!of!!allowing!them!to!‘experiment’!
with!competitive!behavior!in!the!class.!!Indeed,!this!is!tradeoff,!and!instructors!should!
consider!the!positive!and!negative!consequences!for!themselves.!In!several!
presentations!about!the!RI!at!teaching!conferences!and!seminars,!Lewicki!has!outlined!
the!pros!and!cons!as!follows:!
!
+Tempers!careless,!thoughtless!and!clearly!unethical!behavior!(overEweights!
the!negative!costs,!even!though!the!index!is!only!worth!10%!of!a!course!grade).!
+Creates!a!reasonably!simple!procedure!for!incorporating!peer!assessment!into!
the!grading!process.!
ETempers!student!riskEtaking!across!the!board!(creates!normative!pressure!
toward!mediocrity,!being!invisible)!
E“Bad”!behavior!incidents!(and!individuals)!become!lightning!rods!for!lots!of!
generalized!negative!affect,!commentary!from!peers.!
EMay!play!into!the!“clique”!network!of!the!MBA!program!(peers!evaluate!friends!
positively,!nonEfriends!negatively).!
!
Alternatives)
!
1.! Abandon!the!index!
2.!Continue!the!index,!but!make!it!a!nonEgraded!course!component.!
3.! Do!a!more!complex!or!formal!peer!assessment,!such!as!“!Is!assertive!without!
damaging!relationship”!or!“!Improves!relationship!without!damage!to!a!
particular!negotiation”!
4.! Specific!peer!assessment!by!opponents!after!each!negotiation!
5.! Limit!assessors!to!those!who!have!only!had!direct!experience!
6.! Broader!peer!voting!on!a!more!generalized!set!of!criteria!near!end!of!course!
!
!
For!information!on!a!specific!peer!assessment!tool!that!has!received!some!testing!and!
validation,!see!Peter!Coleman!and!Ying!Ying!Joanne!Lim,!“A!Systematic!Approach!to!
Evaluating!the!Effects!of!Collaborative!Negotiation!Training!on!Individuals!and!Groups”,!
!!
E9E!
SAMPLE’REPUTATION’INDEX’
(Prof.!Roy!Lewicki,!Ohio!State!University)!
!
This!questionnaire!concerns!the!reputation!garnered!by!students!during!the!semester!in!
Managerial!Negotiations.!Please!follow!the!instructions!closely.!You!must!return!this!
questionnaire!with!your!name!on!it,!even!if!you!choose!to!make!no!further!marks.!
!
On!the!next!page,!you!will!find!a!list!of!all!the!students!in!the!course.!Do!the!following:!
!
1.!!Write!your!own!name!in!the!upper!right!hand!corner.!
!
2.!!In!the!first!column!after!the!names,!”check”!all!of!the!people!who!were!either!a!partner!
and/or!an!opponent!in!the!class!exercises!and!two!graded!roleYplays!OR!were!members!of!your!
Small!Discussion!Group.!These!are!the!people!with!whom!you!had!”direct!experience”.!
!
3.!!In!the!second!column!after!the!names,!regardless!of!whether!you!had!direct!negotiation!
experience!or!not,!circle!”G”!for!up!to!7!people!who!you!think!have!developed!good!negotiating!
reputations.!!You!may!circle!any!number!of!names!up!to!7.!!Good!bargaining!reputations!are!
gained!by!displaying!honesty,!competence,!trustworthiness,!integrity!and!so!on.!
!
4.!!In!the!third!column!after!the!names,!regardless!of!whether!you!had!direct!negotiation!
experience!with!them!or!not,!circle!”B”!for!up!to!7!people!who!you!think!have!developed!bad!
negotiating!reputations.!!You!may!circle!any!number!of!names!up!to!7.!!Bad!bargaining!
reputations!are!gained!by!displaying!dishonesty,!incompetence,!lack!of!trustworthiness!or!
integrity,!and!so!on.!
!
For’every’“B”’you’give,’you’must’make’comments’about’why’you’are’giving’that’“B.”’This’
information’may’be’summarized’and’passed’along’to’that’person’if’they’ask’for’clarification.’
Your’identity’will’not’be’disclosed’if’this’information’is’passed’along.‘
These’ratings’will’be’summarized’for’each’individual’and’count’for’up’to’20’points,’or’10%’of’
your’grade.‘
!
5.!!You!can!also!gain!extra!credit!in!your!class!participation!for!contributing!to!others’!learning!
through!good!feedback,!insightful!participation!or!other!actions!(intended!or!otherwise)!that!
help!people!learn.!!In!the!fourth!column,!circle!”C”!for!up!to!five!classmates!(not!including!
yourself)!who!have!contributed!substantially!to!your!learning!in!this!course.!
!
6.!!Make!any!comments!you!wish!to!support!your!marks!in!the!final!column.!
!
7.!Return!this!questionnaire!to!Professor!xxx!by!the!designated!date.!Failure’to’receive’your’
questionnaire’will’result’in’an’incomplete’in’this’assignment.‘
!
!
!
E10E!
!
!
Name!_______________________!
!
!
!
!
Managerial’Negotiations‘
Reputation’Index‘
!
!
D=Direct!Experience!
G=Good!Reputation!
B=Bad!Reputation!
C=Contributed!to!Learning!
Comments(are(required(if(“B”(is(circled(
!
!
!
Name‘ ‘ ‘ ‘ ‘D’ ‘G’ ‘B’ ‘C’ Comments‘
!
ALICE!ABLE! ! ! ___! !G! !B! !C! _______________________!
!
BOB!BAKER! ! ! ___! !G! !B! !C! _______________________!
!
CHARLIE!CROWE! ! ___! !G! !B! !C! _______________________!
!
DEPUTY!DOG! ! ! ___! !G! !B! !C! _______________________!
!
!
Etc…(
!