NEGOTIATION & CONSENSUS BUILDING - New York University



-17145-180340DRAFT!!! Use as a guide only. This will likely CHANGE!!!!New York University Leonard N. Stern School of BusinessDepartment of Management & OrganizationsNEGOTIATION & CONSENSUS BUILDINGProfessor: Elizabeth Seeley HowardOffice: KMEC 7-100AE-mail: elizabeth.howard@stern.nyu.edu *best way to reach me is via emailClass meetings: Monday & Wednesday, 11-12:15amClassroom: Tisch LC21Office hours: please email me and we will set up an appointmentNote: We will make frequent use of our NYU Classes site. Please check that you have access and the email address listed for you on the site is accurate.COURSE DESCRIPTION AND OBJECTIVESNegotiation is the art and science of securing agreements between two or more parties who are interdependent and who are likely seeking to maximize their outcomes. We negotiate daily with potential employers, co-workers, bosses, landlords, merchants, service providers, partners, parents, children, friends, roommates, and many more. Although we negotiate often, many of us know very little about the strategy and psychology of effective negotiation.This course will develop your expertise in managing transactional and dispute resolution negotiations that occur in a variety of business settings. This is important because as a manager it is not enough to have analytical skills that help you discover optimal solutions to problems – you also need good negotiation skills to get these solutions accepted and implemented by others. Further, given that negotiations dominate so many aspects of our lives, this course should also facilitate your effectiveness in a number of life domains.The learning method is experiential. You will prepare for and simulate a variety of sample negotiations. Each simulation has been chosen to highlight the central concepts that underlie negotiation strategy. These concepts are the fundamental building blocks for planning negotiation strategy, managing the negotiation process, and evaluating the quality of negotiation outcomes. A basic premise of the course is that there are general principles that are relevant across negotiation settings, and those principles are the focus of the course.The broad objectives of the course are:For you to master a theoretical framework for negotiation - a set of concepts integral to preparing, negotiating, and subsequently evaluating the negotiation process and outcomes. To develop your ability to negotiate beneficial transactions and to resolve disputes by: recognizing your strengths and learning how to overcome your weaknessespreparing effectively for negotiationsrecognizing which strategies are effective in different negotiation contextsidentifying opportunities for “win-win” solutionscommunicating persuasively in the face of resistanceknowing whether you have reached a good outcome in a negotiationCOURSE FORMATNegotiation Simulations The course is built around a series of negotiation exercises (simulations in class) and debriefings (discussions following each negotiation) that have been designed to highlight negotiation principles. Preparation for Negotiations It is absolutely essential that you are fully prepared for each negotiation exercise. It is not only important for your own learning, but your classmates’ learning experiences also depend on it. Post Analysis of Negotiations Your agreements will be posted after the negotiation so that the class can analyze the relationship between negotiation strategies and outcomes and learn from everyone’s experiences. To enrich the discussions following each negotiation, I will draw on the dynamics of different group processes and discuss optimal strategies. You are expected to actively participate in class discussions. You are also required to submit a post-diagnosis of 3 negotiations.READINGS & MATERIALSRequired ReadingsThe readings include Fischer & Ury’s book “Getting to Yes” and Shell’s “Bargaining for Advantage.” The texts can be purchased at the NYU Professional Bookstore, 530 LaGuardia Place or online at (or from an online bookseller). We will also read research articles from top journals. We will have a Harvard Business Review Coursepack and some readings will be posted on NYU Classes.Class Handout Fee The simulation exercises we use in this course are proprietary materials, owned by Northwestern University’s Dispute Resolution Research Center (DRRC), and thus there is a fee for their use. The cost for these materials will be ~$45 and must be paid directly to the DRRC. You will be emailed an invoice for the cases from Northwestern.GRADINGAttendance Attendance Policy. This is a class in which learning happens by doing. Attendance and participation in all negotiation exercises and follow-up debriefings are mandatory. If you must miss a class, please provide notice at least 24 hours in advance. Each student is allowed one absence without penalty if 24 hours notice is given. If you miss more than three class sessions, there will be a penalty on your final grade. Notice of Missed Class. If you need to miss class for any reason, it is crucial that you let me know as soon as possible. This is critical because students are paired up for the exercises in advance and to do this, I must know who will be in class. If you fail to provide notice of an absence your classmates will be negatively impacted. Participation (15% of final grade)Participation You are expected to be prepared for class and to contribute to class discussions. Quality comments possess one or more of the following properties: (a) Offer a unique but relevant perspective; (b) Contribute to moving the discussion and analysis forward; (c) Help us to understand differences between group outcomes (you are encouraged to direct questions to classmates); (d) Demonstrate reflective thinking. (e) Clearly articulate your perspective in a parsimonious manner. The best contributions to class discussion are relevant, significant, and brief! Preparation. For many of the simulation exercises you will be asked to read role information prior to class. Also, in many of the exercises, you will receive confidential instructions about your role. Do not show these instructions to others! During the exercise, you may choose to reveal or discuss some of your confidential information, but you may not show your actual confidential instruction sheets. This rule is intended to mirror reality, because in most negotiations you cannot rely on such a source to convince another party of your true intentions, interests, and financial situation. Planning documents (10% of final grade)As we will discuss in class, preparation is a major component of successful interpersonal interactions, especially negotiations. One of our goals in this course is to help you develop a systematic approach to analyzing and preparing for negotiations. To help you prepare fully for the role you will play in each negotiation, we will discuss preparation strategies. For 4 of the in-class negotiations you will be required to submit a planning document. They are indicated with a star* below. The template you are to use for this (the “planning document form”) will be located on NYU Classes. The more complete your information, the more control you can assume over your own actions and reactions during the negotiation. When you don’t have information about the opponent, you should make the best guess that you can. If you miss a class, you are still responsible for turning in the planning document. Midterm (18% of final grade) and Final Exam (22% of final grade)The midterm will be an in-class exam and the final exam will take place during the exam period.Post-diagnoses (20% of final grade)You are required to complete a post-diagnosis of three in-class negotiations. These post-diagnoses help you reflect on your negotiation behavior, integrate course concepts into your understanding of what happened in the negotiation, and provide an opportunity for you to consider your strengths, weaknesses, and progress in the course. Post-diagnoses will be graded according to depth of analysis, and how well you use class concepts and strategies to evaluate the process and outcome of the negotiation. DO NOT simply summarize what happened in the course of your negotiation; though do provide a brief description so that your analysis makes sense. Your primary job is to analyze the negotiation using course concepts and focus on general take-home messages for yourself. Consider issues such as:What were 1-2 key aspects of your preparation/negotiating with which you were pleased? Why were these desirable? What barriers prevented you from reaching a good agreement? How might you overcome such barriers? Is there anything you wish you had done differently?Were there any unexpected approaches or actions by others? How might you better anticipate and deal with such behavior in the future?What else did you learn about bargaining or conflict management from this exercise?Post-diagnoses should be NO MORE than 600 words each. It is up to you to decide which three negotiations to analyze (though you cannot dissect the first exercise, as we will not have covered enough course material by then). You must submit your post-diagnosis at the class meeting that immediately follows the one in which the negotiation you are analyzing occurred. Personal Negotiation & Paper (15% of final grade)Students will complete a personal project that involves engaging in a real-world negotiation outside of class. You will use course concepts to plan and prepare for the negotiation and you will provide an analysis of your experience.Academic IntegrityIntegrity is critical to the learning process and to all that we do here at NYU Stern. All students are expected to abide by the NYU Stern Student Code of Conduct. A student’s responsibilities include, but are not limited to: ?A duty to acknowledge the work and efforts of others when submitting work as one’s own. Ideas, data, direct quotations, paraphrasing, creative expression, or any other incorporation of the work of others must be clearly referenced.?A duty to exercise the utmost integrity when preparing for and completing examinations, including an obligation to report any observed violations.Students with DisabilitiesStudents whose class performance may be affected due to a disability should notify the professor early in the semester so that arrangements can be made, in consultation with the Henry and Lucy Moses Center for Students with Disabilities, to accommodate their needsCOURSE SCHEDULEDate and TopicWhat will we do today?Readings Monday, January 23rd Introduction to Course Submit: Bio-Sheet with photo Wednesday, January 25th Submit: Thomas Kilmann InstrumentSubmit: Honor Code with SignatureIn-class: Synertech-Dosagen NegotiationSyllabusMonday, January 30th Distributive BargainingDebrief Synertech-DosagenShell, Chapters 1-3Should you make the first offer (Galinsky, 2004) HBRWednesday, February 1st In-class: Texoil NegotiationMonday, February 6th Integrative Bargaining, Part 1Debrief TexoilFisher & Ury, Chapters 1-5Wednesday, February 8th In-class: Rudolph-Lama NegotiationOption to Submit: Texoil Post-Diagnosis Monday, February 13th Relational CurrenciesDebrief Rudolph – LamaDiscuss Thomas Kilmann ResultsShell, Chapters 4-6The View from the Other Side of the Table (Galinsky et al., 2006) HBRWednesday, February 15th In-class:* NegotiationSubmit: Planning DocumentOption to Submit: Rudolph-Lama Post-Diagnosis Wednesday, February 22nd Integrative Bargaining, Part 2Debrief Putting More on the Table (Medvec & Galinsky, 2005) HBRPost-Settlement Settlements in Two-Party Negotiations (Bazerman et al., 1987) NYU ClassesMonday, February 27th In-class: Starlet NegotiationOption to Submit: Post-Diagnosis Wednesday, March 1st Integrative Bargaining, Part 3 Agents & ContingenciesDebrief Starlet Betting on the Future: The Virtues of Contingent Contracts (Bazerman & Gillespie, 1999) HBRMonday, March 6th In-class: New Recruit Negotiation *Please bring communication device to classOption to Submit: Starlet Post-DiagnosisWednesday, March 8th Virtual Negotiations & Job NegotiationsDebrief New RecruitHow to Negotiate When You’re Far Apart (Swaab & Galinsky, 2007) Google 15 Rules for Negotiating a Job Offer (Malhotra, 2014) HBRMonday, March 20th Midterm ExamIn-class: Take midterm examMove earlier or later? – bad day for exam?Wednesday, March 22nd In-class: *Viking NegotiationSubmit: Viking Planning Document Monday, March 27th Dispute Resolution Debrief VikingFisher & Ury, Ch. 6Galinsky, & Liljenquist. (2004). Putting on the pressure NYU ClassesWednesday, March 29th Conclude Viking DebriefIn-Class: Be prepared to discuss Personal ProjectsMonday, April 3rd In-Class: TeleproOption to Submit: Viking Post-DiagnosisWednesday, April 5th Mediation and Third PartiesIn-Class: Watch Mediation in ActionShell, Chapters 8-10Monday, April 10th Debrief TeleproThe Secrets of Successful Mediators (Goldberg, 2005) NYU ClassesWednesday, April 12th In-class:*Bullard Negotiation Submit: Bullard Planning Document Option to Submit: Telepro Post-DiagnosisMonday, April 17th Negotiating inTeams, EthicsDebrief BullardShell, Chapter 11Three Ethical Issues in Negotiations (Lax & Sebenius, 1986) NYU ClassesWednesday, April 19th Gender, Real Estate, Difficult ConversationsIn-Class: Discuss Assorted TopicsOption to Submit: Bullard Post-Diagnosis Fisher & Ury, Chapters 7-8Nice Girls Don’t Ask (Babcock et al., 2003) HBRMonday, April 24th In-class: Mouse NegotiationWednesday, April 26th Cross-Cultural NegotiationsDebrief MouseWhen Culture Counts (Morris, 2005) HBRLessons from Abroad (Brett & Gelfand, 2005) HBRMonday, May 1st In-class:*Harborco Negotiation Submit: Harborco Planning Document Option to Submit: Mouse Post-Diagnosis Wednesday, May 3rd Coalitions & Multi-Party Debrief HarborcoPersonal Project & Paper DueGetting things done through coalitions (Vanover, 1980) NYU ClassesMonday, May 8th Wrap - UpOption to Submit: Harborco Post-Diagnosis Wrap-up and Extra Credit Clips THE FINAL EXAM will be held May 15th from 10-11:50am. ................
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