2018-19++Negotiations+Course+Outline PDF

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MBA Course Outline

Page 1 MBA PROGRAM: NEGOTIATONS BUSINESS 9410 — 2018 - 2019

PROFESSOR FERNANDO OLIVERA Room: 3311 E-mail: [email protected] Phone: (519) 661-3244 Assistant: Alexandra Bannon Email: [email protected] Phone: (519) 661-2111 ext. 85277

INTRODUCTION The basic premise of this course is that negotiation skills are of critical importance for a wide range of leadership challenges in organizations. Leaders must negotiate to implement change, make strategic decisions, and develop effective relationships with clients, suppliers and stakeholders. The course will include a series of negotiation exercises, in-depth class discussions and short lectures. Although we will conduct all the negotiation exercises in class, you will need to meet with other class members outside of class to prepare for some exercises. LEARNING OUTCOMES The following is a partial list of learning outcomes: -

To gain a broad, intellectual understanding of a set of central concepts of negotiation.

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To develop confidence in the negotiation process as an effective means for resolving conflict.

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To improve analytical abilities in understanding the behavior of individuals and groups in interdependent situations.

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To improve your understanding of your own negotiation style, build on your strengths and address specific areas for improvement

COURSE OBJECTIVES The main objective of this course is to help you develop your negotiation skills. The course is designed to help you understand negotiation in useful analytical frameworks and to develop your negotiation skills experientially. GRADING COMPONENT SCHEME We strive to evaluate all available information in order to, at the end of the school year, arrive at a final grade that fairly reflects the student’s demonstrated capability in dealing with and understanding the course content. Evidence of this capability comes through classroom contribution, examinations, reports and other vehicles that may be used throughout the course. The grade in this course is a composite of class contribution and three integration/reflection papers. I will assign your grades for written and non-written work based on the following:

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Contribution

40 %

3 Integration/Reflection Papers

60 %

Total

100%

Each component of your grade in this course will be assigned a percentage grade. Your final grade will be a weighted average of each of the components. Integration/Reflection Papers (60%) You will write three short integration/reflection papers (each worth 1/3rd of this component of your grade). In each of these papers you should develop learning points by reflecting on your experiences during the negotiation and integrating the theories/ideas presented in the readings, lectures, and debriefings with those experiences. The paper should not be an account of what you did, but rather an analysis of why the negotiation (in terms of both processes and outcomes) happened the way they did and what you learned from it. You can assume that I know the background of the negotiation situation and, thus, there is no need to describe it. On the due dates, you should upload your reflection paper to Learn (under Reflection Paper Upload, under Assignments) as a Word file (no PDFs). The file title must include your last name. You should also print and, at the beginning of class on the due date, hand a copy of your paper to the individual with whom you negotiated. Providing copies of your papers to your negotiation partners will serve as peer feedback. The paper is a confidential communication between you, the other classmate or classmates involved in your negotiation, and me. My focus in grading the integration/reflection papers will be on: 1.

your ability to integrate ideas from the readings and class discussions into lessons learned from participating in the exercises; 2. evidence of insight, analysis, and reflective thinking about your experience; 3. the quality of feedback you give to the other party or parties in the negotiation.

To this end, integration/reflection papers may address following questions: - What did you learn from the exercise? - What did you learn from the experiences of your classmates? - How can you explain the process and outcomes of the negotiation exercise given predictions of the theories or principles presented in the readings, lectures and debriefing (focusing specifically on the topics discussed during the day of the exercise)? - What specific aspects of your negotiation skills would you want to improve and how? - What specific feedback and recommendations can you give to the other party or parties to improve their negotiation skills? The first two reflection/integration papers are individual assignments and should be maximum 1000 words in length (use 12 point font, double spacing and 1 inch margins). You do not need to include a cover page. The due dates for these papers are indicated in the course outline below. Late papers will not be accepted. Failure to submit a paper by the due date and time will result in a grade of “0” for that assignment.

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The third reflection paper, for the Adam Baxter Company team negotiation, should be written as a group. This negotiation will be conducted in self-selected teams of three members and over three sessions. The instructions for the reflection paper are the same as above, but focused on the negotiating team and with a maximum length of 1500 words (12 point font, double spaced, 1 inch margins). TEAM ASSIGNMENTS Students completing team assignments will receive the same grade as their team members for the same group report. Students are expected to contribute substantially to group work. Every student understands that all group members are equally responsible for the entire project unless otherwise indicated by the professor. If an individual(s) has not contributed significantly to the group’s work, the individual in question may be severed from the group and receive a grade independent from the group. The faculty reserve the right to assign a failing grade to any individual who has not meaningfully contributed to the group. The faculty may request each student to independently evaluate the contribution of other group members. ATTENDANCE Any student who, in the opinion of the instructor, is absent too frequently from class or laboratory periods in any course will be reported to the Dean of the Faculty offering the course (after due warning has been given). Specifically, any student missing more than 25 percent of the classes will not be permitted to receive credit for the course. On the recommendation of the Department concerned, and with the permission of the Dean of that Faculty, the student will be debarred from taking the regular examination in the course. The Dean of the Faculty offering the course will communicate that decision to the Dean of the Faculty of registration. EXPECTATIONS AND CLASS CONTRIBUTION Your participation in class will provide the basis for my judgment of your normal level of day-to-day preparation. I expect you to be fully engaged in the entire learning process and you should be prepared in each class to participate voluntarily and when called upon. This means devoting time and energy to preparation before class, including learning team meetings, listening to others during class discussions and engaging in class discussions. Collective reasoning and discovery are critical to the successful application of the case method. Prior to any case discussion, engaging in discussions with (or examining notes from) others who may have already experienced a case is a clear violation of our norms. The class norm is no open laptops during class sessions. Using your computer during class for personal activities such as reading/writing email, writing letters, surfing the Web, playing games, etc. is also distracting and counterproductive and violates our norms. Attendance at all sessions in this course is mandatory and it is your responsibility to advise me and get assistance if you are unable to contribute in class discussions. Circumstances may arise which make it impossible for you to attend. For example, if you are unable to attend a class due to health-related reasons. If you are going to be absent, it is your responsibility to inform me as soon as possible. You are responsible to find and coach a substitute to take your place in that day’s negotiation. In the case of a medical or family emergency, the one-on-one negotiations may be completed outside of class prior to the debriefing, assuming that the negotiating partner is available and willing to do so.

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Under University regulations, I can determine at what point absenteeism has become excessive and thus can prevent you from writing the final exam or from passing the course. Specifically, any student missing more than 25 percent of classes (2.5 sessions) will not have fully mastered the material and will not be permitted to receive credit for the course. See also Western’s Policy on Accommodation for Illness at http://www.uwo.ca/univsec/pdf/academic_policies/appeals/accommodation_illness.pdf In the event of an illness requiring medical documentation, please contact MBA Program Services for instructions. Students missing class, regardless of the reason, will not receive credit for class contribution, nor will class contribution grades be pro-rated to accommodate the number of missed classes. Your class contribution grade will be based on a daily assessment of your performance. Both the quantity and quality of your class contribution will be assessed as indicated below. No credit will be given for missed classes, although you might be asked to provide evidence of your preparation in writing. Asking questions can make high quality contributions to class when they advance general understanding by stimulating an in-depth analysis or explanation of a point. Remember, the main objective of your contribution is not evaluation, but learning and helping your colleagues to learn. The following list might be of some help. Outstanding Contribution (90-100%) • Contributes at the highest levels throughout the class; • Contributions indicate thorough preparation; • Contributions reflect careful attention to the ongoing discussion; • Contributions include strong follow-up comments and questions; • Helps integrate operations concepts with other subjects; • Frequently explains difficult points or concepts; • Provides sustained strong support to enrich classroom learning; • Builds and develops outstanding arguments for a position. Excellent Contribution (80-89%) • Contributes frequently to discussions; • Contributions indicate careful preparation; • Contributions reflect attention to and consideration of the ongoing discussion; • Explains difficult points and concepts; • Helps guide class discussions; • Regularly builds and develops strong arguments for a position. Good Contribution (70-79%) • Contributes fairly regularly to discussions, but primarily in the beginning of the class; • Contributions indicate consistent preparation; • Contributions reflect thoughtful responses to the ongoing discussions; • Raises questions that help focus on difficult points or concepts; • Occasionally builds reasonable arguments for a position. Fair Contribution (60-69%) • Contributes irregularly to class discussions;

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• Gives occasional indication of preparation; • Rarely builds on the ongoing discussion. Poor Contribution (50-59%) • Contributes rarely to discussions; • Gives little indication of preparation and thought; • Does not aid in providing a positive atmosphere for meaningful discussion. Unsatisfactory Contribution (0-49%) • Almost never contributes to discussions; • Gives minimal indication of preparation or thought; • Actively inhibits or impedes the course of class discussions; • Misses a significant number of class sessions. MATERIALS 9410 Course Pack ACADEMIC OFFENSES Scholastic offenses are taken seriously and students are expected to read the appropriate policy at: • The Code of Student Conduct: http://www.uwo.ca/univsec/pdf/board/code.pdf • Scholastic Discipline for Graduate Students: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_grad.pdf • The Non-Discrimination/Harassment Policy: http://www.uwo.ca/univsec/mapp/section1/mapp135.pdf • The Code of Behavior for Use of Computer Resources and Corporate Data: http://www.uwo.ca/univsec/mapp/section1/mapp113.pdf • Graduate Student Academic Appeals: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsgrad.pdf • Ivey Student Code of Professional Conduct (on Learn): https://apps.ivey.ca, select MBA Student Handbook. PLAGIARISM Students must write their essays and assignments (at Ivey this includes case exams and reports) in their own words. Whenever students take an idea, or a passage from another author, they must acknowledge their debt both by using quotation marks where appropriate and by proper referencing such as footnotes or citations. Plagiarism is a major academic offence (see Scholastic Discipline for Graduate Students in the Western Academic Calendar, http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_grad.pdf). All required papers (at Ivey this includes case exams and reports) may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western University and Turnitin.com (hyperlink www.turnitin.com).

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PROHIBITED INFORMATION Unless explicit instructions are received from your instructor to the contrary, your preparation must be limited to the information provided by your instructor(s), plus your own experience and that of your class peers. Class contributions should be based exclusively on your preparation and discussions with members of your learning team or section classmates, and not augmented with information obtained anywhere else. Information related to cases that have been obtained from sources other than your instructor in paper, electronic or verbal form is not permitted to be used for class contribution purposes. Such prohibited information includes, but is not limited to, the following: • Hand-outs, including follow-on ("B") cases • Exam or report feedback (related to a particular case) for other students or provided in other sections or years • Notes, spreadsheets, etc. specific to cases (obtained before the case has been taught) prepared by students in other sections or years • Company information that is not provided in the case (and that is not derived from your own experience) • Teaching notes If it is determined that such prohibited information is used in class discussions, such an incident will be deemed to be a violation of Ivey's Student Code of Professional Conduct. HEALTH AND WELLNESS SERVICES As part of a successful graduate student experience at Western, we encourage students to make their health and wellness a priority. Western provides several on campus health-related services to help you achieve optimum health and engage in healthy living while pursuing your graduate degree. Students seeking help regarding mental health concerns are advised to speak to someone they feel comfortable confiding in, such as a faculty member, the Faculty Program Director, or the MBA Program Services Director. Students who are in emotional and/or mental distress should also refer to Mental Health@Western http://uwo.ca/health/mental_wellbeing for a complete list of options about how to obtain help. OFFICE HOURS/APPOINTMENTS I am available to meet with you at a mutually convenient time. If you wish to meet, please see me after class or e-mail my assistant or myself for an appointment. Please do not hesitate to set up a meeting if you have any questions or issues you would like to discuss.

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COURSE OUTLINE An outline of the course follows. Our class schedule and assignments by session appears on Learn and is the most up-to-date version of our course. Please check the course site regularly for this information and other course news.

1.

2.

Nov 26

Introduction to Distributive Negotiation

Read:

“Secrets of Power Negotiating” by Roger Dawson

Activities:

Negotiate and debrief Distributive Negotiation Exercise

Nov 27

Planning and Preparation

Read:

“Good Returns” from “Give and Take” by Adam Grant “Selecting a Strategy” by Roy Lewicki, Alex Hiam and Karen Olander

3.

Prepare:

Role Instructions for Knight Engines/Excalibur Engine Parts

Activities:

Negotiate and debrief Knight Engines/Excalibur Engine Parts

Nov 28

Integrative Negotiations

Read:

“The Behavior of Successful Negotiators” by Neil Rackham

Prepare:

Role Instructions for Player Complete “Give and Take” assessment at: http://www.adamgrant.net/selfgivertaker

4.

Activities:

Negotiate and debrief Player

Nov 29

Managing the Negotiation Process

Read:

“Negotiating Rationally: The Power and Impact of the Negotiator’s Frame” by Margaret Neale and Max Bazerman “15 Rules for Negotiating a Job Offer” by Deepak Malhotra

Prepare:

Role instructions for Job Offer

Activities:

Negotiate and debrief Job Offer

Upload:

Player Integration/Reflection Paper to Learn by class start time

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5.

6.

7.

Nov 30

Negotiation in Standing Relationships

Read:

“Three Approaches to Resolving Disputes: Interests, Rights and Power” by Roger Uri, Jeanne Brett and Stephen Goldberg

Prepare:

Role instructions for GI Fix

Activities:

Negotiate and debrief GI Fix

Dec 3

Multi-Party Negotiations

Read:

“Breakthrough Bargaining” by Deborah Kolb and Judith Williams

Prepare:

Role instructions for Best Stuff on Earth

Activities:

Negotiate and debrief Best Stuff on Earth

Dec 4

Implementation Focus in Negotiation

Read

“Getting Past Yes: Negotiating as Implementation Mattered” by Danny Ertel “Three schools of bargaining ethics” by Richard Shell

8.

Prepare:

Role instructions for Amapola Hills Negotiation

Activities:

Negotiate and debrief Amapola Hills

Dec 5

Group Negotiations: Labour Negotiations

Read

“How to Manage your Negotiation Team” by Brett et al.

Prepare:

Role instructions for Adam Baxter Company 1978 and 1983 Negotiation

Out of class: Plan for Adam Baxter Company 1983 within negotiating teams Activities:

Negotiate Adam Baxter Company 1983

Dec 6 Upload:

Amapola Hills Integration/Reflection Paper to Learn by class start time

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9.

Dec 10

Group Negotiations III: Building Collaborative Relationships

Prepare:

Role instructions for Adam Baxter Company 1985 Negotiation

Out of class: Plan for Adam Baxter Company 1985 within negotiating teams Develop scoring system for Adam Baxter Company 1985 Activity:

Negotiate Adam Baxter Company 1985 Negotiation Debrief Adam Baxter Company part 1

10.

Dec 10

Wrap-up

Activity: