UNIVERSITY OF WASHINGTON

Business School

MGMT 402 A

Negotiation

Spring Quarter, 2006

Instructor:	Dr. Jane George-Falvy	Office Hours:	T 10-12
Office:	Mackenzie 343		and by appointment
Telephone:	543-6849	Classroom:	Balmer 306
Email:	janegf@u.washington.edu	Class Time:	M W 1:30-3:20
website:	http://faculty.washington.edu/~janegf/

“To get to the promised land you have to negotiate your way through the wilderness.”

COURSE DESCRIPTION:

Business is about relationships, relationships are based on exchanges, and negotiation is the primary technique for exchange. The purpose of this course is to introduce you to the theory and practice of negotiation which increasingly is being recognized as a key managerial skill. Becoming an effective negotiator requires a combination of intellectual training as well as behavioral skill development. As such there are two primary thrusts of the class: learning about negotiation theory and then giving you the chance to practice and improve your negotiation skills. Additionally the course will cover diagnostic skills which focus on learning to use various negotiation strategies that are appropriate for different circumstances. We will do a lot of reading about negotiation, spend time in class discussing what we’ve read, engaging in exercises and practice negotiations, and analyzing skill development.

OBJECTIVES:

1. To introduce you to the substantial amount of theoretical knowledge about negotiation.

2. To enhance your personal negotiation skills and provide you with opportunities to practice and improve.

3. To learn about different negotiation strategies, and when each is most appropriate.

REQUIRED TEXTS:

Thompson, L. (2005). The Mind and Heart of the Negotiator (3^rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Fisher, R., Ury, W & Patton, B. (1991). Getting to Yes, 2nd ed. Boston, MA: Houghton Mifflin.

COURSE REQUIREMENTS:

I. Price Bargaining Paper (10%)

Bargain for a lower price on some item and write up how you conducted the negotiation, what you said, what the other person said, what the result was, what worked and didn’t work, and what you would do differently in the future. Be sure to integrate material from readings and class in the paper to receive full credit. This should be approximately a 3 page paper and is due on April 5^th.

II. Graded In-Class Negotiations (36%)

There will be four negotiations that are conducted during class time that will be graded, each worth 10% of your final grade. You will have the first 30-45 minutes of class to prepare for the negotiation and write your preparation report. The first negotiation is distributive and competitive. The second negotiation is integrative and you are graded not only on your own performance, but also on how well you and your partner perform together. The third is a team negotiation that also has integrative potential. And the fourth is a competitive team negotiation "scavenger hunt"--details will be given later. The graded negotiations will take place on

· April 19^th

· May 8^th

· May 24^th

These can not be made up. If you miss them you will not have the opportunity to make up the credit.

III. Skill Development Paper (44%)

This paper has three parts:

Part 1. Initial Self-Assessment (about 7-8 pages)

In this section of the paper you should make an initial assessment of your ability to negotiate and the reflections on your initial skills, weaknesses and potential areas of development. It should answer the following questions:

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? What negotiation relevant information did I glean from the personality inventories used in this class (e.g. PBIQ, Conflict Handling Strategies Questionnaire, SINS scale, Hot Buttons, Assertiveness, etc.)-- describe your findings on these scales.

4. How effective am I at persuading others? How effective are my verbal skills to argue my points?

5. How do I respond when I hold the power in a situation? How do I respond when I have little or no power?

6. Overall, what are my major strengths and weaknesses as a negotiator, and what kind of specific learning goals have I set for myself in this class?

Part 1 is due on April 26^th

Part 2. Analysis of Skill Development

The second portion of this assignment is to spend some time analyzing the development of your negotiation skills during the term. This involves doing two things: writing up preparation reports and a reflective essay on what happened. Complete a preparation report and reflective essay for each of the three in-class, graded negotiations. You may also integrate experiences from other negotiations, both in and outside of class.

A preparation report should include:

1. identification of issues and interests

2. establishing a plan for procedures, roles and tactics

3. reservation points/prices, BATNA, targets

4. consideration of possible outcomes and alternatives to your desired outcomes

5. development of a negotiation plan

A reflective essay should include answers to the following:

1. What did you learn about negotiation from the experience? Tie in your insights into the readings, class lectures and discussions.

2. What surprised you about your own behavior? The behavior of others?

3. What strategies or tactics used were effective? Which were ineffective?

4. What strategies or tactics used by your partner were effective? Ineffective?

5. If you could do the negotiation over, what would you do differently? Why?

Part 3. Future Goals/Summary Self-Evaluation

The third segment of your skill development paper is a summary statement of what you have learned in the course. You should go back over your answers to Part 1, noting any changes or self-perceptions that have solidified as a result of your experiences in the course. You should also address the following questions (answering each question one at a time is fine):

1. Describe and discuss the key learning points you have acquired about conflict, negotiation, and decision making.

2. How does your personality affect your bargaining style in a positive way? In a negative way?

3. What tactics do you use most effectively, least effectively?

4. Explain the circumstances when you feel most competent in bargaining? Least competent?

5. Do others see you as an effective bargainer? Are you perceived as someone who prepares well, who holds firmly on interests and issues, who knows how to make trade-offs, who listens, who can express positions and views clearly?

6. How do you see yourself with respect to the questions in (5)?

7. What can you do to improve your negotiation skills? Devise an action plan of specific steps and a timetable for taking those steps.

8. What are your personal principles of bargaining and negotiating? Relate those principles to specific references in the readings.

The purpose of this paper is to assess the extent to which you are learning the course material and applying the knowledge to skill development. A good paper will: 1) be reflective of the process rather than a narrative of “what happened” in each negotiation; 2) show your ability to identify key events, processes and turning points in your negotiation experiences; 3) integrate readings and lecture materials to help structure your analysis; and 4) is of course, well written--see the first paragraph in the next section for further elaboration.

Parts 2 and 3 are due May 31st and should be approximately 10-12 pages long.

IV. Participation/Attendance - 10% of final grade

This class will involve a number of activities which require input and engagement of the class members. In the words of Will Klem, "Class is a lot like life, you get more out of it if you show up." To earn these points, I suggest you make an effort to attend every class and actively participate in class activities, group discussions, assignments and meetings. If you are unable to attend class regularly, particularly on the dates of the three, graded in-class negotiations, you SHOULD NOT TAKE THIS CLASS.

ADDITIONAL POLICIES AND COURSE INFORMATION:

Please type all written assignments and use a 12 point font (my eyes ain’t what they used to be).

Good writing style counts toward your grade. Use complete sentences and use paragraphs that are organized around a central topic (a thesis statement) rather than bullet points with little or no explanation or linkages. Proper grammar and spelling are also important. See grammar tips on the website for refreshers/reminders/humor. Additionally, I look for the use of gender neutral/inclusive (i.e. non-sexist) language. SEEK HELP FROM THE BUSINESS ADMINISTRATION WRITING CENTER (LOCATED IN LEWIS HALL) IF YOU WOULD LIKE ASSISTANCE WITH YOUR WRITING ASSIGNMENTS--THEY EXIST TO HELP YOU!

Alternative assignment due dates may be negotiated WELL in advance (i.e. not the day before, or even week before). For many of the assignments, grades are based upon the overall performance of all class members, so I need all papers at once in order to issue grades. If an assignment is turned in late without a prearranged alternative due date, it will automatically lose 5% of possible points for each calendar day of tardiness. I also don’t recommend missing class in order to continue work on an assignment.

If you disagree with the grading of an assignment or exam, your arguments and point of view must be given to me in writing with references (if appropriate) to support your position. This must be given to me no later than one week after your knowledge of the grade in question. I will re-grade the entire paper, not just the section in question.

You are responsible for keeping abreast of any changes made to the syllabus announced during regularly scheduled class periods, or via class discussion group email. Put a forward on your UW email if you use a different email address.

Keep copies of all work you turn in to me. Occasionally I misplace an assignment, or my son uses a paper as the basis of a seminal piece of art, so make sure you have a copy to give to me if asked to do so.

Don't even think of turning in a paper that hasn't been stapled.

Emails that drive me crazy: "I missed class, did I miss anything?", "Can you tell me what I missed in class?" and "I accidentally deleted your email, did it say anything important?" Office hours and email are for points of clarification, not to repeat missed material.

MGMT 402

SCHEDULE

WEEK	DATE:	READ	TOPIC	BRING
1	M 3/27		Course introduction Overview of negotiation process
	W 3/29	T: Chapter 1 FUP: Section 1 (pps 3-14) W: Conflict Situations W: Personality Inventories	Dynamics of conflict Personality Audit	Completed Personality Questionnaires and “Conflict Handling Styles” Questionnaire
2	M 4/3	T: Chapter 2	Planning, Preparation & Strategy
	W 4/5	T: Chapter 3	Distributive bargaining I	Price Bargaining Paper
3	M 4/10		Distributive bargaining II
	W 4/12		Practice Negotiation
4	M 4/17	T: Appendix #4	Salary Negotiations
	W 4/19		Graded negotiation #1

T=Thompson, Heart and Mind of the Negotiator, FUP = Fisher et al., Getting to Yes

WEEK	DATE:	READ	TOPIC	BRING
5	M 4/24		How to buy that new car… Tricks and Tactics in Sales
	W 4/26	T: Chapter 4 FUP: Sections I & II	Disarmament Exercise Intro to Integrative Bargaining	Skill Development Paper - Part 1
6	M 5/1	T: Chapter 5, 8 (pps 174-184) FUP: Section III	Integrative bargaining tactics
	W 5/3	T: Chapter 6, 8 (pps 185-205)	Integrative II, Integrative practice
7	M 5/8		Graded Negotiation #2
	W 5/10	T: Chapter 9 Baxter Negotiation	Group Negotiations
8	M 5/15		Film: American Dream
	W 5/17		Practice Negotiation
9	M 5/22		Crisis Negotiations Special Agent Tony Torres, FBI
	W 5/24		Graded Negotiation #3
10	M 5/29	Holiday
	W 5/31	T: Chapter 7, Appendix 2	Persuasion, Difficult People	Skill Development Paper (Pts 2-3)

CONFLICT STYLE QUESTIONNAIRE

For each item, select the statement that BEST represents how you would respond in that situation. What statement is MOST characteristic of your own behavior. In many cases, neither A nor B may be very typical of your behavior, however, please select the response that you would be more LIKELY to use.

1. A. There are times when I let others take responsibility for solving the problem.

B. Rather than negotiate the things on which we disagree, I try to stress those things on which we both agree.

2. A. I try to find a compromise solution.

B. I attempt to deal with all of his/her and my own concerns.

3. A. I am usually firm in pursuing my own goals.

B. I might try to soothe the other's feelings and preserve our relationship.

4. A. I try to find a compromise solution.

B. I sometimes sacrifice my own wishes for the wishes of the other person.

5. A. I consistently seek the other's help in working out a solution.

B. I try to do what is necessary to avoid useless tensions.

6. A. I try to avoid creating unpleasantness for myself.

B. I try to win my position.

7. A. I try to postpone the issue until I have had some time to think it over.

B. I give up some points in exchange for others.

8. A. I am usually firm in pursuing my goals.

B. I attempt to get all concerns and issues immediately out in the open.

9. A. I feel that differences are not always worth worrying about.

B. I make some effort to get my way.

10. A. I am firm in pursuing my own goals.

B. I try to find a compromise solution.

11. A. I attempt to get all concerns and issues immediately out in the open.

B. I might try to soothe the other's feelings and preserve our relationship.

12. A. I sometimes avoid taking positions which would create controversy.

B. I let the other person have some positions if s/he lets me have some of mine.

13. A. I propose a middle ground.

B. I press to get my points made.

14. A. I tell the other person my ideas and ask for his/hers.

B. I try to show the other person the logic and benefits of my position.

15. A. I might try to soothe the other's feelings and preserve our relationship.

B. I try to do what is necessary to avoid tensions.

16. A. I try not to hurt the other person's feelings.

B. I try to convince the other person of the merits of my position.

17. A. I am usually firm in pursuing my goals.

B. I try to do what is necessary to avoid useless tensions.

18. A. If it makes other people happy, I might let them maintain their views.

B. I will let other people have some of their positions if they let me have some of mine.

19. A. I attempt to get all concerns and issues immediately out in the open.

B. I try to postpone the issue until I have had some time to think it over.

20. A. I attempt to immediately work through our differences.

B. I try to find a fair combination of gains and losses for both of us.

21. A. In approaching negotiations, I try to be considerate of the other person's wishes.

B. I always lead toward a direct discussion of the problem.

22. A. I try to find a position that is intermediate between our two.

B. I assert my wishes.

23. A. I am very often concerned with satisfying all our wishes.

B. There are times when I let others take responsibility for solving the problem.

24. A. I f the other's position seems very important to him/her, I would try to meet his or her wishes.

B. I try to get the other person to settle for a compromise.

25. A. I try to show the other person the logic and benefits of my position.

B. In approaching negotiations, I try to be considerate of the other person's wishes.

26. A. I propose a middle ground.

B. I am nearly always concerned with satisfying all our wishes.

27. A. I sometimes avoid taking positions that would create controversy.

B. If it makes other people happy, I might let them maintain their views.

28. A. I am usually firm in pursuing my goals.

B. I usually seek the other's help in working out a solution.

29. A. I propose a middle ground.

B. I feel that differences are not always worth worrying about.

30. A. I try not to hurt the other's feelings.

B. I always share the problem with the other person so that we can work it out.

CONFLICT STYLE QUESTIONNAIRE

Scoring Key

Circle the letters below which you circled on each item of the questionnaire.

Question
1				A	B
2		B	A
3	A				B
4			A		B
5		A		B
6	B			A
7			B	A
8	A	B
9	B			A
10	A		B
11		A			B
12			B	A
13	B		A
14	B	A
15				B	A
16	B				A
17	A			B
18			B		A
19		A		B
20		A	B
21		B			A
22	B		A
23		A		B
24			B		A
25	A				B
26		B	A
27				A	B
28	A	B
29			A	B
30		B			A
TOTAL
	COMPETING	COLLABORATING	COMPROMISING	AVOIDING	ACCOMODATING

Assertiveness scale: http://www.ed2go.com/demo4/l1c2.html

Conflict handling exercise: being typed by veronica