ORGS 4560 3.

0S Conflict and Negotiation

Course Outline
Winter 2016
Tuesday, 11:30-2:30 pm, beginning on January 5, 2016
N109, Seymour Schulich Building

Instructor
Indira Somwaru
N303G, Seymour Schulich Building
isomwaru@schulich.yorku.ca
Office hours: by appointment

Assistant
Tammy Tam
N303B, SSB
416.736.5096
ttam@schulich.yorku.
ca

Brief Description
This course is designed to help students understand the theory and practice of
negotiation, persuasion, and group decision making in the workplace and to help them
become more comfortable and confident with the negotiation process. The course will
provide participants with an opportunity to develop skills experientially and to
understand negotiation in useful analytic frameworks. Considerable emphasis will be
placed on role-playing exercises and case studies. (Formerly: SB/OBIR 4560 3.00)
Prerequisites
SB/ORGS 1000 3.00 (or equivalent) and SB/ORGS 2010 3.00 (or equivalent), or SB/INTL
1300 3.00

Contents
Course Learning Outcomes........................................................................................ 2
Deliverables at a Glance............................................................................................. 2
Course Material.......................................................................................................... 3
Student Preparation for Class and Class Participation: Expectations..........................4
Class-by-Class Syllabus.............................................................................................. 5
Written Assignments/Projects /Quiz and Mid-Term Exam: Descriptions......................9
Evaluation of Written Assignments/Projects and Exams...........................................10
Calculation of Course Grade..................................................................................... 11
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams
................................................................................................................................. 11
Quick Reference: Summary of Classes, Activities and Deliverables.........................12

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p. 2

Course Learning Outcomes

The purpose of this course is to help you understand the theory of negotiation as it is
practiced in a variety of settings, and to help you feel more comfortable and confident
with the negotiation process. The course is designed to be relevant to the broad spectrum
of negotiation problems that are faced in the workplace. The course will provide
participants with an opportunity to develop skills experientially and to understand
negotiation in useful analytic frameworks. Considerable emphasis will be placed on roleplaying exercises and case studies.
Negotiation is the science and art of securing agreements between two or more
interdependent parties. Materials presented in lecture and readings are designed to
familiarize you with the science of negotiation--how to recognize the structure of a
conflict/decision/negotiation situation and know what techniques tend to be most
effective given that structure. Of course, there is seldom a single well-defined right
or wrong way to negotiate. Role-playing exercises and case studies are therefore
designed to offer you an opportunity to develop your own unique style and learn for
yourself and others the art of negotiation.
Learning Outcomes
- Develop a broad, intellectual understanding of the central concepts in negotiation.
These concepts will be the building blocks from which you can systematically
understand and evaluate the negotiation process.
- Gain experience in the negotiation process, and help you to evaluate the costs and
benefits of alternative strategies and tactics.
- Challenge your preconceptions about negotiation, and to teach you to discriminate
effective negotiation from ineffective negotiation.
- Improve your understanding of the behaviour of individuals, groups and
organizations in competitive situations.
- Develop your expertise in the subtle tactics of social influence that are applied in a
wide variety of negotiation settings.
- Gain insight into systematic biases in the judgment of negotiators, and to help you
guard against them in your own behaviour.
- Understand the way in which emotions, relationships, and the perception of fairness
affect negotiations.
- Consider the ethical implications of various negotiation tactics.

Deliverables at a Glance

Students are expected to do reading assignments, participate actively in class and

complete written assignments/projects. In the table below, the impact of each task on
your final grade for the course is indicated in the % weight column.
Assignment/Ta
sk
Midterm
Quiz
Final Self Case
Study
Participation

Quantit
y
1
1
1
1

%Weight

Total %

Author

35
10
35

35
10
35

Individual
Individual
Individual

20

20
100%

Individual

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p. 3

For details, see Written Assignments/Projects and Mid-Term Exam: Descriptions on

page 9 and Evaluation of Written Assignments/Project and Mid-Term Exam on page
10.

Course Material

Reading materials have been organized in three locations: course kit, electronically
reserved readings on the York Library website and Schulichs Course Materials
Database (CMD). This course uses a variety of teaching methods to facilitate
intellectual understanding and a personal sense of the subject matter. Sessions may
utilize audio-visual materials, but more importantly experiential techniques such as
simulations, exercises, and group discussions. Students play a significant role in this
collaborative learning process. Not every source is needed for each class. Every week,
you should check the Class-by-Class Syllabus below for readings and their locations
(see p. 5).
Course Kit
A package of core reading materials that are not electronically available has been
assembled into a course kit. It is available for purchase from the University bookstore.
Electronic Reserved Readings
Other readings have been selected and are available electronically through the York
Library website. Go to http://www.library.yorku.ca, click on the Course Reserves tab
and type in ORGS 4560 to access these readings. Some readings may be public
domain and available on the web.
Harvard Business Review Articles
The full citations for the readings are listed in the class-by-class syllabus (see p.5).
Most of them are taken from the Harvard Business Review, so here is an example of
how to find a given article from that source:
Sample Citation: Bloom, N, Sadun, R, Van Reenen J. "Does Management Really Work?"
Harvard Business Review. November 2012, 90 (11), p. 76-82.

Go to the Bronfman Library homepage at http://www.library.yorku.ca/web/bbl/

Under Library Resources tab, type "Harvard Business Review", then click
Find.
Under "1. Harvard Business Review, Online Access", click on "October 1922 to
current" (Business Source Premier)
At this point you can either search or browse for the article needed:
(i) Search for the article needed
- Click on the Search within this publication option which appears at the
top left part of the screen
- Enter the title of the article, i.e. Does Management Really Work" in the
box beside AND, and select the field "Title" from the drop down menu,
then click on Search.
- The article will appear including a link to the PDF Full Text version.

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(ii)
-

p. 4

Browse for the article needed

On the right hand side of the screen, select the year the article was
published, i.e. 2012, and then browsing to the relevant month, i.e.
November.
Then look for the article you need from the Search Results. In this case,
the article begins on page 76 (note that articles file in page number
order). This article appears on page 2 and a link to the PDF Full Text is
provided.

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p. 5

The Course Materials Database (CMD)

This has been created within Schulichs Lotus Notes. It contains general information for
Schulich students and information and materials specific to this course. Check it
frequently. The slides and excel sheets with negotiation results will be posted within 2
days following each session.

Student Preparation for Class and Class Participation: Expectations

Planning and Role Preparation
You are expected to prepare thoroughly for each negotiation exercise. This involves
carefully reading your role information and in most cases preparing a planning
document for the negotiation. (See appendix on page 15 for a sample planning
document format). For most negotiations, you will be preparing in class on the day of
the negotiation.
Students are also encouraged to complete a survey of negotiation styles and attitudes
at the beginning and end of the course. Confidential personalized results will be
prepared for each student, and aggregate scores will be discussed in class. The survey
is voluntary and a learning tool and results will not be used for any other purposes
besides the class.
Class Participation (Contribution)
Students are expected to be prepared for and participate in all class discussions and
approach each negotiation exercise seriously and professionally. You are also expected
to be prepared for class and to contribute to class discussions. You will be evaluated
(at the end of term) on the quality of your contribution to class discussions. Class
participation is a very important part of the learning process in this course. You will be
evaluated on the quality of your contributions and insights. Quality comments possess
one or more of the following properties:

Offer a unique and relevant perspective

Build on other comments
Contribute to moving the analysis forward
Include evidence, demonstrate recognition of basic concepts, and integrate
these with
reflective thinking
Link relevant concepts to current events

Attendance
If you will be absent or legitimately unprepared to negotiate, you must
notify me by email at least 24 hours in advance of the session. Your
attendance and preparation for exercises is extremely important, as others are
depending upon you. If you are absent for in-class negotiation exercises, other
students will suffer (especially those with whom you are scheduled to negotiate).
Lateness to the point of having to re-assign your negotiation will count as an
absence. Lack of preparation for an exercise will be treated as an absence. Please
note that the attendance requirements are specifically directed to the days on which
we will actually be doing negotiations. For the classes in which there are no

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negotiations, these requirements will not be in effect. Consult the course outline
section of this syllabus for the days on which there will be exercises.

p. 6

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p. 7

Class-by-Class Syllabus

Topics, readings, and other preparations for every class are listed below
Note: If any changes in this schedule become necessary, notifications will be
posted on the course CMD, and when changes need to be announced between
classes, an email will be sent to students Lotus Notes email accounts, notifying
them of the change.

Jan. 5 Essentials of Negotiation

Class a. Background and overview of course
1
Communication and trust
Read:
1. How much should you share? Harvard Law Blog
http://www.pon.harvard.edu/daily/business-negotiations/how-much-should-youshare/

Exercises:
1. On-line survey
Jan.
12
Class
2

Introduction to ethics and emotions in negotiation

Communication and trust
Introduction to inter- and intra-group effects
Read:
1. Adler, Rosen & Silverstein, Emotions in negotiation: How to manage fear
and anger (eReserve - York library http://www.library.yorku.ca)
2. Shell, Bargaining with the devil without losing your soul
(Course Kit)
Exercise:
1. The price is right?

Jan.
Distributive Bargaining
19
Basic structure and dynamics of competitive negotiation
Class a. Basics of negotiation structure
3
b. Beliefs about negotiation
c. Competitive relationships
Read:
1. Sebenius, Six Habits Of Merely Effective Negotiators
Harvard Business Review. 79(4), p.87-95
2. Coburn, C. "Negotiating Conflict Styles." Harvard Business Review.
Harvard Business Review.
Exercises:
1. Toronto Condo

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p. 8

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Jan.
26
Class
4

p. 9

Integrative Bargaining Negotiating Multiple Issues

a. Basic elements of a negotiation
b. Framework for multiple issue, two-party negotiation
c. Distributive, integrative and mutual issues
Diagnosing and planning negotiation
Read:
1. Ertel, Getting past yes
Harvard Business Review. 82(11), p.60-68
2. Coburn, C. "Negotiating Conflict Styles." Harvard Business Review.
Harvard Business Review.
Exercises:
1. New car negotiation

Feb. 2 Relationships and bargaining

Class a. Trust, fairness and professional relationships in negotiation
5
b. Long term v market place relationships
Read:
1. Hammond, Keeney & Raiffa. Even swaps: A rational method for
making tradeoffs.
Harvard Business Review.1998, 76(2), p.137-150
2. Arino, de la Torre, & Ring Relational quality: managing trust in
corporate alliances
(eReserve - York library http://www.library.yorku.ca)

Exercise:
1. Coffee Contract
Feb. 9 Negotiation and conflict management
Class a. Approaches to resolving disputes
6
b. Perspective taking and information exchange
Sources of conflict and power personal, situational, cultural
Read:
1. Kurtzberg & Medvec, Can we negotiate and still be friends?
(eReserve - York library http://www.library.yorku.ca)

2. Malhotra, D., & Bazerman, M.H. Investigative negotiation

Harvard Business Review. 85(9), p.72-78
3. Coutu, Negotiating Without a Net: A Conversation with the NYPDs
Dominick J. Misino Harvard Business Review. 2002, 80(10), p.49-55
Exercise
1. College Town Apartments
Assignment:
Field negotiation. Negotiate something you usually would think of as a nonnegotiable. Post bargaining or conflict stories on CMD for class discussion next
week.

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p. 10

POST BY MIDNIGHT SUNDAY (Feb. 21) BEFORE CLASS 7

Feb.
23
Class
7

Social and normative influences in negotiation

Exercise:
1. Review posts
Prizes (nominated by student vote) for field negotiation
Most unusual negotiation / tactic / strategy
** Mid-Term Examination **

Mar. 1 Power and Social Relations

Class a. Qualitative and subjective aspects of a conflict and negotiation
8
b. Managing power and personal relationships in negotiation
Read:
1. Fisher, Negotiating power: Getting and using influence
(eReserve - York library http://www.library.yorku.ca)

2. Conger, J.A. The necessary art of persuasion

Harvard Business Review. 1998, 76(3), p.84-95
3. Cialdini, Harnessing the science of persuasion
Harvard Business Review. 2001, 79(9), p.72-79
Exercise:
1. Summer Interns
Mar. 8 Individual and team decision making
Class a. Negotiating a decision
9
b. Managing a multiple stakeholder situation
Read:
1. Brett, Negotiating group decisions
(eReserve - York library http://www.library.yorku.ca)

2. Hammond, Keeney & Raiffa. The hidden traps in decision making

Harvard Business Review. 1998, 76(5), p.47-58
Exercise:
1. PB Technologies

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p. 11

Mar. 15 Integrative Bargaining Creating and Claiming Value

Class
a. Translating interests into issues, positions and tradeoffs
10
b. Framework for creating value
Identifying differences in interests and positions
Read:
1. Bazerman & Gillespie, Betting on the future: The virtues of contingent
contracts
Harvard Business Review. 77(5), p.155-160
2. Fortgang, Lax, & Sebenius Negotiating the spirit of the deal
Harvard Business Review. 2003, 81(2), p.66-75
Exercise:
1. Moms.com
Pick up roles for Twin Lakes Negotiation
** PLEASE BRING YOUR LAPTOPS TO THIS CLASS **
Mar. 22 Intergroup negotiation
Class
a. Setting values and preferences
11
b. Managing team negotiations
Read:
1. Keeney & Raiffa, Structuring and analyzing values for multiple issue
negotiation
(course kit)
2. Brett, Friedman, & Behfar, How to manage your negotiating team
Harvard Business Review. 87(9), p.105-109
Activities:
1. Online survey
2. Course review
3. Quiz
Exercise:
1. Pick-up: Roles for Twin Lakes negotiation
Mar. 29 Group Negotiation
Class - Managing thin ZOPAs
12
- Will the deal live?
- Considering stakeholders
Read:
1. Kolb & Williams Breakthrough bargaining
Harvard Business Review. 2001, 79(2), p.88-97
Exercise:
1. Online survey debrief
2. Twin Lakes negotiation and debrief
** PLEASE BRING YOUR LAPTOPS TO THIS CLASS **
Final Paper (Self Case Study) Due April 5, 2016

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p. 12

Written Assignments/Projects /Quiz and Mid-Term Exam: Descriptions

Due
Date
Feb. 23 Mid-Term Examination
Class 7 Value: 35%
The mid-term will cover materials and learning points up to Session 6. The
format will be a mix of exercises, short answer questions and multiple- choice
questions, designed to test your knowledge and ability to apply the concepts
from readings and class.
Mar. 22 Quiz
Class
Value: 10%
11
The quiz will cover post-mid-term material and the format will be in the form
of multiple-choice questions.
April 5
1 week
after
the
final
class

Self Case Study

Maximum Length: no more than 10 and no less than 8 pages, not including the
diaries in the appendix. (12-point font, Times New Roman, double-spaced with 1
inch margins).
Illustrations, diagrams and so forth will not be included in the page count and should
be in the appendix. Paragraphs, if not indented, are separated by a double space.
Although the criteria is page length, the pages need to be adequately filled with text.

Value: 35%
Negotiation is partly an art that can be practiced, studied, and improved
upon. During the course, each student is expected to maintain a journal of
diary entries describing his/her experiences and reflecting on learning
experiences as a negotiator. Diary entries should be made very soon after
each negotiation simulation. Your diary entries will form an appendix for the
self-case study, whereas the case study paper itself treats the diaries as
data.
Diary Entries
The purpose of the diaries (and self-case study of the diaries and your
experiences) is to encourage you to reflect on individual and collective
behaviour in a complex interaction, and to analyze what you have learned
from these experiences. The task is to describe reactions, perceptions, and
significant insights gained from negotiation exercises. The most important
thing to remember for this assignment is that the focus should be on
analyzing how you and your partner(s) contributed to the interaction, process
and outcome. Therefore, the diary entry should address the various roles and
strategies adopted by each member, and how these dynamics shaped the
negotiations. Finally, remember to look forward and not treat each
negotiation as an isolated incident. The exercise of writing a diary entry for
each negotiation should prepare you for future negotiations. What strategies
will you engage in based on past experience? What did you or would you do
the same or differently in the future, and was this maintenance or change in
behaviour/ attitude/strategy effective?

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p. 13

Due
Date
Case Study
The case study uses as data the diary entries for the course. Although you
will not be able to use all the materials throughout the course, naturally, you
should be able to span the term to some extent. So, for instance, your case
study should not focus solely on the last two negotiations and readings, but
rather should demonstrate growth and development along particular themes
over multiple negotiations.
In your case study, you should integrate exercises and negotiations, your
personal observations, and theory. Take a step back from your negotiations
to identify key events and processes, and use readings to help support the
analysis. Your task is to describe your reactions, perceptions, impressions, or
significant insights gained from participation in or reflection on the
simulations. What was important to you in the negotiation exercises as a
whole, what was challenging, surprising or possibly threatening? What
strategies did you employ to meet those challenges, exploit your insights and
in general improve as a negotiator?
The case study will be due ONE WEEK AFTER THE END OF CLASSES.
Your discussion and analyses may build on experiences or insights from
throughout the term. However your subject should go beyond mere basic
skills and must present original insights, explore new challenges, strategies
and observations.
** I regard the case studies with diaries as a confidential communication between
each student and the instructor this information will not be shared with other
students.

Evaluation of Written Assignments/Projects and Exams

A major criterion for grading Case Study is the extent to which the paper reveals
insightful reflection and the development and testing of negotiation tactics and
strategies. In reflecting upon and analyzing your experiences and learning, take stock
of your personal strengths and weaknesses, record key lessons from the class material
and exercises, and target avenues for improvement. Be as succinct as possible.
The case study will be evaluated on the following criteria:
Analysis (40%): How thoughtful and insightful was your analysis?
Relevance (40%): How effectively do you relate your discussion to the concepts
discussed in the readings?
Exposition (20%): How clearly written and professionally presented is the paper?
A late penalty of 5% per day will be administered to papers that are past due. Late
penalties will be waived only in the case of documented extenuating circumstances (e.g.
illness, death in the family, etc.)
Performance Reviews
Resist the temptation to negotiate your grade.

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p. 14

I will be available to discuss any assignment or exercise or any other course related
concerns you may have. Please note that I expect you to have reviewed the assignment
yourself, as well as any relevant course materials, prior to meeting to discuss. Further,
please wait at least three days after receiving the assignment before requesting a
meeting.
If you have a grade appeal, it must be submitted not before 3 days following the return of
the materials and within 30 days of the grade release for any assignment. Appeals should
be submitted in writing and focus on substantive issues. A decision for a grade change
will not be made during meetings, but rather after due reflection and review of the
material. I treat grade appeals very seriously and will review your material and appeal
and reply in written form. Please refer to the most recent Schulich Undergraduate
Academic Handbook for information regarding the formal grade appeal process.

Calculation of Course Grade

In this class, final course grades will be determined by the following process:
- Participation grades will be assigned after each session and will range from 0 to
3, depending on the quality of contribution to discussion. At the end of the term,
these scores will be summed, then a distribution of letter grades will be
determined through natural partitions in the grouping of the summed scores.
- Mid-term exam and quiz grades will be in percentage out of 100, based on
performance on multiple choice and short answer or problem sets. Letter grades
will be assigned using the table below.
- Final papers will be assigned a letter grade that will be transformed to a
percentage out of 100 using the table below.
Grade
s
%
range

A+

B+

C+

D+

>=9
0

>=8
0

>=7
5

>=7
0

>=6
5

>=6
0

>=5
5

>=5
0

To calculate your final course (letter) grade, Instructor will convert letter grades earned
on assignments during the term to Schulich index values (e.g. A=8) and multiply these
numbers by the weight for the assignment. The resulting numeric grades will be
converted to letter grades according to the Schulich scale.

General Academic Policies: Grading, Academic Honesty,

Accommodations and Exams
Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and
the minimum passing grade is D (2). To keep final grades comparable across courses,
the average course grade within a section of an undergraduate course is normally
between 5.5 and 7.0.
The Schulich School does not use a percentage scale or prescribe a standard
conversion formula from percentages to letter grades. Conversions within a course are
at the discretion of the instructor.

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p. 15

For more details on the index, grading policy, and grade point average (GPA)
requirements, see the Student Handbook or the Student Services & International
Relations website:
http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Policies+BBA?
OpenDocument

Academic honesty is fundamental to the integrity of university education and degree

programs, and applies in every course offered at Schulich. Students should familiarize
themselves with York Universitys policy on academic honesty, which may be found in
the Student Handbook and on the Student Services & International Relations website:
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!
OpenDocument

Accommodations. For accommodations sought due to exam conflicts, religious

reasons, unavoidable absences or disabilities, please refer to the Student Handbook or
contact Student Services.
For counseling & disability services, contact Student Services or see
http://www.yorku.ca/cds/.

Mid-term Examination (Absence from)

Students who miss a mid-term examination must contact their course instructor within
24 hours and provide the course instructor with documentation substantiating the
reason for the absence. A copy of the documentation must also be submitted to
Student Services; it will be placed in the students file.

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p. 16

Quick Reference: Summary of Classes, Activities and Deliverables

Week/Topic/Date
1.
Jan 5

In-Class Exercise

Reading Preparation

On-line survey

How much should you

share? Harvard Law
Blog

The price is right?

Adler, Rosen &

Silverstein, Emotions
in negotiation: How to
manage fear and anger

Shell, Bargaining with

the devil without losing
your soul

Essentials of
Negotiation
a. Background and
overview of course
Communication and
trust
2.
Jan 12

Introduction to ethics
and emotions in
negotiation
Communication and
trust
Introduction to interand intra-group effects
3.
Jan 19

Toronto Condo

Sebenius, Six Habits Of

Merely Effective
Negotiators

New car

Ertel, Getting past yes

Harvard Business
Review.

Distributive Bargaining
Basic structure and
dynamics of
competitive negotiation
a. Basics of negotiation
structure
b. Beliefs about
negotiation
c. Competitive
relationships
4.
Jan 26

Integrative Bargaining
Negotiating Multiple
Issues
a. Basic elements of a
negotiation
b. Framework for
multiple issue, twoparty negotiation
c. Distributive,
integrative and
mutual issues
Diagnosing and

Molhatra, D. "Six ways to

build trust in
negotiations". Harvard
Business Review.

Assignments/Exa
m

W16 ORGS 4560S

Week/Topic/Date

In-Class Exercise

Reading Preparation

p. 17

Assignments/Exa
m

planning negotiation

5.
Feb 2

Coffee Contract

Relationships and
bargaining
a. Trust, fairness and
professional
relationships in
negotiation
b. Long term v market
place relationships
6.
Feb 9

Negotiation and conflict

management
a. Approaches to
resolving disputes
b. Perspective taking
and information
exchange

Hammond, Keeney &

Raiffa. Even swaps: A
rational method for
making tradeoffs.
Arino, de la Torre, & Ring

Relational quality:
managing trust in
corporate alliances

College Town
Apartments

Kurtzberg & Medvec, Can

we negotiate and still be
friends?
Malhotra, D., &
Bazerman, M.H.
Investigative
negotiation
Coutu, Negotiating

Without a Net: A
Conversation with the
NYPDs Dominick J.
Misino Harvard
Business Review.

7.
Feb 23

Social and normative

influences in
negotiation

Review posts.
Prizes (nominated
by student vote)
for field
negotiation most unusual
negotiation/
tactic/strategy

Field negotiation.
Negotiate
something you
usually would
think of as a
non-negotiable.
Post bargaining
or conflict stories
on CMD for class
discussion next
week.
POST BY
MIDNIGHT
SUNDAY (FEB
21) BEFORE
CLASS 7
MID-TERM EXAM

W16 ORGS 4560S

Week/Topic/Date
8.
Mar 1

In-Class Exercise
Summer Interns

Power & Social relations

a. Qualitative and
subjective aspects of
a conflict and
negotiation
b. Managing power and
personal relationships
in negotiation
c. Sources of conflict
and power - personal,
situational, cultural
9.
Mar 8

Individual and team

decision making
a. Decision making
b. Negotiating a
decision
c. Managing a multiple
stakeholder situation

Reading Preparation

Fisher, Negotiating
power: Getting and
using influence

Conger, J.A. The

necessary art of
persuasion
Cialdini, Harnessing the
science of persuasion

PB Technologies

Brett, Negotiating group

decisions
Hammond, Keeney &
Raiffa. The hidden
traps in decision
making

p. 18

Assignments/Exa
m

W16 ORGS 4560S

In-Class Exercise

Week/Topic/Date

Moms.com

10.
Mar 15

Integrative Bargaining
Creating and Claiming
Value
a. Translating interests
into issues, positions
and tradeoffs
b. Framework for
creating value
c. Identifying
differences in
interests and
positions

11.
Mar 22 2Intergroup

negotiation
a. setting values and
preferences
b. managing team
negotiations

Bazerman & Gillespie,

Betting on the future:
The virtues of
contingent contracts

Assignments/Exa
m
PLEASE BRING
YOUR LAPTOPS
TO THIS CLASS

Fortgang, Lax, & Sebenius

Negotiating the spirit of

the deal Harvard
Business Review.

Pick-up: Roles for

Twin Lakes
negotiation

Keeney & Raiffa,

Structuring and
analyzing values for
multiple issue
negotiation
Brett, Friedman, & Behfar,
How to manage your
negotiating team

QUIZ (first half of class)

12.
Mar 29

Twin Lakes
Group Negotiation
negotiation and
a.
Managing
debrief
thin ZOPAs
b.
Will the
deal live?
c.
Consideri
ng stakeholders
April 5

Reading Preparation

p. 19

FINAL PAPER DUE

Kolb & Williams

Breakthrough
bargaining

Course review
PLEASE BRING
YOUR LAPTOPS
TO THIS CLASS

PLEASE BRING
YOUR LAPTOPS
TO THIS CLASS

W16 ORGS 4560S

p. 20

Appendix: Sample Planning Document

What issues are most important to you? (list in order of importance)
1.
2.
3.
4.
5.
What is your BATNA? Reservation Price? Target?

What are your sources of power?

What issues are most important to your counterpart? (list in order of

importance)
1.
2.
3.
4.
5.
What is your counterparts BATNA? Reservation Price? Target?

What are your counterparts sources of power?

What is your opening move / first strategy?

Other important information / considerations