or Fax: (888) Professor Sue Padernacht, M.A. Office: or Cell:

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1 , Fall, 2008 Wednesdays, August 27-December 10, 2008; 7:15-10:00pm, Hilton 063 Office: or Cell: or Fax: (888) COURSE DESCRIPTION The purpose of this course is to provide you, the MBA student and business professional, the theories, processes and tools to improve your abilities and confidence as a negotiator. Because you and most everyone you work with negotiate formally and informally, this course has been designed to address a broad spectrum of challenges faced by managers and professionals in a variety of business settings. The art and science of negotiation rests on a combination of analytical and interpersonal skills and knowledge. This course relies heavily on sound theoretical study as well as opportunities to put theory into practice. The analytical focus will enable you to be more reflective, better prepared and more capable of developing strategies based on a deeper understanding of the context and dynamics of negotiations. The interpersonal focus will explore negotiation styles, uses of power and the communication and interpersonal approaches that can account for so much of the deal making and breaking in the negotiation process. A central element of this course will be learning via hands-on experience, and most classes will have significant time allotted to interactive negotiation exercises and activities. These exercises and activities, covering a broad range of substantive issues, will illustrate major points in the readings as well as motivate further discussion and reflection. Through them, you will have an opportunity to experiment with a variety of negotiation strategies and tactics. COURSE MATERIALS Textbooks: Negotiation, 5 th edition, Roy J. Lewicki, David M. Saunders, Bruce Barry, 2006 Difficult Conversations, Douglas Stone, Bruce Patton, Sheila Heen, 1999 Getting Past No, William Ury, 1993 Additional, Case Simulations and Supportive Materials: Additional reading materials that supplement the textbooks will be provided. In addition, in-class learning activities will often consist of case simulations which will include instructions and assigned roles that will be distributed in class. A Negotiation Prep Sheet will be required for each, which will be available on Blackboard-Course Documents. A Supplementary Resource to the Prep Sheet, Simulation Reflection Sheet and Simulation Debrief Guidelines are also provided on Blackboard-Course Documents. Power Point Lecture Notes: Power Point slides for each class will be posted on Blackboard-Course Materials prior to each class. Please bring a copy to class for in-class assignments as well as easy note-taking; handouts of the slides will not be provided in class. Course Fee: There will be a course fee of $93.34 for the additional readings, 3 assessments (see page 3 of this syllabus for a description of each) and case simulations from Harvard Business School and Program on Negotiation as well as Northwestern University Kellogg School of Management, Dispute Resolution Research Center. The due date for payment to the university either by check or LMU card account is October 15, and is coordinated with Ann Marie Nuño in the MBA office.

2 COURSE REQUIREMENTS CLASS PARTICIPATION: (40% of grade, combined) 1. Case Simulations: These are negotiation role-play exercises that are designed specifically for graduate level negotiation courses. The success of all in-class activities depends on each class member s active involvement. Class participation will be evaluated based on: Pre-class Preparation-Negotiation Prep Sheets (30% of the class grade) In-class Involvement-Negotiation Case Simulations (10% of the class grade) Pre-class Preparation: You will be provided the instructions and assigned roles for each case simulation according to the course schedule at the end of this syllabus. If you miss a class during which a case simulation is distributed, you will be able to retrieve a copy from Ann Marie Nuno in the MBA office, A Negotiation Prep Sheet ( prep sheet ) has been posted on Blackboard-Course Documents, which you will use to analyze the specifics of the cases and prepare to carry out your assigned roles. You will complete your prep sheet with 2-3 prep sheet partners, which you will be asked to select on your own. In many cases, you will prepare a prep sheet before class and turn in a copy at the beginning of the session (or before class). During these classes, you will also need a copy of your prep sheet to use during the in-class simulations. During other sessions, the cases will be provided in class, and you will be required to bring a blank prep sheet to class. Please see page 8 of this syllabus for a breakdown of the grading for the prep sheets, and the course schedule at the end of this syllabus for a breakdown of the prep sheet assignments by date. In-class Involvement: The ground rules for active in-class involvement apply to the negotiation case simulations, class discussions and other class activities. These include: Experiment! You will not be graded on the substantive outcome of the negotiation exercises. While you will have significant influence over your own outcome, part of your success will be a function of your assigned role and your negotiating partner(s). Hence, you are encouraged to experiment with different negotiation styles and tactics. Your MBA program is a low-risk, safe environment to challenge your emotions and wits during these activities, and this will help you to become a more effective negotiator. Confidentiality! To foster an open and trusting learning environment, please treat the information and insights shared by others in the class as confidential. You can rely on me to do the same both in class and with all of your assignments. Experience Variety! You will be assigned different roles for different case simulations throughout the course. If you find yourself repeating partnerships with friends or people with similar styles and approaches, ask to switch to ensure a richer learning experience. Win an Oscar! Well no not really, but empathize with your role in order to represent this person during the exercise. Taking your role seriously, staying in role throughout the simulation and seeing the world through the eyes of your role is essential to learning from this experience. Within your role, experiment with a variety of styles, approaches and tactics. If your partner(s) come(s) out of role, ignore that interruption and remain in role. No Case Research Required! Since the facts of the cases are drawn from real situations, there is no need to conduct additional research. All the information needed is provided in the cases, but you may improvise and represent the facts as you wish within your role. Share Your Thoughts! This course is intended to be participative and needs your ideas, questions and insights to be part of class discussions. We all learn from each other, and your contributions will benefit everyone. Page 2

3 Keep Role Instructions Private! Since many of the negotiation exercises include confidential instructions for your assigned role, do not show these instructions to other class members. Exchanging this information will not assist you or others in improving your negotiation effectiveness and will only defeat the purpose of these exercises. Watch the Time! Some of the cases will take longer than you need them to; others will end before you want them to. The course is constrained by time and taking an extra few (or more) minutes cuts into the class s opportunity to learn from the exercise. It may also result in the class ending later than planned. Do Not Disturb! If you and your partner(s) complete the activity before others in class, remain quiet so that your outcome does not influence them and disrupt their learning experience. Either reflect on your own experience and make detailed notes about the exercise, or debrief with your partner(s) out of earshot of those who are not yet finished. 2. One-on-One Meeting: For the session of week 9, I will meet with each of you individually by phone to review the bulleted items below: Your progress and questions about the course or assessments Your strengths and improvement needs as a negotiator You may also discuss a current negotiation you are involved in A Sign-up Sheet will be provided in class for October 23 or 29. Your final selection will be due by week Assessments: You will be required to complete three assessments, the results of which will not be counted toward any part of your grade. You will use your assessment results to participate in and gain insights from in-class learning activities during the sessions of weeks 8 and 12. Refraining from participating in any of these assessments will automatically result in a full letter grade deduction off your class participation grade (e.g., A to B, B+ to C+). The assessments are: Online MBTI (Myers Briggs Type Indicator) and MSCEIT (Meyer-Salovey-Caruso Emotional Intelligence Test), both due by week 7. The websites and login information are provided on Blackboard- Course Documents. You are required to take these assessments even if you have taken them before. You will receive a confidential, personalized MBTI and MSCEIT reports during the session of week 8, and you may discuss those results during our one-on-one session for session 9. Dealing with Tough Negotiators due by week 11. This self-administered paper assessment will be provided and explained during session 8. Your results are due by by the start of session 11. Please bring the assessment to the session of week Attendance: Because each session will include in-class learning activities, absences will result in inconvenience and a loss of learning opportunity for you and others in class. Your attendance in each class is mandatory because your presence is so important, however, if you will not be able to attend a session, let me know as soon as possible so we can plan accordingly. An absence will be considered excused if you notify me before the start of class, or in case of emergency, within 48 hours after class. An unexcused absence will result in a full letter grade deduction off your class participation grade (e.g., A to B, B+ to C+). 5. Tardiness: Please plan to arrive to class on time. Arriving late to class will be disruptive due to the participative nature of the sessions. All classes will begin promptly at 7:15pm. 6. No Electronics: Because laptops, PDAs and cell phones invite distractions (other work, instant messaging, text messaging, , internet), these tools will not be allowed to be used and/or ring during class. Cell phones may vibrate, as long as the sound is not loud or distracting. Page 3

4 PAPERS: (45% of grade, combined) 1. Introductory Paper: (5% of grade) One way for me to get to know you is through your experiences, preconceptions and reflections on negotiation. This 3-page paper will include: An explanation of why you are taking this class by describing your learning goals to become a more effective negotiator. A description of your experiences in work-related negotiations, including the most challenging negotiation you have experienced in the previous year, and your reflections about how you performed in that negotiation. Your reflections on your biases and misconceptions about negotiating based on what you have learned so far. Describe how those biases and misconceptions have manifested themselves in your most challenging negotiation experience. Blackboard: Provide a paragraph description of yourself from this paper into Blackboard- Forums to let others in the class know the following: name, organization, job title, basic responsibilities, how you currently negotiate or anticipate negotiating in your job/career. 2. Midterm Paper - Case Simulation and Analysis: (20% of grade) Using a case called The Consultant, you and a partner will each write your own prep sheets, and together write a 5-page paper reporting on and analyzing your simulation experiences, including recommendations for negotiation based on your reflections and discussions. You may select your partner or request that one be selected for you. Simulation Requirements: You and your partner will role play this case to make a last attempt to save the deal. You are encouraged to audiotape yourselves for later reference when discussing your experiences and writing the paper. You will not be required to turn in the recording as part of this assignment. Because the facts of the case are sketchy and because some solutions will require confirming data or consulting with people not at the table you may come to a contingent agreement for the purpose of writing this paper. An important point going into this negotiation is that to break the deadlock, this situation requires an integrative approach. Splitting the difference will not yield a satisfactory result for either of you. At the same time, you both are required to get the best possible deal for your respective organizations. Once you have completed role playing, discuss the simulation. This discussion will provide rich reflections and insights about the negotiation, which you will include in your paper. Use the paper requirements below to guide this discussion. Paper Requirements: Negotiation plan. Complete and include a prep sheet for each role. Explain how each role prepared for the negotiation as well as each role s perspective what did and did not go according to plan. Describe any surprises each role experienced. Negotiation process. How did the negotiation begin and progress? What did each role learn about the situation and about each other? How much disclosure was there? What interpersonal issues were at play? What strategies were being employed? Negotiation outcome. How successful was the negotiation in the opinion of both roles? How did it end? Were there any agreements? How do each of you feel about the relationship and the interpersonal skills used during the negotiation? Negotiation recommendations. Based on your discussions and reflections, what went well and what didn t go well in this negotiation? What could each of you have done differently to improve the process and the outcome? If you could start over, what would you recommend for a successful negotiation? Describe and explain your recommendations. Page 4

5 3. Final Paper - Negotiation Project: (20% of grade) The purpose of this paper is to provide an opportunity for you to apply what you ve learned in class to the real world of negotiation. You have two choices, Option A or Option B and your selection should be based on which would be a better learning experience for you. For either choice, you do not need to use the negotiations described in your Introductory Paper, however you are free to do so. Seven sections of questions have been provided for both options to help you organize your paper and provide a guideline for your analysis and responses to each section. Complete and include a Prep Sheet for this paper. While you may not be able to answer all of the questions within each section, you may reflect upon many of them in the paper as part of your lessons learned about negotiating. You are encouraged to add other observations and insights that may not be included in these questions as well as skip any questions that may not be relevant, e.g., multi-party questions, contract considerations, protocols, legal requirements. Option A: Past Negotiation Reflection This paper will provide an opportunity for you to reconsider a work-related negotiation you experienced in the recent past, which should be no more than two years ago. As you answer the questions below, indicate what you did, thought and felt, as well as what you would do differently in hindsight. You should site at least five references to the readings and literature from this semester. 1. Describe the situation. What was the context of the negotiation? Provide relevant background information. Who was involved and what were the relationships? What was the impetus for a negotiation? What issues were on the table? 2. Analyze your negotiation planning. How did you plan for the negotiation? What was your plan and what were your goals? What research did you conduct? What were your assumptions, positions, interests, target and reservation points and BATNA? What did you know about the other negotiator s reputation, assumptions, positions, interests, target, reservation point and BATNA? What was your plan and what strategies did you use? What negotiation misconceptions did you have going into the negotiation? 3. Analyze the distributive dimensions of the negotiation. What did you know about the bargaining zone? Who was more dependent on coming to a resolution? Who had a better BATNA? Who made the opening offer, what was it, and to what degree did it anchor the rest of the negotiation? What patterns of concessions took place during the negotiation? What tactics were used in the final offer, commitment and closing phases of the negotiation? 4. Analyze the integrative dimensions of the negotiation. To what degree was the negotiation more integrative and interest-based than distributive and position-based? What characteristics of the negotiation and the negotiators behavior made that so? What were your common and opposing goals, issues and stakes? How were those resolved? Which option-generation, criteria development and problem-solving methodologies were used? What alternative solutions were developed? What trade-offs were made and how was the solution(s) selected? 5. Analyze negotiation styles, uses of power, individual and social factors. What negotiation styles did you and the other negotiator use? Did either of you adjust your style during the negotiation? If so, what was the shift and what were the impetus and motivation for that shift? What impact did your styles have on the outcome of the negotiation? Were either of you a tough negotiator? In what way? How would a different style have made a difference in that outcome? How was power used to influence the outcome? To what degree did you and the other negotiator use any of the breakthrough strategies described by Ury in his book Getting Past No? To what degree did you leverage your emotional intelligence and MBTI preference strengths, in which areas did you stretch, and in which areas were you particularly challenged? Page 5

6 6. Determine whether there were any ethical issues. Where any tactics used that you would consider unethical? What were those tactics and what made them cross the line from tough to unethical? How was the unethical behavior handled? What were the consequences of the unethical behavior? 7. Conclude with the major lessons learned. What insights have you gained from this analysis about yourself as a negotiator and about negotiation theories and practices? What negotiation strengths will you build on and development needs will you improve? What will you commit to do to be a more effective negotiator? Option B: Recent Negotiation Experience This paper is an analysis of a current negotiation you will plan and conduct sometime during the semester. You will need to complete this negotiation by the due date of this paper for this option to be a viable one for you. There will be a greater emphasis in this paper on your negotiation planning compared to Option A; in fact, as you answer the questions below, compare and contrast your plans and anticipated approaches, tactics, thoughts and feelings with the actual negotiation. You should site at least five references to the readings and literature from this semester. 1. Describe the situation. What is the context of the negotiation? Provide relevant background information. Who is involved and what are the relationships? What is the impetus for a negotiation? What issues are on the table? 2. Develop a negotiation plan. What are your goals? What research do you need to conduct? What are your assumptions, positions, interests, target and reservation points and BATNA? What do you know about the other negotiator s reputation, assumptions, positions, interests, target, reservation point and BATNA? What is your plan and what strategies will you use? What would happen if no resolution is reached? How would that impact you and the other negotiator? What negotiation misconceptions do you need to discard to be successful? How will you manage your negotiation strengths and challenges? After the negotiation is complete: Compare and contrast your plans with the actual negotiation. 3. Determine the distributive dimensions of the negotiation. What do you know about the bargaining zone? Who is more dependent on coming to a resolution? Who has a better BATNA? Will you make the opening offer, what is it, and to what degree do you want it to anchor the rest of the negotiation? What patterns of concessions are you willing to employ during the negotiation? What tactics are you willing to use in the final offer, commitment and closing phases of the negotiation? After the negotiation is complete: Compare and contrast your plans with the actual negotiation. 4. Determine the integrative dimensions of the negotiation. To what degree can the negotiation be more integrative and interest-based than distributive and position-based? In what ways will you role model the characteristics of an integrative approach? What behaviors will you adopt? What are your common and opposing goals, issues and stakes? How can those resolved? Which option-generation, criteria development and problem-solving methodologies can be used? After the negotiation is complete: What alternative solutions were developed, what trade-offs were made and how was one (or more) solution selected? Compare and contrast your plans with the actual negotiation. 5. Analyze negotiation styles, uses of power, individual and social factors. What negotiation style will you use? Can you anticipate situations in which you would adjust your style during the negotiation? If so, what would they be and how might that impact the outcome of the negotiation? What style do you anticipate the other negotiator using? If the other negotiator is tough, what strategies will you use to deal with that style? How can you use power in a constructive way to influence the outcome? To what degree will you and the other negotiator use any of the breakthrough strategies described by Ury in his book Getting Past No? How will you leverage your MBTI preference strengths and in which areas will you stretch? After the negotiation is complete: Compare and contrast your plans with the actual negotiation. Page 6

7 6. Determine whether there could be any ethical issues. Based on the interests and stakes for both you and the other negotiator, in what ways could there be any ethical breaches? How will you handle your own ethical issues? How can you respond to unethical behavior by the other negotiator? After the negotiation is complete: Compare and contrast your plans with the actual negotiation. 7. Conclude with the major lessons learned. What thematic insights have you gained from this analysis about yourself as a negotiator and about negotiation theories and practices? What negotiation strengths will you build on and development needs will you improve? What will you commit to do to be a more effective negotiator? Paper Requirements: Format requirements: well proofed, use of Microsoft Word, double-spaced, paginated (page numbers in the header or footer), 1-inch margins, 12 pt. font, with headings. All papers are expected to be professionally written, using proper, standard English. The use of slang popularized by the vernacular will result in points taken off the paper grade. My preference is to receive a hard copy of Paper #2, and s of Papers #1 and #3. You may Paper #2 if you and your partner cannot attend class on the due date. Late Papers and Prep Sheets: Papers and prep sheets are due by 7:15pm according to the dates on the course schedule, except for prep sheets developed in class. Each day late will be counted from that time on each due date. Papers/prep sheets submitted up to 1 to 3 days late will incur a 10% late penalty off the paper/prep sheet grade. Papers/prep sheets submitted up to 4 to 7 days late will incur a 25% late penalty off the paper/prep sheet grade. Papers/prep sheets submitted after 7 days late will not be accepted without prior arrangement. COMPREHENSIVE TEAM EXAM: (15% of grade) There will be one in-class, closed book/closed notes cumulative exam which is scheduled on December 3. You will take the exam by meeting in teams of 3-4, though each team member will complete and submit his or her own answers to the exam questions on Blackboard. This process provides each team member the advantage of the group s collective brainpower, but also the flexibility to respond to the exam questions individually. You may either select your own teammates or request to be assigned to a team. You are encouraged to study together, but are strongly discouraged from assigning each other class topics to specialize in this not only defeats the purpose of your learning experience, but teams that study this way do poorly on the exam because they don t have the advantage of the collective brainpower of the team for each topic. The exam will test your understanding of the concepts, strategies and techniques covered in class materials, class discussions and reading assignments. You will not be tested on the content of any of the negotiation exercises you will be tested on the lessons learned from these exercises. The format of the exam will be multiple-choice and true-false. You are required to bring your own laptop computer in order to take the exam. Instructions for taking the exam on Blackboard will be provided the day of the exam. Page 7

8 GRADING Grading of Negotiation Prep Sheets: Completing prep sheets is a critical part of the learning process and reflects 30% of your grade. Either or submit a hard copy of your prep sheet by the scheduled due date, and bring a copy for yourself to use during the in-class simulations. For each prep sheet that is not completed as detailed below, the number of points assigned to the prep sheet will be deducted from your final grade (3 points will be deducted for Prep Sheet #1). If you are unable to attend any of the sessions during which prep sheets are developed in class, we will make alternative plans for you to make-up the assignment. Prep sheet evaluation criteria include: 1. Thoroughness and Accuracy Does the prep sheet show an in-depth analysis or one that is more cursory? Were concepts from the readings and in-class materials used? Were the various perspectives of the negotiation taken into consideration? Have all parts of the prep sheet been completed? Have they been completed accurately? 2. Thoughtfulness and Quality Were the concepts from the readings and in-class materials applied in a way that provided additional insight about the situation and how to proceed more effectively? How thoughtfully were the situation strengths and weaknesses analyzed? How thoughtfully developed were the interests, positions, ATNAs and BATNA? What is the quality of the possible proposals and first offers? 3. Turned In On Time According to the course schedule at the end of this syllabus. Prep Sheet Number Case Name Assignment Required and Week Due 1 Sally Soprano Homework/self-graded in teams during the session of week 3. 2 Buying a House Homework submitted by the beginning of the session of week 4. 3 Discount and Hawkins Homework submitted by the beginning of the session of week 5. 4 Sally Soprano (revisited) Homework submitted by the beginning of the session of week 6. 5 Where s Alvin? A Case of Lost Ethics Homework submitted by the beginning of the session of week Angry Men Individual/Social Analysis (Developed during class in teams). Submitted following the debrief during the session of week Hans Brandt (Developed during class in teams) Submitted prior to debrief during the session of week The Best Stuff on Earth Homework submitted by the beginning of the session of week 13. Value to Grade For Practice Only 2% 4% 4% 4% 4% 4% 8% Page 8

9 Grading Allocation: Your final grade will be based upon your performance on the following: Class Participation - Negotiation Prep Sheets = 30 - In-class Involvement = 10% = 40% Paper #1: Introductory Paper = 5% Paper #2: Midterm Paper - Case Simulation and Analysis Paper #3: Final Paper - Negotiation Project = 20% = 20% Comprehensive Team Exam = 15% Grading Ranges: Grades will be assigned based on your performance according to the following grade ranges: A = 92% or above A- = % B+ = % B = % B- = % C = % F = 74.9% or below Special Accommodations: Students with special needs who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the Disability Support Services Office. Any student who currently has a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Office (Daum Hall # 224, x84535) as early in the semester as possible. All discussions will remain confidential. Please visit < for additional information. Page 9

10 INSTRUCTOR S PROFESSIONAL BIOGRAPHY With over 25 years of teaching, consulting and coaching experience, Ms. Padernacht is the President and Lead Consultant of Ncline Leadership Strategies TM, a management consulting firm with expertise in developing the leaders that drive business success. She has worked with organizations in a variety of industries including financial services, technology (manufacturing and online businesses), health care, publishing, retail, advertising, entertainment, education, engineering, manufacturing, real estate, construction management, utilities, government, universities and non-profits. Her areas of expertise include: Leadership and management assessment, coaching and training Negotiations assessment, coaching and training Emotional Intelligence assessment, coaching and training Team development facilitation Strategic planning facilitation Change management and organizational culture consulting Performance and talent management consulting In addition to her consulting practice, Ms. Padernacht teaches leadership, management and negotiations courses as an Adjunct Professor in the MBA program at Loyola Marymount University- Los Angeles, and as a Lecturer in the Executive MBA, Health Care Executive MBA and Fully Employed MBA programs at the University of California Irvine. She is also a professional speaker with Vistage International, the world s largest CEO and executive development organization; her speaking topic is Beyond the Animal Kingdom Breakthrough Strategies for Negotiating in Your Business and Your Life. Ms. Padernacht earned her Master of Arts in Organizational Psychology from Columbia University, Teachers College, specializing in Organizational Psychology and Human Resource Development. She earned a Bachelor of Arts degree from the State University of New York at Stony Brook in Psychology and the Social and Ethical Issues in the Life Sciences. For the American Cancer Society, Ms. Padernacht is a Lead Coach in the National Leadership Development Program, is the Chair of the CEO s Advisory Team for Human Resources in the State of California, and is serving her second term on the Regional Board in Los Angeles. Since 1997, she has been a volunteer conducting numerous leadership and staff conferences and training programs in Los Angeles and for the California Division. For more information about the American Cancer Society, including how to make a donation, please see the website at: Ms. Padernacht is certified in the mastery-level in the EQ-i, the most validated and reliable measure of emotional intelligence and is also expert in the use of the MSCEIT (another test of emotional intelligence). She is also certified with the Center for Creative Leadership, the leading provider of state-of-the-art leadership assessments, education and research to solve the leadership challenges of individuals and organizations. Her other certifications and qualifications include: Leadership Practices Inventory (LPI) Myers Briggs Type Indicator (MBTI), FIRO-B/Element-B, Thomas-Kilmann Conflict Mode (TKI), GE Workout Facilitation Process, Accelerating Change Process, Negotiation Style/Dealing with Tough Negotiators, Career Anchors, among others. For more information, please see Ms. Padernacht s website at: Page 10

11 COURSE SCHEDULE DATE TOPIC READINGS DUE ASSIGNMENTS DUE Week 1 Aug. 27 Introduction & Syllabus Review Textbooks Negotiation, ch. 1 Difficult Conversations, Introduction and ch. 1 No assignments due One time only location: Hilton 302 Week 2 Sept. 3 Overview of Negotiation Textbooks Negotiation, ch. 5 Getting Past No, pp Paper #1: by Sept. 6 Introductory Paper Week 3 Sept. 10 Negotiation Preparation and Strategy Textbooks Negotiation, ch. 4 Getting Past No, pp Prep Sheet #1: Sally Soprano (practice) Week 4 Sept. 17 Distributive Negotiations Textbooks Negotiation, ch. 2 Getting Past No, pp Anchoring and First Offers in Negotiation, Wu, Harvard Business School Prep Sheet #2: Buying a House; bring a Simulation Reflection Sheet Sign-Up: Session 9 phone meeting Week 5 Sept. 24 Integrative Negotiations Textbooks Negotiation, ch. 3, 6 Getting Past No, pp Prep Sheet #3: Discount and Hawkins; bring a Simulation Reflection Sheet Week 6 Oct. 1 Negotiating Compensation s Get Paid What You re Worth, Pinkley & Northcraft, ch. 3-6 The Mind and Heart of the Negotiator, Thompson, Appendix 4- Negotiating a Job Offer Prep Sheet #4: Sally Soprano; bring a Simulation Reflection Sheet Week 7 Oct. 8 Independent Study: No Class Session Negotiating Fees Textbook Difficult Conversations, ch. 2-5 Value-Based Fees: Weiss, ch. 1, 3, 4 Conduct The Consultant case simulation and write paper #2 Online MBTI and MSCEIT Instructions on Blackboard; due by scheduled class time Week 8 Oct. 15 Individual Differences in Negotiations Textbooks Negotiation, ch. 15 Difficult Conversations, ch. 6-9 Paper #2: Midterm Paper: The Consultant (MBTI and MSCEIT reports distributed) Working with Emotional Intelligence, Goleman, ch. 8 The Emotionally Intelligent Manager, Mayer, Salovey, Caruso, ch. 1 I m Not Crazy, I m Just Not You, Pearman & Albritton, ch. 1 Habits of Mind Dealing with Tough Negotiators assessment to be distributed in class. Course Fee $93.34 due by check or LMU card account Page 11

12 COURSE SCHEDULE DATE TOPIC READINGS DUE ASSIGNMENTS DUE Week 9 Oct. 23 or Oct. 29 One-on-One Meetings No Class Session Presence of Mind, Wheeler, Harvard Business School To be scheduled in class Call Week 10 Oct. 29 Power, Influence and Ethics in Negotiations Textbook Negotiation, ch. 7, 8, 9 Power Plays, Galinsky & Magee, Negotiation vol. 9 no. 7, Breakthrough Bargaining, Kolb & Williams, The HBS Guide to Smart Negotiation Prep Sheet #5: Where s Alvin? A Case of Lost Ethics; bring a Simulation Reflection Sheet Week 11 Nov. 5 Social Factors in Negotiation Textbooks: Negotiation, ch. 10, 14 Difficult Conversations, ch , Road Map and Note Prep Sheet #6: 12 Angry Men Individual/ Social Analysis; Analytical tool provided in class Nonverbal Communication in Negotiation; Wheeler, Harvard Business School your results to Dealing with Tough Negotiators Week 12 Nov. 12 Difficult Negotiations Textbook Negotiation, ch. 17, 18 Negotiating with Your Nemesis, Gray, Negotiation Journal, Oct The Fine Art of Making Concessions, Malhotra, Negotiation, vol. 9 no. 1 How Much Should You Trust Bonnet & Meier, Negotiation, vol. 9 no. 3 Self-Scored Assessment: Bring to class - Dealing with Tough Negotiators Prep Sheet #7: Hans Brandt Bring a blank Prep Sheet to class. Prep Sheet to be developed in teams and submitted during class Week 13 Nov. 19 Multi-Party Negotiations Textbook Negotiation, ch. 11, 12, 13 Prep Sheet #8: The Best Stuff on Earth; bring a Simulation Reflection Sheet Week 14 No Class Happy Thanksgiving! Nov. 26 Week 15 Dec. 3 Comprehensive Team Exam Week 16 Dec. 10 Paper #3: Final Paper: Negotiation Project Page 12