N/A N/A. Yes. Students are expected to review and understand all areas of the course outline.

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1 Course Outline School: Department: Course Title: Business Graduate Studies International Sales and Negotiation Course Code: INTL 727 Course Hours/Credits: 42 Prerequisites: Co-requisites: Eligible for Prior Learning, Assessment and Recognition: Originated by: Yes Tulsi Dharel, PhD Current Semester: Summer 2015 Approved by: Chairperson/Dean Students are expected to review and understand all areas of the course outline. Retain this course outline for future transfer credit applications. A fee may be charged for additional copies. This course outline is available in alternative formats upon request.

2 Course Description This course introduces practical approaches to selling and negotiation in an international business environment. Students are challenged to improve their understanding of, and capabilities in, the highly competitive global business environment of the twenty-first century. The course begins with an introduction to the sales process itself, and students learn the key steps in effective selling. Building on this framework, students then focus on its application in the global marketplace. The emphasis is on the challenges presented by widely differing business, national, and socio-cultural environments around the world. The course then turns to a detailed examination of negotiation skills. Students learn strategies for negotiating successfully. The course emphasizes integrative strategies, which are centered on win-win outcomes. In addition, students develop communications and listening skills. Students examine and discuss different negotiating styles appropriate to different cultures and countries, and they develop the ability to work with, rather than against, these different styles. Program Outcomes Successful completion of this and other courses in the program culminates in the achievement of the Vocational Learning Outcomes (program outcomes) set by the Ministry of Training, Colleges and Universities in the Program Standard. The VLOs express the learning a student must reliably demonstrate before graduation. To ensure a meaningful learning experience and to better understand how this course and program prepare graduates for success, students are encouraged to review the Program Standard by visiting For apprenticeship-based programs, visit Course Learning Outcomes The student will reliably demonstrate the ability to: Explain the sales process and the buying decision process, especially in the context of different cultures and countries Describe the importance of personal selling and negotiation in the information economy and within emerging economies Analyze the socio-cultural, legal, political, and economic impacts on the international sales and negotiation processes; Develop expertise in sales presentation role plays that build students communication skills and exploit an understanding of business-to-business (B2B), business-to-consumer (B2C),business-togovernment (B2G) customer needs; Analyze the role and key functions of a front-line sales manager; Explain the international business negotiation process and its importance in the global business environment; Explain the importance of a BATNA, the planning and research process to successful negotiations; Evaluate the difference between distributive and integrative negotiations. THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 2

3 Essential Employability Skills (EES) The student will reliably demonstrate the ability to*: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. 2. Respond to written, spoken, or visual messages in a manner that ensures effective communication. 4. Apply a systematic approach to solve problems. 5. Use a variety of thinking skills to anticipate and solve problems. 7. Analyze, evaluate, and apply relevant information from a variety of sources. 8. Show respect for diverse opinions, values belief systems, and contributions of others. 9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. 10. Manage the use of time and other resources to complete projects. 11. Take responsibility for one's own actions, decisions, and consequences. *There are 11 Essential Employability Skills outcomes as per the Ministry Program Standard. Of these 11 outcomes, the following will be assessed in this course. Global Citizenship and Equity (GC&E) Outcomes Text and other Instructional/Learning Materials Text Book(s): Custom e-text for purchase, taken from: Manning Gerald L., Ahearne, Michael L., Reece, Barry L., and MacKenzie, H. F. (Herb) (2013). Selling Today: Partnering to Create Value Sixth Canadian Edition. Toronto, ON: Pearson Education Canada. Students need to buy the access code from the bookstore to gain access to the custom e-text. Note: The role play simulation, used in Weeks 4 to 6, is included in the Student Access Kit, available online from the textbook publisher. A student access code is required. Online Resource(s): Free download and handouts, taken from: Rudd, J. E. and Lawson, D. R. (2007). Communicating in Global Business Negotiations: A Geocentric Approach. Thousand Oaks, CA: SAGE Publications, Inc. Free download of Introduction, Chapters 2 and 6 from Material(s) required for completing this course: Week 7: Milton, L. and Goodwin, N. (2006). Guest-Tek Interactive Entertainment: International Sales. Ivey Publishing. Product Number: 9B06M067. Publication Date: 7/27/ Week 12: Grogan, C. and Brett, J. (2006). Google and the Government of China: A Case Study in Cross- Cultural Negotiations. Kellogg School of Management. Product Number: KEL242-PDFENG. Publication Date: 1/01/ Week 13: Austin J. E. and Reavis, C. (2002): Starbuck and Conservation International. HBS Premier Case Collection. Product Number: PDF-ENG. Publication Date: 10/2/ THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 3

4 Custom Courseware: To purchase the required CoursePack for this course: 1. Go to: 2. If you have previously registered for another CoursePack, log in. If not, click the Student Registration link. Complete the registration page and click Submit. 3. Confirm your CoursePack selection and click Continue. 4. Complete your billing information, confirm and click Submit. 5. After completing the purchase pages, you will be taken to your CoursePack. 6. If you have problems, contact XanEdu Customer Service at (option 4) or 7. Each individual student must purchase his/her own access to the CoursePack. Evaluation Scheme Role Playing: Selling Techniques Role Playing: Between Saller and Buyer Quiz: In-Class Assignment Mid-Term Test: Mid-Term Case Study: Think-Pair-Share Sales & Negotiation (Presentation): Sales & Negotiation with an International buyer In-Class Assignment: Short answer and multiple choice Evaluation Name CLO(s) EES GCE Outcome(s) Outcome(s) Weight/100 Role Playing 1, 2, 5 1, 10 5 Role Playing 1, 2, 5 1, 4 10 Quiz 3, 5 2, 5 10 Mid-Term Test 6, 7 5, 7 25 Case Study 4, 6, 7 7, 8, 9, Sales & Negotiation (Presentation) 4, 6, 7, 8 1, 8 25 In-Class Assignment 2, 3, 6 5, 7 15 Total 100% If students are unable to write a test they should immediately contact their professor or program Chair for advice. In exceptional and well documented circumstances (e.g. unforeseen family problems, serious illness, or death of a close family member), students may be able to write a make-up test. All submitted work may be reviewed for authenticity and originality utilizing Turnitin. Students who do not wish to have their work submitted to Turnitin must, by the end of the second week of class, communicate this in writing to the instructor and make mutually agreeable alternate arrangements. When writing tests, students must be able to produce official College photo identification or they may be refused the right to take the test or test results will be void. Student Accommodation It is College Policy to provide accommodation based on grounds defined in the Ontario Human Rights Code. Accommodation may include modifications to standard practices. Students with disabilities who require academic accommodations must register with the Centre for Students with Disabilities. Students THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 4

5 requiring accommodation based on other human rights grounds should talk with their professors as early as possible. Please see the Student Accommodation Policy. Use of Dictionaries English-Additional Language (e.g. English-Chinese) or Additional Language-English (e.g. Russian- English) dictionaries may be used in regular class work. Program or School Policies Course Policies College Policies Students should familiarize themselves with all College Policies that cover academic matters and student conduct. All students and employees have the right to study and work in an environment that is free from discrimination and harassment and promotes respect and equity. Centennial policies ensure all incidents of harassment, discrimination, bullying and violence will be addressed and responded to accordingly. Academic honesty is integral to the learning process and a necessary ingredient of academic integrity. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work of others is presented by a student as their own and/or without citing sources of information. Breaches of academic honesty may result in a failing grade on the assignment/course, suspension or expulsion from the college. For more information on these and other policies, please visit Students enrolled in a joint or collaborative program are subject to the partner institution's academic policies. PLAR Process This course is eligible for Prior Learning Assessment and Recognition (PLAR). PLAR is a process by which course credit may be granted for past learning acquired through work or other life experiences. The PLAR process involves completing an assessment (portfolio, test, assignment, etc.) that reliably demonstrates achievement of the course learning outcomes. Contact the academic school to obtain information on the PLAR process and the required assessment. This course outline and its associated weekly topical(s) may not be reproduced, in whole or in part, without the prior permission of Centennial College. THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 5

6 Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name 1 Introduction of the Course Outline Explain sales management as it relates to Icebreaker Course and Expected sales process and buying decision Outcomes Chapter 1: process Relationship Selling opportunities in the Information Economy 2 Creating Value with a Relationship Strategy Chapter 3 Describe the contributions of personal selling to the information economy Explanation of course outline discussion Role Playing (5% marks) Evaluation Date Week 2 3 Creating Product Solutions Product-Selling Strategies that add value 4 Developing a Customer Strategy Chapter 6 Chapter 7 Chapter 8 Explain the importance of developing a relationship strategy Discuss how personal selling skills have become one of the master skills needed for success in the information age Explain how personal selling skills contribute to work performed by knowledge workers Discuss the meaning of a customer strategy Analyze the difference between consumer and business buyers Team/Peer work Role-playing practice Quiz (10% Marks) Week 4 5 Developing a Presentation Strategy Explain the importance of alignment between the selling process and the customer s buying process Chapter 12 Describe the elements of an effective group presentation Lecture & Class Develop selling tools that add value to sales presentation Discuss the dynamic nature of adaptive selling Practice sales presentation role plays that develop communication skills and understanding of B2B, B2C, B2G customer needs THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 6

7 Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name needs 6 Negotiating Buyer Chapter 13 Describe the principles of formal negotiations Role-Playing Concerns as part of the win-win strategy (10% marks) Evaluation Date Week 6 Outline methods for creating value in formal negotiations Role-playing practice 7 Guest-Tek Interactive Entertainment Case Study Identify common types of buyer concerns Describe how to work with buyers who are trained in negotiation Case Study and Review Discuss specific methods of negotiating buyer concerns 8 Mid-Term Test Cover Week 1-7 Explain the sales process and the buying decision process, especially in the context of different cultures and countries; Describe the importance of personal selling and negotiation in the information economy and within emerging economies; Analyze the socio-cultural, legal, political, and economic impacts on the international sales and negotiation processes; Mid-Term Test & Review Multiple Choice, Short Answers and Mini Case (25% marks) Week 8 9 Geocentric Approach. Communicating in Global Business Negotiations: A Geocentric Approach.(Introduction and Chapter 2, Rudd and Lawson) Develop expertise in sales presentation role plays that build students communication skills and exploit an understanding of business-tobusiness (B2B), business-to-consumer (B2C), business-to-government (B2G) customer needs; Discuss a country s relationship with economically integrated areas (member of an economically integrated area or part of other types of trade agreements) Identify the economic, political and legal history and policies of the country lecture and class Term Project Distribution Case Study (Think-Pair- Share) 10 % marks Week 9 Define the current economic, political and legal condition of the country/region 10 Geocentric Handout: Chapter 3 (p. Identify the face affect the communication THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 7

8 Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name Negotiation Process 67-77), Rudd and competency of a global negotiator Lawson Chapter 6, Rudd and Lawson Explain the critical components of individual success in the international marketplace Discuss the regional cultures and subcultures affect in international business negotiations. Evaluation Date 11 Alternative Dispute Resolution Handout: Chapter 8 (p ), Rudd and Lawson Explain the international business negotiation process and its important in the global business environment Define substantive, perspective and external factors in developing an effective agreement Analyze the foreign government involvement with business and deciding factors in negotiation process discussion 12 Case Study Google and the Government of China Discuss the critical factors for global business negotiators to consider when entering into a trade negotiation Identify experiences form the practitioners that fit each factor in the geocentric negotiation success model Case Study discussion & review 13 Term Project Presentation Project work Analyze the foreign government involvement with business and deciding factors in negotiation process Explain the international business negotiation process and its importance in the global business environment; Explain the importance of a BATNA, the planning and research process to successful negotiations; Term Project Product Week 13 Presentation & Negotiation with the buyer from different culture (25% marks) 14 Case Study Course review Starbuck and Conservation International Evaluate the difference between distributive and integrative negotiations. Identify and discuss how culture influences international negotiation and explain each stage of the negotiation process Case Study review and discussion In-Class test (15% marks) Week 14 THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 8