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COMM 3000-1 & PACS 3800-1

Syllabus - Spring 2013 -  REVISED 4-1-13  See Below:

 

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April 1 Announcement:  There is no class on April 16 (I will be in DC) so I am adjusting the schedule from now until the end of that week to make up for this change. We will be back on track on April 18, when there is a short MANDATORY assignment due.

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The Basics:

Instructor: Dr. Heidi Burgess   

Contact Info: heidi.burgess@colorado.edu;    Phone: East Campus 303-492-1635; Norlin: 303-492-6708

Class Time and Location:    T/R 2:00- 3:15 pm VAC 1B90

Main Campus Office:  Norlin Library Room S423  It is hard to find--click on the room number to get directions. 

East Campus Office:  ARCE - room A222. (Second floor, south side of building).  It is not that hard to get to--the Stampede bus stops right just east of the building.  See Map. (This is where I am most of the time.)

Office Hours:  Norlin:  Tuesdays, 1-2pm  & 5-6 pm.   Other times available by appointment (other times will usually--but not always-- be on East Campus).

Course Web Sites:

• Syllabus and online readings available at: http://pacs-courses.colorado.edu/pacs_courses/pages/conflictmanagement-spring2013

• Grades and the dropbox are available on D2L. 

Class E-mail List: Updates about the class will be sent out by e-mail to your colorado.edu address. If you do not routinely monitor this address, make sure it forwards to an email you do get.

Required Texts:

1. William Wilmot and Joyce Hocker.  Interpersonal Conflict, Eighth Edition.  Note:  While the print edition of this book is available in the bookstore, an online edition is also available at www.CourseSmart.com.  This online edition is about 30% less expensive than the paper edition.  While earlier editions of this book are also available for considerably less money, much as has been changed and an entirely new chapter has been added. If you decide to get an older edition, you may not have access to all the material that will be covered on the tests. I refer to this as book as "W&H" below.

2. Douglas Stone, Bruce Patton, and Sheila Heen, Difficult Conversations:  How to Discuss What Matters Most. I refer to this as "SPH" below. 

3. Many days also have additional required readings which appear as links in the course schedule.

 

 

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Course Design and Expectations

Course Content and Focus:

The course will focus particularly on nonviolent and de-escalatory communication, facilitation, negotiation, mediation, arbitration, and reconciliation, among other approaches.  We will examine when each of these approaches is useful and when not, different ways they are done, how to do them effectively, and what the costs and risks are of each. 
 

Class Structure:  

While there will be some lecture time, a fair amount of class time will be spent practicing skills in role plays and other small group activities.  The amount you learn in these group activities will be highly dependent on (1) your preparation (having done required reading before hand) and (2) your level of effort.  In past semesters, somewhere between 1/3 and 1/2 of the students do not take the group activities seriously, and just "go through the motions," doing the minimal amount possible to "get by."  Although I don't know for sure, it seems very likely that these are the students who report at the end of the semester that the course was a total waste of time and they didn't learn anything. Other students report that the course was one of the most valuable they have taken in their 4 years here--which is (of course) the feedback I am trying to acheive.  So if you want to learn from this course, you need to put in considerable effort.  You need to do the readings on time, engage in the roleplays and discussions seriously, and work hard and consistently on the journal and papers. I will do all I can to make this interesting and fun, but

 

ultimately, the amount you learn will be directly proportional to the amount of effort you put into this course.

 

Reading expectations: 

Students are expected to complete the reading before the assigned class day, although I am a pragmatist and I know that this won't always happen.  If readings are essential for a particular days' activity, they are starred, otherwise, you can "get away" with waiting a few days to complete the readings.  But unless the readings are listed as "optional," they are necessary for either the tests, the papers, or both.  The tests are heavily based on readings--if you don't do them at all, you should not plan on passing the course.  

Use the guidelines for what to learn as you read!  Each week has study questions at the top of the week.  These draw from the readings and from class activities (lectures and groups), but much of the material covered is found in the readings.  I also often have put what to look for next to the readng listings themselves.

Classroom Rules: 

We will often be talking about controversial and/or personal subjects (e.g., personal conflict experiences), so respectful communication is essential in this class.  We will discuss what that means early on, but basically it means attentive listening, and caring responses.  We will certainly have differing opinions on topics, but those should be raised as alternative valid ideas, not as competitive "better" ideas. Further information of classroom behavior corresponds to the campus-wide rules which are listed at the bottom of this syllabus. 

One further classroom rule: I strongly prefer that students not use electronic equipment  during this class, unless you have a special dispensation from Disability Services. That means no laptops, no cell phones, no texting, etc. However, several people have asked if they could plese take notes with their computers--they do much better that way.  I agreed, but insisted that they sit up front, so it is harder to "zone out" watching a movie (as tends to sometimes happen in the back).  I still insist that no computers be used during group time, except for the notetaker/scribe who may use a computer to do that--and then email me the notes at the end of class.   If I noticeviolations of this policy, you will get a 50% penalty on your day's group score for the first violation.  Any violations after that are 100% penalties.  

Tests:

There are two tests--a midterm and a final--and the final is cumulative.   The midterm is worth 10% of your grade, the final 15%. Study questions for both exams are posted on this syllabus below (the questions for each week are listed in the course schedule for that week.)  

Grading:

In general, I come fairly close to following the standard CU grade distribution, which is:

A 93% and above                             C 73 – 76.5%

A ‐ 90 – 92.5%                                    C ‐ 70 – 72.5%

B + 87 – 89.5%                                   D + 67 – 69.5%

B 83 – 86.5%                                       D 63 – 66.5%

B ‐ 80 – 82.5%                                    D ‐ 60 – 62.5%

C + 77 – 79.5%                                   F 59% or below

That said, I also grade on a curve, and look for "breaks" in the distribution, so these numbers may not stick exactly at the end.  A person with a 91. 5 might get an A; or a person with 93 might get an A-. You are safest if you do as well as you can--don't aim for a "just passing" or "just what I need" grade and then quit working.  That can come back and haunt you!

As for grading individual items, such as papers, journals, or essays (on tests), I follow these general guidelines, with more specific rubrics for individual items.
 

A =  Excellent...greatly exceeds the minimum requirements, illustrating excellent understanding, careful work, and creativity.

B =  Good…goes beyond the minimum requirements to a fair degree.

C =  Average…meets the minimum requirements of the assignment

D =  Poor...only meets some of the minimum requirements of the assignment

F =  Failing...does not meet most of the minimum requirements of the assignment

Writing Quality:  It is impossible to earn an A from me on any assignment if that assignment is poorly written and/or proofread.  In general, I grade the ideas, and then if the writing is poor, I will subtract one full letter grade from the "content" grade.  (I am more lenient, however, with people for whom English is not their native language.  If this applies to you, please let me know.)

I'll warn you right now about two of my serious pet peeves that are widespread:  forming plurals with apostrophes..."two assignment's" [wrong!] instead of "two assignments" [right] , and using "I" and "me" incorrectly:  "Shirley and me went to the mall" [wrong].... or "she gave the paper to Shirley and I".[also wrong].  I is the subject --the actor; me is the object, the thing which is acted upon.

Lastly, group papers need to read like one paper, not 3, 4, or 5 papers loosely stitched together. That doesn't mean that everyone needs to write in the same style, nor does the editor need to correct style differences.  But the sections should flow clearly in a way that makes sense, and duplication (and gaps) should be avoided when possible.  You might each proof each other's work, or assign one person the task of doing a final proofing/editing job for the entire work. 


Late papers:  Papers are penalized 10% for each 24 hours they are late, unless you have worked out alternative arrangements with me in advance.  This, you should know, however, is going to be hard to do.  For the group projects, you have lots of time, and lots of ways to distribute the workload.  So if one person is slammed with work one week, negotiate an agreement which enables them to work less on the group project that week. With this much time and this many people, you should have more flexibility to work things out among yourselves.  On the journals, you are supposed to be writing one (or more) entries per week, so if you have an emergency right before the journal is due, the maximum you should be short is that week's entry.  If you try to negotiate an extension for the entire period, I am going to be very unlikely to respond positively.

More caveats on grading:  

• I only grade end results--the product.  I do not grade effort or intentions, nor do I give grades because people need them.  You have to earn them.

• I far prefer to discuss assignments before they are due. After they are due, there is little I can do to help you, other than explain my decisions. 

  Overall, there are 1000 points possible in this course, distributed as follows. 

POINT DISTRIBUTION CHART:

Grading "Event"	Points
Midterm	100
Final Exam	150
Writing Units: 30 points each, for 240 total	240
Group Paper: 100 group points, plus 50 individual points	150
Group Process Analysis	50
Email Negotiation Analysis	50
Conflict Styles Essay	30
Labor Conflict Essay	30
Participation: Individual	100
Participation: in Groups	100
TOTAL	1000

 

Top  | Assignment Due Dates |  Course Schedule |  CU Policies

 

ASSIGNMENT DUE DATES:

J= Jounal;        DE = Directed Essay

Week	Month	Mon	Tues	Wed	Thur	Fri
1	Jan	14	15	16	17	18 Per. Intro due
2		21	22	23	24	25 J 1 on Week 1 due @ 5 pm
3		28	29	30	31	Feb 1 J2 on Week 2 skipped
4	Feb	4	5	6	7 Con. Styles Due	8 J 3 - on Week3 in dropbox at 5 pm
5		11	12	13	14	15 J 4 - on Week 4 OR  DE 2 on TRIP Goals  both in dropbox 5 pm
6		18	19	20	21	22 J 5- on Week 5 OR DE 3 on Emotions both in dropbox by 5 pm
7		25	26 Midterm! In class, bring blue book	27	28	M1  J6 on Week 6 OR DE4 on Power both in by 5 pm
8	Mar	4	5	6	7 Group Project Assigned	8 J7 on Week 7 by 5 pm
9		11	12	13	14	15 J 8 on Week 8 by 5 pm
10		18	19	20	21	21 J 9 on Week 9
SB		25	26	27	28	Nothing due this wk
11	Apr	1	2 Email negotiation assigned today	3	4	5 J10 on Week 10 OR DE 5 on Negotiation in dropbox by 5 pm
12		8	9	10	11	12 J11 on Week 11 Last Day to Turn in DE1- Active Listening & I-messages in dropbox by 5 pm
13		15	16	17	18 Mandatory Labor-Management Assignment due before class.	19 J12 on Week 12  in dropbox by 5 pm
14		22 Group Project Due 9am today -- One person post paper; others post note (in dropbox) saying which group you were in. That will enable me to return the paper to you via the dropbox.	23	24	25	26 J 13 on Week 13 Individual Process Assessment of Group Project Due in dropbox @ 5 pm.
15		29 Email Negotiation Due 9am today in dropbox	30	May 1	May 2	May 3 J 14 on Week 13 OR DE 6 on Apology/For. in Dropbox by 5 pm
Final	SAT May 4 1:30-3:30

 

Weekly Schedule

Week 1: Jan 15 & 17.  Why are we here?  Why I teach this class and why you might want to take it. (The "needs" statement.)

Study Questions:  At the beginning of each week you will find several questions which highlight the primary things I am trying to teach and hope you will learn this week.  These questions will draw from the readings, the lectures, and the in-class activities.  If you know the answers to these questions, you will be all set for the midterm and final--some of these questions will appear verbatim; others will ask you to apply the same concepts to a real or fictional story.

1. How do W&H define conflict? Give two examples of conflicts at the interpersonal, workplace, community, national, and international levels.  

2. Name several costs of conflict at each of these levels (interpersonal, workplace, community, national, and international.)

3. Does conflict ever have benefits?  If so, what are they? Give a concrete example at each level (interpersonal, workplace, community, national, and international). Can you think of any benefits that are not mentioned in the article?

4. What do W&H mean by "the four horsemen of the apocalypse?"  Name the four horsemen and give two examples of each one--at different conflict levels (interpersonal, workplace, community, national, and international). Why do W&H call these behaviors "the four horsemen?"

5. What are escalatory spirals and avoidance spirals?  How are they different? What are the effects of each?

6. What are the three types of conflict knowledge? How do they relate to each other? (Lecture only)

Readings (Due Thursday):

• W&H Chapter 1 - I have scanned at least the critical parts of this chapter and have posted them on D2L for waitlisted students who do not want to buy the book. 

• Levine: The Many Costs of Conflict

• http://costofwar.com - play around with the "location" choices and the "tradeoffs" button. Get a feeling of what we could have had as a country, had we not gone to war in Iraq or Afghanistan--or if we would have ended those wars sooner.  Was it worth it? Are your own conflicts "worth it?" 

• Benefits of Conflict 
   

In-Class Activities:

• T: Nuts and Bolts; Conflict Synonyms - Group 1
• Th: Nature, costs, and BENEFITS of conflict - Group 2

Writing Assignments:  

• Personal Introductions (Due Fri. Jan 18 by 5:00 pm):  Please write a short essay introducing yourself.  Tell me if you have a nickname you prefer I use, one or two interesting things about yourself, why you signed up for this class and what you hope to get out of it, and any other things you would like me to know about you. Submit it to the drop box by 5:00 pm January 18.  This isn't graded, but students who don't do it are giving me a hint that they aren't very interested in this class--not a good way to start out if you are seeking a good grade!

• Start your conflict journal. You need to have at least one entry for this week which applies any of the ideas from this week's readings or the lecture(s) to your life or conflicts in the news. See these suggestions for ideas of things to write about and these two sample entries.  This week's entry needs to be submitted individually to the Journal #1 dropbox by 9 am next Tuesday.  That will enable me to give feedback quickly to make sure you are "on the right track" for your other journal entries, which will be handed in in "batches" of four.
   

Power Points and Handouts - Note:  These links will not work until shortly before the appropriate week, as I won't upload the power points until I have updated them from last semester.  But I left the titles in to make it easier for me to link them up later.

• Tuesday's power point 

• Tuesday's  "What You Should Know" handout.

• Thursday's power point

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Week 2:  Fundamental Skills 

Study Questions

1. Explain the "lens model" of conflict in your own words with a real world example.

2. Explain the key elements of empathic listening--how is it done?  When is it appropriate to use it and why? Is it ever INAPPROPRIATE to use?
3. Explain what "I-messages" are.  When are they appropriate to use and why?  When are they INAPPROPRIATE to use?

4.  Name at least four ways that communiation can lead to conflict, or make it worse. (What do W&H Chapters 1&2, and SPH all have to say about this question?)

5. Name at least four substantive factors that can lead to or escalate conflicts--even when communication is excellent.

6. Explain what facilitation is, how it is done, in what settings, and why it is useful.  Note: I didn't ever do the lecture on facilitation, but we will still practice it--not for a grade--and it is a very useful skill to have.  So this reading is still required, as is the study question.

Readings:

• Due Tuesday:
  • Empathic Listening - note: this is also called "active listening" and is a fundamental c/res. skill everyone should know and practice as much as possible.  On Tuesday, we are going to have a guest speaker, Tom Sebok, from CU's ombuds office, who is going to talk about active listening, I-messages and other key elements of constructive (and destructive) conflict communication.  You will get more out of his lecture if you have read this and the next essay before class.
  • I-messages

  • W&H pp. 56-69 (rest of Chpt 2 is optional) Focus on the "lens" theory of conflict.

• Due Thursday
  • SPH: Introduction and Chapter 1 - This lays out the key ideas of the book that we are going to revisit over and over again throughout the semester.

  • Causes of Conflicts and Disputes - In class this week we are going to focus on communication (or lack thereof) as a cause of conflict.  But there are many substantive causes too--this article highlights those.  While we may not discuss this article much in class this week, it will relate to your first group paper assignment a lot!

  • Facilitation  - this is another key skill, particularly in the business world.  We are going to start practicing it in groups this week, and for the rest of the semester.  See note above (this is still "test-able" material, even though we didn't discuss it in class).

In-Class Activities:

• Tue: Tom Sebok guest lecture on conflict communication - No groups

• Thurs: Collaborative Problem Solving- 3 Day Exercise to Negotiate New Class Structure - No groups

Written Assignments:

• Your first conflict journal entry is due in the dropbox by 9 am this Tuesday.  (This is the entry relating to LAST week.)

Power Points and Handouts: 

• Tom Sebok's Handout 
• Collaborative Problem Solving-part I

 

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Week 3: Jan. 29 and 31st : Collaborative Problem Solving (CPS)

Study Questions

• Note, since I deterred from the original topics for this week, the study questions are based on the in-class exercise, plus the reading on facilitation that had been assigned last week, as that became relevant in class this week.  You might find it also useful to read the essay on Consensus Building (a synonym for collaborative problem solving) if the class discussion isn't enough to answer these questions.

1. What is CPS? What is it used for and why? (What are the benefits of CPS)?
2. What are the costs of CPS?
3. What are the steps of  CPS?
4. What is the role of the facilitator in CPS?
5. In what contexts is CPS used?

Readings  - We didn't discuss these this week, but I'm hoping you still read them, because I really can't keep to 30 pp per week if these don't stay attached to this week!

• W&H Chapter 3 

• SPH: Chpts 2-4, pp. 25-82

In-Class Activities:

 

• T:  Continued Collaborative Problem Solving - No groups

• R: Completion of the Collaborative Problem Solving Activity - No groups.
   

Written Assignments: 

• None this week, though journal entry ( J#2) on last week will be accepted.

Power Points: 

• Tues:  Collaborative Problem Solving - Part 2
• Thurs:  Collaborative Problem Solving - Part 3

 

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Week 4:  Feb. 5 and 7: Conflict Goals (TRIP) Tues; Conflict Styles (Thurs)

Study Questions

1. What are the "TRIP" goals? Give examples of each kind of  goal. (I might also give you a story and ask you to identify the disputants' goals in the story.)

2. What is the relationship between interests and positions? Give an example of a stiuation (real or hypothetical) in which a person's interests and positions are different.  (I might also give you a story and ask you to identify the disputants' interests and positions in the story.)

3. How do goals affect a conflict's destructive or constructive character?

4. How does the "what happened conversation" in SPH relate to TRIP goals? Given what you read in the introduction, can you see TRIP goals in either of the other layers of conversation, even before you have read those sections of the book? (If I ask this on a test, I will word the question differently...just aksing how TRIP goals relate to the three different layers of difficult conversations.)
5. What are the 5 conflict styles? Be able to name them and describe them.
6. Explain what the advantages and disadvantages are of each style.
7. Explain which style is best to use when, and worst to use when.

 

Readings - We are talking about last week's readings this week, plus a much abridged version of the original plan for this week. So if you didn't do last weeks' readings already, please do them now. Together, they are much longer than 30 pp, I know, but they are essential.  Plus  SPH reads fast.  

In order to get caught up, we also need to do a quick conflict styles unit on Thursday, which has another absolutely essential few pages of reading and writing.  IF YOU ONLY DO ONE READING THIS WEEK, MAKE IT THE CONFLICT STYLES READING/WRITING FOR THURSDAY!  All the readings are described below. 

• For Tuesday:
  • W&H Chapter 3 Goals and Interests- Priority 2 - Focus on:
    • what TRIP stands for and how you can identify each of those kinds of goals;
    • the difference between interests and positions (review from last week)
    • collaborative goals (what are they and how they relate to collaborative problem solving
  • SPH: Chpts 2-4, pp. 25-82 - Priority 3 Focus on how to sort out the different elements of the "what happened" conversation- the role of stories, the difference between "intent and impact," and the difference between "contribution and blame."  This is the "set up" for next weeks conversation on emotions.
• For Thursday - Conflict Styles Priority 1
  • W&H Chapter 5 pp. 144-148 is required; rest of that chapter is optional.  (We will discuss this in class, but you may find it useful to read if you can't answer the study questions relating to conflict styles after the class discussion.)
  • As part of this "reading," fill out the conflict styles questionnaire on pp. 146-148 TWO TIMES for two different people, and calculate your scores.  
  • Then write 1 - 2 pages discussing your scores.  Do they seem to  confirm what you already thought?  Why?  Did they surprise you?  How? Do you see any differences in your scores between the two people you considered?  Why do you think that happened?  If you have pretty steady scores, do you think that is good?  Why or why not?  
  • Try putting this assignment in the D2L Conflict Styles Score dropbox, but also bring a typed and printed copy of your scores and essay to class as a backup--and to use for the class discussion.  Then hand it in at the end of class just in case D2L goes down again!
  • Things you want to read for and understand from this unit are:
    • what the five different conflict styles are;
    • which YOU use when.  
    • We will discuss the advantages and disadvantages of each, which is best to use when, and which work well together AND NOT in class.

In-Class Activities:

• T:  Discussion of Interests and Goals -

• R: Conflict Styles Discussion

Written Assignments:  

• Mandatory:  Conflict Styles Scores and Essay is due in the dropbox at noon on Thursday Feb 7 (if D2L is up) AND on paper in class Feb. 7. This is mandatory, and is worth 30 points. Immediate 50% penalty if it is late.
• Optional journal 3 due 5 pm Friday.   

Power Points:
 

•   TRIP Goals, Interests and Positions. Group 3
• Conflict Styles - Group 4

 

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Week 5: Feb. 12 and 14 - Emotions

Study Questions

1. What are the costs of hiding feelings when you are in a conflict? 

2. How do SPH suggest you handle feelings more constructively?

3. What do they mean by "negotiating with your feelings?"

4. What is the role of identity in difficult conversations?  What are SPH's "three core identities?" 

5. What do SP&H suggest you do when your identity is threatened?

6. Why do people make "irrational" decisions?  What can/should be done about it?
    

Readings (due Tues.)  

• SPH: Chpr 5 and 6  (50 fast-reading pages) Focus on:
  • Why emotions are a critical part of all difficult conversations (and cannot be ignored or hidden)
  • How to "complexify" your feelings
  • The difference between feelings and attributions/judgements/accusations
  • What it means to say you should "negotiate with your feelings."
  • What are the three "core identities"?
  • What to do to protect your identity. 

• W&H Chapter 6 (Optional--I don't much like this chapter, but has some interesting material in it.  I won't test from it.)

In-Class Activities:

• Tues - Discussion of Emotions - 3 levels - Group 5
• Thurs - Cont. Discussion of emotions and Angry Customer Video - no group.

Written Assignments:  

• Optional J4 (on week 4) due 5 pm Fri.
• Optional Directed Essay #2 on TRIP goals also due Fri 5 pm.
• Note: Do one or other, not both.

Power Point:

 Emotions & Conflict

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Week 6: Feb. 19 and 21 Power 

Study Questions:

1. What is power in a conflict situation? Is it good or bad--and why?
2. How does one obtain power (that is, what are the "sources" of power or what W&H call "power currencies"?) Be able to recongize someone's power currencies in a fictional or true story.
    
3. What are the three primary ways power is expressed in conflicts (what I call "power strategies") ? (Kenneth Boulding calls these the "three faces of power"; W&H call them types of power?)  Be able to recognize such strategies in a fictional or true story--or explain a situation yourself when each of the power strategies might be used.
4. What is the "power strategy mix?" Again, be able to give or recognize an example in a story.
5. What is the difference between a warning ahd a threat?   What are the advantages and disadvantages of using threats? Be able to recognize or give examples.
6. How do the concepts of revenge and backlash relate to power? (Answer generally and give examples) 

 Readings (due Tues.)   


W&H Chapter 4 (40 pp) Focus particularly on:

• Either/or power and Both/And power
• The two triangles illustrated on pages 106-107
• Power Currencies (RICE) (118-121)
• Strategies for Power Balancing (pp 131-142)

 Readings (due Thurs.)

• Understanding Power  (Focus on sources of power (equivalent to power currencies), power strategies, and the power strategy mix

• Revenge and the Backlash Effect (focus what stimulates revenge and backlash, how to avoid it and how to estimate it ("the backlash coefficient).

In-Cass Activities:

• TBD

Written Assignments:  

• Optional J5 (on week 5) due 5 pm Fri.
• Optional Directed Essay #3 on emotions  also due Fri 5 pm.
• Note: Do one or other, not both.

Power Point:

 Power & Conflict

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Week 7: Feb. 26 and 28: Midterm (T) Group Project Assigned (R)

Study Questions: No new ones, just review.

Readings - None this week - just review.

In-Class Activities:

• T: Midterm
• R: Group Project Assigned

Written Assignments:

• Optional J6 (on week 6) due 5 pm Fri.
• Optional Directed Essay on Power also due Fri 5 pm.
• Note: Do one or other, not both.

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Week 8: - March 5 and 7 -  Negotiation - Part II

Study Questions: 

1. What is negotiation?  What is it used for?  When is it used?

2. According to Leah Thompson, why do people tend to be bad negotiators? Are you any different?

3. List assumptions and communication elements of competitive negotiation.

4. When is competitive negotiation appropriate? Not appropriate?  Why?

5. Explain the term "bargaining range."  How do you determine what that range is?

6. What does the term "BATNA" mean? (Don't just tell me what it stands for, but show me that you know what it MEANS.) Why is it critical to know your BATNA before you negotiate? What is the advantage of a strong BATNA? What should you do if you have a weak BATNA or none at all?

7. What does Lewicki advise as guidelines for effective competitive negotiation?

8. List the advantages and disadvantages of competitive negotiation.

Readings - 

• Part I of The Mind and Heart of the Negotiator - Why People are Bad Negotiators. - Note: This is a LARGE pdf that takes a long time to load--but it does load.  So please give it a few minutes.  Sorry!

• W&H Chapter 8, part I (pp. 244-255) 

• Competitive Negotiation - File provided on D2L -- please log in to get it.  There is a pdf, but it also is a large file, so give it a minute or so to load. If you find the print too small (I did on one computer, not on another), try the power point version, also posted on D2L.

• "Four Strategies for Making Concessions"   (optional)

• Negotiating with Jerks and Liars (optional)

• "Haggling at Megastores" (optional)

In-Class Activities:  

• T: Prisoners Dilemma 
• R: Prisoner's Dilemma debrief and Distributive Negotiation Practice

Written Assignments:  

• Optional J7 (on week 7) due 5 pm Fri.

Power Point:

 Prisoners' Dilemma.
Negotiation

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Week 9 : Mar. 12 and 14  Negotiation - Part III

Study Questions: 

1. List the assumptions and communication elements of collaborative negotiation

2. Give the advantages and disadvantages of collaborative negotiation.

3. Can collaborative and competitive negotiation be used together?  If so, how?  If not, why not?

4. What are the seven elements of "principled negotiation?" Be able to apply them to a story or real situation.

5. What are the differences between positions, interests, values, and needs? (Be able to identify each in a story.)

6. What are the limitations of principled negotiation?

Readings - 

• The rest of W&H Chapter 8 (pp. 255 - 270.

• Negotiating with your Boss    Note:  the original link went bad, but the same article is available at this new location.

• Negotiating Ethics
   

In-Class Activities:

• Tues:  Distributive negotiation roleplays
• Thurs:  Inroduction to Integrative negotiation

Written Assignments:   

Optional J8 (on week 8) due 5 pm Fri.

Power Points:

• Group Project #2
• Negotiation

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Week 10: March 19 and 21 -  Negotiation - Part IV

Study Questions: No new ones this week.

Readings:

"How to Screw up an Email Negotiation"

In-Class Activities:

T:  Applying principled negotiation

Th: Negotiation strategy choices.
 

Written Assignments:   

Optional J9 (on week 9) due 5 pm Fri.

Power Point:

• Negotiation

 

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Spring Break : March 26 and 28.  Note: no journal is required this week, but events often occur during spring break that lend themselves to journal entries.  If you want to write one (or a few), they will count for extra credit.
 

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