This interactive seminar is designed to teach both the theory and practice of negotiation. The goal is to improve students’ understanding of negotiation as well as their ability to negotiate effectively. Students will spend much of their time participating in negotiation exercises and simulations from a variety of practice areas. Through the in-class negotiation exercises, debriefings, and lectures, students will develop and sharpen skills in the areas of listening, asking questions, creative thinking, and persuasive communication. Class lectures and discussions will focus on such topics as the difference between competitive and integrative bargaining, the ethical dimensions of negotiations, the importance of reputations, and the value in planning and choosing negotiation strategies.
The seminar will meet for five sessions spread over two weekends. Attendance at all sessions is mandatory. The class sessions are designed to provide an environment that is conducive for all students to experiment with different negotiation skills and behaviors. Students are not graded on the outcomes or results of negotiations, but on commitment to the materials and exercises. After the first weekend session, each student will videotape a negotiation with a classmate and write a short self-critique about the experience. In addition, a final “think piece” paper is required, in which students should demonstrate that they have learned the concepts, principles, and theories from lectures, readings, and exercises. The final paper does not require any outside research. Students are only required to reference what is covered during class sessions and in the assigned readings (Getting to Yes by Roger Fisher, William Ury, and Bruce Patton and excerpts from Negotiation: Appropriate Process and Problem Solving by Professors Menkel-Meadow, Schneider, and Love).
Grades will be based on: Participation in class (30%), Videotaped negotiation and self-critique paper (2-4 pages (double spaced)) (25%), Final Paper (10-15 pages (double spaced)) (45%).