OB 6332: Negotiation and Dispute Resolution

Instructor: Dr. Laurie Ziegler

Office: 4.210
Phone: 972-883-2847
Email: WebCT internal email
Office Hours: TBA

Instructional Assistant: TBA

Course Information

Required Materials:
1. The Mind and Heart of the Negotiator, 3rd ed., Thompson, Prentice Hall.
2. Influence: Science and Practice, 4th ed., Cialdini, Allyn and Bacon.
3. Negotiation: readings, exercises, and cases, 4 th ed., McGraw-Hill Irwin.
4. Thomas-Kilmann Conflict Mode Instrument
5. Name placard/tag

Course Communication:
Email communication, calendar changes, group and general discussions and
assignment submissions will take place using the WebCT platform.

Course Objectives:
1. To develop an understanding of concepts, research, and theories in the study of
negotiations in a variety of contexts. In this way, students will have a sound
framework to draw on when analyzing negotiation situations.
2. To introduce the student to primary research on influence and the application of
associated theories to conflict resolution and negotiation. Emphasis is placed on
the application of this information to the business environment.
3. To provide case studies, role-plays, and exercises that help students incorporate
contemporary knowledge of negotiation into their thinking and behavior.
4. To create an awareness of the relationships that diversity and ethics have in
organizations and on social science concepts.
5. To help foster improved competency in several critical management skills and to
augment the technical and diagnostic skills students obtain through their MBA
studies.
6. To help students develop confidence in the negotiation process and to prepare
students to transfer this knowledge to real world settings.

Course Format

Negotiation is the science and art of reaching agreements between interdependent

parties who seek to maximize their outcomes. Negotiations occur to either create
something new that neither party could create alone or to resolve an issue or dispute
between parties. Through your graduate studies you are developing a broad spectrum
of analytical skills needed to diagnose organizational situations and to reach optimal
solutions. The development of negotiation and other dispute resolution skills will help
you analyze issues from a variety of perspectives and secure acceptance of the
solutions you reach. This course is conducted as a graduate level seminar and
depends primarily on each student’s individual contribution. It is experientially based
and draws heavily on simulations, case studies, videotape, quizzes, and class
discussions. This is not a lecture course. Sound principles derived from the studies of
influence, conflict resolution and negotiation provide the theoretical underpinnings of the
course.
Course Requirements

Preparation and Participation (35%)

Attendance Experiential exercises are crucial to the achievement of the stated course
objectives. You are expected to come to class prepared and to fully participate in the
negotiation exercises and discussions. The attendance policy is commensurate with
these expectations. You may miss two classes without penalty provided you notify the
instructor via WebCT email at least 24 hours prior to the class session. This is a no-
fault attendance policy. Every additional class missed will result in a loss of five points
from your overall course average regardless of reason. I am not trying to punish you;
however, this is a highly interactive course and if you are not here you will not be able to
reobtain the experiences you missed. Additionally, your classmates depend on you to
fulfill your simulation and exercise responsibilities. If you are unable to consistently
attend class, this course may not be the right one for you.

Contributions In class contributions are assessed based on the quality of your

contributions to the negotiation exercises, simulations, and discussions. Your
comments will be evaluated based on the following criteria:
a. reflective and critical thinking that contributes to the flow of the
discussion but does not dominate the discussion
b. insightful and creative ideas based on the topics and theories
discussed in class
c. integration of relevant personal experiences and current events
d. builds on comments of others
e. goes beyond the “I feel” concept and provides some evidence or logic for
your comments.
f. Does not “reiterate/recap” your negotiations

You may also earn credit by sharing a media event, your own experience, etc. with the
class. Discussions should be based on content information you have gained through
your readings and exercises and be relevant to that day’s topics.

Unless otherwise specified, you will not be graded on the outcome of the simulation
exercises. You are strongly encouraged to be creative in the development and
implementation of your negotiation and dispute resolution strategies and to learn from
the strategies used by others and the mistakes that occur along the way.
R Groups The purpose of the Reflective Group is to stimulate discussion about your
course experiences, to think about your strengths and weaknesses in resolving disputes
or enhancing opportunities, and to apply course concepts to your personal situations.

Your R Group will be comprised of 4-6 members who will meet once a week for one
hour outside of class time. You may meet in person, via teleconference or chat, or
using any other synchronous method. You should spend a few minutes preparing for
you R Group meeting. Issues you might focus on during the meeting include:
• Course readings
• Simulations and exercises completed that week
o What happened?
o What strategies/tactics did I use? Did the other party use?
o What did I learn from the activity? What strengths/weaknesses were
identified?
• Personal experiences you had outside the course and how you dealt with
them in the context of course concepts.
• Other issues that have arisen as a consequence of the course and how they
impact your ability to resolve disputes and enhance negotiated outcomes.

Each group will submit a one-page statement per week (prior to the next class meeting)
via the WebCT Assignment link unless otherwise specified. The statement should
include your group name and members in attendance, a summary of your discussion,
and any issues you might like to bring to my attention. With the exception of the written
statement which I will review, ALL R GROUP DISCUSSIONS WILL BE CONFIDENTIAL
AS IS TRUE FOR ALL EXPERIENCES WHICH OCCUR DURING THE COURSE
ITSELF. Students are expected to respect the integrity of their classmates and to make
sure that none of the course-related information or experiences work their way into the
MBA gossip mill or other outside networks. It is the intention that you learn from and
apply your experiences but do not exploit the experiences of others for these purposes.

Reputation Index

Typically the resolution of conflict or negotiated outcomes is not a one-shot endeavor.

The reputation you establish will help determine how effectively you deal with real-world
issues. Future relationships draw heavily on previous experiences and perceptions that
are developed over time. In this course you will have the opportunity to interact with
many of your classmates. This may be as a participant in an exercise or as an
observer. The Reputation Index approximates how others’ view you in terms of such
important characteristics as: preparation, trustworthiness, effectiveness, and providers
of useful feedback. Each time you have had a sanctioned in-class experience with a
classmate you should keep a ta lly of their Reputation Index as you perceive it. The
assessment is based on the following scale:
0 = not at all prepared, effective, trustworthy; did not provide useful feedback
to
10 = extremely well prepared, effective, trustworthy; excellent provider of feedback
N/A = No experience with this individual
Comments: Indicate why you assessed each student as you did.

This index is due November 21, 2005.

Personal Statement Submit a one page personal statement for the edification of your
classmates and me. Information you provide might include: who you are, what you do,
what industry you are in, what your hobbies are, and what you want to get from this
course. You could attach a picture of yourself (with family, friends, pets, alone, etc.) if
you like. Submit this through the discussion board – personal statement forum no la ter
than the September 6, 2005.

Integration Exercise (35%)

You have two options to demonstrate how well you ha ve learned the course materials
and integrated them into your lives. You may either keep an ongoing journal or you
may describe a living negotiation. Reflective thought and creativity are encouraged.

Journal Your journal should demonstrate your understanding and application of

course readings and assignments on a weekly basis. You should include anticipated
and actual experiences, observations, insights, applications, and extensions of the
material. Your jo urnal should explicitly incorporate that week’s activities and readings.
Do not try to “catch up” at the end of the semester. I can tell. This is an ongoing
enterprise and is a good exercise for those of you who like specific goals and deadlines.

Living Negotiation During the course of the semester you should conduct a live
negotiation of substantive quality (i.e., you care about the results). This may include a
major purchase (e.g. house), job search, relations with peers or coworker, etc. You may
not describe a classroom activity. If you have doubts, please contact me. This exercise
is right for you if you are involved in continual negotiation activity or if you are good at
setting your own goals and timetables.

Guidelines for the integration exercises will be posted on WebCT.

This assignment is due November 21, 2005.

Team Term Project: Film (30%)

Film is a powerful learning medium. Film offers a multi-sensory experience that

enables the viewer to understand abstract concepts and theories while seeing them put
into practice. Many films have organizational themes or contexts that make them
uniquely effective in illustrating management issues. Through analyzing a film, you will
see how various concepts are interrelated and, often, interdependent.
Viewers use their own unique perceptual lens when they experience a film. They
also have a variety of responses, emotional and cognitive, to film. The use of film for
this assignment has the following learning functions:
Film as Case Study – A “good” film presents material much more forcefully than a
written case. This film is actually a video case. It will help you develop your analytic
skills because you will apply the material you have learned.
Film as Meaning – Visual and auditory elements of film provide meaning to theories and
concepts that are not provided in written or spoken formats.
Film as Experience – The film you choose may evoke strong feelings. You may use film
to experience other cultures, other organizational roles, etc.
Film as Time - You may also view a film and its remake to note changes over time.

You can view film information at www.imdb.com .

Steps to Completing Your Analysis

In approximately ten typewritten pages your team will submit a film analysis. Your goals
are to develop a deeper understanding about course concepts; learn how they
interrelate; apply the concepts; and demonstrate that learning to me.

1. Submit the film title and a brief description (4-6 bullets) of the concepts you will cover
under Assignments: Film Description by 10/4/05. This will help you in your goal-setting
endeavors for this project and will provide me the opportunity to review the films. Your
choices are not set in stone. You may change the topic (your film) and the concepts as
you gain more knowledge about course concepts. Please keep in mind if you change
the topic at a later date I may not have the opportunity to review the film.

2. Before viewing , write down the concepts identified in step 1 and any additional
concepts you wish to analyze. You may adjust these as you view the film.

3. View the film taking note of the concept(s) you are using to analyze the film. Think
about how the film relates to your own experiences or newsworthy topics. Incorporate
these into your paper.

4. Research these concepts. Don’t rely exclusively on your textbook. You should also
access journals, magazines, newspapers, books, etc. to supplement your analysis.
Particular emphasis is placed on academic, refereed publications. The quality of your
external resources is vital to the quality of your paper. You should not rely on internet
sources unless you are accessing full text journal and news articles. Check with the
UTD Library SOM Liaisons for help with resources. The SOM liaisons are Loreen
Phillips at 972-883-2126 (lsp014100@utdallas.edu) and Hillary Campbell at 972-883-
2959 (hillary.campbell@utdallas.edu).

5. Guidelines: The paper should be approximately 10 pages in length (excluding

appendices), numbered pages, single-spaced containing standard fonts and margins.
(Page 1). All assignments must have a cover sheet containing:

Your team name

Team member names in alphabetical order

Date submitted

Unique Title: e.g. Ocean’s 11 Revisited: Influence, Ideas, and Idiots Over Time

Outline with Page Numbers

6. Film Information (Page 2): Write the name of the film, the director, producer, the
main actors, and the year of release. Then, in one good paragraph, retell the plot. Do
not relate all of the details. Just condense the main story line into 5 – 8 sentences.

7. Introduction (Page 3): Tell me why you are interested in the research you conducted.
Build your case. Provide a thesis statement and tell me “what you are going to tell me”
in the rest of the paper.

8. Write the body of you paper incorporating outside resources properly cited (APA,
MLA).

9. Conclusion: Include a brief summary of you paper; limitations of your research and
the resources used; and directions for further study.

10. Reference List: Alphabetized using APA or MLA format.

11. Appendices

Peer Evaluations

For the team paper, students must complete a peer evaluation via a word document on
the appropriate WebCt assignment link. Students allocate 100% among all team
members that reflects each student’s specific role in the project and the level of
contribution made to the overall assignment. For example, in a five person team, if
everyone’s contribution is substantially equal, then each member receives 20%. If you
believe that a team member did not adequately contribute, provide a reason for the
reduced evaluation. In the event a team member fails to contribute adequately to the
team project, his/her grade will be lowered from the team grade. Individual grades will
also be lowered by two points for each 24 hour period the peer evaluation is late so
please provide these on time. Peer evaluations are kept strictly confidential. I will
provide general feedback to any poor performing members.
Use the following format for your submission
Team name: Paper Title:
Individual Names in Alpha Order* Rating Person 1 Role Person 1
Name 2 Rating Person 2 Role Person 2
Name 3 Self-Rating * Your Role
etc.

Feedback: I am interested in learning about your team dynamics, provide a brief

description.

The team paper and peer evaluations are due by November 14, 2005.

Assignment Submission Instructions:

Submit your assignments as MS Word documents titled with your individual/team

name and .doc extension, with no spaces or special characters. Papers will be
submitted through the appropriate Assignment tool on the course site. See the
Assignments icon under the Evaluation tool. Please refer to the Help menu or the
WebCT Student Guide for more information about this tool. After your submission is
graded, you may click each assignment’s “Graded” link to check the results. Choose
one student to submit your team paper.

Scholastic Dishonesty, Sexual Harassment, and Honor Code

Students are expected to be above reproach in all scholastic activities. Students who
engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and dismissal from the university. Although I believe
in the inherent honesty of people, experience dictates that policies on cheating must be
strictly enforced. I strongly encourage you to let me know if you suspect that cheating is
taking place. Scholastic dishonesty harms the individual, the course, and the integrity of
the university. You may obtain information about your rights and obligations regarding
scholastic dishonesty at: www.utdallas.edu/student/slife/dishonesty.html. Students are
expected to treat one another with respect and dignity at all times. You may obtain a
copy of your rights and obligations regarding sexual harassment at:
www.utdallas.edu/utdgeneral/business/hr/sexual_harassment.htm.

You may not share confidential information with the other parties. However, you may
reveal what you like during the negotiation process as long as you do not fabricate
information that substantially changes the power distribution of the exercise or read
verbatim from your confidential information. You may use any strategy except p hysical
violence to reach agreement. This includes the misrepresentation of information or, as
known in the media, spin. You may not borrow notes, discuss exercises and cases, or,
in any other manner, obtain information related to this course from previous or current
students. All of your work must be original. Plagiarism in any form will not be tolerated.
 Introductory Schedule

Session 1
Topic: Course Overview, Icebreaker, PBI

Session 2
Topic: Dispute Resolution Techniques - Influence & Reciprocation
Readings: 1 & 2 Cialdini (C); 1 Thompson (T)
Video: Persuasion
Discussion
Team Assignments
Role Play: The Used Car