Module Handbook

International Negotiations Management

N1619

UG Year 3

U N I V E R S I T Y O F S US S E X B U S I NE S S S C H O O L
University of Sussex | Jubilee Building | Brighton BN1 9SL | United Kingdom
T +44 (0)1273 872668 | business-school@sussex.ac.uk
www.sussex.ac.uk/business-school
Academic Integrity
Honesty, Trust, Fairness, Respect, Responsibility

University of Sussex Academic Integrity Values are: Honesty, Trust, Fairness,

Respect, Responsibility. By following these values, which should apply to all
aspects of your life not just Academic Study, the standards of the University
and of the qualifications awarded are maintained for ALL students. It is the
responsibility of all students to ensure these values are maintained.

Module Convenor:

Name _________________________________________________________

Email __________________________________________________________

Contact hours __________________________________________________

Office in Jubilee Building ________________________________________

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Content

Module Introduction
 Credits
 Learning Outcomes

Programme

Business School Seminar Change Policy

Meeting with Your Tutor

Reading and Resources

Writing Well and Avoiding Academic Misconduct

Module Assessment

Student Charter

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 International Negotiations Management (N1619)

Credits 15/30
Term Autumn Term, TB1
Workshops Please check your Sussex Direct timetable
Module convenor Benjamin Everly [b.everly@sussex.ac.uk], JUB 316
Teaching team Benjamin Everly [b.everly@sussex.ac.uk], JUB 316
Michelle Luke [m.a.luke@sussex.ac.uk], JUB 315
Assessment Essay: 3,000 words [70% weighting]
Observation: [30% weighting]

Introduction
The purpose of this module is to provide opportunities for students to develop
their negotiating abilities for use in organizational and other settings. The
course is premised on the assumption that negotiating concepts are best
learned through practice which is grounded in rigorous analysis and
reflection. While theoretical principles and concepts from various reference
disciplines, such as social psychology, will be presented through lectures and
readings, this course will focus primarily on improving practical skills. Class
participants will not only learn to enhance their individual abilities in dyadic
and group situations, but also to analyse contexts for the most effective
application of these skills.

Learning outcomes
By the end of this course a successful student should be able to:

 Develop a critical understanding of one’s own negotiating abilities

 Analyse the likely success of negotiation strategies and critically evaluate

alternatives

 Understand the organizational, behavioural, and psychological issues

relating to the negotiation process

 Develop a critical understanding of how negotiations differ across cultures

Module Delivery: Important Information

Course Format

The focus of most class sessions will be a simulation, in which class participants will be
provided roles and contexts and asked to negotiate within these given constraints.
The simulations have been selected to illustrate concepts and principles, and will
provide occasions for class participants to practice skills where specific outcomes
are not personally binding. They are designed to fulfil two main purposes: (1) to
expand the participants' repertoire of negotiating skills and to improve existing skills;
and (2) to enable participants to develop their ability to analyse different situations
and contexts.

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After each simulation, members of the class will critique their negotiating
performance, both as individuals and as a group. The ultimate goal is to learn
through analysis and reflection how to continually enhance these skills beyond the
boundaries of this course.

The simulations will usually be distributed in class. They are designed to be read and
prepared on-the-spot, not in advance. However, you should do all of the book and
article readings in advance of the class in which a given reading is listed on the
syllabus.

Class Participation

The purpose of this course is to practice your negotiating skills through simulations
and to learn from these simulations by discussing the process with your classmates.
Therefore, students who choose not to attend class or not to participate in class
discussions will only be hurting themselves and their classmates by not contributing
to the module.

Preparation

You are expected to read the assigned readings in preparation for each class.
Additionally, it is expected that you will come to class prepared to discuss the
readings and how they relate to class activities. If participation in class discussions is
not adequate, I reserve the right to assign discussion questions for each class and will
collect your responses at the end of each class.

Because you will be negotiating in pairs or small groups nearly every week, it is very
important that everyone attends each class session. If you are not able to attend a
particular class session, you MUST email your tutor to let them know before 9:00am
the day BEFORE class. If you fail to notify your tutor of your absence, you may not be
able to participate in the following week’s activity and you will receive lower mark
for the Observation assessment.

Workshop Programme

Week Topic to be covered in class

1 Introduction
Student introductions, syllabus, overview of module format, overview of
negotiations concepts.

2 Fundamentals of Negotiations I
Key concepts (BATNA, reservation price, target price), preparation for
negotiations

Simulations: Knight & Excalibur, New Recruit

Readings:

1) Fisher, Ury, & Patton Ch. 6

2) Thompson Ch. 2

3 Fundamentals of Negotiations II
Interests, rights, power, & positions
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 Simulation & Activity: Myti-Pet, Goodbye Girl video analysis
Readings:

1) Ury, Brett, & Goldberg Ch. 1

2) Fisher, Ury, & Patton Ch. 1 & 3

4 Persuasion & Social Influence

Six principles of social influence

Activity: 12 Angry Men video analysis

Readings:

1) Cialdini Ch. 1-7

5 Two-Parties, Single Issue Negotiations

Making the first offer, relative BATNA, distributive negotiations

Simulations: Parker-Gibson, The Book Contract

Readings:

1) Galinsky “When to make the first offer in negotiations”

2) Thompson Ch. 3

6 Two-Parties, Multiple Issues Negotiations

Communicating interests vs. positions, expanding the pie

Simulations: Sally Soprano, Colortek

Readings:

1) Fisher, Ury, & Patton Ch. 4

2) Thompson Ch. 4

7 Multiple-Parties, Multiple Issue Negotiations I

Coalitions, multiple party dynamics

Simulation: Harborco
Readings:

1) Hoffman “Negotiating agreements in multi-party, multi-issue

contexts”
2) Susskind “Making the most of multiparty negotiations”
3) Vanover “Get things done through coalitions”

8 Multiple-Parties, Multiple Issue Negotiations II

Cross-cultural negotiations

Simulation: Multisumma
Readings:

1) Salacuse “Negotiating: The top ten ways that culture can affect
your negotiation”
2) Tannen “The power of talk. Who gets heard and why”
3) Salacuse “Intercultural Negotiation in International Business”

9 Ethics & Negotiations

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 Fairness, morality, ethics

Simulation: Aerospace Venture Capital

Readings:

1) Shell “When is it legal to lie in negotiations?”

2) Savage, Blair, & Sorenson “Consider both relationships and
substance with negotiating strategically”

10 Diversity & Negotiations

Gender, social identities, diversity

Simulation: Casino
Readings:

1) Rudman & Glick “Prescriptive gender stereotypes and backlash

toward agentic women”
2) Ayers & Siegelman “Race and gender discrimination in bargaining
for a new car”
3) Kray, Galinsky, & Thompson “Reversing the gender gap in
negotiations: An exploration of stereotype regeneration”
4) Bowles, Babcock, & Lai “Social incentives for gender differences in
the propensity to initiate negotiations: Sometimes it does hurt to
ask”

Business School Seminar Change Policy

Once you have been allocated to your lecture and seminar/workshop

classes you will not be permitted to change your class times. If you have
exceptional circumstances which could impact on you being able to attend
your classes, such as a disability, then you should contact the Business School
who will direct you to the online change request form where you will be
asked provide suitable written evidence to support your request. Otherwise, it
is expected you will be available for and attend all classes for each module
making up your degree which could be timetabled at any time during the
week, Monday to Friday. If you attend an alternative seminar group without
prior approval you will be marked on the register as ‘absent’ which will show
on your official record. It is therefore important that you attend your
allocated seminar groups.

Office Hours

Tutors are available to meet with students outside of class by appointment.

Reading and Resources

Core texts

Cialdini. Influence: Science and Practice

Fisher, Ury, & Patton. Getting to Yes: Negotiating Agreement Without Giving In

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Additional reading

Specific articles and textbook chapters that are assigned for each week will
be posted on the Canvas site before the assigned class. You should do all
assigned reading prior to class each week.

Writing Well and Avoiding Academic Misconduct

Plagiarism, collusion, and cheating in exams are all forms of academic
misconduct which the University takes very seriously.

Every year, some students commit academic misconduct unintentionally

because they did not know what was expected of them. The consequences
for committing academic misconduct can be severe, so it is important that
you familiarise yourself with what it is and how to avoid it.

The University’s Skills Hub guide to study skills gives advice on writing well,
including hints and tips on how to avoid making serious mistakes. You will also
find helpful guides to referencing properly and improving your critical writing
skills. Make use of the resources there.

If you are dealing with difficult circumstances, such as illness or bereavement,

do not try to rush your work or hand in something which may be in breach of
the rules. Instead you should seek confidential advice from the Student Life
Centre. The full University rules on academic misconduct are set out in
the Examination and Assessment Regulations Handbook.

Module Assessment

Essay (70%)
A written essay (3,000 words) to be submitted via TurnItIn in Canvas.

One of the main features of this course is the development of self-insight

about your abilities as a negotiator. You can further enrich your learning
through analysis and reflection on your past or on-going negotiating
experiences, how other people perceive you, and your own approach to
negotiations.

INSTRUCTIONS:

You should provide a detailed assessment of your negotiation skills based on

your “real life” experiences and/or your experiences with the simulations in
class. In thinking about your negotiations, you’ll want to evaluate your skills
(strengths as well as weaknesses) as a negotiator. The ultimate point is to
critically analyse your main strengths and weaknesses as a negotiator using
concepts from the module.

More information will be posted on Canvas.

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Observation (30%)
Because participation is so important for this module, everyone has an
opportunity to earn marks for participation and engagement with the
module material.

Each week, tutors will take note of students who attend class on time, follow
instructions for the negotiation simulations, and are actively engaged in the
activities and subsequent class discussions.

The purpose of the Observation is not to punish, but rather to reward students
who actively participate and who are engaged in the module.

Student charter

Students agree to take responsibility for their own learning and actively
engage with all their modules. This will help to ensure that students not only
focus on the content of modules but also the skills elements that are
integrated into all classes. What this means is set out below.

Faculty will endeavour to provide a supportive learning environment to help

students engage with their modules.

If a student is unable to fulfil one of their responsibilities they must inform their
teacher. If the student fails to do this, the teacher will initially try and work with
the student to resolve the lack of engagement. However, if a student continues
not to meet their responsibilities then a teacher can ask the student to leave a
particular session, where the lack of engagement is assessed as affecting the
learning environment.

Student responsibilities:
1. Students are expected to undertake independent study for all modules
(remembering that a 15 credit module is equivalent to 150 hours of study,
of which a maximum of 33 hours happens in the classroom)
2. Students should not talk (unless discussion is requested) during lectures
3. Students should only use computers or mobile phones during teaching
sessions for work-related purposes
4. Students should come to class prepared to listen, take notes and ask and
answer questions
5. When students attend a seminar or workshop they must have done any
pre-reading that is assigned
6. Students should arrive for class on time
7. If students have to miss a session, they should email their teacher to
explain their absence either in advance or within 24 hours of the session
8. Students must make an appointment with their academic advisor at least
once a year – otherwise s/he will not write a reference other than to
confirm grades
9. Students should complete all individual assessments themselves or note
any help that they have received (including proof-reading)

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10. Freeriding in groups is not fair. Students should prioritise any group project
work that they have, to ensure that they contribute their fair share –
otherwise their peer group is entitled to identify the lack of effort of
individual members
11. Students have a responsibility to check (and respond as necessary) to
their University email at least once a day during term time; not reading an
email is not an excuse for missing a deadline.

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