A working definition: learning whether proceeding with another is preferable to not.
We will negotiate during most weeks.
Our initial meeting will include:
- Introduction of class members
- Description of course outline
- Review of course outline
- Possibly an initial simulation
For each topic listed in the menu:
- Educational objectives are listed with relevant materials.
- Read and think about an educational objective, then use the related materials to master the educational objective.
- We will discuss the objectives during class.
How to ace the course:
How well you do in the course will probably be determined by how well you do the following:
- Memorize each of the assigned articles and course web pages for the purpose of answering the questions assigned in the course.
- Prepare for the surprise quizzes by doing the above for the week's material and the preceding week's material.
- Attend classes and participate in the course simulations.
- Learn the grading rubric and use it, and what you have learned from the readings and during the classes, while preparing answers for the questions assigned in the course.
- Demonstrate your mastery of the subjects while writing your answers on the surprise quizzes and the term tests.
Introduction class notes
To prepare for and learn from each simulation use, or create, the preparation and analysis tool of your
choice. If you don't have one and don't want to build one, then you could begin with
the one below. It borrows from some of the ideas of the late Roger Fisher and others at the Project on Negotiation.
As preparation for each simulation organize your thoughts in written form for the following considerations:
Consider each parties' perceptions of and resources regarding:
- issues - what questions are relevant.
- positions - what do they seem to want.
- interests - why do they want what they seem to want.
- legitimacy - are there impartial standards relevant to this negotiation.
- options - what are possible agreements or parts of agreements.
- best alternative to negotiated agreement - as understood by the parties and ones not understood by a party.
- context - what constraints are relevant preventing some agreements.
- style - what behaviours will you use and expect to be used
- relationships - with each other and with others
- communication with each other and with others
- commitment - what has been invested and what could be invested.
Design the wording of a proposal which you think may be acceptable to each party.
For each of the proposal's elements, list the beneficial and detrimental consequences as you expect the other
party to perceive them if the proposal is agreed to and if it is not.
After the fact analysis: Compare your preparatory predictions with your experience during the negotiation.
Lessons learned: Record any prescriptions you can draw from this experience.
Try to figure out what I mean by the following sentence, ... or whatever it is:
Be able to give them what they want more than they want what you want from them more than you want what they want from you, and discover and let them know so, or perhaps only let them know the first seventeen words are so - Cory Lewis
- Parse the sentence above so we may discuss it during class. The diagram below may be helpful. Notice the respective relative size of overlap between "what you want" and "what they want" and "you" and "they".