UT Dallas Syllabus For hmgt6324.001.07s Taught by Laurie Ziegler (Ziegler)

 

C ours e S yll ylla abus   Course Information  Course Number/Section  Number/Section  Course Title  Term 

HMGT 6324  6324  Negotiation and Dispute Resolution   Spring 2007  2007 

Days & Times 

6:45   Wed. 4:00 – 6:45 

Professor Contact Information  Professor   Laurie Ziegler, PhD  Office Phone  Phone  972--883 972 883--2847 2847   Email Address  Address  WebCT email  Office Location  Location  SM 4.210  4.210  Office Hours  Wed. 12:00 – 3:00 and by appointment   TA   TA David Muir   Course Description  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. The development of negotiation and other dispute management skills will help you analyze anal yze issues from a variety of perspectives and secure acceptance of the solutions you reach. This course is conducted using a seminar format and depends primarily on each student’s individual contribution. It is experientially based and draws course. e. Sound heavily on simulations and class discussions. This is not a lecture cours principles derived from the studies of conflict management, negotiation and influence provide the theoretical underpinnings of the course.   Emphasis is placed on the application of of this material to the health care context.   Student Learning Objectives/Outcomes Objectives/Outcomes  Students will be able to assess a conflict situation and develop an implementation implementati on plan. plan.   Students will break down negotiation situations situati ons into their constituent parts and choose the most effective method of solving them.  Students will analyze their personal bargaining styles and learn how to interpret int erpret and apply them.  Students will understand and be able to apply influence techniques.  techniques.  

Required Textbooks and Materials  negotiation 5th  ed., Lewicki, Saunders, & Barry, McGrawMcGraw-Hill Irwin, ISBN: 0-07297307-- 2  -07-297307 Renegotiating Health Care: Resolving Conflict To Build Collaboration, Collaboration,  Marcus et.al., Jossey-Bass. ISBN: 0-7879-5021 5021--1  321--01147 01147--3  Influence: Science and Practice, Practice, 4th ed., Robert Cialdini, ISBN: 0-321

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Course Requirements  Participation Two journal submissions (pass/fail)  1st  due 2/21 2nd due 3/28 3/28   Midterm Exam (2/28) Final Paper: Live negotiation (4/18)  Final Exam (4/25) 

35 pts. = 23.33%   15 pts. = 10%  

50 pts. = 33.33%   50 pts. = 33.33%   50 pts. = 33.33%   Total 150 pts. = 100%  

Component Criteria  PARTICIPATION  I expect each of you to participate participate in all the exercises and class discuss discussions. ions. Evaluation of participation will be based on the following:  following:  1. 2. 3.

Quality Qualit y of preparation for the exercises, including familiarity with the   reading material. Quality of performance on the exercises (process not outcome).  outcome).  Quality of participation in the feedback and discussion sessions.  sessions. 

Your participation in the simulations, the debriefing process, and other class discussions is essential to your learning as an individual and to the learning of your class as a whole. You will inevitably learn as much from what your colleagues say (and from your own attempts to wrestle with and articulate a rticulate ideas) as from the readings and lectures.  lectures.  Participation grades are based on the quality of your ideas not the quantity. If you miss a session, however, you will lose 7 points off your participation grade unless you have notified me in advance, obtained a substitute for any negotiation (or arranged a makeup), and provided evidence of a legitimate emergency. Poor attendance or unsatisfactory participation can seriously impact ydamage our final to grade. Anyrning lack in of this course will also do moreyour your learning lea attendance or poor participation than in almost any other.  It is expected that you will adhere to an honor code such code such that your classmates. It is my intention that you learn from you will respect will respect the integrity of your and apply your experiences but do not exploit the experiences of others in any way. To put it simply, “the personal experiences that happen in the class stay in the class.”  class.”  

Subcomponents  1. 2. 3. 4.

Course Syllabus

 Attendance – 10 points  Instructor evaluation of preparation and contributions to class discussion  10 points  points   –  – 10 Observer evaluations of preparation, strategy and tactics – tactics – 10  10 points  points  Reputation Index – 5 points 

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1. Attendance:  Attendance:  Students are expected to participate in all negotiation exercises. Because negotiations are central to the course, there is a rigid attendance policy. This policy is to ensure that students who come to class prepared to negotiate will never find fin d themselves without a negotiating partner.  The policy policy is:  ·

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  You may miss two classes without penalty if you provide me with advance written notice via WebCT  email 24 hours before the class and make arrangements for a reason for your absence in the notification. For most substitute. Provide the reason negotiation exercises there will be a subset of individuals i ndividuals as assigned signed to the role of observers and you may ask one of these individuals to take over your role. It is your responsibility to provide this individual with the necessary information and materials and to inform me of who your replacement replacement will be. If in conjunction with any miss, you do not ensure that there is a substitute, you will lose 7 points from your participation grade.    If you miss a third class, you will lose 7 points from your participation grade and 7 points for each subsequent miss.  miss.      An alternative proce dure to providing a substitute is to reschedule the negotiation outside of the class period if you partner(s) partner(s) is (are) willing and able to do so. This alternative requires that you notify me via WebCT email to confirm the ide negotiation should beforeofthe arrangement in writing. in writing . The outs debriefing of the exercise and, when required , turning  inoccur the results your negotiation. A rescheduled negotiation does not count as a missed class. class.  

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assigned to be an observer.    At some point during the semester you may be assigned There are aspects and dynamics of negotiations that are difficult to recognize when you are involved in the negotiating process. Therefore, it is a useful useful exercise to observe and learn from the strategies, tactics and interactions of others. Observers are expected to provide feedback from their observations in the debriefing session. You may also be video video-taped to aid in the learning process. 

2. Instructor evaluation:  Participation includes full preparation for negotiation role role-plays and exercises. Preparation includes doing all assigned readings and having complete familiarity with the role assigned to you. You should have planned a strategy before class. At times you will need to meet with with your negotiation partner or group to ategy outside of class. Observed lack of preparation for an exer exercise cise will be plan a str ategy treated as an absence for that exercise, as will late arrivals that delay negotiations. Students should take the role plays seriously. You are encouraged to be creative, to ttry ry new strategies, and to learn from from your mistakes. You will not be graded on the outcomes of your negotiations; rather, you will be evaluated on how well prepared you are and on your use of appropriate strategies and tactics.   Roles and scenarios assigne assigned to you are confidential and should not be shared or discussed with anyone until after the simulation. It is unethical either to share share or to seek information about another role in advance of participating participating in a simulation. simulation. If you have questions about the roles or instructions please ask me. Participation in discussions is a very very important part of the learning process. After each negotiation exercise a debriefing session session will include sharing information about results, sharing information about negotiation strategies

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attempted and sharing reactions to the process. All students are expected to contribute to these discussions (including observers). The quality rather than the quantity of your input is key to the discussions. For example, if you disagree with a point of view made by a fellow classmate or me, speak up. Always make your critiques specific. specific.  

3. Observer Evaluations: The best person to assess how prepared you are for the negotiation is an observer. You will be observed several times during the course of the semester. You will also observe others during the semester. Your grade will be determined by your classmates’ assessments of you and the quality of your assessments of others.  others.  4. Reputation Index:  Your reputation as a fair, effective, and trustworthy negotiator is an important asset in real -world settings. Reputations have a habit of spreading within and among organizations and your future relationships depend on how others perceive you through your past behavior. By the end of the semester, you will have negotiated with a number of your classmates, received feedback from some, and heard about the performance of others. Based on these experiences, y you ou will be asked to evaluate the reputation of your classmates as negotiators and givers of feedback. The index, which is a proxy for the long-term effects of reputation on one’s options in negotiation, recognizes those individuals who develop a reputation as trustworthy and effective negotiators, and who, through their feedback, contribute to the value of your experience scale:   in the course. In rating others, you will use the following scale:  0 = not at all fair, effective, trustworthy to 10 = very fair, effective and trustworthy. Ratings of your classmates (with N/A when you feel that you do not have enough information to make a judgment) are due on the last regularly scheduled class ratings.  day.   Provide justification for the ratings.  day. JOURNAL   JOURNAL Each student is expected to maintain a journal describing his/her hi s/her role experiences and reflecting on the learning experiences as a negotiator. Keeping a journal encourages reflection on and analysis of the learning by experience simulations we conduct in class. Your comments also give me a sense of your individual progress, as well as some  strengths and weaknesses as a negotiator. Describe your reactions, insight into your  strengths perceptions, impressions and significant gained fromI participation in ortoreflection on the simulations. Examples of some ofinsights the types of points encourage you address include: includ e: a. b. c.  d. e.

what you expected in the situation  how you prepared for the negotiation  how others and you behaved   what you learned about your skills, and  what you would do differently the next time around  around  

Your journal is a confidential communication between you and me. As such, I expect that you will be specific in identifying other people by name and their behavior in describing your reactions to the exercises and simulations. I will collect journals twice during the semester. Each journal entry must include discussions of at least two of the preceding exercises and/or simulations. Your analyses should be reflective and outline the main learning points of  the exercises/simulations. Each journal should not exceed 6  

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type-written and stapled pages. typepages. Do not reiterate every every detail. Instead, apply your own insights and what you have learned through the lectures and readings. Each journal should begin by stating the role you played, if applicable. After a brief summary of the exercise, address the following: 1. Analysis: How did you prepare? prepare? What strategies did you use? Why did or didn’t a strategy work well. What did you overlook? What was the consequence? What, if anything, surprised you about your behavior? How might you improve in the future? What did you learn about yourself? About others?  others?  2. Outcome: What was the outcome? What would have improved the outcome? outcome?   3. What theories, concepts, or principles from the readings or class discussions discussions are useful in understanding the dynamics of the exercise? exercise? Give citations to the readings when appropriate.

Grades are evaluated on a Pass/Fail basis; yet, it is possible to fail by not following the instructions. That is, I expect to see an indication of how well y you ou reflected upon and analyzed anal yzed your performance. I will consider:  consider:  ·

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  Understanding: Demonstrating that you know the material by drawing on the relevant concepts and lessons readings and lectures. These should be cited in the text of your paper. from the readings   Criticality Criticality:: When examining others’ behaviors, be critical. This means not only determining how a behavior was effective or o r ineffective and why, but also realizing the inherent tradeoffs of actions taken. Every choice is based on assumptions (which may be right or wrong) and has future implications. What were they?  they?    Takeaways Takeaways:: Identifying basic points or ideas drawn from the exercises and simulations that you will be able to generalize to other situations. situatio ns.  

LIVE NEGOTIATION FOR FINAL PAPER  During the semester, semester, you must actually go out and conduct a live negotiation. The substance of this negotiation may be anything of value (e.g. a major purchase, something related to your job or employment search, relations with supervisors, peers, or coworkers, etc.)  etc.) 

The following rules apply for the live negotiation (check with me if you are unsure about the negotiation you have chosen):  a. b. c. 

d. e.

You must negotiate for something nontrivial (i.e., you should care how the negotiation turns out).  The opponent(s) may not be another student in this class, the in instructor, structor, or a family member.  The opponent(s) must not be aware either before or during the negotiation that it will be used to satisfy course requirements.  requirements.   beforehand.   You must articulate (privately, in writing) a strategy beforehand.  If at al alll possible, you should try to interview your opponent(s) and/or observer(s)

about the negotiation after it is over.  

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You will submit a final paper on the live negotiation. The paper must be no longer than  than  10 doubledouble-spaced, typed pages. Your paper should describe your reactions, perceptions, impressions, and significant insights gained from participation in and reflection on the on the negotiation. You may talk about yourself or the behavior of other people. I encourage you to address the following points:  points:  ·

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  What was your goal? What happened in the negotiation (a brief overview of key events)    What did you learn about yourself from the experience?  experience?  others?    What did you learn about the behavior of others?    How does this experience compare to others that you have had in s imilar or comparable circumstances?  circumstances?    What did you learn about bargaining or conflict from this situation? situati on?     How do the concepts in the lectures and readings enrich your understanding of the process of the negotiation and its outcomes? outcomes?     What would you do the sa me and what would you do differently in the future? How would you like to behave in order to perform more effectively in such situations?  

You are encouraged to engage in a thoughtful, grammatically correct analysis. Incorporate the use of theory and res r esearch from the readings, lectures, and supplemental materials (i.e., conduct additional research using academic sources).  Although there are many creative formats for papers, a good paper us usually ually includes the following elements: 

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an introduction a statement of the goal, the planning and preparation that took place  place  an objective description of the actual events that occurred  occurred  an analysis of those events   a discussion of what could or should have been done differently, and why  why  integration of readings, lectures and research appropriately cited using MLA format  future    a statement of “lessons learned” for the future    a summary self -evaluation of your own negotiation style, strengths, and

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weaknesses  weaknesses   in MLA format    a reference list

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EXAMS   EXAMS There are two exams for this course. The midterm exam covers the material from the beginning of the semester until 2/28. The final exam covers the material from 2/29 2/29 –  – 4/25.

LATE POLICY   Any assignment assignment that is late will have points deducted. Journals and the paper will be or each day late. All assignments are due at the beginning of class class on penalized 25% f or the days specified. No assignment will be accepted after one week late.  late. 

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Readings  Schedule  of Readings  1/10   1/10

Syllabus

1/17  1/17 

Weapons of Influence, Reciprocity, Commitment, and Social Proof   Cialdini 1 -4

1/24  1/24 

Conflict Marcus 1-3 

1/31   1/31

The Nature of Negotiation; Strategy and Planning  Lewicki 1, 4

2/7

Strategies and Tactics of Distributive (Positional) Bargaining   Lewicki 2; Marcus 11 

2/14  2/14 

Strategies and Tactics of Integrative (Interest Based) Negotiation  Negotiation  Lewicki 3; Marcus 4 

2/21  2/21 

Perception, Cognition and Emotion; Framing and Reframing Lewicki 5; Marcus 5, 6

2/28   2/28

Liking; Authority; Scarcity Cialdini 5-7  (Midterm)  (Midterm) 

3/7

Spring Break 

3/14  3/14 

Health Care Practices  Marcus 7-10

3/21   3/21

Communication Lewicki 6 

3/28   3/28

Negotiation Power and Ethics  Lewicki 7, 9 

4/4

Relationships in Negotiations, Individual Differences  Lewicki 10, 14, 15 

4/11   4/11

Managing Negotiation Impasses and Mismatches   Lewicki 17, 18 

4/18   4/18

Whole Image Negotiation  Negotiation  Marcus 13, 14

4/25   4/25

Final Exam

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Additional UTD Information  Student Conduct & Discipline  The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibilit responsibility y of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A publication, A to Z Guide Guide,, which is provided to all registered students each academic year.  The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the the Rules  Rules and  Regul ation atio n s, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and

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in Title V, Rules on Student Services and Activities of the university’s Handbook university’s  Handbook of Operating  Procedures  Procedu res.. Copies of these rules and regulations are available to stude students nts in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of ci tizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the  place on or off campus, or whether civil or standards of conduct such conduct criminal penalties arewhether also imposed for suchtakes conduct.  

Academic Integrity  The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.  Scholastic dishonesty includes, but is not limited to, statements, statement s, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty dishonesty involves one of the following acts: cheating, plagiarism, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.  proceedings.   Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use th thee resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.  effective. 

Email Use  The University University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university uni versity to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information.  information.  UTD furnishes each student with a free email account that is to be used in all communication with university personnel. personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.  

Withdrawal from Class  The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.  enrolled. 

Student Grievance Procedures  Procedures for student grievances ar e found in Title V, Rules on Student Services and Activities, of the university’s Handbook university’s Handbook of Operating Pro Procedures cedures. 

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In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the o bligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain retain  primary responsibility responsibility for assigning grades and evaluations. If the matter cannot be resolved resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written resp response onse provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Ac Academic ademic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties.   Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.  

Incomplete Grade Policy  As per university policy, incomplete grades will be granted only for work unavoidably missed unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. semester. If the required to complete the course andistochanged remove the incomplete is not by the specifiedwork deadline, the incomplete grade automatically tograde a grade of Fsubmitted .

Disability Services  The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.   The contact information for the Office of Disability Services is:   The University of Texas at Dallas, SU 22   PO Box 830688  Richardson, Texas 75083-0688 75083- 0688  (972) 883- 2098 (voice or TTY)  Essentially, the law requires that colleges and universities make those reasona ble reasona ble adjustments necessary to eliminate discrimination on the basis of disability. disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance.  It is the student’s responsibility to notify his or her professors of the need for such an accommodation. accommodat ion. Disability Serv Services ices provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.  

Religious Holy Days 

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The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. A nnotated.  The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment.   The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. 

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there th ere is similar disagreement about whether the student has  been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his  or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. 

Off -Campus Instruction and Course Activities  Off -campus, out -of - state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk - related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. (http://www.utdallas.edu/Busin (http://www.utd allas.edu/BusinessAffairs/Trav essAffairs/Travel_Risk_Activiti el_Risk_Activities.htm) es.htm) 

T hese de descr scrii pt ptii ons and tim timelines li nes ar ar e subj subj ect to change at the the di di scre scr etion tion of of the Professor.  T his hi s syllabus syllabus i s ba based sed on Pr P r ofessor ofessor R ob F olge lg er ’s wo wor k adhe adherr i ng to theUT D g ui uid deline li nes. s. 

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