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negotiation.docxNEGOTIATION Preparation Document Task brief 1 and 2 with Rubrics
Task 1
The Task 1 evaluation consists of a critical thinking and analysis of questions based on the ideas and theories that have been examined in the course, as well from the academic and other related sources, beyond the material in the lecture notes, to support your answers wherever possible.
· Individual written assignment prepared in Harvard style.
· Task 1. The student must answer the preparation questions in relation to the negotiation case study they will be assigned in essay format, analyzing theories and models. (Each student will be assigned a role in the Negotiation for Task 2) Answer the following questions in relation the role-play you are given. Additional case studies may be referred to when providing examples.
· Students must write in complete sentences and develop paragraphs. No bullet points are allowed unless indicated in the question.
Task 1. Preparation questions asked prior to a negotiation:
1. What material will you have in your briefing book?
Your briefing book provides you with an arsenal of information upon which to negotiate successfully.
a) Notes on the other party? What do you know about them?
b) Lists of your major and minor interests. What potential arguments might they make and how will you overcome their objections?
c) Lists of their major and minor interests. What potential arguments might you make and how will they try to over-come your objections?
d) What research and background material will be developed for the negotiation? Both on your side and on theirs.
e) Identify and explain the specific packages or trades. What do you and the other party have to offer and trade?
f) What is your possible BATNA?
g) What is their possible BATNA?
2. Negotiation Style
a) What is your negotiation/ communication style? Identify and explain your style. Cite your source for support.
b) What is their negotiation/ communication style)? Identify and explain their style. Cite your source for support.
3. Strategy involves the overall approach to negotiations. Some strategies are designed to claim value and others are designed to create value. Will it be a win-win, distributive, integrative, principled, open confrontation?
a) What strategy (be specific) do you plan to follow in the negotiation (competitive, cooperative, integrative, principled)?
b) Why? Identify and describe the strategy you will use. Cite your sources.
4. Opening Position - Most experienced negotiators will come into a negotiation to first exchange information, establish a relationship and size up the other side.
a) What will be your opening position? Why? Cite a source to support your decision.
b) What information do you not want to share and with the other side and why?
c) What information do you want to share with the other side and why?
d) Identify and cite a strategy to support your idea.
5. Concessions - Concessions are an extremely important component of a negotiation. They transmit information about the likelihood that a deal will eventually be struck. The pattern of your concessions over time indicates who claims the most value.
a) What concessions are you willing to make and not willing to make? Why? List in order
b) What concessions do you think the other party will be willing to make and not willing to make? Why? List in order
6. Closing the Deal
a) What is needed to close the deal? Identify and list what main points must be negotiated and agreed to by both parties to have a contract? (you may use bullet points here)
7. What do you hope to achieve and what do you think you will realistically achieve?
a) What would you like to achieve? List your top 3 points you hope to fully achieve?
b) What do you think you will the hardest for you to achieve in relation to your top three points and why?
Task 1
Formalities:
· Wordcount: 800 to 1000 words Write your word count at the end of the Body where you have answered the questions.
· Cover page, Index, References and Appendix are excluded from the total word count.
· Font: Arial 12 pts.
· Text alignment: Justified.
· The in-text citations and the References must be in Harvard’s citation style.
It assesses the following learning outcomes:
· Outcome 1: Develop a comprehensive understanding and awareness of Negotiation strategies and tactics.
· Outcome 2: Analyzing and preparing for a role play Negotiation simulation.
· Identify, analyse and clarify through preparation your, and the other party’s interests in the negotiation.
· Identify and prepare your type of negotiation strategy based on your own strengths and weaknesses.
· Identify and analyse the importance of concessions in the closing of a negotiation.
NOTE: Corresponding Rubrics are attached below
Rubrics Task 1 Preparation Document for Negotiation
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Exceptional 90-100 |
Good 80-89 |
Fair 70-79 |
Marginal fail 60-69 |
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Knowledge & Understanding (20%) |
Student demonstrates excellent understanding of key concepts and uses vocabulary and key terminology in an entirely appropriate manner. |
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary and terminology. |
Student understands the task and provides minimum theory and/or some use of vocabulary. |
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary. |
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Application (30%) |
Student applies fully relevant knowledge from the topics delivered in class and additional sources. |
Student applies mostly relevant knowledge from the topics delivered in class and additional sources. |
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident. |
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident. |
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Critical Thinking (30%) |
Student critically assesses in excellent ways, drawing outstanding conclusions from relevant authors. Relevant theories or strategies. |
Student critically assesses in good ways, drawing conclusions from relevant authors and references. Mentions theories or strategies. |
Student provides some insights but stays on the surface of the topic. References may not be relevant, or theories used incorrectly |
Student makes little or no critical thinking insights, does not quote appropriate authors, and does not provide valid sources. |
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Communication (20%) |
Student communicates their ideas extremely clearly and concisely, respecting word count, grammar, spellcheck, and Harvard style. |
Student communicates their ideas clearly and concisely, respecting word count, gramma, spellcheck, and Harvard style. |
Student communicates their ideas with some clarity and concision. It may be slightly over or under the wordcount limit. Some misspelling errors may be evident. |
Student communicates their ideas in a somewhat unclear and unconcise way. Does not reach or does exceed wordcount excessively and misspelling errors are evident. |
Rubrics Task 2 Evaluating the Student Negotiation
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Marginal fail 60-69 |
Fair 70-79 |
Good 80-89 |
Exceptional 90-100 |
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Define the Problem or Issue 20 points |
Student is unable to identify, comprehend, and articulate the problem or issue that leads to the negotiations on the matter. |
Student is reasonably able to identify, comprehend, and articulate the problem or issue that leads to negotiations on the matter. |
Student has a clear understanding of the problem or issue and is able to effectively identify and articulate the problem or issue for negotiations on the matter |
Student has a clear and unmistakable understanding of the issue and has a superior ability to articulate the problem or issue and can effectively explain and clarify the issue for others. |
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Identify Proposal Motivation 20 points |
Student is unable to determine and/or comprehend the underlying needs or interests that lead to consideration and submission of a proposal. |
Student is reasonably able to determine and/or comprehend the underlying needs or interests that lead to consideration and submission of a proposal. |
Student can effectively determine and/or comprehend the underlying needs or interests that lead to consideration and submission of a proposal. |
Student clearly, instinctively, and effectively determines and/or comprehends the underlying needs, or interests, that lead to consideration and submission of a proposal. |
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Build a working relationship 10 points |
The student is unable to build working relationships with other parties. |
The student demonstrates a reasonable ability to build working relationships with other parties. |
The student demonstrates an effective ability to build working relationships with other parties |
The student demonstrates a superior ability to build working relationships with other parties. |
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Utilization of Active Listening 20 points |
The student appears unable to utilize active listening techniques in a negotiation |
The student exhibits a reasonable understanding of active listening and occasionally utilizes it to his/her advantage |
The student exhibits an effective understanding of active listening and sometimes utilizes it to his/her advantage |
The student exhibits a clear understanding of active listening and utilizes it to his/her advantage |
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Problem Solving Strategies 20 points |
Student demonstrates an inability to understand and identify problems and their possible solutions. |
Student demonstrates a reasonable ability to understand and identify problems but has difficulty formulating solutions. |
Student demonstrates an effective ability to understand and identify problems and is able to offer adequate solutions. |
Student demonstrates an exceptional ability to understand and identify and explain leverage problems and to formulate solutions that lead to agreements. |
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Proposal Communication 10 points
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Student demonstrates an inability to present, explain and justify bargaining proposals during simulation. |
Student demonstrates a reasonable ability to present, explain and justify bargaining proposals during simulation. |
Student demonstrates an effective ability to present, explain and justify bargaining proposals during simulation. Student is reasonably effective at answering follow-up questions. |
Student demonstrates an exceptional ability to present, explain and justify bargaining proposals during simulation. Student is effective confident at answering follow-up questions. |
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