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BCO313 Negotiations Final In-class Negotiation – Task Pre-negotiation Write-up Document with Rubrics
Final Task 1:
· In-class negotiation in Week 13 is based on the role-plays to be given to the students.
· Students will negotiate in Teams of two.
· Students must form their own teams.
· Each team will be assigned a role-play for their In-class Negotiation.
Negotiation: Simulation of a Negotiation
It assesses the following learning outcomes:
· Identify, analyze and clarify through preparation your interest, 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.
· An Individual written Pre-negotiation Task assignment prepared in Harvard style.
· The student must answer the Pre-negotiation Task questions before the In-class Final Negotiation.
· Students must write their ANSWERS in concise and complete sentences, creating fully developed paragraphs analyzing using supportive theories and models. No bullet points are allowed unless indicated in the question.
Formalities:
1. Wordcount: 800 to 1000 words
Write your word count
at the end of the Body where you have answered the questions.
2. Cover page, Index, References and Appendix are excluded from the total word count.
3. Font: Arial 12 pts.
4. Text alignment: Justified.
5. 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 Reflecting on the overall outcome of a Negotiation simulation.
Final Task 2 Instructions: answer the following questions in order
1. Which of the following will this negotiation likely involve? Explain.
Rights
Positions
Interests
Wants / Needs
Values / Priorities ü Facts / Perceptions
2. What are your best factual arguments? Legal arguments? (if any)
3. What information do you want to disclose, which will help the negotiation from your standpoint?
4. What information do you want to refrain from disclosing? What will you say if you are asked about this information?
5. What are the terms or issues which will require negotiation in order to achieve resolution? For each issue, consider the following: (explain completely)
a) Will you make the first offer?
b) What will be your opening offer?
c) In what order would you prefer to negotiate this issue?
d) Have you planned to make any concessions on this issue?
e) What is your optimal goal on this issue?
f) What is your “bottom line” on this issue?
6. Which negotiating style and strategy do you intend to use? How will you perform that strategy or style? (cite the source to support your selection)
7. A. What is your BATNA (best alternative to a negotiated agreement)? What is the best alternative available to your client? What are the chances that the alternative will be available?
8. What questions will you ask your opponent at the beginning of the negotiation?
9. What is your opponent’s best factual and legal arguments?
10. What is your best estimate regarding your opponent’s BATNA?
11. What is your best estimate of your opponent’s range of acceptable outcome(s)?
12. And your best estimate of your opponent’s “bottom line” or authorization limit?
NOTE: Corresponding Rubrics are attached below Rubrics Evaluating the Student Negotiation and Written Tasks
Marginal fail 60-69
Fair 70-79
Good 80-89
Exceptional 90-100
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.
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.
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.
Utilization of Active Listening
10 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
Problem Solving Strategies
10 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.
Proposal Communication 10 points
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.
NOTE:
use only one of the following depending on the writing assessed.
Self-reflection following the Negotiation:
20 points
The student’s self-reflection lacks a meaningful understanding of the negotiation process.
They offer little to no insights into their performance during the negotiation.
The reflection is superficial and neglects essential aspects of the negotiation experience.
The student does not identify strengths and weaknesses or offer plans for improvement.
The student’s self-reflection demonstrates a basic understanding of the negotiation process.
They provide limited insights into their performance during the negotiation.
The reflection may overlook some important aspects of the negotiation experience.
The student briefly mentions strengths and weaknesses without clear plans for improvement.
The student’s self-reflection shows a good understanding of the negotiation process.
They offer meaningful insights into their performance during the negotiation.
The reflection covers most aspects of the negotiation experience.
The student identifies some strengths and weaknesses and suggests general plans for improvement.
The student’s self-reflection demonstrates a deep understanding of the negotiation process.
They provide clear and insightful insights into their performance.
The reflection is thorough and addresses all aspects of the negotiation experience.
The student identifies specific strengths and weaknesses and offers actionable plans for improvement.
Self-preparation prior to the In-class Negotiation
20 points
The student’s self-reflection lacks a meaningful understanding of the importance of negotiation preparation.
They offer little to no insights into their preparation process and its significance.
The reflection is superficial and neglects essential aspects of negotiation preparation.
The student does not identify strengths in their preparation or offer plans for improvement.
The student’s self-reflection demonstrates a basic understanding of the importance of negotiation preparation.
They provide limited insights into their preparation process, possibly missing some key elements.
The reflection may overlook some important aspects of negotiation preparation.
The student briefly mentions strengths in their preparation without clear plans for improvement.
The student’s self-reflection shows a good understanding of the importance of negotiation preparation.
They offer meaningful insights into their preparation process, including setting objectives, researching, and strategizing.
The reflection covers most key aspects of negotiation preparation.
The student identifies some strengths in their preparation and suggests general plans for improvement.
The student’s self-reflection demonstrates a deep and thorough understanding of the importance of preparation in negotiation.
They provide clear and insightful insights into their preparation process, including setting objectives, researching, and strategizing.
The reflection is comprehensive and covers all key aspects of negotiation preparation.
The student identifies specific strengths in their preparation process and outlines actionable plans for further improvement.