General Information
This subject is designed to provide a foundation in negotiation theory and practice that is beneficial to all current and aspiring professionals, not just business students. The primary objective of this subject is to develop your interpersonal, analytical, and planning skills through negotiation simulations and discussions. The content of the subject covers fundamental concepts in negotiation, advanced topics and skills (e.g., persuasion, ethics, trust) and a variety of negotiation situations, formats (i.e. bilateral, multilateral and team-based negotiations) and contexts (e.g., virtual negotiation, cross-cultural negotiation).
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Details
Academic unit: Bond Business School Subject code: MGMT13-321 Subject title: Negotiation Subject level: Undergraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Seminar 1
- Seminar: x12 (Total hours: 24) - Seminar 2
- Personal Study Hours: x12 (Total hours: 72) - Recommended study time & reviewing materials
Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: Books
- Lewicki, R.J., Saunders, D.M. & Barry, B. (2021). Essentials of Negotiation. 7th Edition, New York, NY. McGraw-Hill Education
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | MGMT13-321 |
| Subject title: | Negotiation |
| Subject level: | Undergraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe the key concepts of negotiation and how they relate.
- Demonstrate the ability to prepare for a negotiation using an integrated, adaptive planning framework.
- Utilise appropriate negotiation and persuasion techniques to devise creative and integrative agreements for a given negotiation situation.
- Demonstrate the ability to apply planning and negotiation skills to a variety of negotiation contexts (e.g., bilateral, multilateral, multi-party, teams-based, virtual, cross-cultural, etc.).
- Analyse his/her strengths and weaknesses as a negotiator, reflect on personal experience and relevant feedback and devise and implement plans for ongoing personal development.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Open) This quiz is designed to assess understanding of key concepts of negotiation covered to date. 15.00% Week 5 1 Computer-aided Test (Open) This quiz is designed to assess understanding of key concepts of negotiation covered to date. 15.00% Week 9 1 Portfolio Prepare a learning portfolio of the negotiation exercises and activities throughout the semester. This will be accompanied by a reflection paper drawing on these experiences to highlight lessons learned and plans for future development. 40.00% Week 13 2,3,4,5 Student Engagement Thorough preparation for and active participation in all class activities. 30.00% Ongoing 2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Open) | This quiz is designed to assess understanding of key concepts of negotiation covered to date. | 15.00% | Week 5 | 1 |
| Computer-aided Test (Open) | This quiz is designed to assess understanding of key concepts of negotiation covered to date. | 15.00% | Week 9 | 1 |
| Portfolio | Prepare a learning portfolio of the negotiation exercises and activities throughout the semester. This will be accompanied by a reflection paper drawing on these experiences to highlight lessons learned and plans for future development. | 40.00% | Week 13 | 2,3,4,5 |
| Student Engagement | Thorough preparation for and active participation in all class activities. | 30.00% | Ongoing | 2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless the Lead Educator grants an extension. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
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The Nature of Conflict
An overview of conflict and an introduction to three fundamental principles of negotiation.
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Claiming Value
An introduction to the distributive (competitive) approach to negotiation and the associated strategies and tactics.
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Creating Value
An introduction to the integrative (collaborative) approach to negotiation and the associated strategies and tactics. Also considers the reality of most negotiations and examines why negotiators must consider both approaches.
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Preparing to Negotiate
Presents an idealised model of the negotiation process as a framework for understanding and managing negotiations. The negotiation planning template used to apply and integrate the material throughout this subject is also explained.
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Review of Negotiation Fundamentals
Review and synthesis of fundamentals negotiation concepts.
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Psychology of Negotiation
Considers a range of biases, assumptions and other cognitive and emotional factors that affect negotiation. Examines the role of effective negotiation planning and other strategies to address these issues.
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Using Power and Persuasion in Negotiation
Source of power in negotiation and the ethical and prudent use of power to influence others is examined. Applications of Cialdini's principles of persuasion are explored.
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Communication and Rapport
Examines negotiation in the context of the communication process. Considers the challenges involved in both sending and receiving communication and the importance of effectively doing both. The role of active listening, empathy and effective questioning to establish rapport and enhance relationships and trust is also considered.
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Relationships, Trust and Ethics in Negotiation
The dimensions of relationships as the context of negotiation are examined. The importance of trust, ethics and a negotiator’s reputation are also emphasised.
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Complex Negotiations 1: Multiple Parties and Team Negotiations
A variety of complex negotiation scenarios are considered with respect to the impact on the negotiation process and negotiation preparation. Part one considers the inherent complexity of multi-party and team-based negotiations and strategies to address these challenges.
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Complex Negotiations 2: Cross-Cultural Negotiations
A variety of complex negotiation scenarios are considered with respect to the impact on the negotiation process and negotiation preparation. Part two considers the inherent complexity of international and cross-cultural negotiations and strategies to address these challenges.
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Negotiation Challenges
Reviews, integrates and extends the content of the subject to address negotiation challenges such as hard bargainers, responding to threats and ultimatums, dealing with unethical behaviour and similar issues.