PSL450: Advanced Negotiations Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. Course Description and Outcomes Course Description: This course provides students with an insight in the advanced negotiations process. Students will learn the process of identifying leads, qualifying leads, obtaining permission from the buying party to determine if a need exists, and closing the sale. This course will also explore ways to relate to the customer and explore their needs by using a consultative approach. Course Overview: Knowing how to negotiate is an essential skill, not only in the sales world but also in every aspect of your life. In this course you will learn the foundations of negotiations, as well as the important distinctions between distributive and integrative negotiations. You will also learn how best to approach negotiations contingent upon the situation. You will have the opportunity to learn more about yourself as you explore the importance of selfknowledge in effective negotiation. You will learn about the art of persuasion and how best to use all of these skills to improve the trajectory of your own career. This course will also explore ways to relate to customers and explore their needs by using a consultative approach. Course Learning Outcomes: 1. Describe the foundations of negotiations and dispute resolutions. 2. Distinguish between distributive and integrative negotiations. 3. Assess how knowledge of oneself can impact negotiations. 4. Explain how communication and the art of persuasion affect negotiations. 5. Summarize the role of relationships in negotiations and explain how this knowledge can be applied to international negotiations. 6. Develop strategies for negotiating within a team/multi- party. 7. Develop negotiation strategies for various scenarios. 8. Analyze how best to negotiate for one s personal future. Participation & Attendance Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible. Course Materials Textbook Information is located in the CSU-Global Booklist on the Student Portal. Course Schedule Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday. Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points. Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire. Critical Thinking Activities: Assignments are due Sunday at 11:59 p.m. MT. Week # Readings Assignments 1 2 3 4 5 6 7 8 Chapters 1 & 2 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (10 points) Critical Thinking (85 points) Chapters 3 & 4 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (10 points) Critical Thinking (60 points) Chapter 5 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (10 points) Critical Thinking (60 points) Chapters 6 & 7 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (20 points) Chapters 8 & 9 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (10 points) Critical Thinking (85 points) Chapters 10 & 11 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (10 points) Critical Thinking (60 points) Chapters 13 & 14 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (10 points) Chapters 12 & 15 in Negotiation and Dispute Resolution Discussion (25 points) Mastery (20 points) Portfolio (350 points)
Assignment Details This course includes the following assignments/projects: Module 1 Module 2 Module 3 Critical Thinking: Case Study: Ethical Dilemma The Research Project (85 points) In this assignment you will read and respond to a case study, highlighting your understanding of and ability to apply the most important concepts of the module. Please read the case study Ethical Dilemma: The Research Project, which can be found in the Critical Thinking assignment on the Assignments page, Week 1. In an integrated essay, analyze the case, providing support for your analysis. You should treat this as a single, formal essay and case analysis, but here are some questions to get you started: How is this case study pertinent to the material we ve reviewed and discussed in this module? Why is it a good case to help us begin our study of the best practices of negotiation? What special ethical challenges do we face when we approach various types of negotiations? Please be specific. What are the top one or two ethical issues specific to this case, and how would you go about considering and resolving each one? support from outside resources, which both help to bolster your own assertions as well as supplement your ideas. The CSU-Global Library is a good place to find these outside resources. Critical Thinking: Synthesis Essay Distributive and Integrative Negotiations (60 points) In this essay you will demonstrate your understanding of distributive and integrative bargaining, as well as improve your critical thinking and writing skills. In a well-written essay, give an example of a common negotiation topic and describe how one would go about negotiating via distributive bargaining, as well as how one would alter that approach to negotiate integratively expanding the pie, in other words. Please describe your process of determination, the underlying concept(s) that support the change from distributive to integrative negotiation, and how the negotiator can use the tenets of that concept or concepts to become a better bargainer overall. support from outside resources, which help both to bolster your own assertions and supplement your ideas. The CSU-Global Library is a good place to find these outside resources. Critical Thinking: Synthesis Essay Conflict and Dispute Resolution (60 points)
Module 5 In this essay you will demonstrate your understanding of the skills involved in conflict and dispute resolution, as well as improve your critical thinking and writing skills. Choose and research a specific conflict or dispute. The topic can be one you ve learned of via the media, history class, etc. It can be from the past or the present, completely resolved or ongoing. In a well-written essay, describe briefly the underlying issue(s) at stake in the conflict or dispute, as well as the way in which it was resolved or is being resolved. If you were a third-party whom the disputants had asked to advise them, how would you do so, given what we ve learned in this module? What made you come to that conclusion? How will you use the skills gained in this module and through this exercise in your future conflict and dispute resolution dealings? support from outside resources, which help both to bolster your own assertions and supplement your ideas. The CSU-Global Library is a good place to find these outside resources. Critical Thinking: Case Study: Ethical Dilemma (85 points) In this assignment you will read and respond to a case study, highlighting your understanding of and ability to apply the most important concepts of the module. Please read the case study Ethical Dilemma: Power of the Professor, which can be found in the Critical Thinking assignment on the Assignments page for Week 5. In an integrated essay, analyze the case, providing support for your analysis. You should treat this as a single, formal essay and case analysis; but here are some questions to get you started: How is this case study pertinent to the material we ve reviewed and discussed in this module? Why is it a good case to help us study persuasion and relationship building? What special ethical challenges do we face when we utilize persuasion and relationship-building skills? Please be specific. What are the top one or two ethical issues specific to this case, and how would you go about considering and resolving each one? Your paper should be 2-3 pages in length and formatted according to CSU-Global Writing and APA support from outside resources, which both help to bolster your own assertions, as well as supplement your ideas. The CSU-Global Library is a good place to find these outside resources. Portfolio Outline (0 Points) Submit an outline of your Portfolio Project this week. Your outline should include, but is not limited to, the following: Brief summaries (3-5 sentences each) of your three chosen scenarios, your chosen game plans, and the outcomes Theories and applicable knowledge from the course that you will be relating to the above scenarios Initial sketch of evaluating your own reaction, using the questions given in the assignment as a guide
Module 6 Module 8 List of four outside, academic sources that you plan to use to support your writing. The CSU- Global Library is a good place to find these academic sources. Your outline should be 1-2 pages in length and formatted according to CSU-Global Writing and APA Requirements. Though you will not receive immediate points for this deliverable, it is a part of your final Portfolio Project requirements, and points will be deducted from your final project grade if the deliverable is not completed and submitted as assigned. Look, instead, for valuable instructor feedback on your work. Please see the Portfolio Project grading rubric on the Course Information page for more details. Critical Thinking: Synthesis Essay Negotiating Contingencies (60 points) In this essay you will demonstrate your understanding of the skills involved in multiple-party, face-toface negotiations, as well as improve your critical thinking and writing skills. Choose a specific negotiation situation in which multiple parties were involved. The topic can be one you ve learned of via the media, history class, etc. It can be from the past or the present, completely resolved or ongoing. Please describe briefly the underlying issue(s) at stake in the negotiation, as well as the way in which it was resolved or is being resolved. If you were a third party whom the disputants had asked to advise them, how would you do so, given what we ve learned in this module? What made you come to that conclusion? How will you use the skills gained in this module and through this exercise in your future multi-party negotiations? support from outside resources, which both help to bolster your own assertions, as well as supplement your ideas. The CSU-Global Library is a good place to find these outside resources. Portfolio Project: Collecting No s : Preparing a Strategy and Analyzing the Results (350 points) The Portfolio Project will allow you to demonstrate your grasp of and ability to integrate the most important course concepts, including the foundations of negotiations, the important differences between distributive and integrative negotiations, the role that relationship building plays in negotiations, an understanding of how self-knowledge can improve your negotiation, and an appreciation for how best to negotiate for your personal future. The starting point of your project will be to collect No s from five people they can be colleagues or even bosses from work, friends, family members, or even service or retail employees with whom you interact in the community. The idea here is to ask for something something you need, something you want, even something that you are almost certain you won t get and to do so using a strategy based on what you re asking for and what you ve learned in this class. Although you might go in expecting a No (hence the name of the exercise), getting a different answer such as Later, OK, maybe, or even Yes will be a bonus benefit, in addition to the learning you ll experience and demonstrate in preparing for and asking for that for which you expect to be turned down.
After you ve conducted this exercise, preparing to ask for something and collecting No s (or, in the best-case scenario, a Yes or two) from five people, you will have a chance to think carefully about your approach and the result with regard to three of those scenarios in your written Portfolio Project. For each of these three scenarios, include the following in your well-written paper: Discuss why you chose to ask for what you asked for and from whom. Analyze how you put together your game plan for doing so, bringing in theories and applications from our learning together in this course. Briefly describe the result. Evaluate your own reaction to how the situation played out, keeping the following questions in mind: o What did you learn about the foundations of negotiations and how relationship-building plays a role in getting what you want? o Did you carefully consider your own personality and skills before asking? What did the result teach you about your own self-knowledge? o Did you use methods to expand the pie when it came to asking for something you wanted? How did that work? o How will all of these precepts and experiences help you to negotiate your own future, based on our learning throughout the course especially the module content in the final week? Please write clearly and logically, as you will be graded on content, analysis, and your adherence to the standards of good academic writing, which should be succinct where possible while also exploring the topics appropriately. Your paper should meet the following requirements: Course Policies Be 8-10 pages in length Be formatted according to CSU-Global Writing and APA Requirements Use a minimum of four outside, academic sources to support your ideas and supplement your assertions. The CSU-Global Library is a good place to find these outside resources. Course Grading 20% Discussion Participation 10% Mastery Exercises 35% Critical Thinking Activities 35% Final Portfolio Paper Grading Scale and Policies A 95.0 100 A- 90.0 94.9 B+ 86.7 89.9 B 83.3 86.6 B- 80.0 83.2 C+ 75.0 79.9 C 70.0 74.9 D 60.0 69.9
F 59.9 or below In-Classroom Policies For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies. Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources. Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the APA Guide & Resources link. A link to this document should also be provided within most assignment descriptions on your course s Assignments page. Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom. If you have concerns about something that has been said, please let your instructor know.