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Negotiation Fundamentals (19M43101)

General information






S semester

ECTS Credits:


Teaching Staff:

Group Teacher Department Language
Sec: A Jordi Quoidbach Dirección de Personas y Organización ENG

Group Teacher Department Language
Sec: B Jordi Quoidbach Dirección de Personas y Organización ENG

Group Teacher Department Language
Sec: C Jordi Quoidbach Dirección de Personas y Organización ENG


Whether you are forging an agreement with suppliers, trying to seal the deal with potential customers, raising money from investors, managing a conflict inside the firm, or even facing a dispute at home, professional (and personal!) success crucially requires the ability to negotiate effectively. This course will enable you to become a more effective negotiator by learning how to:
- Design and execute deals that create maximum value on a sustainable basis;
- Capture your fair share of the value that is created;
- Think strategically in competitive contexts and execute deals that others might overlook;
- Avoid common mistakes made by negotiators;
- Achieve superior results in a vast array of competitive environments.

Course Learning Objectives

At its core, the course is designed to help you practice, analyze, and refine your negotiation skills, and to provide an opportunity for you to develop a negotiator's mindset for achieving the best results at the bargaining table and beyond.

Assessment criteria

1) Negotiation Cases, Participation, and Negotiation Challenges (40%)

Negotiation Cases. You will negotiate several role-plays that will allow you to develop negotiation skills experientially. Preparation, attendance, and participation in negotiation exercises are essential for your learning. Instructions and role assignments will be sent to you by e-mail a few days before the negotiation is to be played. In the exercises, you will receive general instructions for the exercises as well as confidential instructions. Never show the confidential instructions to others. Do not meet with others in preparing for the negotiation exercises unless you are explicitly asked to do so. You will find more information on policies regarding negotiation cases below (See Policies, Procedures and Recommendations). It is crucial for your learning that you spend adequate time preparing for the negotiations.
You will be paired with one or more participants for your in-class case negotiations. Any absence is likely to cause substantial inconvenience and loss of opportunity to others. Your classmates expect you to be fully prepared for each negotiation case. Students are required to attend all the in-class negotiation sessions. Failing to do so without justified reason can have important consequences in your final grade.
It should be understood that everyone is trying to achieve as good outcome as they can, consistent with their particular instructions. Your skill will improve if you are matched with excellent opponents. Someone who takes it easy on you does you no favor. To encourage you to experiment with various different negotiation styles in a "safe? environment, your negotiated outcomes will only count for 10% of your total grade and you can achieve a top grade even if you don't systematically obtain good negotiation outcomes. However, if they are consistently poor and it is clear you are not putting in your best effort, your participation grade will suffer. Note also that your negotiated outcomes will be publicly posted so that the class can analyze the relationship between different negotiation strategies and outcomes and learn from everyone's experience.
Participation. When evaluating your participation in class discussion, I give less weight to quantity. I am more concerned with the quality of discussion. Here, my expectation is that it generally will be high. In a sense, the course is a laboratory in which you will be both experimenter and subject. You will be encouraged to articulate general principles and extract prescriptions from your personal experience in the negotiation exercises. Merely relating who offered what in a particular simulation will be of little value to the rest of the class. The challenge will be to identify the underlying dynamics of a situation, and extract lessons that everyone will find useful.
Sometimes the most important learning comes from apparent "failure." After all, if you have gotten a good deal, it may be hard to know whether you have been smart or simply lucky. By contrast, if you were deadlocked or got a poor outcome, it is often possible to identify what happened - and to see how to avoid getting in the same position in the future. As a consequence, I hope to create a classroom atmosphere that encourages self-reflection and candor. In this process of discovery, good questions will be valued at least as much as good answers. There will be cold calling, mainly for those who are perceived to participate less, even so the right to pass will be respected. Your participation in class discussion will count for 10% of your total grade.
Feedback Forms. This class gives you a unique opportunity to learn about yourself and the impression you make on others when you negotiate. Do you come across as trustworthy? Gullible? Greedy? How happy are other people when they negotiate with you? In order to provide you with this feedback, I will ask you to complete a short online "Feedback Form? after each negotiation. During the course, we will use these forms to contrast your own perception (i.e., how well you think you do) with the perceptions of your negotiation partners. Therefore, it is very important that you complete your negotiation Feedback Form as soon as you are done with a given negotiation exercise (and no more than 24 hours after the class!). To do so, simply go to Timely and thorough completion of Feedback Forms counts for 10% of your final grade.
Negotiation Challenges. In addition to in-class negotiations, you will be asked to complete a series of Negotiation Challenges outside of class. These challenges are designed to transfer the negotiation skills you learn in class to negotiations in your everyday life. They will help you overcome your potential inhibitions and fear of negotiating to unlock your negotiator potential. The Negotiation Challenges are therefore very important and I expect you to complete them as best as you can. Your are required to keep track of your Negotiation Challenges at Timely and thorough completion of Negotiation Challenges counts for 10% of your final grade.

2) Preparation memos (30%)

To help you prepare fully for the role you will play in each negotiation, you are required to submit a preparation memo before the beginning of each class (with the exception of the first one).
You or your team (if you are negotiating in a team) should submit your planning document online before class at If you are negotiating as a team, each team member needs to submit his or her own copy of the planning document. Students often find it useful to print a personal copy of the preparation memo and use it as a reference during their negotiations.
Three of your preparation memos will be chosen at random to grade, and this will be 30% of your final grade. In general, grades on planning documents are based on the extent to which an intelligent 3rd party who knows something about negotiations (but not the particular exercise) could take only your planning document into the negotiation and receive a favorable outcome for you. Your grades are based on the extent to which you have thought your strategy out in advance.
The URL provides a standard preparation memo template. However, you are free to complete as much or as little of this template as you see fit. You can submit your own document by attaching it as a pdf if the template does not meet your specific needs. Memos submitted after the beginning of the class will not be accepted.

3. Final Paper (30%)

The purpose of the final paper is to provide you an opportunity to synthesize your learning and to assist in fixing the lessons and experiences in long-term memory. It should include critical reflection on your negotiation experience overall since the beginning of class. The paper should focus on key learning points across in-class negotiations, as well as personal negotiations you conducted outside of class.
A good reflection paper provides only brief details of the negotiations themselves to illustrate main learning insights and to link them into specific concepts and principles learned from class and readings. Please note that explaining the content of the roles in the cases negotiated in class is not necessary since both you and your professor already know what those roles were. Moreover, rather than going through each negotiated case sequentially, a better negotiation paper makes overarching conclusions regarding one's personal tendencies, behaviors, strengths, points of improvement, and general negotiation strategies. Specific examples from in-class and out-of-class negotiations are then used to illustrate these conclusions.
To maximize your learning derived from writing the paper, I encourage you to focus on both outcome of your negotiations as well as process data, i.e., what specifically happened during the negotiation, how it affected the rest of the negotiation, how it was or was not aligned with what you expected, what was your personal reaction to it, what are possible alternatives to this reaction, what general lessons you can derive from this episode, etc.
Potential questions to consider for the paper include:
- What have I learned about my strengths and weaknesses as a negotiator?
- What works well for me?
- What should I try to do differently / improve?
- In the specific negotiations I am using as examples, what surprised me? What surprised my counter-party?
- What are the potential risks and rewards of certain behaviors of mine? How can I mitigate these risks?
Independently of the format used, it is very important that the paper communicates very precisely. So instead of just saying: "I communicated well!? it is preferred to say: "Communication was efficient because I focused on making open ended questions and then used active listening to learn their interests and concerns.? Giving direct examples of what was said and then commenting on them will enrich your reflection paper.
The length for the final paper is 2-3 pages (1.5 spacing, Times New Roman 11). Please make your paper readable. Do not use just "bullet points.? Give your paper some narrative structure. The deadline will be announced in class.
Plagiarism - Plagiarism is to use of another's work and to present it as one's own without attributing the sources in the correct way. All essays, reports or projects handed in by a student must be original work completed by the student.
Late submissions - If you require an extension for submission of your reflection paper, you need my permission and your paper grade will drop by 30% for that component of the total grade. No submission is accepted 24hrs past the deadline. Emergency situations (health and deaths) will be dealt with on an individual basis.

Timetable and sections

Group Teacher Department
Sec: A Jordi Quoidbach Dirección de Personas y Organización

Timetable Sec: A

Group Teacher Department
Sec: B Jordi Quoidbach Dirección de Personas y Organización

Timetable Sec: B

Group Teacher Department
Sec: C Jordi Quoidbach Dirección de Personas y Organización

Timetable Sec: C