General Information
This subject is designed to provide students with a foundation in negotiation theory and practice relevant to all professional career paths, not just business. The primary objective of this subject is to develop students’ interpersonal, analytical and planning skills through negotiation simulations, discussions and self-reflection. Using a social psychology perspective, students will explore the dynamics that drive interpersonal relationships, with a focus on communication, persuasion and conflict resolution across a variety of negotiation situations (i.e., bilateral, multilateral and team-based negotiations) and contexts (e.g., virtual negotiation, cross-cultural negotiation). Topics include negotiation fundamentals, persuasion, biases, trust, relationships and ethics.
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Details
Academic unit: Bond Business School Subject code: MGMT71-330 Subject title: Negotiation, Persuasion and Relationships Subject level: Postgraduate Semester/Year: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Seminar: x2 (Total hours: 16) - Seminar 1
- Seminar: x2 (Total hours: 16) - Seminar 2
- Seminar: x2 (Total hours: 16) - Seminar 3
- 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: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.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
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | MGMT71-330 |
| Subject title: | Negotiation, Persuasion and Relationships |
| Subject level: | Postgraduate |
| Semester/Year: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| 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: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| 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 |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
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): |
| 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:
- Explain the key concepts of negotiation and how they relate to each other.
- Demonstrate the ability to prepare for a variety of negotiation situations and contexts (e.g., bilateral, multilateral, teams-based, virtual, cross-cultural) using an integrated, adaptive planning framework.
- Utilise appropriate negotiation and persuasion techniques to devise creative and integrative agreements for typical and complex negotiation situations.
- Critically analyse 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 Project Students will prepare a Negotiation Plan within which they will describe their preparation for an upcoming personal negotiation they intend to do between weeks 8 and 12. Student negotiations must be approved by the instructor prior to beginning the written project report. 20.00% Week 7 2,3,4 Portfolio Students will prepare a Progressive Learning Portfolio critically analysing negotiation exercises and activities throughout the semester using the concepts, frameworks and theories presented throughout the semester, including the results of their personal negotiation project, resulting in a summary of “lessons learned”. Importantly, the portfolio will include a plan for students’ continued development as negotiators. 50.00% Week 13 1,3,4 Activity Students must demonstrate thorough preparation for, and active participation in, all class activities. 30.00% Ongoing 1,3 - * 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 |
|---|---|---|---|---|
| Project | Students will prepare a Negotiation Plan within which they will describe their preparation for an upcoming personal negotiation they intend to do between weeks 8 and 12. Student negotiations must be approved by the instructor prior to beginning the written project report. | 20.00% | Week 7 | 2,3,4 |
| Portfolio | Students will prepare a Progressive Learning Portfolio critically analysing negotiation exercises and activities throughout the semester using the concepts, frameworks and theories presented throughout the semester, including the results of their personal negotiation project, resulting in a summary of “lessons learned”. Importantly, the portfolio will include a plan for students’ continued development as negotiators. | 50.00% | Week 13 | 1,3,4 |
| Activity | Students must demonstrate thorough preparation for, and active participation in, all class activities. | 30.00% | Ongoing | 1,3 |
- * 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: Claiming and Creating Value
Provides an overview of conflict and the three fundamental principles of negotiation. Also discusses the distributive (competitive) and the integrative (collaborative) approaches to negotiation and the associated strategies and tactics for each as well as the reality of most negotiations including 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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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
Examines sources of power in negotiation and the ethical and prudent use of power to influence others. Also looks at applications of Cialdini's principles of persuasion.
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Communication, Rapport and Relationship-Building
Explores 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. The importance of ethics and a negotiator’s reputation are also emphasised.
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Complex Negotiations: Multiparty, Team and Cross-Cultural Negotiations
Simulates a variety of complex negotiation scenarios 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. Part two considers the inherent complexity of international and cross-cultural negotiations and strategies to address these challenges.
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Challenges to Negotiation and Relationship-Building
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 other difficult situations.