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SEMESTER AT SEA COURSE SYLLABUS

COLORADO STATE UNIVERSITY, ACADEMIC PARTNER

Date: Fall 2018

Discipline: Management

Course: MGT 468 Negotiating Globally

Division: Upper

Faculty Name: Michael Fowler

Credits: 3

Prerequisites: One (1) upper-division management course OR must be an international studies

major OR permission of instructor

COURSE DESCRIPTION

People around the world confront scores of contentious problems as well as many intriguing

opportunities to join together to create a better future, possibilities to increase prosperity,

happiness, or peace. With increasing interdependence, cross-cultural misunderstandings and

language differences often further complicate the substance of these issues. Certain of them are

oriented toward business; others are social, political, or diplomatic. Some are transnational, the

problems reaching across particular borders. Certain conflicts are long-lived and deep-rooted;

others burst into prominence as sudden crises.

People need to understand better how to work together to resolve their common problems and take

advantage of their shared opportunities. In that context this active-learning course explores the

theory and practice of negotiation. Classes will be devoted to students negotiating and analyzing

realistic hypothetical cases (simulations) that place them in diverse scenarios and contain

important lessons about effective negotiation. The class sessions will also include: (1) debriefings,

informed by the course readings, in which the assigned hypothetical disputes and ensuing student

negotiations are analyzed; (2) discussions concerning the chief issues and strategies faced by

those engaged in negotiation; and (4) films about the negotiation process. The simulations selected

for the course require students to learn and practice an array of practical negotiation skills and to

think through a host of important negotiation issues. Harvard Law School’s Program on Negotiation

supplies the simulations listed below. Each is a sophisticated training tool, carefully designed to

assist students to improve their understanding of negotiation and their abilities as negotiators.

We will start with simpler negotiations, some in international and others in domestic contexts, that

are designed to illustrate certain fundamental dilemmas and principles and to start the class

thinking analytically about the negotiation process. Over time, the negotiations become increasingly

complex and eventually place the students in the position of negotiators handling multi-party, multi-

issue scenarios that will occupy entire class sessions, many involving teams or groups and

featuring challenging cross-cultural issues.

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LEARNING OBJECTIVES

This negotiation course will aim to expose students to each of the following educational objectives:

to learn fundamental principles of negotiation;

to foster both the creativity and the critical-thinking skills of the students in the negotiation

context;

to understand and be able to identify different approaches to negotiation, both positional

and interest-based;

to practice cross-cultural negotiation and to understand better the cultures of the countries

that we visit on our Semester at Sea voyage;

to improve their practical abilities to negotiate differences, especially in the business

context, while assimilating ideas to create their own theories of how best to deal with an

array of disputes, conflicts, and opportunities; and

to equip each student with the skills and ideas needed to assess and handle, more

effectively and expeditiously, the negotiable issues that will arise on their Semester at Sea

voyage and in their future lives and careers, whether of an international or domestic

character.

REQUIRED TEXTBOOKS/READINGS

A series of 22 Harvard PON simulations will be used in class. These will be handed out in class and

charged to the student’s shipboard account at approximately $3.00 per simulation (plus a small

shipping and handling fee), or approximately $70.

Along with the Harvard PON simulations, students must also purchase the following two textbooks:

AUTHOR: Roger Fisher, William Ury, Bruce Patton

TITLE: Getting to Yes: Negotiating Agreement Without Giving In

PUBLISHER: Penguin Books

ISBN #: 978-0143118756

DATE/EDITION: 2011/Updated Revised Edition

AUTHOR: Michael Fowler

TITLE: Mastering Negotiation

PUBLISHER: Carolina Academic Press

ISBN #: 978-1-61163-048-0

DATE/EDITION: 2017

Other readings will be placed on the ship’s electronic reserve. In the course schedule that follows,

readings placed on the MV Odyssey’s electronic reserve are marked (ER); text readings are marked

(T); class handouts are marked (CH).

No additional books will be placed on reserve in the ship’s library.

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TOPICAL OUTLINE OF COURSE:

Depart Hamburg, Germany - September 9, 2018

A1. Oil Pricing Exercise: Tues. 9/11/18 -- Ghana is perhaps the country we will be visiting that

has the most notable oil deposits. In this first simulation, teams of students will negotiate the

Oil Pricing Exercise, serving as the oil-pricing boards in two developing countries. Each will look

to try to maximize profits in oil sales. (Simulation materials to be handed out in class.)

[No Memo to File is required regarding the Oil Pricing simulation.]

Simulation Preparation: [In class] ** Oil Pricing Exercise preparatory materials. (CH)

Required Readings:

** Roger Fisher, William Ury, Bruce Patton, “Introduction,” “The Problem,”

Getting to Yes, pp. xvii-xix; 3-14. (T)

** Michael Fowler, “Choosing the Best Approach for a Negotiation,” Mastering Negotiation,

pp. 3-29. (T)

** Leonard Greenhalgh, “The Case Against Winning in Negotiations,” Negotiation Journal 3

(April 1987): 167-173. (ER)

A2. Hong Kong Property Deal: Thur. 9/13 -- As you do your readings, preparing for class,

focus especially on pp. 114-16 of the Mastering Negotiation text that reveals how past

negotiation students on Semester at Sea have negotiated with taxi cab drivers.

Looking down the line quite a bit to your upcoming visit to China, students will use the

class session to attempt to negotiate a real estate transaction between Mr. Lee Wing, a

Hong Kong Chinese importer of building materials, and the marketing manager for

Australian Outback Foods. [No Memo to File is required regarding the Hong Kong

Property Deal simulation.]

Simulation Preparation: ** Hong Kong Property Deal preparatory materials. (CH)

Required Readings:

** Roger Fisher, William Ury, Bruce Patton,“Separate the People from the

Problem,” “Focus on Interests, Not Positions,” Getting to Yes, pp. 17-39, 40-55. (T).

** Michael Fowler, “Getting Down to Substance: Working with Interests,” Mastering

Negotiation, pp. 101-27. (T)

Spain Visit

Barcelona, Spain -- September 15-16

Valencia, Spain -- September 17-18

** As you think about your time in Spain, try to start your Field Assignment Journal with

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at least a short entry on a negotiation in that first port. **

A3. Opera Negotiation: Wed. 9/19 -- When the ship reaches South Africa, I hope that some

of you will make a point to visit the internationally renowned Cape Town Opera, which often

has musicals or other productions that you can attend. The Managing Director of the Cape

Town Opera, Michael Williams, is a great friend of Semester at Sea, having taught theater on

the Fall 2011 voyage.

In today’s simulation, in order to develop basic negotiation skills, students will assume

the roles of an aging opera singer and an opera company, trying to resolve a salary dispute.

The focus of our discussion will be on certain of the fundamental elements of negotiation,

and how to analyze and deal with them. [No memo is required with respect to the simulation

in this class session.]

Simulation Preparation: ** Sally Soprano preparatory materials. (CH)

Required Readings:

** Roger Fisher, William Ury, Bruce Patton, “Invent Options for Mutual

Gain,” “Insist on Using Objective Criteria,” Getting to Yes, pp. 56-80, 81-94. (T)

** Michael Fowler, “Identifying Appropriate Goals,” Mastering Negotiation, pp. 54-60. (T)

** Karen King, “But I’m Not a Funny Person ...: The Use of Humor in Dispute Resolution,”

Negotiation Journal 4 (April 1988): 119-123. (ER)

A4. Community Negotiation: Fri. 9/21 -- In the simulation students assume the roles of repre-

sentatives of a car owner and the proprietor of a garage and negotiate the cost of auto

repairs. The focus of our discussion will be on interpersonal relations, and the role of

apology in negotiation. [Your 1st Memo to File is due regarding the Eazy’s Garage simulation.]

Simulation Preparation: ** Eazy’s Garage preparatory materials. (CH)

Required Readings:

** Michael Fowler, “Choosing to Negotiate,” “Agreeing to Negotiate,” “Negotiating on Behalf of

Another,” “Final Preparation,” “Analyzing Walk-Away Alternatives, Leverage, and Power,”

Mastering Negotiation, pp. 31-43, 60-66, 131-157. (T)

Study Day - September 23

** 1st Memo to File is due in class on Monday, September 24, regarding the Eazy’s Garage

simulation **

A5. Sports Contract: Mon. 9/24 -- In the period between our class on Friday, September 21 and

our class on Monday, September 24, including the study day on Sunday the 23rd, students

will be assigned partners in order to negotiate Fie’s Agent. With our upcoming port visit to

Ghana, students ought to be particularly interested in this simulation, an effort by a star

women’s soccer player and her agent, both hailing from Ghana, to renegotiate an agreement

for him to represent her. Note, too, that pp. 343-350 of the Mastering Negotiation text focus

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on strategies for e-mail negotiations and for re-negotiations. You would be well-advised to

read those sub-sections before you start to negotiate the Fie’s Agent simulation.

Rather than doing another simulation on the 24th, we will devote that class to debriefing

Fie’s Agent, while focusing on all the fundamental elements of interest-based, or principled,

negotiation. [No Memo to File is required with respect to the simulation in this class.]

Simulation Preparation: ** Fie’s Agent preparatory materials. (CH)

Required Readings:

** Roger Fisher, William Ury, Bruce Patton, “What If They Are More Powerful?,” “What If They Won't

Play?,” Getting to Yes, pp. 97-106, 107-128. (T)

** Michael Fowler, “Conclusion: Formulating and Implementing Effective Strategies,”

Mastering Negotiation, pp. 333-365. (ER)

A6. Rural and Urban Negotiations: Wed. 9/26 -- Students first return to a domestic scenario,

acting as a Vermont farmer and a city-dwelling neighbor interested in selling or leasing

farmland. The class will then try to contend with a situation in which a foreign corporation

from Liechtenstein, owned by a blind trust in the Bahamas, is negotiating to buy valuable

urban property from a real estate developer. The focus of our discussion will be on inter-

personal relations, and on compiling and assessing the information needed to conclude an

agreement. [No memo is due regarding either of this class’s simulations.]

Simulation Preparation: ** Mountainview Farm and Bullard Houses preparatory materials.

(CH)

Required Readings:

** Roger Fisher, William Ury, Bruce Patton, “In Conclusion,” Getting to

Yes, pp. 147-148. (T)

** Michael Fowler, “Initiating Talks: Launching a Negotiation Productively,” Mastering


Ghana Visit

Tema, Ghana -- September 27-28

Takoradi, Ghana -- September 29-30

Community Programming - October 2: No class

** Think about what you might add to your Field Assignment Journal based on your time in

Ghana. Recall that the First Half Field Journal is due on Wednesday, October 24.**

A7. Multiparty International Business Negotiation: Wd. 10/3 -- This class introduces group, or

multi-party negotiations and also cross-cultural negotiations, each of which will be explored

in various later simulations as well. Here, students take on the roles of representatives from

French, Italian, American, and Japanese companies, and attempt to negotiate the details of

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an agreement for a 30-year joint partnership to design, manufacture, and sell a new generation

airplane engine. [Your 2nd Memo to File is due regarding the Multisumma simulation.]

Simulation Preparation: ** Multisumma preparatory materials. (CH)

Required Readings:

** Jeswald Salacuse, “Making Deals in Strange Places: A Beginner’s

Guide to International Business Negotiations,” Negotiation Journal 4 (January 1988): 5-13.

(ER)

** Michael Fowler, “Contending with Cultural Differences: Navigating Cross-Cultural

Complications and Opportunities,” Mastering Negotiation, pp. 267-301. (T)

** 2nd Memo to File is due in class on Friday, October 5, regarding the Multisumma

simulation **

A8. Impasses and What to Do About Them: Fri. 10/5 -- This class day will be devoted to

thinking about impasses in negotiation, and what might be done about them. The class will

take on the roles of an outside consultant and a member of the corporate management of GE

International, Inc. and attempt to arrive at a mutually agreeable contract. [No Memo to File

is required regarding the GE International Contract simulation.]

Simulation Preparation: ** GE International Contract preparatory materials. (CH)

Required Readings:

** Roger Fisher, “Fractionating Conflict,” in International Conflict and

Behavioral Science, ed. Roger Fisher, pp. 91-109. (ER)

** Michael Fowler, “Problem-Solving: Putting Objective Criteria and Creative Options to Work

and Dealing Effectively with Impasses,” Mastering Negotiation, pp. 161-194. (T)

South Africa Visit

Capetown, South Africa -- Oct. 7-12


South Africa. Recall that the First Half Field Journal is due on Wednesday, October 24.**

A9. Real Estate Development Negotiation: Sat. 10/13 -- Students take on the roles of a

shopping center developer and a potential anchor tenant negotiating future uncertainties in a

lease agreement. The class will then watch a video in which two sets of attorneys negotiate

the same problem. [No memo is required for the simulation in this class.]

Simulation Preparation: ** Discount Marketplace and Hawkins Development. (CH)

Required Readings:

** Jeswald Salacuse, “Your Draft or Mine?,” Negotiation Journal 5

(October 1989): 337-341. (ER)

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** Michael Fowler, “Closing a Deal: Reaching a Worthwhile Agreement,” Mastering


A10. A High-Technology Negotiation: Mon. 10/15 -- Various of the countries that are on our

itinerary, including Germany, Spain, India, China, and Japan, have vibrant high-tech

sectors of their economies. To begin to think about how high-technology issues might arise

and be negotiated, students will act as the lawyers for two partners who are trying to

negotiate a resolution to a dispute regarding ownership of a new computer program.

[Your third Memo to File is due regarding the Powerscreen simulation.]

Simulation Preparation: ** Powerscreen simulation materials. (CH)

Required Readings:

** William Ury, “Don’t React: Go to the Balcony,” Getting Past No:

Negotiating with Difficult People, pp. 11-30. (ER)

** Roger Fisher and Scott Brown, “A Strategy: Be Unconditionally Constructive,” Getting

Together: Building Relationships As We Negotiate, pp. 24-40. (ER)

** Roger Fisher, “Negotiating Power: Getting and Using Influence,” The American Behavioral

Scientist 27 (Nov./Dec. 1983): 149-66. (ER)

Study Day - October 16

** 3rd Memo to File is due in class on Thursday, October 18, regarding the Powerscreen

simulation **

A11. Film on High-Technology Negotiation: Thur. 10/18 -- The class will watch a film,

produced by Morgan Guarantee Trust Company, in which attorneys Roger Fisher and Ann

Berry attempt to use principled-negotiation techniques to resolve the Powerscreen scenario

that class members tried their own hands at in the last class session. [No Memo to File is

due regarding the Powerscreen film.]

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Simulation Preparation: ** None.

Required Readings: ** None.

[Instead of doing more readings, I want you to work instead on polishing up your Field Assignment

Journal.]

Mauritius Visit

Port Louis, Mauritius - October 19


Mauritius. Recall that the First Half Field Journal is due on Wednesday, October 24. **

Study Day -- Sunday, October 21: No class

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A12. Collective Bargaining Negotiation: Mon. 10/22 -- For decades a major source of contention in

the business and politics of many countries, including India, has involved labor disputes,

which have often become bitter, long-lived, and violent. (Some years ago, Professor Fowler

visited Venezuela to assist negotiators when strikes were crippling the major industrial city

of Puerto Ordaz.) To get a feel for the singular dynamics of labor negotiations, students will

undertake a six-party, multi-issue contract negotiation between management and union at a

publishing firm. [No memo to file is required for Ad Sales simulation.]

Simulation Preparation: ** Ad Sales, Inc. preparatory materials. (CH)

Required Readings:

** Roger Fisher, “Negotiating Inside Out: What Are the Best Ways to

Relate Internal Negotiations with External Ones?,” Negotiation Journal 5 (January 1989):

33-41. (ER)

** Michael Fowler, “Preparing to Negotiate Well,” “Overcoming Personality Conflicts and

Pressure Tactics,” Mastering Negotiation, pp. 43-49, 195-227. (T)

** Your First Half Field Assignment Journal is due to be turned in during the class period

on Wednesday, October 24. **

A13. Collective Bargaining Debriefing: Wed. 10/24 -- Students will conclude Ad Sales, if need be,

and then discuss the lessons of the Ad Sales simulation. Today, we also discuss the pros and

cons of the interest-based, or principled-, negotiation approach.

Simulation Preparation: ** Review Ad Sales, Inc. preparatory materials. (CH)

Required Readings:

** Fisher, Ury, “Ten Questions People Ask About Getting to Yes,” Getting

to Yes, pp. 151-187. (T)

** William McCarthy, “The Role of Power and Principle in Getting to YES,” Negotiation Journal

1 (1985): 59-66. (ER)

** Roger Fisher, “Beyond YES,” Negotiation Journal 1 (1985): 67-71. (ER)

** James White, “The Pros and Cons of ‘Getting to Yes,’” 34 Journal of Legal Education (1984):

115-124. (ER)

India Visit

Cochin, India -- Oct. 25-30

As noted in more detail below, we will carry out our Field Class with a foreign-investment simulation

at the National University for Advanced Legal Studies in Cochin.

** You should now be starting your Second Half Field Assignment Journal. Think about

what you might add to it based on your time in India. Recall that the Second Half Field

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Journal is due on Sunday, December 9. **

Reflection and Study -- Wednesday, October 31: Global Studies Reflection

** Tuesday, November 1 is the Due Date for the 6-page Memo to File on the Field Class. **

A14. A Public Sector Environmental Mediation: Fri. 11/2 -- For Semester at Sea students,

one eye-opening public policy issue involves the environmental difficulties of various of

the countries we are visiting, including Ghana, South Africa, and India. In this simulation

students assume the roles of members of a blue-ribbon committee charged with negotiating

a joint recommendation to the governor regarding how to deal with soaring quantities of

hazardous industrial waste and the closing of the state’s one landfill. [No memo is required

for the simulation in this class.]

Simulation Preparation: ** Jefferson Hazardous Waste preparation materials. (CH)

Required Readings:

** Ansgar Wimmer, “The Jolly Mediator: Some Serious Thoughts About

Humor,” Negotiation Journal 10 (July 1994): 193-199. (ER)

** Lawrence Susskind and Jeffrey Cruikshank, “Mediation and Other Forms of Assisted

Negotiation,” Breaking the Impasse: Consensual Approaches to Resolving Public Disputes,

pp. 136-150. (ER)

** Patrick Cleary, “Mediators: Lessons and Observations,” The Negotiation Handbook,

pp. 137-68. (ER)

Myanmar Visit

Yangon, Myanmar -- Nov. 4-8

** Think about what you might add to your 2nd-Half Field Assignment Journal based on your

time in India. Recall that the Second Half Field Journal is due on Sunday, December 9. **

A15. Consumer Issues: Fri. 11/9 -- The class then takes on the roles of consumer groups, a corp-

oration, and a government representative in attempting to resolve a dispute over the delayed

introduction of a new prescription drug. [No memo is required for the simulation in this

class.]

Simulation Preparation: ** Teflex Products simulation materials. (CH)

Required Readings:

** Michael Fowler, “Ethical Negotiation: Distinguishing Proper from Improper Behavior,” Mastering


Community Programming – Sunday, November 11: No class.

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A16. Cross-Cultural Employment Negotiation: Mon. 11/12 – One of the most fascinating issues

to be explored in this course involves the complexities, challenges, and opportunities associat-

ed with cross-cultural negotiation. In this first simulation students attempt to negotiate a

settlement between a recently hired computer programmer, who has just emigrated to a

country, and the Human Resources Director, concerning the new employee’s salary, benefits,

and start date. Our post-simulation discussion will focus on what is meant by the term

“culture.” [No Memo to File is required for the Hiring a Newtonian simulation.]

Simulation Preparation: ** Hiring a Newtonian preparatory materials. (CH)

Required Readings:

** Raymond Cohen, “Negotiation: The Cultural Roots,” Negotiating Across

Cultures, pp. 7-18. (ER)

** Glen Fisher, “The Cultural Lens,” Mindsets: The Role of Culture and Perception in Interna-

tional Relations, 2d ed., pp. 39-68. (ER)

A17. Cross-Cultural Joint Venture Negotiation: Mon. 11/19 -- Students assume the roles of

representatives of a small, family-owned and operated company based in the developing

world and distributing medical equipment and a U.S.-based Fortune 500 multinational

company manufacturing high-tech medical equipment and try to negotiate across cultures to

conclude a possible joint-venture agreement. [Students will write their fourth Memo to File on

the MedLee simulation; please turn in the memo, in class on Thursday, November 22.]

Simulation Preparation: ** MedLee preparatory materials. (CH)

Required Readings:

** I. William Zartman, “A Skeptic’s View,” in Culture and Negotiation, eds.

Guy Olivier Faure and Jeffrey Z. Rubin, pp. 17-21. (ER)

** Kevin Avruch, “Conflict Resolution,” Culture and Conflict Resolution, pp. 23-55. (ER)

** 4th Memo to File is due in class on Thursday, November 22, regarding the MedLee

simulation **

Study Day – Wednesday, November 21: No class.

A18. Cross-Cultural Natural Resources Negotiation: Thur. 11/22 -- As we approach our port

stay in Shanghai, China, students assume the roles of Canadian and Chinese zoo officials

and a Communist Party representative in an effort to work out a deal to lease giant panda

bears to Canadian zoos. [No memo is due regarding the Canada-China Panda Acquisi-

tion simulation.]

Simulation Preparation: ** Canada-China Panda Acquisition preparatory materials. (CH)

Required Readings:

** Glen Fisher, “First Consideration: The Players and the Situation,” International Negotiation: A

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Cross-cultural Perspective, pp. 17-26. (ER)

China Visit

Shanghai, China -- Nov. 24-29


time in China. Recall that the Second Half Field Journal is due on Sunday, December 9. **

A19. Mediation versus Arbitration in a Cross-Cultural Context: Fri. 11/30 – Students assume

the roles of two parties in an American-Japanese international business dispute. Half the

groups will mediate, and half will arbitrate the problem. [No Memo to File is required for

this class’s simulation.]

Simulation Preparation: ** Tucker Graphics Inc. and Nihon Ichiban Technology

preparatory materials. (CH)

Required Readings:

** Kenji Kitao and S. Kathleen Kitao, “Cultural Differences,” Intercultural Communication: Between

Japan and the United States, pp. 51-57. (ER)

** Robert March, “Toward Better Japanese-Western Negotiation,” The Japanese Negotiator:

Subtlety and Strategy Beyond Western Logic, pp. 140-49. (ER)

** William Ury, “Resolve: Mediator, Arbiter, Equalizer, Healer,” Getting to Peace, pp. 140-168.

(ER)

Japan Visit

Kobe, Japan -- Dec. 2-6

A20. Asian-Latin American Cultural Issues: Fri. 12/7 – This simulation involves a baseball contract

negotiation between an aging Mexican pitcher and a baseball team located in Okinawa,

Japan.

Simulation Preparation: ** El Matador Goes to Japan? preparatory materials. (CH)

Required Readings:

** William Hernández Requejo and John L. Graham, “The Mexican Negotiation Style,” Global

Negotiation: The New Rules, pp. 140-49. (ER)

** Robert Whiting, “A Philosophy,” You Gotta Have Wa: When Two Cultures Collide on the

Baseball Diamond, pp. 52-77. (ER)


time in Japan. Recall that the Second Half Field Journal is due on Sunday, December 9. **

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A21. Conclusion of Prior Negotiation: Sat. 12/9 – This class session will conclude the El Matador

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simulation started in the last class.

Simulation Preparation: ** None.


[I have assigned no new readings to give you a chance to start to review past readings in early

preparation for the final exam.]

** Your Second Half Field Assignment Journal is due to be turned in during the class period

on Sunday, December 9. **

A22. Foreign Investment Negotiations: Tues. 12/11 – A Central American country is negotiating

to sell off-shore oil leasing rights, possibly to a Venezuelan company. This simulation involves

a final negotiating session between a representative of each side. [No Memo to File is due for

the Meridia and Petrocentam simulation.]

Simulation Preparation: ** Meridia and Petrocentam preparatory materials. (CH)


[I have assigned no new readings since you should now be reviewing past readings in preparation

for the final exam.]

A23. Managed-Growth Issues: Th. 12/13 -- As we approach our Hawaii port stop, students should

be especially interested in today’s Menehune Bay simulation. The central issue of properly

managed growth, of obvious interest to communities around the world, is the subject of the

simulation, as students assume the roles of commercial, environmental, and citizens’ organi-

zations regarding the proposed development of a world-class resort near Oahu, Hawaii. At

the beginning of this class we will conduct the Best Negotiator Poll, in which each student

will vote for who they perceive to be the top three class negotiators during the semester,

briefly describing their strengths as negotiators. The top negotiators will then take leading

roles in our ‘grand finale’ negotiation in the last class.

Simulation Preparation: ** Development Dispute at Menehune Bay preparation materials. (CH)




A24. European Development Negotiation: Sat. 12/15 – Students assume the roles of six parties

trying to work out an agreement among local communities and a multinational conglomerate

(the Mouse Company) building an amusement park near Paris, France. 2001. [No Memo to

File is required for The Mouse simulation.]

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Simulation Preparation: ** The Mouse preparatory materials. (CH)




A25. Final Exam: Wed. 12/19 -- Final exam featuring true/false, multiple choice, and short answer

questions covering all of the course materials, but especially the assigned readings.

Arrive San Diego, California – December 23, 2018

FIELD WORK

Semester at Sea field experiences allow for an unparalleled opportunity to compare, contrast, and

synthesize the different cultures and countries encountered over the course of th voyage. In

addition to the one Field Class, students will complete independent field assignments that span

multiple countries.

Field Class & Assignment

The field class for this course is on Thursday, 25 October 2018 in Cochin, India.

Field Class attendance is mandatory for all students enrolled in this course. Do not book individual

travel plans or a Semester at Sea sponsored trip on the day of your field class. Field Classes

constitute at least 20% of the contact hours for each course, and are developed and led by the

instructor(s).

Cochin, India

During the Cochin, India Port Stop students will travel to the National University for Advanced Legal

Studies to negotiate a business simulation involving a Texas-based power company actively

investing in emerging markets. The Government of India has approached the company to see if it

would be interested in building an electrical generating plant to increase the supply of electric

power in the state of Maharashtra, one of India’s most developed. However, both legal and political

complications have arisen, and the Company’s Chief Executive Officer must decide what to do after

receiving conflicting advice from five associates. The simulation, provided by the Harvard Program

on Negotiation, will give students a chance to see an Indian university, meet with a faculty member

and students there, and learn about foreign investment conditions in the country of India. Lunch at

the University will be included. The students’ participation in the Field Class will then be reflected in

a written-work assignment to be completed after returning to the ship.

Students will turn in a 6-page Memorandum to File, discussing this field experience and connecting

it to the other course materials, lectures, and discussions. This will be worth 25% of each student’s

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grade, and the due date is Thursday, November 1. Instructions on writing Memos to File follow, and

students will have already have had practice in writing Memos to File about other simulations,

earlier in the course.

INDEPENDENT FIELD ASSIGNMENTS

Students will incorporate field assignments in all of their ports of call into the global negotiation

curriculum via a Field Journal. In the Field Journal students should thus report on, and critically

assess, negotiations somehow involving their Semester at Sea experience. Students will turn in the

first half Field Journal on Wednesday, October 24, and the second half Field Journal on Sunday,

December 9. Each will be graded on a 50-point scale, and the total will amount to 25% of your

grade for the course.

Although students may not have realized it before this class, they are constantly negotiating with

others. In addition, people around them are constantly negotiating with each other. In the Field

Journal entries students should analyze negotiations during their port stays that they have

participated in, learned of, or observed. These could be negotiations with friends, colleagues,

administrators, or faculty members, or they could be negotiations, public or private, involving a

country we visit, its people or government. Of special value is information on each student’s

negotiations with the people of the countries that the Odyssey visits. Here are some typical

questions that might be addressed in a Field Journal entry:

How prepared was the negotiator in question?;

Was missing information apparent, and how was it handled? Was information shared? At

once or eventually?;

Would you characterize the negotiation as positional, or interest-based, or a mixture?;

How did the negotiation open and close? How and under what circumstances did the parties

commit?;

What lessons were learned from those the student negotiated with or those the student

watched negotiate?;

Did a negotiator do something that the student found questionable, whether as a matter of

strategy or of ethics?

How did cross-cultural issues emerge in the negotiation, and how effectively were they

handled?; and

What ideas, concepts, and lessons did the negotiation in question bring to mind?

Students should write their journal entries contemporaneously, that is, shortly after returning to the

ship from the port visit. If they wait, their memory of the negotiation(s) will fade, and this will be

obvious to anyone reading their Field Journal. It is also supremely important for students to draw

points from the readings into their analyses. This is an excellent way for a student to demonstrate

that he or she is doing the readings, thoughtfully and conscientiously. In particular, students should

indicate which readings were relevant and whether their observations about negotiations abroad

buttress or run counter to points in the texts and the assigned articles. For instance, in light of their

experiences in a port stay, a student might raise a question that came to mind that touched on a

point in the readings or the debriefings and discussions, and he or she might couple that question

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with the way it might be answered (even if only tentatively). Many students find it useful, as they

read the assigned material, to think analytically about the argument made by each scholar, and

whether they agree or disagree with it, in whole or in part. Then, in their Field Journal they might

take one point that the author has not stated as they would, had they been writing the article, and

write a paragraph or more amending, rejecting, qualifying, or taking further the idea in question.

GRADING SCALE

The following Grading Scale is utilized for student evaluation. Pass/Fail is not an option for

Semester at Sea coursework. Note that C-, D+ and D- grades are also not assigned on Semester at

Sea in accordance with the grading system at Colorado State University. Otherwise, pluses and

minuses are awarded as follows on the following 100% scale:

Excellent Good Satisfactory/Poor Failing

97-100%: A+

93-96%: A

90-92%: A-

87-89%: B+

83-86%: B

80-82%: B-

77-79%: C+

70-76%: C

60-69%: D

Less than 60%: F

METHODS OF EVALUATION

A. Overview of Graded Assignments:

In summary, then, the grades for the course will include (1) the total of four three-page (single-

spaced) Memos to File (graded on 0-25 point scales), (2) a two-part Field Journal encompassing the

Field Class and other field work to be undertaken in the port stops (graded on 0-50 and 0-50

scales), (3) a Field Class Memo to File of six-pages in length, and (4) a final exam (graded on a 0-

100 scale). These four grades will normally be weighted equally in determining a student’s final

grade for the course (25% each).

B. Calculating Final Grades:

Normally, final grades will be rounded downward to the nearest whole number (e.g., whether your

average for the course was an 88.4 or an 88.7, you would receive an 88, which would correspond

to a B+). When I average together the three grades to compute a student’s final grade, I am

sometimes confronted with an average that is within a fraction of a point of a higher grade (e.g., an

89.8 would be within a fraction of a point of an A- average for the course). In that case I examine

three criteria from the course as a whole (on-board class sessions and Field Class) to determine

whether to round up or round down: (a) class attendance: the number of classes missed, if any; (b)

class participation: the frequency and intelligence of the student’s comments in class; and (c)

grade trend: the extent to which the movement of the student’s grades was in an upward direction

during the semester. If all three criteria are positive, I will definitely round upward to the higher

grade; a single positive criterion will not normally suffice to warrant rounding up; two positive

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criteria and one negative factor will result in a judgment call, based on the balance of positive

versus negative factors.

C. About the Memos To File:

With respect to the Memos to File, after four designated simulations, each student must write a

memorandum, due the following class session, of approximately 3 typed (single-spaced) pages,

analyzing what happened during the simulation. Then, after the Field Class, each student must

write a longer Memo to File of approximately 6 typed (single-spaced) pages

A sample Memo to File will be distributed to all the students early in the course. The student should

stay “in character” in the memo, that is, continue to pretend to be in the role the student portrayed

in the simulation, but now instead of negotiating, the student is writing a memorandum about what

happened in the negotiation that was just carried out. This “Memorandum to File” should explore,

succinctly and insightfully, issues relevant to that negotiation. The idea is not to write a piece of

advocacy in which the student persuades someone of the magnificence of their negotiating skills.

Rather, the point of the memo is to assess, accurately, frankly, and intelligently, what happened

and to consider how their performance might improve in future cases with similar features.

In preparing for a negotiation, each student should formulate a hypothesis concerning how the

simulation might best be handled. The Memo to File is an opportunity, after the event, to review

and then to amend, qualify, wholly alter, or -- very occasionally -- report on the complete success of

that hypothesis. The memos are also a cardinal opportunity for students to reflect upon the

readings to date, to point out issues that arose in the simulations that the course materials also

address, and to analyze the extent to which the readings provided useful ideas or valid theories.

Memo To File Due Dates: The due dates for these memos are

o Monday, September 24,

o Friday, October 5,

o Thursday, October 18,

o Thursday, November 22, and

o Thursday, November 1 (longer Field Class Memo to File).

Subject-Matter of Memos to File: [I strongly recommend that each student review the following sub-

section before writing each of the memos.] While remaining cognizant of the page limits, each

student ought to consider addressing the following questions -- not all of them, but whichever

appear to be most interesting and relevant to that particular simulation.

What was my strategy, and what seemed to be the strategy of the other negotiator(s)?;

What happened in the negotiation? [do this briefly to allow maximum space for critical

analysis]

Do I consider this to be a wholly successful outcome or not?;

What could I have done to negotiate more effectively, efficiently, or successfully?;

What did the other negotiator(s) do that was effective?;

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What might I do the same and what might I do differently if I faced a similar problem in the

future?;

Under what circumstances would the approach I took be appropriate for a negotiator, and

when might it not be appropriate?; and, especially

What does my experience in this simulation reveal about the theory and practice of

negotiation and conflict resolution?

Please regard the final question listed above as the most important and address it extensively in

every memo. Throughout the course students should be drawing on the readings and their

classroom experiences, while formulating tentative hypotheses (or ‘lessons’) about the theory and

practice of negotiation, and then should be reformulating or underscoring them in light of

additional experience, reading, and thought. (While some students devote a particular subsection

of their memos to “The Theory and Practice of Negotiation,” which is certainly an acceptable

approach, some of the best memos address this subject throughout the various subsections of

their memos.)

Style of Memos to File: Please follow closely the format in the sample Memo to File. In particular, do

not double space and do not skip lines between paragraphs (I prefer that students indent the start

of each paragraph instead). I very much appreciate the thoughtful use of subheadings, and I like

students to skip a line on either side of a sub-heading.

Quality of Memos to File: I expect the memos to be prepared thoughtfully, written very carefully, and

edited exceedingly thoroughly. Before turning in any written work, each student should make a

point to review the rules on writing in the Student’s Guide to Editing Papers, placed on electronic

reserve. I urge you to divide your memos into subsections, arranged and labeled in some logical

fashion.

The grades on memos to file will reflect:

the quantity and quality of the lessons about international negotiation drawn from the

simulation,

the number and usefulness of the particular references to the readings (and other course

materials),

the scholarly or professional quality of the memo, as revealed by its organization and writing

(grammar, spelling, editing, and proofreading),

the engagement of the student in the simulation as reflected by the thoughtfulness of the

points regarding preparation, negotiation, resolution, and analysis, and

the extent to which you are making the same mistakes again that you made in prior writing

assignments.

Most students find that their memo grades rise through the semester as they write more

thoughtfully and carefully about their negotiating experiences. They also find, by the end of the

course, that they have mastered the art of writing an insightful memo, a key skill in many

professions. However, you should realize that my standard for the memos also rises during the

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class, as I expect you not to repeat past mistakes and to draw ever more sophisticated lessons as

your experience grows and you do more reading on the subject.

D. About the Final Exam:

Please note that the final exam will cover in detail all the readings in the course. Therefore, I

strongly encourage students to take very careful, extremely thorough, and highly detailed notes of

the basic points in the readings and what occurs in class debriefings (since, here, we highlight key

points in the readings).

This is NOT a class in which gaining a loose grasp of the big picture suffices! To excel on the final

exam, students should (a) come punctually to every class, (b) take neat and thorough notes of all

the matters identified in the Points in the Reading document on electronic reserve as well as of the

key points in the debriefings, (c) set aside ample time before the final to review your reading and

lecture notes, perhaps outlining them to highlight what is most important, and (d) prepare for each

of the classes by taking considerable time not only to review carefully the simulation instructions

but to complete the readings for each class. Ideally, students would print each reading and then

mark them up with a highlighter or pen, while writing notes on their contents in the margin of the

reading. In addition, I strongly encourage students to form study groups to review matters together

before exams.

Students who have not done as well in this course as they would like tend to make some of the

following mistakes: (a) they miss a number of classes; (b) they fail to keep up with the readings; (c)

they do not spend enough time preparing for the exam: outlining notes, reviewing the points in the

readings, and meeting informally in groups to compare notes with fellow students.

Study Habits: In an active-learning course each class session builds on the last one. Thus, skipping

a class makes the readings harder to grasp, future course materials much more challenging to

understand, and the key points considerably more difficult to retain over time. All this then makes

eventual exam preparation much more difficult. Also note that doing the readings ahead of class

makes the lectures easier to follow, the significant issues easier to understand and formulate

intelligent opinions about, and the reading material easier to master before the exam.

If, despite all of this advice, you feel as though you are struggling, please do not hesitate to meet

with me so that we can come up with a course study strategy that will work for you.

ATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAM

Attendance in all Semester at Sea classes, including the Field Class, is mandatory. Students must

inform their instructors prior to any unanticipated absence and take the initiative to make up

missed work in timely fashion. Instructors must make reasonable efforts to enable students to

make up work, which must be accomplished under the instructor’s supervision (e.g., examinations,

laboratories). In the event of a conflict in regard to this policy, individuals may appeal using

established CSU procedures.

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Since this course stresses active-learning skills and since students rely on one another to carry out

the simulations, both regular attendance and thoughtful and timely preparation for each simulation

and graded assignment are absolutely vital.

All students must arrive to class on time and fully prepared, having read the simulation materials

and being up to date on the several readings assigned for each class session. Everyone is then

expected to assume their assigned simulation roles in a serious and conscientious manner. But for

sickness or emergencies, each student must attend every class session. If a student absolutely

must miss a class, please provide as much advance warning as possible since, for the simulation to

work correctly, I may have to re-shuffle the scheduled negotiators and I might even have to try to

find some volunteer to negotiate in your place.

Thoughtful participation in the simulations is exceedingly important. If you do not prepare well or

participate thoughtfully, you are harming not only your own learning experience and understanding

of the subjects at issue, but the experience and understanding of all those with whom you are

negotiating. Hence, it is each student’s responsibility to prepare carefully by reading the assigned

general and confidential instructions before class.

LEARNING ACCOMMODATIONS

Semester at Sea provides academic accommodations for students with diagnosed learning

disabilities, in accordance with ADA guidelines. Students who will need accommodations in a class,

should contact ISE to discuss their individual needs. Any accommodation must be discussed in a

timely manner prior to implementation.

A letter from the student’s home institution verifying the accommodations received on their home

campus (dated within the last three years) is required before any accommodation is provided on

the ship. Students must submit verification of accommodations to [email protected] as

soon as possible, but no later than two months prior to the voyage.

STUDENT CONDUCT CODE

The foundation of a university is truth and knowledge, each of which relies in a fundamental

manner upon academic integrity and is diminished significantly by academic misconduct. Academic

integrity is conceptualized as doing and taking credit for one’s own work. A pervasive attitude

promoting academic integrity enhances the sense of community and adds value to the educational

process. All within the University are affected by the cooperative commitment to academic integrity.

All Semester at Sea courses adhere to this Academic Integrity Policy and Student Conduct Code.

Depending on the nature of the assignment or exam, the faculty member may require a written

declaration of the following honor pledge: “I have not given, received, or used any unauthorized

assistance on this exam/assignment.”

mailto:[email protected]

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ELECTRONIC COURSE MATERIALS

Readings, which will be available in the electronic course folder, are listed below:

1. Author: Leonard Greenhalgh

Article Title: “The Case Against Winning in Negotiations”

Journal Title: Negotiation Journal

Volume/Publisher: 3 Plenum

Date: April 1987

Pages: pp. 167-173

2. Author: Karen King

Article Title: “But I’m Not a Funny Person ...: The Use of Humor in Dispute Resolution”


Volume/Publisher: 4/Plenum

Date: April 1988

Pages: 119-123

3. Author: Jeswald Salacuse

Article Title: “Making Deals in Strange Places: A Beginner’s Guide to International Business

Negotiations”


Volume: 4/Plenum

Date: January 1988

Pages: 5-13

4. Author: Roger Fisher, ed. (chapter author Roger Fisher)

Article Title: “Fractionating Conflict”

Book Title: International Conflict and Behavioral Science

Volume/Publisher: Basic Books

Date: 1964

Pages: 91-109

5. Author: Jeswald Salacuse

Article Title: “Your Draft or Mine?”



Date: October 1989

Pages: 337-341

6. Author: William Ury

Chapter Title: “Don’t React: Go to the Balcony”

Book Title: Getting Past No: Negotiating with Difficult People

Publisher: Bantam Books

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Date: 1993

Pages: 11-30

7. Authors: Roger Fisher and Scott Brown

Chapter Title: “A Strategy: Be Unconditionally Constructive”

Book Title: Getting Together: Building Relationships As We Negotiate

Publisher: Penguin

Edition/Date: 1988

Pages: 24-40

8. Author: Roger Fisher

Article Title: “Negotiating Power: Getting and Using Influence”

Journal Title: The American Behavioral Scientist

Volume/Publisher: 27/DeGrazia

Date: Nov./Dec. 1983

Pages: 149-166

9. Author: Roger Fisher

Article Title: “Negotiating Inside Out: What Are the Best Ways to Relate Internal Negotiations

with External Ones?”



Date: January 1989

Pages: 33-41

10. Authors: William McCarthy and Roger Fisher

Article Title: “The Role of Power and Principle in Getting to YES/Beyond YES”



Date: 1985

Pages: 59-71

12. Author: James White

Chapter Title: “The Pros and Cons of ‘Getting to Yes’”

Journal Title: Journal of Legal Education

Volume/Publisher: 34/Association of American Law Schools

Date: 1984

Pages: 115-124

13. Author: Ansgar Wimmer

Article Title: “The Jolly Mediator: Some Serious Thoughts About Humor”



Date: July 1994

Pages: 193-199

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14. Authors: Lawrence Susskind and Jeffrey Cruikshank

Chapter Title: “Mediation and Other Forms of Assisted Negotiation”

Book Title: Breaking the Impasse: Consensual Approaches to Resolving Public Disputes

Volume/Publisher: Basic Books

Date: 1987

Pages: 136-150

15. Author: Patrick Cleary

Chapter Title: “Mediators: Lessons and Observations”

Book Title: The Negotiation Handbook

Volume/Publisher: M.E. Sharpe

Date: 2001

Pages: 137-168

16. Author: Raymond Cohen

Chapter Title: “Negotiation: The Cultural Roots”

Book Title: Negotiating Across Cultures

Publisher: U.S. Institute of Press

Edition/Date: 1991

Pages: 7-18

17. Author: Guy Olivier Faure and Jeffrey Z. Rubin eds. (Chapter Author: I. William Zartman)

Chapter Title: “A Skeptic’s View”

Book Title: Culture and Negotiation

Publisher: Sage

Edition/Date: 1993

Pages: 17-21

18. Author: Kevin Avruch

Chapter Title: “Conflict Resolution”

Book Title: Culture and Conflict Resolution

Publisher: United States Institute of Peace

Edition/Date: 1998

Pages: 23-55

19. Author: Glen Fisher

Chapter Title: “The Cultural Lens”

Book Title: Mindsets: The Role of Culture and Perception in International Relations

Publisher: Intercultural Press

Edition/Date: 2d ed., 1997

Pages: 39-68

20. Author: Glen Fisher

Chapter Title: “First Consideration: The Players and the Situation”

Journal Title: International Negotiation: A Cross-cultural Perspective

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Publisher: Intercultural Press

Edition/Date: 1980

Pages: 17-26

21. Authors: Kenji Kitao and S. Kathleen Kitao

Chapter Title: “Cultural Differences”

Book Title: Intercultural Communication: Between Japan and the United States

Publisher: Eichosha Shinsha (Tokyo)

Edition/Date: 1989

Pages: 51-57

22. Author: Robert March

Chapter Title: “Toward Better Japanese-Western Negotiation”

Book Title: The Japanese Negotiator: Subtlety and Strategy Beyond Western Logic

Publisher: Harper & Row

Edition/Date: 1988

Pages: 140-149

23. Author: William Ury

Chapter Title: “Resolve: Mediator, Arbiter, Equalizer, Healer”

Book Title: Getting to Peace

Publisher: Viking

Edition/Date: 1999

Pages: 140-168

24. Author: William Hernández Requejo and John L. Graham

Chapter Title: “The Mexican Negotiation Style”

Book Title: Global Negotiation: The New Rules

Publisher: Palgrave Macmillan

Edition/Date: 2008

Pages: 140-149

25. Author: Robert Whiting

Chapter Title: “A Philosophy”

Book Title: You Gotta Have Wa: When Two Cultures Collide on the Baseball Diamond

Publisher: Macmillan

Edition/Date: 1989

Pages: 52-77

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