BCO313.MidtermAssessmentbriefandrubric-Summer1-DrAnneWalder.pdf

Midterm Assessment
Written assignment (Negotiation Midterm Report)
Activity brief

BCO313 – Negotiation
Online campus

Professor: Dr Anne Walder | [email protected]

Description Individual written report including 5 short answers
questions available on page 2. Answers will be based
on the ideas and theories which have been examined in
the course, but also personal research.

Format This activity must meet the following formatting
requirements:

 Font size 12
 Double-spaced
 1500-2000 words
 Harvard Referencing System

Goal(s) Critical thinking and analysis on negotiation topics
guided through questions.

Due date Date: Monday 21st June 2021

Time: 14:00 CEST

Weight towards the
final grade

This activity has a weight of 40% towards the final
grade.

Learning
outcomes

 LO1. Have an in-depth understanding of the
keys to successful negotiation.

 LO 2. Critically appreciate negotiation styles,
strategies, and tactics.

 LO 3. Identify and create alternative negotiation
strategies and tactics – (own and of the other
party).

 LO 4. Understand and apply due diligence
briefing and debriefing.

 LO 5. Evaluate the difference between
distributive and integrative bargaining and
negotiation.

Assessment
criteria

Students are able to:

 Demonstrate an in-depth understanding of the
concept and importance of interests in the
negotiation.

 Critically appreciate integrative negotiation
requirements and the benefits of the BATNA in
such context.

 Evaluate the distributive strategies and tactics
and discuss the importance of reciprocating (or
not) concessions.

 Identify advantages and disadvantages of
limiting the negotiator’s authority and the
danger of making assumptions.

 Define and explain the impact on negotiation of
perception, perceptual distortion by
generalization and stereotyping

Question 1: Interests in negotiation

What are the four types of interests and what is the benefit of different interests to the surface?

Identify, define, describe, explain, illustrate, discuss and justify.

Question 2: Integrative negotiation

What must an experienced negotiator manage to achieve successful integrative outcomes and why might it be beneficial for parties in an

integrative negotiation to know and share BATNAs?

Identify, define, describe, explain, illustrate, discuss and justify.

Question 3: Distributive negotiation

What are the strategies and tactics a negotiator would employ in a distributive bargaining situation and what is the importance of reciprocating (or

not reciprocating) concessions?

Identify, define, describe, explain, illustrate, discuss and justify.

Question 4: Negotiation Strategy and Planning

What are the advantages and disadvantages of limiting a negotiator’s authority and what is the danger of making assumptions to predict the other

party’s negotiating behaviour?

Identify, define, describe, explain, illustrate, discuss and justify.

Question 5: Perception, Cognition, and Emotion

What are the concepts of perception and stereotyping and how these concepts do impact a negotiation?

Identify, define, describe, explain, illustrate, discuss and justify.

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) B line (D) Fail (F)

Problem
identification

The business issue has been
correctly identified, with a
competent and comprehensive
explanation of key driving
forces and considerations.
Impact on company operations
has been correctly identified. A
thorough analysis of the issue
is presented.

The student correctly identified
the issue(s), taking into account
a variety of environmental and
contextual drivers. Key case
information has been identified
and analyzed.

The student correctly identified
the case (issues), considering
obvious
environmental/contextual
drivers. There is evidence of
analysis, but it lacks depth.

The student correctly identified
the issue(s) but the analysis
was weak. An absence of
context – the work is basically
descriptive with little analysis.

The student failed to correctly
identify the issue(s); analysis
was incorrect or too superficial
to be of use; information was
misinterpreted.

Information
gathering

The student showed skill in
gathering information and
analyzing it for the purposes of
filling the information gaps
identified. Comprehensive and
relevant.

Relevant information gaps were
identified and additional
relevant information was found
to fill them. At least two different
types of sources were used.
The student demonstrates
coherent criteria for selecting
information but needs greater
depth.

The student correctly identified
at least one information gap
and found relevant information,
but which was limited in scope.
Some evidence of sound
criteria for selecting information
but not consistent throughout.
Needs expansion.

An information gap was
identified and the student found
additional information to fill it.
However, this was limited in
scope. Weak criteria for the
selection of necessary
information.

Information was taken at face
value with no questioning of its
relevance or value. Gaps in the
information were not identified
or were incorrect.

Conclusions The student evaluated,
analyzed, synthesized all
information provided to create a
perceptive set of conclusions to
support the decisions and
solutions.

The student evaluated,
analyzed and synthesized to
create a conclusion(s) which
support decisions and
solutions.

The student reached
conclusions, but they were
limited and provided minimal
direction for decision-making
and solutions.

The conclusion was reasonable
but lacked depth and would not
be a basis for suitable strategy
development.

The student formed a
conclusion, but it was not
reasonable. It was either
unjustified, incorrect or
unrelated to the case in hand.

Solutions The student used problem-
solving techniques to make
thoughtful, justified decisions
about difficult and conflicting
issues. A realistic solution was
chosen which would provide
maximum benefit to the
company. Alternative solutions
were explored and ruled out.

The student used problem-
solving techniques to make
appropriate decisions about
complex issues. Relevant
questions were asked and
answered. A realistic solution
was chosen. Alternatives were
identified, explored and ruled
out.

The student used problem-
solving techniques to make
appropriate decisions about
simpler issues. The solution
has limited benefit but does
show understanding of
implications of the decision.
Alternatives were mentioned
but not explored.

The student used problem-
solving techniques to make
decisions about simpler issues
but disregarded more complex
issues. Implications of the
decision were not considered.
Alternatives were not offered.

The student formed a
conclusion, but it was not
reasonable. It was either
unjustified, incorrect or
unrelated to the case in hand.