MNGT5388 Negotiations and Strategy - 2020

Term 4 - Weekly, Kensington
Term 1
6 Units of Credit

Offering Selection
This course outline is for the current semester. To view outlines from other years and/or semesters, visit the archives

1. Course Details

Summary of Course

Negotiations and Strategy introduces you to the theory and practice of negotiation. Topics include basic negotiation strategies, cross-cultural negotiation, and negotiating in teams. You will also learn about the impact of power, perception, cognition and emotions on negotiations. Students will have the opportunity to implement the course theories and concepts by participating in negotiation role plays. Students are encouraged to actively use negotiation theory and to reflect upon their own negotiation style and learning.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

This course aims to:

  1. address the basic concepts and structures of negotiation through a discussion of relevant theory, models of negotiation behaviour and communication strategies
  2. enable students to develop skills in negotiation through practical demonstration of the ideas and concepts presented in the course in various negotiation situations
  3. give students experience in diagnosing, planning and preparing for negotiations
  4. give students practical negotiation experience via role play using different scenarios
  5. help students develop an understanding of and facility with the particular dynamics of individual, group and constituency negotiations
  6. encourage increased awareness of the psychological components of negotiation
  7. improve the critical thinking, writing and speaking skills of students
  8. encourage greater self-reflection regarding negotiation conflict and its management
  9. foster the development of planning and teamwork skills.

This course provides a set of general concepts and skills for negotiation and resolving interpersonal and inter-group conflicts as well as developing new, joint initiatives. Students gain the opportunity to work with theory, skills and processes of negotiation relevant to a wide range of contexts: commercial, organisational, community and public policy. The course will provide an analytical understanding of negotiations, including negotiation planning, strategy and tactics, as well as the development of the practical skills necessary for implementation of this knowledge. Students will gain these practical skills through participation in negotiation simulations. The simulation program is made up of negotiation role play exercises that develop in complexity as the course progresses. This course is an elective course with no pre- or co-requisites, but is of great relevance to all areas taught within the UNSW Business School as well as in other faculties.

Additonal Course Details

2. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course Coordinator and FacilitatorShaun Simmons
Provided in classBy appointment

Updated information about class times and locations can be found on the AGSM website. Please note that changes to teaching times and locations may occur.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

An active learning approach is taken in MNGT5388 that stresses interactive teaching and learning. This approach is fostered through a range of strategies, particularly the intensive use of negotiation simulations (or role-play exercises) in seminars. Seminars are interactive and encourage active student contributions through discussion and questioning that reflects your reading and experience in relation to research-based theory. Seminars are heavily weighted in favour of experiential learning that encourages students to explore and experiment with theoretical concepts in real-life cases. At the same time, the simulations encourage students to improve their planning, decision-making and communication skills. The design of assessment tasks reinforces crucial knowledge and skills areas.

All this provides a mix of learning experiences and hands-on engagement. The design of the course encourages learning by doing and active reflection on negotiation experiences.

Learning Activities and Teaching Strategies

Week 1: Introduction & overview

Week 2: Distributive bargaining

Week 3: Integrative negotiation

Week 4: Strategy and planning

Week 5: Perception, cognition, emotion

Week 6: Power and influence

Week 7: Relationships, trust and ethics

Week 8: Individual differences/ cross-cultural negotiation

Week 9: Third parties

Week 10: Multiple parties and teams

Week 11: No new topic - team-on-team negotiation is conducted during class time

Week 12: Debrief of team-on-team negotiation

Course Structure

5. Course Resources

Prescribed textbook

Lewicki, R J, Barry, B & Saunders, D M 2015, Negotiation, 7th edition, McGraw-Hill/Irwin, Boston.

Please note that enrolled students will be given access to an electronic version of this text prior to the start of term.

Course materials

Other course materials will be provided to students in the course website in Moodle. These materials will include:

  • some class slides
  • open-book quizzes
  • topic summaries
  • role play general information
  • readings outside of the textbook.

Other resources

BusinessThink is UNSW's free, online business publication. It is a platform for business research, analysis and opinion. If you would like to subscribe to BusinessThink, and receive the free monthly e-newsletter with the latest in research, opinion and business, go to

In addition to course-based resources, please also refer to the AGSM Learning Toolkit (available in Moodle) for tutorials and guides that will help you learn more about effective study practices and techniques. 

6. Course Evaluation & Development

Continual Course Improvement

AGSM courses are revised each time they run, with updated course outlines and assessment tasks developed. Changes relating to any industry developments will also be included. 

Additionally, the AGSM surveys students each time a course is offered. The data collected provides anonymous feedback from students on the quality of course content and materials, class facilitation, student support services and the program in general. This student feedback is considered during all course revisions. 

Student Response

As of the date of publication of this outline, feedback on the offering being taught in Term 3 was not available. Feedback to Term 1 is included below.

1. The Term 1, 2019 cohort of students strongly supported the practical negotiation exercises and debriefs during class time.

2. The major suggestion for improvement from this student cohort was to apply assessment marks to the outcomes of negotiation exercises.


Response to Student Feedback

1. The practical negotiation exercises and debriefs will remain as a key component of the course.

2. The reason that assessment marks are not applied to the outcomes of negotiation exercises is that it would be likely to inhibit students' experimentation with unfamiliar negotiation tactics and thereby reduce the efficacy of this major learning opportunity. It is better for students to feel free to experiment with practical techniques (and the possibility that the experiment will fail), as this is a key method of learning in this course.

7. Course Schedule

For AGSM academic calendars and key dates please visit
Week Activity Topic Detail/Engagement Assessment Task
Week 1 Participation & Pemberton's DilemmaIntroduction & overview


  • Chapter 1 of the prescribed textbook;

Optional Reading

  • Susskind, L 2005, 'Full engagement: Learning the most from negotiation simulations, negotiation', August, pp. 3-5.
  • Bazerman, H 2005, 'Putting negotiation training to work', Negotiation, September, pp. 1-5.

Other Activites

  • Pemberton's Dilemma
Week 2 Open-book quizzes, Participation & Used CarDistributive bargaining


  • Chapter 2;

Optional Reading

  • Simons, T & Tripp, T M 2010, 'The negotiation checklist' in Negotiation: Readings, exercises, cases, 6th edn, pp. 34-47
  • Raiffa, H 1982, Some organising questions. The art and science of negotiation.

Other Activites

  • Used Car
Week 3 Open-book quiz, Participation & The Postal ServiceIntegrative negotiation


  • Chapter 3;

Optional Reading

  • Lax, D A & Sebenius, J K  1986, Chapter 7, 'Managing the negotiator's dilemma' in The manager as negotiator: Bargaining for cooperation and competitive gain;
  • Fisher, R, Ury, W & Patton, B 1997, Chapter 1, 'Don't bargain over positions' in Getting to yes: Negotiating an agreement without giving in.

Other Activities

  • The Postal Service
Week 4 Open-book quiz, Participation & Knight ExcaliburStrategy and planning


  • Chapter 4;

Optional Reading

  • Savage, G T, Blair, J D & Sorenson, R L 1989, 'Consider both relationships and substance when negotiating strategically', The Academy of Management Executive, 3, 1: 37-48;
  • Sebenius, J K 2001, 'Six habits of merely effective negotiators', Harvard Business Review, 79, pp. 87-95.

Other Activities

  • Knight Excalibur
Week 5 Assessment 2: Negotiation Plan Due & Job OfferPerception, cognition and emotion


  • Assessment 2: Negotiation Plan (15%) due


  • Chapter 6;

Optional Reading

  • Bazerman, M H  & Neale, M 1992, Chapter 13 'Fairness, emotion and rationality in negotiations' in Negotiating rationally.
  • Ury, W 1992, Step one. Don't react: Go to the balcony. Getting past no: Negotiating with difficult people.

Other Activities

  • Job Offer
Assessment 2 : Part 1: Negotiation Plan
Week 6 Assessment 2: Self-reflective memo due & ToyondaPower and Influence


  • Assessment 2: Self-reflective memo (15%) due

Reading Chapter 6;

Optional Reading Bazerman, M H & Neale, M 1992,

Chapter 13 'Fairness, emotion and rationality in negotiations' in Negotiating rationally

Ury, W 1992, Step one. Don't react: Go to the balcony. Getting past no: Negotiating with difficult people.

Other Activities

  • Toyonda
Assessment 2 : Part 2: Self-reflective memo
Week 7 Open-book quiz, Participation & Island CruiseRelationships, trust and ethics


Chapters 5 and 10;

Optional Reading

Thompson, L L 2005, Chapter 6, 'Establishing trust and building   a relationship' in The Mind and heart of the negotiator , 3rd edn.

Malhotra, D 2004, 'Smart alternatives to lying in negotiation. Negotiation decision- making and communication strategies that deliver results'

Other Activities

  • Island Cruise
Week 8 Open-book quiz, Participation & Case studyIndividual differences/ cross-cultural negotiation


Chapters 14, 15 and 16 (pp. to be advised)

Optional Reading Weiss, S W 1994, 'Negotiating With "Romans" Part I', Sloan Management Review , Winter, pp. 51-61 and Part II, Spring (pp. 85-99).

Babcock, L & Laschever, S 2003, 'Women don't ask', in Negotiation: Readings, exercises, cases, 6th edn, pp. 301-307.

Other Activities

  • Case study 500 English Sentences
Week 9 Open-book quiz,Participation &Third Party ConflictThird parties


Chapter 19

Optional Reading

Elangovan, A R 1995, 'The manager as the third party: Deciding how to intervene in employee disputes' in Negotiation: Readings, exercises, cases, 5th edn, pp. 473-483.

Other Activities

Third Party Conflict Resolution

Week 10 Open book quiz, City of Tamarack planningMultiple parties and teams


  • Assessment 4: Team assignment (30%) questions distributed

Reading Chapter 13

Optional Reading

Colosi, T 1983, 'A core model of negotiation', American Behavioural Scientist , 27, 2, pp. 229-253.

Mannix, E A, Thompson, L L & Bazerman, M H 1989, 'Negotiation in small groups', Journal of Applied Psychology , 74, 3, pp. 508-517.

Other Activities

  • City of Tamarack planning
Assessment 4 : Team assignment
Week 11 Assessment 4 & City of Tamarack negotiationNo new topic - team-on-team negotiation is conducted during class time


  • Assessment 4: Team assignment (30%) team negotation

Other Activities

  • City of Tamarack negotiation
Week 12 Assessment 4 Due & City of Tamarack debriefDebrief of team-on-team negotiation


  • Assessment 4: Team assignment (30%) due

Other Activities

  • City of Tamarack debrief
Assessment 4 : Team assignment

8. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs.  Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.



UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.

Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.


UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz:


The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at:

For UNSW policies, penalties, and information to help you avoid plagiarism see: as well as the guidelines in the online ELISE tutorials for all new UNSW students: For information on student conduct see:

For information on how to acknowledge your sources and reference correctly, see: If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.

Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.


It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload


Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School EQS Consultation Program
The Consultation Program offers academic writing, literacy and numeracy consultations, study skills, exam preparation for Business students. Services include workshops, online resources, individual and group consultations.
Level 1, Room 1035, Quadrangle Building.
02 9385 4508

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
02 9385 2060

Educational Support Service
Educational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
02 9385 4734

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
02 9385 3331

UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
02 9385 5418

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