Effective Negotiation From Research To Results 4th Edition Ray Fells, Noa Sheer - Solutions

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Break into small groups. Have each person think about a current job or one held in the past for which orientation training was provided.• If you never held a job that provided orientation training, just think of a job you held. Describe four things that good orientation training would include to
Think about your role as a student in this class. Now think about students who are visually impaired, paraplegic, or hearing impaired. What kind(s) of accommodation(s) to the educational facilities (classroom)would need to be made for each to be successful?What changes (if any) should the teacher
Break into small groups to discuss the following situation.The VP of human resources asked you, the director of training, to develop a sexual harassment training program for the company. During your needs analysis, you discover that most of the executives do not believe that they need this training
Describe why development of executives is so critical to effective organizational functioning.
Identify the specific problems associated with training executives and some of the methods that can be used to deal with these problems.
Identify the various sources and types of training related to management development.
Explain how management training needs are influenced by changes in organizational strategy.
List the important organizational factors that determine which managerial characteristics are desirable at a given time and situation.
Describe the general competencies and characteristics of effective managers.
Identify and describe the roles and responsibilities of managers at different levels in the organization.
Describe who is responsible for an employee’s development and what that individual should do.
Describe the steps and process for setting up an employee development plan.
List the reasons why employee development is important in today’s environment.
Describe issues that organizations need to consider related to basic skills training and safety training.
Explain equity issues as they relate to training, specifically related to females in nontraditional jobs, the glass ceiling, and people with disabilities.
Describe what organizations are doing in the following key areas of training and why this training is important:Orientation training Diversity training Sexual harassment training Team training Cross-cultural training
Define and explain the importance of internal and external validity
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the costs and benefits of evaluating training.
Describe the interrelationships among the various levels of outcome evaluation.
Explain what process evaluation is, and why it is important.
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain how you would deal with each of the four types of difficult trainee.
Describe the mechanisms that should be put in place to assist in the transfer of training.
Describe the alternatives to developing training “in-house.”
Examine a room, and determine whether it meets training requirements.
Choose the most effective seating arrangement on the basis of the nature of the training.
Identify the factors to consider in choosing a trainer.
Identify the elements in an instructional strategy.
Identify when ET is appropriate as a stand-alone training program.
Identify the factors that will determine if an ET program is appropriate and indicate what you would be looking for in each of the factors.
Describe the design and development factors that are key to an effective ET program.
Describe each of the following ET components:Programmed instruction Intelligent tutoring systems Interactive multimedia Virtual reality
Identify and describe the components of an ET learning and delivery system.
Describe the relationship between electronic training (ET), learning management systems, electronic delivery systems and e-learning.
Identify the various audiovisual (AV) options and their strengths and weaknesses.
Describe the types of learning objectives for which each method is most suited.
Describe the purposes, procedures, strengths, and limitations of the following training methods:Lectures, lecture/discussions, and demonstrations;Games and simulations; and On-the-job training (OJT).
Describe the advantages a small business has to facilitate the transfer of training.
Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session.
Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory.
Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training.
Identify what to include in training to facilitate transfer of training to the workplace.
Describe social learning theory and how it helps in the design of training.
Use expectancy theory to explain how to motivate a trainee to attend training.
List the reasons that learning objectives are a benefit to the trainee, training designer, trainer, and training evaluator.
Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives.
Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each.
List four contaminations of a criterion.
Describe the relationship between needs analysis and the design and evaluation of training.
Outline the rationale for using performance appraisal information for a needs analysis, and identify what type of performance appraisal method is appropriate.
Differentiate between proactive and reactive needs analysis approaches, and describe the situations favoring the use of one over the other.
Explain what a competency is and why it is useful.
List and describe the steps in conducting a needs analysis.
Describe the purpose of a needs analysis.
Identify the characteristics of training design that motivate learning and accommodate trainee differences.
Explain why different people need different training methods to learn the same things.
Explain the effect of group dynamics on learning and the transfer of training.
Describe the causes of resistance to learning.
Describe how the processes and components of social learning theory relate to training.
Describe how social learning theory integrates cognitive and behaviorist perspectives.
Describe the cognitive and behavioral approaches to learning and their contradictory implications for instructional practices.
Describe how motivation and self-efficacy relate to the effectiveness of training.
Identify the major factors that determine human performance and their relevance to training.
5. Having worked out your target, what you think would be a really good outcome for you, what are the advantages and disadvantages of making an opening offer to the other party that‘gives you some room to move’?
4. Why should we add items to the bargaining mix? Is the bargaining mix shared between the parties to the negotiation? What if new negotiable issues are raised by the other party –should they be added to the bargaining mix you have listed? What type of issues might you keep out of the bargaining
3. How would you assess the power balance? What information do you need in order to this?
2. How might you measure the success of the negotiation? What will you measure and how?
1. Why might it be useful to think of your goals as a hierarchy of needs? What are some problems that may arise if you set goals without identifying your underlying interests?
• explore potential in negotiations, and consider non-obvious solutions.
• know how to assess the balance of power
• determine what information should be sought prior to and during the negotiation
• understand what the focus of the negotiation should be, and be wary of positional bargaining
• define the difference between interests, goals, target points, options and positions
• have a way to set appropriate goals for the negotiation
• Adopt the role of either the CEO or the senior partner and develop a broad plan to get the negotiation started and then progress in a more effective way.In answering these questions, think about how the process might unfold rather than what an alternative outcome might be.
• What phase(s) did the negotiations go through?
• What words can be used to describe the nature of the negotiation between the CEO and the senior partner?
5. An owner of a small but profitable professional services business was bought out by a larger firm in the same sector. One of the sale terms was that in addition to receiving a payment in cash and shares in the larger firm, the CEO was to hold the senior partner role of the division of the firm
4. Draw up a chart of things that might happen in a negotiation that could indicate to you that a phase was drawing to a close and that it is time to move on.
3. Reflect on some of the negotiations that you have been involved in – perhaps an informal one if you haven’t been involved in any formal business negotiations. Are you able to recognise phases in those negotiations, and if so, what were they?
2. What factors might influence a negotiator to be motivated to maintain their demands (MD)?What factors might increase their motivation to reach an agreement (MA)? What might a negotiator do differently once their MA has become greater than their MD? In what situations might a negotiator’s MD
1. What are the main challenges that face negotiators right at the start of a negotiation? How might these challenges be met?
What advice on negotiation can you offer the managing director and his procurement manager?
5. You have been engaged as a business negotiation consultant to assist a client company in a forthcoming major negotiation. The company makes machinery and doing this produces a lot of industrial waste – scrap metal, rubber and plastic off-cuts and so on. Your client company is in discussions
4. Four years ago Valve Co. entered into a 10-year contract whereby it supplied Piston Co. with valves that Piston Co. then used in manufacturing pistons used in heavy moving and mining equipment. This parent contract provides for the two key elements – price and quantity – to be renegotiated
How might you handle the ensuing discussion with the supplier’s negotiation?
List some of the things it would be useful to consider before making a decision about whether or not to agree to a reduced payment term.
3. Towards the conclusion of what has been a generally amicable negotiation over the annual renewal of a supply contract that for several years has proved mutually beneficial to both companies, the supplier’s negotiator, half-jokingly but obviously seriously, said to the buyer’s negotiator:
What challenges do you think the negotiators might face in managing these negotiations?
2. The boards of directors of two very similar companies could see that if they merged they would reap the benefits of economies of scale and lower costs through rationalising duplicated operations. Each company established teams of negotiators to negotiate the terms of the merger. They would need
1. Explore a possible relationship between negotiator motivations (to maintain demand and to reach agreement) and the notions of deal prospecting and deal-making. (Perhaps have another look at Chapter 4 on strategically managing the negotiation process as you seek to answer this question.)
A backpacker from Europe has just arrived in Australia at the start of a year-long holiday. She has no fixed schedule but plans to move around the country as the opportunities arise. She needs some money so answers an advert for fruit pickers. The farmer asks ‘are you planning to stay here all
6. Have you always told ‘the truth, the whole truth and nothing but the truth’ when negotiating?
5. Can you think of an instance when your gender affected your negotiation behaviour? What happened, and why? How might the situation have been handled differently?
4. Box 2.1 earlier in the chapter lists a number of biases that negotiators might well have. Think of some negotiations or even some discussions (e.g. with friends). Which biases might you have shown? (Be honest!) Think of things you might do to at least minimise the tendency towards these biases.
3. What are you like as a negotiator? Deutsch (1990) suggests that negotiators can evaluate themselves across six dimensions. These are based on characteristics shown by negotiators and can be made into a useful self-reflection checklist (see Box 2.3). Each characteristic may be appropriate in a
2. What does it mean to take an ‘other-directed’ approach when negotiating? List some examples of one-sided and other-directed thinking and behaviour. How can we be ‘otherdirected’without this involving agreeing with the other party?
1. Why is reciprocity important in negotiation and how might you make use of it when faced with a difficult situation in a negotiation?

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Effective Negotiation From Research To Results 4th Edition Ray Fells, Noa Sheer - Solutions

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