Assignment 2 (Individual) Fall 2020 Due Date 15.12.2 ✓ Solved

ASSIGNMENT 2 (INDIVIDUAL) (15%); Fall 2020, DUE DATE 15.12.2020

ASSIGNMENT 2 (INDIVIDUAL) (15%); Fall 2020, DUE DATE 15.12.2020 HRM 470 Negotiations and Conflict Management Chapter 4: Negotiation Strategy and Planning

Description of the case: Assume that you are writing a project with your fellow students. Some students suggest that you should divide the job, write separately and then combine everything together. Some others suggest that you should meet online and work together. According to this scenario answer the following questions:

Q1. Please choose your side and define and explain a bilateral strategy. Please justify why you choose this strategy with explaining the advantages and possible risks. (50p.)

Q2 According to the strategy you choose in the 1st question please define and explain your goals, major issues, rank them according to importance level and defend your interests (you may also consider group interests). (50 p.)

Please answer the questions not less than 2 paragraphs each. Please add the question number for each question. You may use additional resources with proper citation (APA style).

Answer the questions on a word document. Don’t forget to add your ID number and Name please. Submit the document to the related turn-it-in link.

Paper For Above Instructions

In the context of collaborative projects, the choice of strategy is pivotal for achieving positive outcomes. In this scenario, where students must work together on a project, I advocate for a bilateral strategy characterized by collaboration. A bilateral strategy promotes active engagement and communication between team members, which can lead to enhanced creativity and more comprehensive results. This approach facilitates mutual understanding, enabling participants to negotiate their roles and responsibilities more effectively (Brett & Thompson, 2018). The bilateral strategy not only allows for shared knowledge and resources but also promotes a sense of belonging and teamwork among students, which is beneficial for their collective learning experience.

To further elucidate the advantages, a bilateral strategy fosters open dialogue, ensuring that all voices are heard, and that decisions are made collectively rather than in silos. In line with collaborative learning theories, it allows team members to potentially increase their competence by learning from one another's strengths (Johnson & Johnson, 2017). However, it comes with potential risks, such as the possibility of conflicts arising from differing opinions or work styles. Coordinating schedules for online meetings can also present challenges. Nonetheless, the advantages outweigh the risks, as fostering an environment of collaborative negotiation can mitigate misunderstandings and ultimately lead to more exceptional group cohesion and project outcomes.

Building upon the bilateral strategy, I define several goals that are essential to ensure the project's success. The primary goal is to foster a collaborative environment where each member feels valued and empowered to contribute. To accomplish this, the major issues that need to be addressed include the establishment of clear communication channels, assignment of roles based on individual strengths, and scheduling regular check-ins to track progress. Ranking these issues in order of importance, the establishment of clear communication is vital as it lays the foundation for transparency and collaboration. Second, defining roles effectively minimizes the risk of overlap in responsibilities—ensuring that each member takes ownership of specific tasks. Finally, scheduling regular meetings for progress updates strengthens group accountability and keeps the project on track (Fisher, Ury, & Patton, 2011).

The interests for choosing this strategy extend beyond individual goals as it incorporates group interests, which is equally important in a collaborative project. By achieving clear communication, we can enhance not only individual accountability but also collective responsibility towards the project's objectives. Furthermore, recognizing and accommodating the diverse strengths of each member promotes a more innovative outcome, as a wider range of ideas can be synthesized into the final product. Overall, defending these interests within the framework of a bilateral strategy not only supports personal growth but also enriches the group's collective learning experience, making the project more rewarding for all participants.

References

• Brett, J. M., & Thompson, L. (2018). Negotiation in organizations. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 5-24). Stanford University Press.
• Johnson, D. W., & Johnson, R. T. (2017). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal on Excellence in College Teaching, 28(3), 5-17.
• Fisher, R., Ury, W. L., & Patton, B. (2011). Getting to Yes: Negotiating Agreement Without Giving In. Penguin Books.
• Shapiro, D. L., & Heitler, S. (2016). Beyond Reason: Using Emotions as You Negotiate. Penguin Books.
• Pink, D. H. (2011). Drive: The Surprising Truth About What Motivates Us. Riverhead Books.
• Pruitt, D. G., & Carnevale, P. J. (1993). Negotiation in Social Conflict. Mountain View, CA: Mayfield Publishing Company.
• Harrison, M. J., & Kahn, R. L. (2015). The Social Psychology of Conflict and Conflict Resolution. Educator's Publishing Service.
• Thompson, L. (2014). The Mind and Heart of the Negotiator. Pearson.
• Lewicki, R. J., Barry, B., & Saunders, D. M. (2015). Negotiation. McGraw-Hill Education.
• Ury, W. L. (1993). Getting Past No: Negotiating with Difficult People. Bantam Books.