Harborco

NEW – ALL-IN-ONE CURRICULUM PACKAGE 

If you are looking to go in-depth on the fundamental negotiation concepts and track learning outcomes, the Harborco All-In-One Curriculum Package will provide you with everything you need. The All-In-One Curriculum Package makes it easy to teach negotiation and includes materials for the instructor as well as for students.

Materials include: 

  • Instructor’s Guide – Guide for instructors on negotiation concepts, simulation logistics, and debriefing simulation participants.
  • Instructor Background Reading List – List of background readings for instructors to complete before using the simulation to gain a better understanding of the negotiation concepts.
  • Student Background Reading List – List of background readings for students to complete before the simulation to gain understanding of the negotiation concepts.
  • Confidential Role Instructions – Confidential role-specific materials for participants in the exercise.
  • Pre-Negotiation Surveys – After completing the background reading and/or presentation of the negotiation concepts, participants complete the online Pre-Negotiation Survey to benchmark their understanding of the key learning points the game is intended to teach.
  • Agreement Outcome Form – Participants reporting the results of any agreements reached in the simulation.
  • Post-Negotiation Survey – After finishing the simulation, but before the debrief, participants fill out the Post-Negotiation Survey so Instructors can gauge participants understanding of the issues and concepts.
  • Class PowerPoint Presentation – The first part of the PowerPoint slide deck is for the instructor to use to introduce negotiation concepts, how to participate in a negotiation simulation, and Harborco. The second part is for the instructor to use in debriefing the simulation with participants.
  • Feedback Survey – At the conclusion of the exercise, participants can give feedback on the process and outcomes.

To order this package, you must purchase a minimum of ten copies. A separate copy must be purchased for every participant in the exercise. The materials are all single use and must be re-purchased for subsequent uses.

SCENARIO:

Harborco is a consortium of development, industrial, and shipping concerns interested in building and operating a deepdraft port. It has already selected a site for the port, but cannot proceed without a license from the Federal Licensing Agency (FLA). The FLA is willing to grant Harborco a license, but only if it secures the support of at least 4 of 5 other parties: the environmental coalition, the federation of labor unions, a consortium of other ports in the region, the Federal Department of Coastal Resources (DCR), and the Governor of the host state. The parties have several issues to negotiate before deciding whether or not to approve the port, including the types of industries that will be be permitted to locate near the port, the extent to which environmental damage be mitigated, the extent to which organized labor will be given preference in hiring during construction and operation of the port, the amount of any federal financial assistance to Harborco, and the amount of any compensation to other ports in the region for potential economic losses?

 

MECHANICS:

This game is best played with 12 people (2 per role) although 6 people also works. A game manager is needed to conduct periodic votes and to answer questions. Game instructions require at least 30 minutes to read; more preparation is helpful. Negotiations require a minimum of 2 hours. However, the more time allowed for negotiation, the better.

 

MAJOR LESSONS:

  • When the game is played by several groups at the same time, the comparison of outcomes is instructive. Typically, some groups will reach agreement and some will not. Very few groups will reach unanimous (6-way) agreement.
  • Players are exposed to elementary utility analysis in the point scoring scheme. The importance of pre-negotiation analysis in evaluating options is illustrated. The players can then explore how and why different negotiating strategies led to different outcomes.
  • Multi-issue, multi-party negotiations tend to involve the formation of coalitions–especially blocking coalitions. This game provides an instructive context for exploring coalition strategies.
  • Parties that reveal their true interests do not necessarily do better than those who remain silent or bluff. The advantages and disadvantages of revealing all one’s concerns are illustrated in this game.
  • Pareto-superior and Pareto-inferior agreements are illustrated by the scores.
  • When 12 players play the game (2 per role) they have an opportunity to explore the special difficulties of negotiations involving non-monolithic parties.
  • The need for a neutral “process manager” of some sort is also illustrated, as the parties struggle to structure their discussions.
  • The advantages of caucusing can be explored. In some cases, players will initiate caucuses; in others, they will avoid private caucusing.

 

TEACHING MATERIALS:

For all parties:

  • General Instructions

 

Role specific:
Confidential Instructions to the Negotiator for:

  • Harborco
  • Other Ports
  • Environmental League
  • Union
  • Federal DCR
  • Governor

 

Teacher’s package (67 pages total):

  • All of the above
  • Teaching Note
  • Game Review Chart

 

Please note that this exercise is included in the Resolving Public Disputes package, also available through the Clearinghouse.

 

PROCESS THEMES:

Agenda control; Authority; BATNA; Bluffing; Caucusing; Coalitions; Commitment; Communication; Competition v. Cooperation; Constituents; Delay tactics; Information exchange; Joint gains; Media; Mediation; Meeting design; Misrepresentation; Monolithic vs. non-monolithic parties; Objective criteria; Offers, first; Pareto optimization; Political constraints, dealing with; Pressure tactics; Reservation price; Systems of negotiation; Time constraints; Utility analysis

Law Library, The

PLEASE NOTE: This role simulation was updated in 2005 with higher dollar figures, to make it seem more realistic and worthwhile. The older version with the original dollar figures is available upon request.

 

SCENARIO:

Burns & Burns, a law firm, is splitting into two new firms, the smaller of which wants to sell 300 volumes from its library that form a set on a specialized topic. So far they have not received any particularly attractive offer. The small law firm of Jones and Solomon is now interested. Purchasing these books as a used set could save Jones & Solomon money over assembling a new library. Two young lawyers are meeting to discuss whether a deal is possible.

 

MECHANICS:

The exercise can be run in a one-on-one or two-on-two configuration. Negotiation time can range from 20-45 minutes; 30 is usual. Preparation time can be as little as 30 minutes, but it is helpful to allow time for a little outside research on the law book industry. Review can range from 30-90 minutes, and is enhanced by participant demonstrations. These can be new negotiations between people who have just done the negotiation, but not with each other, negotiations between participants who have held off negotiating until this time, or continuing negotiations between participants who have been unable to settle. Both during the basic negotiations and any demonstrations, one or both negotiators can be given additional instructions on the style of negotiation to employ.

 

MAJOR LESSONS:

  • This is an excellent case for exploring the uses of objective criteria. A variety of criteria can be gathered from the case and outside research, and others, with a little thought, can be inferred.
  • This case is also a convenient vehicle for exploring different systems of negotiation and how they fare against each other.
  • The relationship of BATNA to bottom line is easily illustrated here.
  • The case suggests how seldom one encounters a true single-issue negotiation. A little reflection suggests the presence of significant opportunities to expand the pie. In particular, the possibility of establishing an ongoing relationship that might lead to client referrals merits careful consideration.

 

TEACHING MATERIALS:

For all parties:

  • List of Some Possible Objective Criteria

 

Role Specific:

  • Confidential Instructions for the:
  • Sellers — Burns & Burns
  • Buyers — Jones & Solomon

 

Teacher's Package:

  • All of the above
  • Draft Teaching Note

 

PROCESS THEMES:

Anchoring; Authority; BATNA; Constituents; Cost-benefit analysis; Information exchange; Lawyering; Legitimacy; Meaning of "success"; Objective criteria; Offers, first; Options, generating; Relationship; Reservation price; Systems of negotiation; Yesable propositions

Little v. Jenks

SCENARIO:

Three months ago, Chris Little bought a used car from a good friend, Tom Jenks. After a week, Chris began to develop headaches while driving the car. A mechanic stated that it was due to a faulty exhaust system which would have to be replaced before the car could pass inspection. When Chris told Tom how upsetting this was, Tom initially agreed to take the car back and refund the purchase price. The next day, however, he called back to say that he had changed his mind. Later that day, Chris filed suit in Small Claims Court to recover this money. Both parties have agreed to try mediation before seeing a judge.

 

MECHANICS:

The organization of the exercise is left to the mediator, who may arrange separate meetings with each side, joint conferences, or both. Between 60 and 90 minutes should be allowed for the mediation. Detailed observation and/or videotaping is desirable. "A Brief Outline of the Mediation Process," Case No. 15003.0 in Other Materials, is useful background reading for the mediator. "An Actual Small Claims Mediated Agreement," Case No. 15004.0 in Other Materials, is useful as follow-up reading for all parties, especially if mediators have been asked to draft any agreement reached. (Hand this out after the mediators have finished their own try at drafting).

 

MAJOR LESSONS:

  • This case tests a mediator's skill at information-gathering and reality testing.
  • Detailed review of precise language, ordering of issues, use of caucuses, and framing of issues can be enormously rewarding. Close observation and/ or videotaping is invaluable, although even student-student review is useful.
  • "Saving face" and legitimacy are both important to any agreement in this case.
  • The skills of separating the people from the problem are especially apropos here.
  • The case raises the question of how one goes about rebuilding a fractured relationship. Does the pre-existing relationship make the mediation easier or harder, or does it depend, and if so, on what?

 

TEACHING MATERIALS:

Role specific:

Confidential Instructions for:

  • The Defendant, Tom Jenks
  • The Plaintiff, Chris Little
  • Instructions for Mediator

 

Teacher's Package:

  • All of the above

 

PROCESS THEMES:

Caucusing; Communication; Drafting; Emotions; Fairness; Information exchange; Interpersonal skills; Mediation; Meeting design; Objective criteria; Partisan perceptions; Reality testing

Sally Soprano I

NEW – ALL-IN-ONE CURRICULUM PACKAGE 

If you are new to teaching negotiation or are looking to go in-depth on the fundamental negotiation concepts, the Sally Soprano All-In-One Curriculum Package will provide you with everything you need to teach negotiation.

The All-In-One Curriculum Package makes it easy to teach negotiation, track learning outcomes, and includes materials for the instructor as well as for students.

Materials include: 

  • Instructor’s Guide – Guide for instructors on negotiation concepts, simulation logistics, and debriefing simulation participants.
  • Instructor Background Reading List – List of background readings for instructors to complete before using the simulation to gain a better understanding of the negotiation concepts.
  • Student Background Reading List – List of background readings for students to complete before the simulation to gain understanding of the negotiation concepts.
  • Confidential Role Instructions – Confidential role-specific materials for participants in the exercise.
  • Pre-Negotiation Surveys – After completing the background reading and/or presentation of the negotiation concepts, participants complete the online Pre-Negotiation Survey to benchmark their understanding of the key learning points the game is intended to teach.
  • Agreement Outcome Form – Participants reporting the results of any agreements reached in the simulation.
  • Post-Negotiation Survey – After finishing the simulation, but before the debrief, participants fill out the Post-Negotiation Survey so Instructors can gauge participants understanding of the issues and concepts.
  • Class PowerPoint Presentation – The first part of the PowerPoint slide deck is for the instructor to use to introduce negotiation concepts, how to participate in a negotiation simulation, and Sally Soprano. The second part is for the instructor to use in debriefing the simulation with participants.
  • Feedback Survey – At the conclusion of the exercise, participants can give feedback on the process and outcomes.

The Sally Soprano All-In-One Curriculum Package requires a minimum of 90 minutes of class time, but is best run in a two and half or three-hour class. To order this package, you must purchase a minimum of ten copies. A separate copy must be purchased for every participant in the exercise. The materials are all single use and must be re-purchased for subsequent uses.

SCENARIO

Sally Soprano is a distinguished soprano who is now somewhat past her prime. She has not had a lead role in two years but would like to revive her career. The Lyric Opera has a production scheduled to open in three weeks, but its lead soprano has become unavailable. Lyric’s representative has requested a meeting with Sally’s agent to discuss the possibility of hiring Sally for the production. Neither knows much about the other’s interests or alternatives. There is a wide range of possible outcomes.

NOTE This exercise is a modified version of the exercise Sally Swansong I, developed by Norbert S. Jacker and Mark N. Gordon. Sally Swansong I is still available upon request. The Spanish, Swedish, and Dutch translations are based on the original Sally Swansong exercise. See also Theotis Wiley, a variation of this simulation set in the context of a potential endorsement contract between a basketball player and an athletic shoe company.

TEACHING MATERIALS 

Materials for the standard version include:

  • Confidential Instructions for:
    • Sally Soprano’s Agent
    • Lyric Opera’s Business Manager
  • Post-negotiation handouts:
    • Some possible criteria for establishing salary
    • Some creative options
  • Teacher’s Package includes:
    • All of the above
    • Teaching Note

PROCESS THEMES Anchoring; Attorney/Client relations; Authority; BATNA; Bluffing; Confidentiality; Constituents; Fairness; Information exchange; Interests, dovetailing; Lawyering; Legitimacy; Meaning of “success”; Misrepresentation; Objective criteria; Offers, first; Options, generating; Pareto optimization; Precedents; Risk aversion; Risk perception; Systems of negotiation; Trust

MAJOR LESSONS

This exercise is an excellent vehicle for comparing principled negotiation and positional bargaining.

The knowledge that one’s BATNA is weak often leads people to negotiate much less vigorously than they otherwise would. Is this ever justified? If so, under what conditions? The case affords a good opportunity to point out that any such analyses should be based on a consideration of the parties’ relative BATNAs.

The available data allow a number of more or less equally persuasive arguments about what a “fair” salary would be. This is at a minimum good practice in developing and using objective criteria. Beyond that, the case presents the more difficult challenge of finding an objective basis with which to judge the applicability of alternative objective criteria.

Good negotiators put the distributive issues in this case in perspective and reduce their importance by dovetailing interests with creative options that expand the pie. This case has an enormous potential range of such creative options.

Since the case does have a strong competitive element, there is ample opportunity to explore techniques for indirectly and directly extracting information from the other side. Likewise, techniques of protecting oneself from “giving up” the possibility for gains that were unforeseen can be explored and discussed.

SIMILAR SIMULATIONS

 

ENHANCED VERSION AVAILABLE

A digitally enhanced version of this simulation is available through the iDecisionGames platform and includes the following features:

  • An Instructor’s Guide summarizing the negotiation concepts covered in the simulation, a quick review of simulation logistics, and a ready-to-use set of debriefing slides;
  • Highlights from background readings that will help both students and instructors gain a better understanding of negotiation concepts and methods covered in the simulation;
  • Pre- and post-simulation questionnaires instructors can use gauge each student’s grasp of the core concepts before and after participating in the simulation;
  • PowerPoint slides that introduce key concepts before the simulation and highlight lessons for debriefing;
  • Real time, interactive, data analytics provided via the iDecisionGames platform.

To order the Sally Soprano Enhanced Package click here.