Type A
|
Code |
Competences Specific | | A2 |
Develop professional abilities (leadership, negotiation, communication, etc.) which enable the student to perform tasks of coordinating teams in companies, institutions and public organisations or non-profit organisations operating within the international area. |
Type B
|
Code |
Competences Transversal | | CT4 |
Work in multidisciplinary teams and complex contexts. |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A2 |
Recognise and develop the fundaments and negotiation techniques.
Develop skills and abilities for leadership, team coordination and decision making.
|
Type B
|
Code |
Learning outcomes |
| CT4 |
Students understand the team’s objective and identify their own role in complex contexts.
Students communicate and work with other teams to achieve joint objectives.
Students are committed to the team’s objectives and encourage any changes or improvements that will help to achieve them.
Students must trust in their own abilities, respect differences and use them to the benefit of the team.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
NEGOTIATION: The Process |
1. The process and the preparation of the negotiation
2. Analysis of decisions
3. The development of negotiation (BATNA)
4. The concessions and the agreement (logrolling) |
NEGOTIATION: The Human Factor |
5. Psychology applied to negotiation
6. Negotiation within Groups
|
NEGOTIATION: Tools |
7. Assertiveness and active Listening
8. Support materials for negotiation
9. Physical environment during negotiation |
NEGOTIATION: The way you negotiate |
10. Negotiation syles and commercial negotiation |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1.5 |
0 |
1.5 |
Lecture |
|
15 |
20 |
35 |
Problem solving, exercises in the classroom |
|
10 |
15 |
25 |
Personal attention |
|
1.5 |
0 |
1.5 |
|
Mixed tests |
|
2 |
10 |
12 |
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Presentation of the subject's program, its contents, methodology and assessment criteria. |
Lecture |
The conceptual contents of the subject are introduced. They are of a participatory nature, and the student is expected to deepen their knowledge of the syllabus based on personal study outside the classroom environment. |
Problem solving, exercises in the classroom |
A series of practical activities related to the content of the subject will be proposed. |
Personal attention |
Use of the hours of attention to the student to solve specific questions and doubts. |
Description |
Use of hours for student attention to solve specific questions and doubts. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Problem solving, exercises in the classroom |
|
Application of key theoretical concepts to practice.
Results of the activities carried out in the classroom. |
60% |
Mixed tests |
|
Integration test: Final test where it is necessary to integrate the knowledge and skills of all the subjects seen in the subject.
|
40% |
Others |
|
|
|
|
Other comments and second exam session |
The second call will consist of an exam (100% of the grade) for the integration of all the contents of the subject. |
Basic |
De Manuel Dasí, F. y Martínez Vilanova, R., Técnicas de negociación: Un método práctico, 2015, Madrid: ESIC
Lewicki, R.J.; Saunders, D.M. y Barry, B., Fundamentos de negociación, 2008, México: McGraw-Hill
Lewicki, R. J., Piense antes de hablar: Guía completa de la negociación estratégica, 2003, Barcelona: Deusto
Nye, J. S. Jr., Soft Power: The Means To Success in World Politics, 2004, PublicAffairs Books
Covey, S., The 7 Habits of Highly Effective People, 2004, New York: Free Press/Simon & Schuster
Fisher, R. & Ury, W., Getting to Yes: Negotiating Agreement Without Giving In, 1991, Boston: Houghton Mifflin
Eisenkraft, Noah, CustomNegotiations.org: A free resource for creating custom negotiation simulations, 2017, Negotiation Journal, 33, 239-253
|
|
Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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