Actualités et agenda
Nos formations
Établissement
Langue d'enseignement
English
Matières
NEGOTIATION
Responsable(s)
F.BADDAR
Intervenant(s)
Martin EUWEMA
Présentation
Prérequis
English at TOEFL level, bachelor level of social sciences
Objectifs
Define key psychological constructs in relation to negotiation
Understand and personalize psychological definitions on intra- and interpersonal conflict
Understand the theory of social values orientation and the relation with conflict and negotiation dynamics
Understand different levels of dual concern theory, and the relations between conflict behavioral orientations at personality, strategic and tactical level.
Understand peacemaking and its' subcomponents, and relate this to negotiating behavior
Understand different modes of conflict behavior and relate these to negotiating behavior
Understand escalation theory and relate this to negotiation dynamics
Understand BigFive personality theory in relation to conflict behavior
Reflect systematically on one's own personality, social values orientation, personal conflict styles, peacemaking and qualities and challenges in negotiation
give constructive feedback to colleagues in terms of conflict behavior.
Define personal developmental goals in terms of negotiation and conflict behavior
Understand and personalize psychological definitions on intra- and interpersonal conflict
Understand the theory of social values orientation and the relation with conflict and negotiation dynamics
Understand different levels of dual concern theory, and the relations between conflict behavioral orientations at personality, strategic and tactical level.
Understand peacemaking and its' subcomponents, and relate this to negotiating behavior
Understand different modes of conflict behavior and relate these to negotiating behavior
Understand escalation theory and relate this to negotiation dynamics
Understand BigFive personality theory in relation to conflict behavior
Reflect systematically on one's own personality, social values orientation, personal conflict styles, peacemaking and qualities and challenges in negotiation
give constructive feedback to colleagues in terms of conflict behavior.
Define personal developmental goals in terms of negotiation and conflict behavior
Présentation
The course consists of an interactive seminar, following partly the concept of the 'flipped classroom'. the students should prepare by filling out an online assesment covering the key constructs which will be dealt with during the course.
They receive at the start of this course a personal report of their assessment, where their personal scores are compared with group score and some benckmark data.
Theory should be read before the meeting. Readings are provided through mail and electronic learning environment.
during the course the students are working intensively in small groups and plenary feedback sessions on a variety of assignments.
They receive at the start of this course a personal report of their assessment, where their personal scores are compared with group score and some benckmark data.
Theory should be read before the meeting. Readings are provided through mail and electronic learning environment.
during the course the students are working intensively in small groups and plenary feedback sessions on a variety of assignments.
Modalités
Organisation
| Type | Amount of time | Comment | |
|---|---|---|---|
| Présentiel | |||
| Cours interactif | 16,00 | ||
| Autoformation | |||
| Lecture du manuel de référence | 14,00 | ||
| Travail personnel | |||
| Group Project | 8,00 | ||
| Individual Project | 8,00 | ||
| Charge de travail personnel indicative | 4,00 | ||
| Overall student workload | 50,00 | ||
Évaluation
Continuous assessment of quality of participation by the student.
Personal reflection paper, in which theory is integrated at level of personal experience
active experimenting with at least two personal goals, which are defined based on the self-assesments and feedback received during the course.
Personal reflection paper, in which theory is integrated at level of personal experience
active experimenting with at least two personal goals, which are defined based on the self-assesments and feedback received during the course.
| Control type | Duration | Amount | Weighting |
|---|---|---|---|
| Contrôle continu | |||
| Participation | 16,00 | 1 | 20,00 |
| Autres | |||
| Projet Individuel | 8,00 | 1 | 20,00 |
| Rapport écrit | 8,00 | 1 | 60,00 |
| TOTAL | 100,00 | ||
Ressources
Bibliographie
Elgoibar, Euwema & Munduate (2017). Conflict and conflict management. Oxford University Press. -
Baillien, E., Bollen, K., Euwema, M., De Witte, H. (2013). Conflicts and conflict management styles as precursors of workplace bullying: a two-wave longitudinal study. European Journal of Work and Organizational Psychology, 23, 4, 511-524. -
De Dreu, C., Beersma, B., Stroebe, K., Euwema, M. (2006). Motivated Information Processing, Strategic Choice, and the Quality of Negotiated Agreement. Journal of Personality and Social Psychology, 90 (6), 927-943 -
Garcia, A.B., Munduate, L., Elgoibar, P., Wendt, H., & Euwema, M.C. (2017). Competent or Competitive? How employee representatives gain influence in organizational decision-making. Negotiation and Conflict Management Research. -
Baillien, E., Bollen, K., Euwema, M., De Witte, H. (2013). Conflicts and conflict management styles as precursors of workplace bullying: a two-wave longitudinal study. European Journal of Work and Organizational Psychology, 23, 4, 511-524. -
De Dreu, C., Beersma, B., Stroebe, K., Euwema, M. (2006). Motivated Information Processing, Strategic Choice, and the Quality of Negotiated Agreement. Journal of Personality and Social Psychology, 90 (6), 927-943 -
Garcia, A.B., Munduate, L., Elgoibar, P., Wendt, H., & Euwema, M.C. (2017). Competent or Competitive? How employee representatives gain influence in organizational decision-making. Negotiation and Conflict Management Research. -