PROFESSOR:                    DANIEL BARBEE
OFFICE HOURS:              BY APPOINTMENT
OFFICE:                            BUSINESS ADMINISTRATION BLDG., 118-A
TEL:                                   (910) 521-6637 or (910) 521-6531
E-MAIL:                            BARBEE@SASSETTE.UNCP.EDU or DBARBEE@AC.NET
CLASS MEETING:           6-10 PM, TR Nights; ROOM 146, Kennedy Hall, Sandhills Campus

COURSE PLAN

Managers and leaders in many settings are finding it essential to learn new skills to be able to maintain their effectiveness in these times of turbulence, conflict, and opportunity. The old ways of governing and doing business are changing. In many settings the old models of hierarchical authority and single-leader structures are breaking down, and are being replaced by structures and processes in which joint, or shared leadership, is necessary. Now, perhaps more than in the past, managers must learn to think in terms of joint ventures, public-private partnerships, strategic alliances, and the explicit use of collaborative problem-solving, negotiation and mediation...not only to address conflicts, but to maximize mutual gains and benefits for the various stakeholders involved. These future requirements do not eliminate conflict, nor do they remove the use of power from the relationships that occur within and among governmental, non-profit, and business organizations. The future requirements mandate that effective managers and leaders gain a more explicit knowledge of the uses and limitations of the tools that are at their disposal.

This course uses a variety of approaches to help you add value to your knowledge base and competencies as professional managers and leaders. We will use traditional lectures and class discussions, primarily to develop concepts, to explore ideas, and to conduct case analyses. We also will use several other types of activities that are much more interactive and that require your full engagement. Simulations, or role-plays, will be used throughout the course as a means of helping you to explore conflict analysis, problem-solving, negotiation, and mediation, and to begin to build your confidence and capabilities in using these tools. The simulations are structured experiences that resemble the kinds of scenarios many of you are likely to encounter in your professional positions.

Much of the class meeting time will be devoted to the simulations; however, you should also expect to conduct many of the activities outside class contact hours. We will address a variety of topics and content areas associated with the broad subjects of this course, and as a result you can expect the simulations and related activities to be varied and challenging, both in terms of content and complexity. We will cover the essentials of understanding conflict at several levels, collaboration, preparation for negotiation, negotiation (including distributive and integrative), mediation (including several types of mediation models), the effects of culture and style on negotiation and mediation, gender issues, and implementation of negotiated agreements. Some of our focus will be on the form assisted negotiation known as mediation.

COURSE OBJECTIVES

The course has four basic objectives. More specific learning objectives will be explained in the context of the various activities of the class:

To acquaint you with conflict and its analysis in various settings.

To help strengthen understanding of conflict analysis, problem-solving, negotiation, mediation, scenario development and in using these processes and diagnostic approaches in an appropriate manner.

To help you develop a capacity for diagnosing situations and circumstances in which conflict analysis, negotiation, and mediation can be used (in consideration of cultural, political, and social factors).

To facilitate the incorporation of basic knowledge and some skill in negotiation into your professional life.

The course requirements are intended to reflect and be consistent with the objectives of the course. The requirements also are designed to permit the smooth flow of the course and to minimize the course classroom management, and student participation difficulties that tend to occur in courses that require and rely on student participation. Furthermore, the requirements are intended to be positive if not self-motivated actions that professionals should undertake even if they were not formal requirements.
 

1.    CLASS CONTRIBUTIONS AND ANALYSIS PAPERS (40% of Grade)
Students are expected to participate in the class activities: discussions, simulations, and case analysis. Consistency of effort and quality of contribution are important standards for you to use in maximizing your performance on this requirement. At my discretion assignments for discussion leadership and role assignments may be made.

Participation includes full preparation, and appropriate participation in the activity consistent with the nature and spirit of the activity. Making a commitment to be engaged in simulated negotiations, particularly so as to NOT remain Aoutside the game@ is especially important in this course. A similar mindset should guide your research actions.

Students will be evaluated on the basis of the instructors=s observations generally employing criteria as follows:

• level of preparedness
• efforts to employ available tools
• diligence in participation
• quality of contributions, and
• contribution to critical analysis, identification of lessons learned
• demonstration of use of evidence, argumentation, recognition of tradeoffs in conflict processes.

Formal written analyses of class cases and simulation exercises are a related course requirement. Essentially this requirement is comprised of your analysis of the specific activities strictly from the perspective of the efforts to use and address the uses and feasibility of conflict analysis resolution approaches and tools. This part of the course requirement is definitely not intended to become evaluative in nature (as in, for example, the student=s evaluation of the usefulness of a given simulation as a learning experience). This part of the requirement also should include your efforts to link course concepts and activities specifically to your professional existence and to other conflicts in Athe real world.@ In this sense this portion of the requirement will spread your efforts to connect theory, concepts, simulations, and observed reality in the world of conflict.

The most important criteria in evaluation this part of the course requirements are that you demonstrate a knowledge of the concepts of the course and how they work or serve to enhance our efforts to clarify, analyze, and address conflict.

A specific guidance form for this requirement will be provided. Also note that related cases and simulations may be assigned in a given single analysis paper.

2.    APPLIED RESEARCH PAPER (30% of Grade)
This assigned course requirement is designed to be done within the time frame and schedule for this course. It is not a traditional paper as frequently assigned in graduate courses. It is instead a challenge and opportunity to link course content with professional futures in a dynamic and creative manner. In planning this requirement my aim has been to give you maximum latitude and maybe some creative license. The successful completion of this project does not require extensive Alibrary@ research, but it does require an investment of time outside of class and time on task.

To promote progress and encourage efficiency you may work in self-selected groups or pairsBbut all products and grades are at the level of individual students. All projects will be the responsibility of individuals and will be evaluated on this basis. We will address this requirement in class.

Exemplary projects:

To help you begin I will request topics on the first evening. The subject formats will be discussed also. Each project consists of these elements:

        An approved topic and approach
        A working draft
        A final project paper
        A brief in-class presentation.
I will keep records for each student and assess your work along the way.

3.    KNOWLEDGE EXPLORATIONS (30% of Grade = 2@15% each)
I will use these explorations to gain a better observation of your understanding and grasp of key concepts, principles and approaches. These are exams but they are not lengthy. They will be a genuine exploration of knowledge focusing on specific aspects of our course and their utility to you in your career. They may be in-class, or take-home, based on my judgement.

SUMMARY OF GRADING:
Class Contribution and Simulation Analyses:                 40%
Applied Research Project:                                            30
Knowledge Explorations:                                              30
                                                                                    100%

GRADES:

A, B, C, F. (REFER TO THE UNCP CATALOG).

TEXTS:

The course employs two texts, and a series of readings which will be discussed separately:

Required:

1.    Roy J. Lewicki. The Essentials of Negotiation, 1^st Edition (Irwin/McGraw-Hill, 1999).
2.    Christopher Moore. The Mediation Process, 2^nd Edition (Jossey-Bass,1996).
       Other materials:

Occasional handouts should be read. All simulation materials are copyrighted. They are to be returned immediately following completion of your simulation analysis paper for each simulation. Please do not damage or mark these materials, or make copies of them!

INSTRUCTOR=S POLICIES
1.    ATTENDANCE IS EXPECTED.
2.    Incompletes: My policy is consistent with the current UNCP Catalog, and Graduate Council Policy.
       (See Catalog).
3.    Academic Dishonesty: My policy is identical to the UNCP Policy.

Note: In conjunction with all the aspects of this course, all students must immediately have email capacity that is accessible on a not-less-than daily basis. Confirm this by sending a message to Ms. Elk at this address: elka@sassette.uncp.edu