Cross Cultural Negotiation & Communication CMGB7525 Prof.

Sam Blank
sblank3@fordham.edu
COURSE DESCRIPTION FALL 2022

Beyond the basics of conflict management and negotiation lie areas of greater complexity.  One such area is the
realm of culture; though culture includes etiquette and behavior, at a deeper level it is about deeply ingrained
attitudes and assumptions.  Culture impacts how people regard and approach situations – it affects how people
handle conflict and negotiation. And, of equal importance to people contemplating a career in multi-cultural
organizations, it affects how people relate to organizational superiors and subordinates and how they behave in
teams.  This course will explore these differences and consider the various models and strategies to help us cope
with cultural challenges.

FOCUS AND OBJECTIVES . . . The course will take up the following themes:
 The exploration/challenges of cultural self-awareness, other culture awareness, and the dynamics that
arise in interactions between the two.
 Understanding communication processes and differing styles of messaging.
 Basic differences in how various cultures deal with individuals’ “core concerns”.
 Ways in which cultural variables affect how people negotiate and otherwise deal with conflict.
 The appreciation of the process of negotiations and how it differs across cultures.
 Best practices for becoming an effective cross-cultural negotiator; culture and mediation.

LEARNING OUTCOMES

Course Student Learning Outcomes Measurements

1. Identify central theories and concepts related to cross-cultural Informal Reflections, Short
communication as well as apply and connect these central Assignments, Presentations, Final
theories and concepts to real-life experiences and negotiation Presentation Project, and Class
skills. Participation

2. Gather, interpret, and assess information from a variety of Informal Reflections, Short
sources and points of view. Assignments, Students Presentations
3. Evaluate evidence and arguments critically and analytically as Informal Reflections, Short
well as produce well-reasoned written and oral arguments. Assignments, Class Presentations, Final
Project, and Class Participation
4. Engage in conversations about cultural similarities and Informal Reflections, Short
differences as well as explore negotiation strategies which play Assignments, Students Presentations,
in and important role intercultural communication. and Class Participation

5. Identify the six stages of negotiation and the influences on the Short Assignments and Class
negotiation process. Participation

6. Examine key negotiation communication strategies and the Class Role Plays and Class Participation
development of countermeasures for specific tactics.
 TWO REQUIRED TEXTBOOKS

1 → Essentials of Negotiation, 7th Edition. Lewicki, Saunders, & Barry. McGraw-Hill, 2021.
You may also obtain the digital version of McGraw-Hill Smart Book.

2 → Managing Organizational Conflict. Blank, Sam. McFarland & Company, 2020. (Available
from Amazon as an inexpensive paperback or E-book).
Recommended Additional Material

→ Getting to Yes; Negotiating Agreement Without Giving In, Roger Fisher, Will Ury, Bruce Patton,
Penguin Books, 2011. Available in used and inexpensive paperback version and by Kindle.).

Supplemental articles may be distributed via email or BlackBoard throughout the course.

OFFICE HOURS: Announced in class.

REQUIRED ASSIGNMENTS

Short Assignments
Who Am I?
For this ungraded short assignment, you will introduce yourself extemporaneously (about 5 minutes) by
answering the questions listed in the specifications attached.

Selected Readings TBA

Final Group Presentation The final group presentation details will be discussed during class.

Informal Reflections
You are required to submit a total of 8 Informal Reflections over the entire semester (each should be
approximately 2 - 3 full pages double-spaced). Check the syllabus carefully to see which text
reading assignment requires a written reflection! The Informal Reflections should communicate in
writing your personal viewpoint as it relates specifically to the assigned chapters as well as in-class lectures,
exercises, and discussions. It should make a connection between the subject at hand and your own experiences;
it is not intended to be a summary, a review (i.e., “I really enjoyed the...”), or a rehashing of the content (i.e.,
“this happened, and then that happened”). What I am interested in is how deeply you have thought about the
concepts, values, beliefs, and attitudes that have been expressed in the assigned chapters and articles as well as
in-class lectures, exercises, and discussions.  

More specifically, in your Informal Reflections, you should (1) thematically identify the main concept(s),
theory/theories, principle(s), position(s), belief(s), or value(s) from the text that you would like to discuss; (2)
correctly interpret their meanings and apply them to “real-life” examples (e.g. current events, personal
experiences, as well as in-class lectures, exercises, and discussions); (3) critically reflect on them and state how
they relate to your own positions, attitudes, and values. Again, do not simply summarize the readings! Specific
examples indicate a connection and understanding of the readings.

Your informal reflections will be evaluated based on the following rubric:

Excellent (A A-) Good (B+ B) Fair (C+ C) Poor (C- D)

Demonstrates strong Demonstrates adequate Demonstrates some Demonstrates weak

knowledge and knowledge and knowledge and knowledge and
understanding of the understanding of the understanding of the understanding of the
material analyzed. material analyzed. material analyzed. material analyzed.

Provides many accurate,
relevant, compelling, and
quality details/insights as
well as fresh and original
ideas.
Shows deep reflections on
the issues at hand and
provides many
pertinent/engaging personal
details, experiences,
observations, and
arguments.
Provides accurate Provides some accurate Provides inaccurate
information, relevant information, relevant information, irrelevant
details, and sufficiently details, and reasonably details, and unclear ideas.
clear ideas. clear ideas.
Shows no or only
Shows adequate Shows some reflections superficial reflections on
reflections on the issues on the issues at hand the issues at hand and
at hand and provides and provides some provides no or very few
pertinent personal pertinent personal pertinent personal details,
details, experiences, details, experiences, experiences,
observations, and observations, and observations, and
arguments. arguments. arguments.

ATTENDANCE AND COURSE EXPECTATIONS

Attendance rules will follow the University’s attendance policy. Class participation and attitude towards
learning account for a large part of your final grade; it is critical for you to complete assigned readings before,
and actively participate in, each class meeting. All informal reflections must be printed and handed in
to me as a Word document. If you have any questions or concerns which cannot be addressed in class,
please schedule an appointment with me.

Short Assignment: WHO AM I?

The purpose of this short assignment is for us to know you better as an individual. Therefore, it is more
important for you to be yourself and present your introduction naturally than to try to be “perfect.” Your
introduction should be around 5 minutes and should answer at least two questions from each of the four
information areas listed below. These questions are meant to be used as a guide; please choose only the one(s)
that can be meaningfully answered within the given time limit and do not feel obligated to share any
information that you are not comfortable disclosing.
 
Information Area I: Name(s)
 What is your given name? 
  What is the meaning and origin of your given name? Who gave you your given name and why? 
 Do you like or dislike your given name and why? 
 Do you have a nickname or other alternative names? How did you get it/them and why?

Information Area II: Identities

 Where were you born and raised? What was it like growing up?
 How do you currently identify yourself (including, but not limited to, your age, gender, racial, ethnic,
national, regional, cultural, religious, sexual, socio-economic and/or political identities)? 
 Are there differences between how you identity yourself and how others identify you; if so, how and
why?
 Have you ever been stereotyped because of your identity (or identities); if so, what are these stereotypes
and how do you feel about them?   
 Have you ever gotten into conflict or trouble because of your identity (or identities); if so, how and
why?

Information Area III: Values

 What are your core values (including, but not limited to, equality, individuality, peace, integrity, wealth,
joy, happiness, love, success, recognition, friendship, family, fame, truth, authenticity, wisdom, power,
status, influence, and/or justice)? 
 How have you developed these core values and have they changed over time?
 How have you been practicing, living, and/or pursuing these core values? 
 Have you ever encountered any challenges practicing, living, and/or pursuing these core values; if so,
what steps have you taken to overcome them?

Information Area IV: Goals

 What is your current major/job? 
 How did you choose your current major/job and why? 
 Do you like or dislike your current major/job and why?
 What are your professional goals or what’s your dream job?
 What are the biggest challenges for you to reach your goals and what steps have you taken to be more
successful in your career?

In class, present your prepared self-introduction extemporaneously, which means that you may quickly glance
at your notes/index cards when you need them, but you should neither memorize nor recite your speech word
for word. In addition, be sure to project your voice so that you can be clearly heard by everyone in the
classroom.

..........................................................................................

In-Class Topic Assignment

WEEK
Thu Sep 1 Perception of Negotiation/Culture/Conflict Introduction & Course Overview

WEEK 2
Thu Sep 8 The Nature of Negotiation Chapter 1 Lewicki
Student Presentations “Who Am I?”
WEEK 3
Thu Sep 15 Strategy and Tactics of Distributive Bargaining Chapter 2 Lewicki - Inf. Reflection 1
Student Presentations “Who Am I?”

WEEK 4
Thu Sep 22 Strategy and Tactics of Integrative Negotiation Chapter 3 Lewicki
Chapter 2 Blank - Inf. Reflection 2

WEEK 5
Thu Sep 29 Strategy and Planning the Negotiation Chapter 4 Lewicki - Instructor Handouts
Chapter 6 Blank
WEEK 6
Thu Oct 6 Negotiation Ethics Chapter 5 Lewicki - Inf. Reflection 3
Chapter 4 Blank
WEEK 7
Thu Oct 13 Perception, Cognition and Emotion Chapter 6 Lewicki - Inf. Reflection 4

WEEK 8
Thu Oct 20 Communication/Linguistic Framework Chapter 7 Lewicki
DISC Survey; In-Class Activities
WEEK 9
Thu Oct 27 Finding and Using Power, Leverage Chapters 8 Lewicki
Chapter 3 Blank - Inf. Reflection 5
WEEK 10
Thu Nov 3 Relationships in Negotiation Chapter 9 Lewicki - Inf. Reflection 6
Class small group discussion
WEEK 11
Thu Nov 10 Group and Team Negotiation Chapter 10 Lewicki
Chapter 5 Blank - Inf. Reflection 7
Class small role plays
WEEK 12
Thu Nov 17 International and Cross-Cultural Negotiation Chapter 11 Lewicki – Inf. Reflection 8
Chapter 7 Blank
WEEK 13
Thu Nov 24 Thanksgiving Recess No Class

WEEK 14
Thu Dec 1 Best Practices in Negotiation Chapter 12 Lewicki
Final Group Presentations I
WEEK 15
Thu Dec 8 Course Review Final Group Presentations II

WEEK 16
Thu Dec 15 Supplemental Presentations Make-up Day, if needed

……………………………………………………………………………………………………………………..
Supplemental Articles, Role-Plays and Activities, Groups Discussions (subject to change)
Apple/Samsung Starbucks Fined
Business Flops Striking Kellogg Workers
CBS/Time Warner Working with Pat
Cultural Diplomacy What’s your Opinion: Conflict and Violence
Cutting Tool Negotiation Communication Competence
Deal or No Deal Intercultural Implications of Negotiation
Disney/Fox Johari Window
Do’s and Don’ts of International Negotiation Problems Encountered in Cross-cultural Work
Downsizing the Department Deals vs. Relationships
Duhe and Howe Negotiation Well-liked College Teacher
International Business Strategies Achieving Harmony in Intercultural Conflict
Goodbye Ruby Tuesday Questioning Technique
Mediation Negotiation Essentials Planner
Simon and Shuster/Barnes and Noble Negotiation Settlement Matrix
Reputation, Trust and Justice Culturally Responsive Negotiation Strategy
Types of Power Used Thomas-Kilmann Conflict Mode Instrument
We Deliver Case Study Conflict Grid and Responses
Challenge of Cross Border Negotiation Cultural Belief Maxims
Multiparty Negotiations Conflict Resistance AEIOU

FORDHAM UNIVERSITY RAM PLEDGE

As a member of the Fordham community, I take the following actions on and off campus to help safeguard the
students, faculty, and staff at the University:

 I will follow University and public health guidance regarding the COVID-19 and seasonal influenza
vaccines (accommodations will be considered for those who request them);
 
 I will follow the directions of University officials regarding face coverings, testing, screening, and
quarantine (if necessary), and cooperate with contact tracing efforts, if called upon to do so
 I will self-monitor for COVID-19 symptoms, and complete daily VitalCheck screenings;
 
 I will comply with all signage and rules regarding access to campus buildings and ingress, egress, and
seating in those buildings;
 
 I will abide by University protocol for campus visitors, and will ask them to provide vaccination status
and submit to COVID-19 screening as required by Fordham officials; and
 
 I understand that COVID-19 still poses a serious threat to health and safety and that Fordham is
continuing to take appropriate measures to protect the campus community.

I will make conscious choices, on and off-campus, to help to limit the spread of COVID-19 to others in the
community. I will act in the spirit of a person for others, knowing that I am helping to protect the campus
community from illness.