Capstone Ethical Case Analysis

Capstone Ethical Case Analysis

Being able to recognize professional responsibilities and make informed judgements in computing practice based on legal and ethical principles is an important student learning outcome for any ABET accredited computing program. To see how well you are able to apply ethical reasoning, we have put together a case for each team member to complete. Complete your responses to these questions and submit your work to the Blackboard Assignment Folder. Faculty will evaluate your responses against our ABET rubric to see how well our program is training students to think ethically as well as technically.

 

Question 1 – What is your Ethical Self-Awareness? What codes of conduct/professional guidelines/legislation guide your thinking? Check out ACM Code of Ethics and Professional Conduct – https://www.acm.org/code-of-ethics for one example of professional ethics.

· Are there any other professional codes of conduct, legislation, or business conduct guidelines that influence you?

· Can you describe the history of how your professional beliefs/conduct/guidelines that you follow can into being?

· Any thoughts as to why professional conduct is important?

 

 

Next, Read the case presented below.

 

 

The Copyright Concerns Case by Clare Bartlett – Obtained from: https://www.scu.edu/ethics/focus-areas/more/engineering-ethics/engineering-ethics-cases/copyright-concerns/

 

SDX Alliance is a large company that sells computers, computer components, and software. Ralph is hired as an entry-level software engineer at SDX Alliance. His first project was to assist in writing the code for SDX Alliance’s new hard disc controller. He had previously worked on a similar system interning at a start-up and had written a code which greatly enhanced the performance of their product. Ralph quietly re-uses this same code in the SDX Alliance product, and does not think to tell anyone that he has used the code from his last job. His manager is thrilled with the speed improvements this code brings to the product.

 

Before the product is released, it has to undergo a four-month long quality assurance process review. During the review of the product, it was found the code which Ralph developed had been copyrighted by the startup he had previously worked for. Even though Ralph had developed the code, his previous company still owned the intellectual property rights to it.

 

When his manager informed Ralph of the problem, Ralph admits he did not realize he had made a mistake because he was not familiar with copyright laws. Ralph then goes on to explain that the start-up he used to work for is now out of business and is unsure if SDX Alliance would be able to get in contact with the owner of the copyright. If SDX Alliance can’t use Ralph’s code, then it will have to rewrite the entire code of the product, delaying its release by many months.

 

What should they do?

 

 

Question 2 – Describe the Ethical Issues in this case. What are the ethical/socio-technical issues that you observed in this case? Some examples of ethical issues are privacy, security, intellectual property, potential for abuse of power, honesty, quality of life (work life), and sustainability?

 

Question 3 – Describe your Ethical Approach or Reasoning Strategy. This is a two part question.

Part A – What alternatives are available for resolving this case? Think about what options are available for addressing these ethical/social-technical issues for this case.

Part B – What decision thought process(s) or criteria did you decide to use in order to evaluate the various alternatives available for addressing the ethical/legal issues. Check out the Ethical Decision Making Page (https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/) from the Markkula Center for Applied Ethics at Santa Clara University for some approaches to consider.

 

Question 4 – Describe your Application of Ethical Approach/Reasoning Strategy in order to evaluate your Options. For each of the alternatives that you identified as part of Question 3, describe the results of your evaluation process. What are the pros and cons of each alternative?

 

Question 5 – Present your Final Position – What was your ultimate decision in how to address those ethical/social-technical issues for this case? Why do you feel this decision was the most appropriate one to follow?

 
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MIS 180 SIMNET ASSIGNMENTS

Excel 2013 Chapter 2 Working with Formulas and Functions Last Updated: 2/4/15 Page 1

USING MICROSOFT EXCEL 2013 Independent Project 2-5

Independent Project 2-5 When San Diego Sailing received its end-of-year financial reports, its financial officers decided to evaluate the rental rates schedule for boats. You have been asked to create a spreadsheet to compare three different proposed rate changes that the group is considering implementing in the new year and to update information on the boat fleet.

Skills Covered in This Project

 Create and copy formulas.

 Apply mathematical order of operations.

 Use relative, absolute, and mixed cell references.

 Apply the IF function.

 Name cells and use the name range in a

formula.

 Apply the TODAY function.

 

 

1. Open the SanDiego-02.xlsx start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.

NOTE: If the workbook opens in Protected View, click the Enable Editing button in the Message Bar at the

top of the workbook so you can modify it.

2. Select H4 and create an IF function formula to determine which boats include a stove with the galley. Boats

must be able to seat 8 or more people to have a stove in the galley.

a. Use “Yes” for the value_if_true argument.

b. Use “No” for the value_if_false argument.

c. Copy the formula in H4 to H5:H18.

3. Insert a worksheet and name the sheet Data.

4. Type the following information in the new worksheet:

 

5. Format the table text on the Data sheet.

a. Merge and Center the text in A3 over A3:B3.

b. Apply Accent 1 cell style to A3 and apply bold format.

c. Select A3:B6 and apply the All Borders format.

6. Select A4:B6 and assign range names using the Create from Selection button on the

Formulas tab.

NOTE: To ensure accurate grading, you must complete step 6 correctly before continuing

with the project. Check your work carefully.

7. Select J4 on the Fleet worksheet, and create a formula to calculate a 5% increase for the data

in the “4 Hr. Rate” column using the range name assigned on the Data sheet.

a. Type =. b. Select F4 and type *. c. Press F3 to open the Paste Name dialog box.

d. Select _ 5_Increase and click OK.

e. Press Enter. Copy the formula to row 18.

 

Step 1

Download start file

 

 

 

 

Excel 2013 Chapter 2 Working with Formulas and Functions Last Updated: 2/4/15 Page 2

USING MICROSOFT EXCEL 2013 Independent Project 2-5

8. Create formulas for K4:O4 and copy the formulas to row 18.

9. Select the amounts in columns F, G, and J:O and apply the Number format.

10. Select A1 and type San Diego Sailing.

11. Format A1 using the Title cell style and apply bold format. Adjust the column width.

12. Insert a row above the current row 2. Clear the formatting of the new row 2.

NOTE: To ensure accurate grading, you must complete step 12. Check your work carefully.

13. Insert the TODAY() function in A2. Format the date as 11 pt. bold and align left.

14. Change the date format to display the month as a word followed by the day and year.

15. Apply the All Borders format to rows 4 through 19.

16. Click the Insert tab and click the Header & Footer button.

a. Switch to the Footer area.

b. Click the right text box and type Page followed by a space. c. Click the Page Number button on the Header & Footer Tools Design tab.

d. Click the worksheet and return to Normal view.

17. Paste range names in a worksheet.

a. Click the Data sheet tab and select cell A15.

b. Click the Use in Formula button [Formulas tab, Defined Names group].

c. Click Paste Names.

d. Click the Paste List button in the Paste Name dialog box.

e. Click OK.

18. Save and close the workbook (Figure 2-74).

19. Upload and save your project file.

20. Submit project for grading.

 

 

Step 2

Upload & Save

Step 3

Grade my Project

2-74 Excel 2-5 completed

 
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Unit 4 Discussion: Web Services And Web Pages

POST I HAVE TO ANSWER

Web services and web pages are very different entities. It is important to understand how they work together as part of a Cloud solution. What are the differences between web pages and web services? Describe how they work together and why they are important to each other. Is one more important than the other? Back up your opinion with facts!

Be sure to use at least 2 external sources and to include all of your sources by providing citations/links to the Web pages you used in APA format.

 

 

POST 1

What are the differences between web pages and web services?

A Web service is a web application component that uses standardized format like XML to interact with other web applications over internet. Whereas a website is a collection of webpages put together which are accessed by a web browser.

The difference between a web service and a website or webpage are as follows:

Web Service

A web service doesn’t have a user interface.

Web services are meant for other applications to be interacted with over internet.

Web services are platform independent as they use open protocols.

Web services are accessed by HTTP methods – GET, POST, PUT, DELETE etc.

Example – Google maps API is a web service that can be used by websites to display Maps by passing coordinates to it.

Website or page

A website has a user interface or GUI.

Websites are meant for use by humans.

Websites are cross platform as they require tweaking to operate on different browsers, operating systems etc.

Websites are accessed by using their GUI components – buttons, text boxes, forms etc.

 

Describe how they work together and why they are important to each other. Is one more important than the other?

Web services are the primary way to for businesses to communicate with each other and with clients. Allowing them to communicate without intimate knowledge of each other’s IT systems behind the firewall. Both web services and websites work together, one is informational and the other is interactive, one is not more important than the other.

References

N.A. (N.D.). What is the difference between webpages, website, web server, and search engine? MDN web docs. Retrieved from https://developer.mozilla.org/en-US/docs/Learn/Common_questions/Pages_sites_servers_and_search_engines (Links to an external site.)Links to an external site.

Segue Technologies. (2013, March 13). What Are Web Services and Where Are They Used? Segue III Technologies. Retrieved from https://www.seguetech.com/web-services/ (Links to an external site.)Links to an external site.

 

POST 2

Web Pages

Web pages are used to display the company site, which would say amazon or google chrome. This document is created for the visitors that come to look at the services provided, because you could have a document that shows every available service that is offered. This would be called a web site, because It would have multiple pages tied together. The real power of the page come from the links, which would redirect you to the services available. In conclusion a web page is just a document that displays the company in a web browser.

Web services

Web services would be classified as IaaS, SaaS, GaaS, and IDaas. Web services provide a service through multiple servers, which would consist of virtual machines with software installed. This is just one way you could provide a service, because your email client would not work without the VM. The next service would be data storage, because many companies like to have an offsite backup. This would be another service offered as a web services. There are many web services that can be provided, so web services offer customers a service and the web page is just a document displaying the company information.

How do they work together

I will a brief minute and explain how the web page works with the web services. The web page would show the company logo, which is tied to the services as well. Once you reach the web page, then it would contain links to the services and have any information about the company. Some companies would have multiple pages, because they want you to know where they started from. The main purpose for having a web page, consist of the name, information about the company, links to the services, and the company history.

References

MDN.(2019).What is the between webpage, website, web server, and search engine. Retrieve by:

https://developer.mozilla.org/en-US/docs/Learn/Common_questions/Pages_sites_servers_and_search_engines (Links to an external site.)Links to an external site.

 

Margaret.R(2013).AWS. Retrieved by:

 https://searchaws.techtarget.com/definition/Amazon-Web-Services (Links to an external site.)Links to an external site.

 
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Principal Components And Factor Analysis Using Python Code In 40 Hours

#This assignment is a tutorial so have a bit of fun with it

#If you would like to explore some additional options give it a try

 

#Goal is to provide some meaningful info to the restaurant owner

 

#Some notes below

#Both PCA and FA provide useful summary info for multivariate data, but

#all of the original variables are needed for their calculation, so

#the big question is can we use them to find a subset of variables to

#predict overall score?

#Also,trying to give meaningful labels to components is really hard.

#When the variables are on different scales you need to work with the

#correlation matrix. For this assignment they are on same scale so

#we will work with the raw data.

#PCA only helps if the original variables are correlated, if they

#are independent PCA will not help.

 

#Approach takes two steps

#First step find the dimensionality of the data, that is the

#number of original variables to be retained

#Second step find which ones, more on this below

 

# import packages for this example

import pandas as pd

import numpy as np # arrays and math functions

import matplotlib.pyplot as plt # static plotting

from sklearn.decomposition import PCA, FactorAnalysis

import statsmodels.formula.api as smf # R-like model specification

 

#Set some display options

pd.set_option(‘display.notebook_repr_html’, False)

pd.set_option(‘display.max_columns’, 40)

pd.set_option(‘display.max_rows’, 10)

pd.set_option(‘display.width’, 120)

 

#Read in the restaurant dataset

food_df = pd.read_csv(‘C:/Users/Jahee Koo/Desktop/MSPA/2018_Winter_410_regression/HW03 PCA/FACTOR1.csv’)

#A good step to take is to convert all variable names to lower case

food_df.columns = [s.lower() for s in food_df.columns]

print(food_df)

 

print(”)

print(‘—– Summary of Input Data —–‘)

print(”)

 

# show the object is a DataFrame

print(‘Object type: ‘, type(food_df))

 

# show number of observations in the DataFrame

print(‘Number of observations: ‘, len(food_df))

 

# show variable names

print(‘Variable names: ‘, food_df.columns)

 

# show descriptive statistics

print(food_df.describe())

 

# show a portion of the beginning of the DataFrame

print(food_df.head())

 

#look at correlation structure

cdata = food_df.loc[:,[‘overall’,’taste’,’temp’,’freshness’,’wait’,’clean’,’friend’,’location’,’parking’,’view’]]

corr = cdata[cdata.columns].corr()

print(corr)

#Use the correlation matrix to help provide advice to the restaurant owner

 

#Look at four different models and compare them

#Which model do you think is best and why?

#Model 1 full regression model

#Model 2 select my reduced regression model taste, wait and location

#Model 3 Full PCA model

#Model 4 Reduced PCA model with parking, taste and clean

#Model 5 FA model

 

#First find the PCA

#Second find the FA

#Run the models

#Compare the models and show VIF for each model

 

#PCA

print(”)

print(‘—– Principal Component Analysis —–‘)

print(”)

pca_data = food_df.loc[:,[‘taste’,’temp’,’freshness’,’wait’,’clean’,’friend’,’location’,’parking’,’view’]]

pca = PCA()

P = pca.fit(pca_data)

print(pca_data)

np.set_printoptions(threshold=np.inf)

np.around([pca.components_], decimals=3)

#Note per Everett p209 pick the three variables with the largest

#absolute coefficient on the component not already picked

#So, choose parking, taste and clean for the PCA variable reduction model

 

# show summary of pca solution

pca_explained_variance = pca.explained_variance_ratio_

print(‘Proportion of variance explained:’, pca_explained_variance)

 

# note that principal components analysis corresponds

# to finding eigenvalues and eigenvectors of the pca_data

pca_data_cormat = np.corrcoef(pca_data.T)

eigenvalues, eigenvectors = np.linalg.eig(pca_data_cormat)

np.around([eigenvalues], decimals=3)

 

print(‘Linear algebra demonstration: Proportion of variance explained: ‘,

eigenvalues/eigenvalues.sum())

np.around([eigenvectors], decimals=3)

 

# show the plot for the pricipal component analysis

plt.bar(np.arange(len(pca_explained_variance)), pca_explained_variance,

color = ‘grey’, alpha = 0.5, align = ‘center’)

plt.title(‘PCA Proportion of Total Variance’)

plt.show()

 

# show a scree plot

d = {‘eigenvalues’: eigenvalues }

df1 = pd.DataFrame(data=d)

df2 =pd.Series([1,2,3,4,5,6,7,8,9])

#df2 = {‘factors’: factors}

# merge eigenvalues with # of factors

result = pd.concat([df1, df2], axis=1, join_axes=[df2.index])

print (result)

 

def scat(dataframe,var1,var2):

dataframe[var2].plot()

plt.title(‘Scree Plot’)

plt.xlabel(‘# of factors’)

plt.ylabel(‘Eigenvalues’)

 

scat(result,’0′,’eigenvalues’)

plt.show()

 

# provide partial listing of variable loadings on principal components

# transpose for variables by components listing

pca_loadings = pca.components_.T

 

# provide full formatted listing of loadings for first three components

# print loadings while rounding to three digits

# and suppress printing of very small numbers

# but do not suppress printing of zeroes

np.set_printoptions(precision = 3, suppress = True,

formatter={‘float’: ‘{: 0.3f}’.format})

print(pca_loadings[:,0:3])

 

# compute full set of principal components (scores)

C = pca.transform(pca_data)

print(C)

# add first three principal component scores to the original data frame

pca_data[‘pca1’] = C[:,0]

pca_data[‘pca2’] = C[:,1]

pca_data[‘pca3’] = C[:,2]

print(pca_data)

# add first three principal component scores to the food_df

food_df[‘pca1’] = C[:,0]

food_df[‘pca2’] = C[:,1]

food_df[‘pca3’] = C[:,2]

print(food_df)

 

# explore relationships between pairs of principal components

# working with the first three components only

pca_scores = pca_data.loc[:,[‘pca1′,’pca2’, ‘pca3’]]

pca_model_cormat = \

np.corrcoef(pca_scores.as_matrix().transpose()).round(decimals=3)

print(pca_model_cormat)

#Looks like that worked

 

#Factor Analysis

print(”)

print(‘—– Factor Analysis (Unrotated) —–‘)

print(”)

 

# assume three factors will be sufficient

# this is an unrotated orthogonal solution

# maximum likelihood estimation is employed

# for best results set tolerance low and max iterations high

fa = FactorAnalysis(n_components = 3, tol=1e-8, max_iter=1000000)

 

#the unrotated solution

fa.fit(pca_data)

 

# retrieve the factor loadings as an array of arrays

# transpose for variables by factors listing of loadings

fa_loadings = fa.components_.T

print(fa_loadings)

 

# show the loadings of the variables on the factors

# for the unrotated maximum likelihood solution

# print loadings while rounding to three digits

# and suppress printing of very small numbers

# but do not suppress printing of zeroes

np.set_printoptions(precision = 3, suppress = True,

formatter={‘float’: ‘{: 0.3f}’.format})

print(fa_loadings)

 

# compute full set of factor scores

F = fa.transform(pca_data)

print(F)

# add factor scores to the original data frame

food_df[‘fa1’] = F[:,0]

food_df[‘fa2’] = F[:,1]

food_df[‘fa3’] = F[:,2]

print(food_df)

 

#Look at five different models and compare them

#Which model do you think is best and why?

#Model 1 full regression model

#Model 2 select my reduced regression model taste, wait and location

#Model 3 Full PCA model

#Model 4 Reduced PCA model with parking, taste and clean

#Model 5 FA model

 

#Run the Models

#Model 1 full model

regress_model_fit = smf.ols(formula = ‘overall~taste+temp+freshness+wait+clean+friend+location+parking+view’, data = food_df).fit()

# summary of model fit

print(regress_model_fit.summary())

 

#Model 2

#Note, Model 2 is a choice from looking at the correlation, you may choose a

#different selection for this if you like, just explain why

regress_model_fit = smf.ols(formula = ‘overall~taste+wait+location’, data = food_df).fit()

# summary of model fit

print(regress_model_fit.summary())

 

#Model 3

#regress the response overall on principal components

pca_model_fit = smf.ols(formula = ‘overall~pca1+pca2+pca3’, data = food_df).fit()

# summary of model fit

print(pca_model_fit.summary())

 

#Model 4

#regress the response overall on principal components

pca_model_fit = smf.ols(formula = ‘overall~parking+taste+clean’, data = food_df).fit()

# summary of model fit

print(pca_model_fit.summary())

 

#Model 5

#regress the response overall on factor scores

fa_model_fit = smf.ols(formula = ‘overall~fa1+fa2+fa3’, data = food_df).fit()

# summary of model fit

print(fa_model_fit.summary())

 

#next look at VIF to see what the full, choice, PCA and FA models did

# Break into left and right hand side; y and X then find VIF for each model

import statsmodels.formula.api as sm

from patsy import dmatrices

from statsmodels.stats.outliers_influence import variance_inflation_factor

y = food_df.loc[:,[‘overall’]]

X = food_df.loc[:,[‘taste’,’temp’,’freshness’,’wait’,’clean’,’friend’,’location’,’parking’,’view’]]

y, X = dmatrices(‘overall ~ taste+temp+freshness+wait+clean+friend+location+parking+view ‘, data=food_df, return_type=”dataframe”)

 

# For each Xi, calculate VIF

vif = [variance_inflation_factor(X.values, i) for i in range(X.shape[1])]

print(”)

print(‘—– VIF for Full Regression Model —–‘)

print(”)

print(vif)

 

#VIF for choice model

y = food_df.loc[:,[‘overall’]]

X = food_df.loc[:,[‘taste’,’clean’,’location’]]

y, X = dmatrices(‘overall ~ taste+clean+location ‘, data=food_df, return_type=”dataframe”)

vif = [variance_inflation_factor(X.values, i) for i in range(X.shape[1])]

print(”)

print(‘—– VIF for Choice Model —–‘)

print(”)

print(vif)

 

#VIF for PCA

y = food_df.loc[:,[‘overall’]]

X = food_df.loc[:,[‘pca1′,’pca2′,’pca3’]]

y, X = dmatrices(‘overall ~ pca1+pca2+pca3 ‘, data=food_df, return_type=”dataframe”)

vif = [variance_inflation_factor(X.values, i) for i in range(X.shape[1])]

print(”)

print(‘—– VIF for PCA Model —–‘)

print(”)

print(vif)

 

#VIF for FA

y = food_df.loc[:,[‘overall’]]

X = food_df.loc[:,[‘fa1′,’fa2′,’fa3’]]

y, X = dmatrices(‘overall ~ fa1+fa2+fa3 ‘, data=food_df, return_type=”dataframe”)

vif = [variance_inflation_factor(X.values, i) for i in range(X.shape[1])]

print(”)

print(‘—– VIF for FA Model —–‘)

print(”)

print(vif)

 

#Which model do you like best and why?

#For the full regression model sum the coefficients for each three variable

#grouping, taste, temp freshness group 1

#wait, clean, friend group 2

# location, parking, view group 3

#How do you interpret this info?

#Compare with the choice model

 
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Communication In The Health Care Workplace

SEE THE ATTACHMENT

Question 2

What could the communication barrier of internal noise be described as?

Noise that comes from machines or music in the background

Listening to music while others are speaking

Ringing in the ears that distracts our thoughts

Our opinions and biases that influence our message

Question 3

Destructive communication can be escalated by why type of communication?

Supportive communication

Dependency communication

Defensive communication

Neutrality communication

Question 4

Which type of communication reinforces conformity rather than critical thinking?

Supportive communication

Neutrality communication

Defensive communication

Dependency communication

Question 5

Nonverbal communication is not categorized by:

Sending a message via email

People’s identities, emotions, and relationships

Nonverbal communication that makes up the bulk of the messages you send

Nonverbal messages that are sent in advance of verbal messages

Question 6

How can technology be a barrier to communication? 

Email can be used to communicate.

Video announcements share too much information.

Personal connection and a sense of relationship can be lost.

Technology is expensive.

Question 7

People typically identify with groups of people who share which of these cultural similarities? Choose 3 that apply. 

Body type

Views and beliefs

Language

Political ideology

Value system

Question 8

What is a power gradient?

When everyone on the team is at the same level in an organization

When someone does not speak up in a meeting because they are shy

When the electrical power fluctuates causing dimming of the lights

When there is a perceived difference in the importance of 1 role over another

Question 9

Cultural differences can be based on which of the following? Select all that apply.

Age

Education level

Religious customs

Sexual orientation

Eye color

Question 10

Which statement contributes to communication barriers?

Not making assumptions regarding a person’s behavior

Pretending that you understand the language breakdown during the communication process

Acknowledging and accepting the cultural differences

Avoiding cultural slang usage

Question 11

When discussing a project with Bob, you say, “The project plan presented last week has a couple of issues that need to be addressed.” Your statement to Bob is an example of what type of voice? 

Passive voice

Supportive voice

Active voice

Paraphrasing voice

Question 12

Which of these may be a factor in effective verbal communication if the speaker does not follow the local language’s word order, such as in Star Wars, when Yoda says, “Try not. Do or do not. There is no try.” 

Contextual rules

Socialism rules

Semantic rules

Syntactic rules

Question 13

Which type of communication works to resolve conflict and build relationships?

Defensive communication

Neutrality communication

Dependency communication

Supportive communication

Question 14

Select 3 principles of verbal communication.

Words do not mean the same thing to all people.

Recognize variations of how spoken language is used across cultures.

All languages have value.

Language does not have rules.

Everyone does not speak with a dialect.

Question 15

Which 3 of the following help to overcome perceptions? 

Asking questions for a better understanding

Believing the stereotypes that you read about

Distinguishing fact from opinion

Developing better listening skills

Question 16

Sound waves create a physiological response where the brain interprets the sound waves and correlates those with a meaning. What is this passive process known as? 

Transmitting

Listening

Reflecting

Hearing

Question 17

What is the earliest form of listening for a human that occurs when we do not yet understand the actual words used known as?

Biased listening

Discriminative listening

Comprehensive listening

Informational listening

Question 19

Perception is not based on:

Personal beliefs

Factual information that is presented

Cultural values

Prior experiences

Question 20

If highly technical terminology is used in a communication and is not understood by the audience, what form of noise is this? 

Semantic noise

Internal noise

External noise

Jargon noise

Question 21

In this emotional listening style, the hearer seeks to provide support and to put themselves in the place of the sender to experience the issue.

Sympathetic listening

Evaluative listening

Empathic listening

Supportive listening

Question 22

What does paraphrasing a message back to a speaker do?

Explains the reasons for feelings or behavior

Asks more questions to clarify

Uses your own words to summarize the content and feeling

Solves, judges, or advises

Question 23

Sandwiched criticism is when criticism is placed between 2 positive statements. Why might this be a poor approach? 

Sandwiched criticism comes across as a personal attack.

Sandwiched criticism places too much emphasis on the positive messages.

Sandwiched criticism makes the other person hungry.

Sandwiched criticism can cause confusion and send a mixed message.

Question 24

Which type of communication creates a climate for open exchange of ideas and thoughts? 

Neutrality communication

Supportive communication

Defensive communication

Dependency communication

Question 25

Which of the following is not a defensive behavior response? 

Neutrality

Equality

Control

Superiority

Question 26

Which statements promote effective verbal communication?

Verify all nonverbal messages.

Consider the messages you are communicating nonverbally.

Recognize how you communicate nonverbally.

Generalize that all nonverbal cues are the same for all people.

Question 27

Which of these factors should you consider in cross cultural communication?

Socioeconomic status

Marital status

Leadership status

Gender

Question 28

Which statement hinders the principles of cross-cultural communication?

A person does not use prior knowledge of cultural differences.

The greater the linguistic-cultural difference, the greater the likelihood of communication breakdown is.

Different cultures have different norms and taboos.

When communication breaks down with cross-cultural encounters, it is usually attributed to cultural differences.

Question 29

How do we minimize communication breakdown in meetings?

Ignore what is being said because you have the correct answer.

Write out your grocery list so you don’t forget any items.

There is no need to listen to the speaker; handouts will be given at the end of the meeting.

Recognize your personal perceptions during the communication process.

Question 30

Which 2 statements are true about nonverbal communication?

Trust is increased when nonverbal and verbal communication complement each other.

Nonverbal messages communicate much about relationships.

Nonverbal communication is an insignificant amount of the messages you send.

Nonverbal communication is not culture-bound and does not reflect the values and norms of a culture.

Question 31

Which approach would delay the process of communication cross-culturally?

High versus low power differences in relationships

Individualism versus collectivism

Self-management

Masculinity versus femininity

Question 32

How would supportive communication improve operational efficiency in an organization? 

Managers have more time for strategic planning.

Employees would withhold suggestions.

Volume of communication would increase.

Innovation and sharing of ideas would increase.

 
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Exam Project

Overview

This project involves a case study based on a fictional company, Healthy Home Care, Inc. You’ll assume the role of office manager, who is responsible for creating the literature for a Welcome Package. The promotional documents will be printed and placed in a folder to be mailed to the director of a senior center. For this project, you’ll complete four documents for the package:

  1. A cover letter discussing your partnership with a senior center
  2. A fact sheet highlighting the services and amenities you offer
  3. A flier promoting the next wellness clinic
  4. A pre-registration form

Instructions

Create the following documents. Your score will be based on the rubric found in the scoring guidelines.

Create and Edit a Cover Letter

The Welcome Package includes a letter to the director of a senior center.

  1. Start Word and create a new document.
  2. Change the style of the blank paragraph to No Spacing.
  3. Type the text shown below, pressing Enter to place one blank line where indicated, four blank lines in the closing, and four more blank lines before the word Enclosures, and beginning new paragraphs where indicated.

Your document should now look similar to that shown below.

  1. Replace the word Date with a time stamp displaying a date that updates automatically in the format “Month, Date, Year.”
  2. Edit the first paragraph to display the Healthy Home Care, Inc., services as a bulleted list with each item starting with an uppercase letter, similar to Figure below.
  1. Bold the three occurrences of Healthy Home Care, Inc., within the body of the letter.
  2. Save the document, naming it “Healthy Home Care letter.”

Create a Fact Sheet

The Fact Sheet needs to display the Healthy Home Care, Inc., services in large print.

  1. Start Word and create a new document.
  2. Change the style of the blank paragraph to No Spacing.
  3. Type the text shown below, pressing Enter to start new paragraphs where shown.

Your document should now look similar to that shown below.

  1. Change the margins to 2 inches on the left and right and 1 inch on top and bottom.
  2. Replace the first two lines of text with appropriately formatted WordArt that has a Wrap Text format of Square and is centered above the rest of the text, similar to that shown below.
  1. Format the remaining text as Georgia 16 point.
  2. Bold the three questions only.
  3. Press Enter after the last question and then format the answer paragraphs as a bulleted list, using a character other than the • symbol.
  4. Format the bulleted list with 12-point spacing after each paragraph.
  5. Save the document, naming it “Healthy Home Care fact sheet.”

Create a Flier

The flier will promote the Wellness Clinic at Palms Senior Center.

  1. Start Word and create a new document.
  2. Change the document orientation to Landscape.
  3. Type the text shown below.
  1. Change the margins to 0.3 inch on all sides.
  2. Your document should look similar to that shown below.
  1. Format the title in Comic Sans MS 72 point, bold, dark green.
  2. Select the next three lines of text and apply the Heading 1 style.
  3. Modify the Heading 1 style with the following formats:
    1. Arial 26 point bold
    2. Dark gray color
    3. Center alignment
  4. Format the last line of text with 2-inch right and left indents and then change the font to Arial 9 point.
  5. In the blank paragraph after Complimentary, insert an appropriate clip art image of fruit.
  6. Size the clip art so all the text is on one page, and then center the image.
  7. Save the document, naming it “Healthy Home Care flier.”

Create a Pre-Registration Form

The pre-registration form will be used to compile names of prospective clients.

  1. Start Word and create a new document.
  2. Insert a 5 by 11 table.
  3. Merge the cells in the top row.
  4. Select only Header Row in Table Style Options and then select a table style with blue shading in the first row.
  5. Type the form title as shown below and format the first line of text as Arial 20 point, bold and the second line as Arial 16 point, regular.
  1. Type text and merge cells so your form looks similar to the figure below. After merging cells in the last row, change the row height to 4.5 inches. Change the row heights of the cells containing text to 0.3 inch.
  1. Save the document, naming it “Healthy Home Care pre-registration form.”

Scoring Guidelines

Rubric

Skill/Grading CriteriaExemplary
(4)Proficient
(3)Fair
(2)Poor
(1)Apply a Word StyleAppropriate paragraphs are in the indicated Word style.Most paragraphs are in the| indicated Word style.Some paragraphs are in the indicated Word style.Few paragraphs are in the indicated Word style.Insert a time stampA time stamp set to update automatically is displayed in the format Month, Date, Year.A time stamp set to update automatically is displayed in any format.A time stamp not set to update is displayed in any format.A date has been typed.Edit Text and format as a bulleted listAll of the indicated paragraphs have been edited and formatted as a bulleted list.Most of the indicated paragraphs have been edited and formatted as a bulleted list.Some of the indicated paragraphs have been edited and formatted as a bulleted list.An attempt has been made to format the indicated text in a list style.Apply the bold character formatAll of the indicated text has been formatted as bold.Most of the indicated text has been formatted as bold.Some of the indicated text has been formatted as bold.The wrong text has been formatted as bold.Change marginsAll margins have been changed to the measurements indicated.Most of the margins have been changed to the measurements indicated.Some of the margins have been changed to the measurements indicated.The margins have been changed to the wrong measurements.Create WordArt and change wrapAppropriate WordArt has been created, sized, formatted, and given the appropriate wrap.Appropriate WordArt has been created, sized, and formatted.Appropriate WordArt has been created and sized.WordArt has been created but is neither appropriate nor formatted.Format text in a different fontAll of the indicated text has been formatted with the correct typeface, size, and style where indicated.Most of the indicated text has been formatted with the correct typeface, size, and style where indicated.Some of the indicated text has been formatted with the correct typeface, size, and style where indicated.None of the indicated text has been formatted with the correct combination of typeface, size, and style where indicated.Change the bullet style of a listAll of the indicated paragraphs have been edited and formatted as a bulleted list with an appropriate bullet character.Most of the indicated paragraphs have been edited and formatted as a bulleted list with an appropriate bullet character.Some the indicated paragraphs have been edited and formatted as a bulleted list with an appropriate bullet character.An attempt has been made to format the indicated text in a list style.Change paragraph spacingAll of the indicated paragraphs have the appropriate paragraph style.Most of the indicated paragraphs have the appropriate paragraph style.Some of the indicated paragraphs have the appropriate paragraph style.An attempt has been made to add spacing between paragraphs without changing the paragraph style.Change page orientationThe document orientation is Landscape.The document orientation is Landscape.The document orientation is Landscape.The document orientation is Landscape.Create indentsThe indicated paragraph has right and left indents of the appropriate measurements.The indicated paragraph has either a right or left indent of the appropriate measurement.The indicated paragraph has right and left indents, but of the wrong measurements.Spaces, tabs, or some other character was used in an attempt to change indents.Apply color to textAll of the indicated text has been formatted in the appropriate color.Most of the indicated text has been formatted in the appropriate color.Some of the indicated text has been formatted in the appropriate color.The wrong text has been formatted in a color.Modify a built-in styleAll of the indicated changes have been made to the Word style.Most of the indicated changes have been made to the Word style.Some of the indicated changes have been made to the Word style.Few of the indicated changes have been made to the Word style.Insert clip artAn appropriate clip art image has been inserted, sized, and formatted.An appropriate clip art image has been inserted and sized.An appropriate clip art image has been inserted.A clip art image has been inserted but is neither related to the content nor has it been formatted.Insert a tableA table of the specified size has been inserted.A table of the wrong size has been inserted.Tabs have been used to create rows and columns of data.Text has been typed with no attempt to organize it.Merge table cellsAll of the indicated table cells have been merged.Most of the indicated table cells have been merged.Some of the indicated table cells have been merged.Few of the indicated table cells have been merged.Apply a table styleA Word table style with the appropriate options has been applied.A Word table style with the appropriate options has been applied without top row shading.A Word table style with the wrong options has been applied.An attempt has been made to format the table by applying separate cell formats.Format table row heightAll of the indicated rows have the appropriate height.Most of the indicated rows have the appropriate height.Some of the indicated rows have the appropriate height.The indicated rows have been changed to the wrong height.

Submission Checklist

Before submitting your project, make sure you’ve correctly completed the following:

  • Create, save, and name a file
  • Type text
  • Edit text
  • Change page orientation
  • Character formats, including typeface, point size, bold, and color
  • Apply Word styles
  • Modify a Word style
  • Insert an automatically updating time stamp
  • Paragraph formats, including alignment, spacing, and indents
  • Create WordArt
  • Insert clip art
  • Change the wrap and size of an image
  • Use bulleted lists, including changing the default bullet
  • Insert a table
  • Change table formats using Table Styles
  • Change cell formats using Text and Paragraph Styles
  • Change table structure, including merging cells and row heights
  • Type data into a table

Be sure to keep a backup copy of any files you submit to the school!

 
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See Description

Assignment #3

Instruction for properly completing the assignment:

Due Sunday of Week 3 by 11:55 PM [5% of your grade]

  1. Download the attached template called “INFO620-Assignment3_LastNameFirst.doc”.
  2. Change the file name applying your Last Name and First Name in place of the LastNameFirst.
  3. Then open the newly saved file and enter your name and the date due on the top of the document.
  4. Then enter each problem’s solution within this same file in their proper locations WITHOUT changing or erasing the questions.
  5. Support your responses and answers by references from the text.
  6. Review and complete all questions.
  7. Then upload to Assignment #3 area of the Assignments.
  8. Your grade may be reduced if these instructions are NOT followed closely.

 

Week 3 Assignment Grading Rubric: 

#8.17 0.6 points #10.23a 0.2 points
#8.26 0.6 points #10.23b 0.3 points
#9.3 0.6 points #10.23c 0.3 points
#9.4 0.6 points #10.23d 0.3 points
#10.22 0.6 points #10.23e 0.3 points
#10.24 0.6 points    

 

Here are the contents of Assignment #3 (however – please use the template attached  – don’t copy and paste from here):

CH 8: THE ENHANCED ENTITY-RELATIONSHIP (EER) MODEL

#8.17 – Consider the BANK ER schema of Figure 7.21, and suppose that it is necessary to keep track of different types of ACCOUNTS (SAVINGS_ACCTS, CHECKING_ACCTS, …) and LOANS (CAR_LOANS, HOME_LOANS, …). Suppose that it is also desirable to keep track of each account’s TRANSACTIONs (deposits, withdrawals, checks, …) and each loan’s PAYMENTs; both of these include the amount, date, time, …  Modify the BANK schema, using ER and EER concepts of specialization and generalization. State any assumptions you make about the additional requirements. (You may use Visio)

#8.26 – Which of the following EER diagram(s) is/are incorrect and why? State clearly any assumptions you make. (refer to the diagrams in your text – they are not too clear here).

CH 9: RELATIONAL DATABASE DESIGN BY ER- AND EER-TO-RELATIONAL MAPPING

#9.3 – Try to map the relational schema of Figure 6.14 into an ER schema. This is part of a process known as reverse engineering, where a conceptual schema is created for an existing implemented database. State any assumptions you make.

#9.4 – Figure 9.8 shows an ER schema for a database that may be used to keep track of transport ships and their locations for maritime authorities. Map this schema into a relational schema, and specify all primary keys and foreign keys.

CH 10: PRACTICAL DATABASE DESIGN METHODOLOGY AND USE OF UML DIAGRAMS

#10.22 – What are the current relational DBMSs that dominate the market? Pick one that you are familiar with and show how it measures up based on the criteria laid out in Section 10.2.3?

#10.23 – A possible DDL corresponding to Figure 3.1 is shown below:

CREATE TABLE STUDENT (

NAME                             VARCHAR(30)       NOT NULL,

SSN                                 CHAR(9)                 PRIMARY KEY,

HOMEPHONE                VARCHAR(14),

ADDRESS                        VARCHAR(40),

OFFICEPHONE               VARCHAR(14),

AGE                                 INT,

GPA                                 DECIMAL(4,3)

);

 

Discuss the following detailed design decisions:

a.     The choice of requiring NAME to be NON NULL.

b.     Selection of SSN as the PRIMARY KEY.

c.     Choice of field sizes and precision.

d.     Any modification of the fields defined in this database.

e.     Any constraints on individual fields.

#10.24 – What naming conventions can you develop to help identify foreign keys more efficiently?

 
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Negotiation And Conflict Resolution

ROY J. LEWICKI

DAVID M. SAUNDERS

BRUCE BARRY

NEGOTIATION Readings, Exercises and Cases

s i x t h e d i t i o n

sixth edition

LEW ICK

I | SA U

N D

ER S | B

A R

R Y

NEGOTIATIO N

R

ead in

gs, E xercises an

d C

ases

Negotiation is a fundamental skill, not only for successful management, but also for successful living. Negotiation: Readings, Exercises and Cases 6e takes an experiential approach to this skill and explores the major concepts and theories of the psychology of bargaining and negotiation, resulting in a text that refl ects the very best and most recent work on negotiation and the related topics of power, infl uence, and confl ict management.

Examples of new readings, exercises, and cases include: Balancing Act: How to Manage Negotiation Tensions Negotiation Ethics Four Strategies for Making Concessions Become a Master Negotiator Culture and Negotiation Investigative Negotiation Seven Strategies for Negotiating Success Ridgecrest School Dispute Bargaining Strategy in Major League Baseball

The authors have carefully organized Negotiation: Readings, Exercises and Cases 6e to coordinate closely with their newly revised text, Negotiation 6e, as well as with the shorter version of the text, Essentials of Negotiation 5e. All three texts in this series can work together to create a comprehensive learning system.

To learn more, please visit www.mhhe.com/lewickinegotiation

M D

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#1055996 11/05/09 C Y

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Negotiation

Readings, Exercises and Cases

Sixth Edition

Roy J. Lewicki The Ohio State University

David M. Saunders Queen’s University

Bruce Barry Vanderbilt University

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NEGOTIATION: READINGS, EXERCISES AND CASES, SIXTH EDITION

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2010 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2007, 2003, and 1999. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9

ISBN 978-0-07-353031-4 MHID 0-07-353031-X

Vice President & Editor-in-Chief: Brent Gordon VP EDP / Central Publishing Services: Kimberly Meriwether David Publisher: Paul Ducham Managing Developmental Editor: Laura Hurst Spell Editorial Coordinator: Jane Beck Associate Marketing Manager: Jaime Halteman Project Manager: Robin A. Reed Design Coordinator: Brenda A. Rolwes Cover Designer: Studio Montage, St. Louis, Missouri Cover Image Credit: © Artville (Photodisk)/PunchStock Production Supervisor: Sue Culbertson Media Project Manager: Suresh Babu Composition: S4Carlisle Publishing Services Typeface: 10/12 Times Roman Printer: R.R. Donnelley

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Negotiation: readings, exercises, and cases / [edited by] Roy J. Lewicki, David M. Saunders, Bruce Barry.—6th ed.

p. cm. ISBN-13: 978-0-07-353031-4 (alk. paper) ISBN-10: 0-07-243255-1 1. Negotiation in business. 2. Negotiation. 3. Negotiation—Case studies. I. Lewicki, Roy J.

II. Saunders, David M. III. Barry, Bruce, 1958– HD58.6.N45 2009 658.4�052—dc22 2009039281

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a Web site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

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Dedication

We dedicate this book to all negotiation, mediation, and dispute resolution professionals who try to make the world a more peaceful and prosperous place.

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iv

About the Authors

is the Abramowitz Professor of Business Ethics, and Professor of Management and Hu- man Resources at the Max. M. Fisher College of Business, The Ohio State University. He has authored or edited 32 books, as well as numerous research articles. Professor Lewicki has served as the President of the International Association of Conflict Man- agement, was the founding editor of the Academy of Management Learning and Educa- tion, and received the Academy of Management’s Distinguished Educator Award for his contributions to the field of teaching in negotiation and dispute resolution.

is dean of Queen’s School of Business. Since joining Queen’s in 2003, he has led the in- ternationalization of the school, launched two unique MBA programs and a suite of pre- experience Masters programs, and strengthened Queen’s international network with the addition of top business school partners in Europe, Asia, and South America.

Outside of Queen’s, David is the co-author of several articles on negotiation, con- flict resolution, employee voice, and organizational justice. He sits on the board of the China Europe International Business School (CEIBS) and the European Foundation for Management Development, an international business school association.

is Professor of Management and Sociology at Vanderbilt University. His research on ne- gotiation, influence, power, and justice has appeared in numerous scholarly journals and volumes. Professor Barry is a past President of the International Association for Conflict Management (2002–2003), and a past chair of the Academy of Management Conflict Management Division.

Roy J. Lewicki

David M. Saunders

Bruce Barry

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People negotiate every day. During an average day, they may negotiate with

• the boss, regarding an unexpected work assignment;

• subordinates, regarding unexpected overtime;

• a supplier, about a problem with raw materials inventory management;

• a banker, over the terms of a business loan;

• a government official, regarding the compliance with environmental regulations;

• a real estate agent, over the lease on a new warehouse;

• his/her spouse, over who will walk the dog;

• his/her child, over who will walk the dog (still an issue after losing the previous negotiation);

• and the dog, once out, as to whether any “business” gets done.

In short, negotiation is a common, everyday activity that most people use to influence others and to achieve personal objectives. In fact, negotiation is not only common, but also essential to living an effective and satisfying life. We all need things—resources, information, cooperation, and support from others. Others have those needs as well, sometimes compatible with ours, sometimes not. Negotiation is a process by which we attempt to influence others to help us achieve our needs while at the same time taking their needs into account. It is a fundamental skill, not only for successful management but also for successful living.

In 1985, Roy Lewicki and Joseph Litterer published the first edition of this book. As they were preparing that volume, it was clear that the basic processes of negotiation had received only selective attention in both the academic and practitioner literature. Scholars of negotiation had generally restricted examination of these processes to basic theory development and laboratory research in social psychology, to a few books writ- ten for managers, and to an examination of negotiation in complex settings such as diplomacy and labor–management relations. Efforts to draw from the broader study of techniques for influence and persuasion, to integrate this work into a broader under- standing of negotiation, or to apply this work to a broad spectrum of conflict and nego- tiation settings were only beginning to occur.

In the past twenty-five years, this world has changed significantly. There are several new practitioner organizations, such as the Society for Professionals in Dispute Resolution and the Association for Conflict Resolution, and academic professional associations such as the Conflict Management Division of the Academy of Management and the Interna- tional Association for Conflict Management that have devoted themselves exclusively to facilitating research and teaching in the fields of negotiation and conflict management. There are several new journals (Negotiation Journal, Negotiation and Conflict Manage- ment Research, International Journal of Conflict Management, International Negotiation) that focus exclusively on research in these fields. Finally, through the generosity of the Hewlett Foundation, there are a number of university centers that have devoted themselves to enhancing the quality of teaching, research, and service in the negotiation and conflict

Preface

v

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management fields. Many schools now have several courses in negotiation and conflict management—in schools of business, law, public policy, psychology, social work, educa- tion, and natural resources. Development has occurred in the practitioner side as well. Books, seminars, and training courses on negotiation and conflict management abound. And, finally, mediation has become an extremely popular process as an alternative to liti- gation for handling divorce, community disputes, and land-use conflicts. In pragmatic terms, all of this development means that as we assembled this sixth edition, we have had a much richer and more diverse pool of resources from which to sample. The net result for the student and instructor is a highly improved book of readings and exercises that contains many new articles, cases, and exercises, which represent the very best and most recent work on negotiation and the related topics of power, influence, and conflict management.

A brief overview of this book is in order. The Readings portion of the book is or- dered into seven sections: (1) Negotiation Fundamentals, (2) Negotiation Subprocesses, (3) Negotiation Contexts, (4) Individual Differences, (5) Negotiation across Cultures, (6) Resolving Differences, and (7) Summary. The next section of the book presents a col- lection of role-play exercises, cases, and self-assessment questionnaires that can be used to teach about negotiation processes and subprocesses. Complete information about the use or adaptation of these materials for several classroom formats is provided in our ac- companying web-based Instructor’s Manual, which faculty members may obtain access by contacting their local McGraw-Hill/Irwin representative, by calling (800) 634-3963 or by visiting the McGraw-Hill Web site at www.mhhe.com/lewickinegotiation

For those readers familiar with the previous edition of this book, the most visible changes in this edition are to the book’s content and organization, as follows:

• The content of this edition is substantially new. About half of the readings are new to this edition, and there are approximately ten new exercises and cases. Almost all exercises and cases have been revised and updated.

• These 7 sections parallel the 7 sections and 20 chapters of the completely revised textbook, Negotiation, 6th edition, by Lewicki, Barry and Saunders, also pub- lished by McGraw-Hill/Irwin. The text and reader can be used together, or sepa- rately. A shorter version of the text, Essentials of Negotiation, 5th edition, by Lewicki, Saunders and Barry, can also be used in conjunction with these readings book (to be published in 2010). We encourage instructors to contact their local McGraw-Hill/Irwin representative for an examination copy (call 800-634-3963, or visit the Web site at www.mhhe.com/lewickinegotiation).

This book could not have been completed without the assistance of numerous people. We especially thank

• The many authors and publishers who granted us permission to use or adapt their work for this book and whom we have recognized in conjunction with specific exercises, cases, or articles.

• The many negotiation instructors and trainers who inspired several of the exercises in this book and who have given us excellent feedback on the previous editions of this book.

vi Preface

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• The staff of McGraw-Hill/Irwin, especially our current editor, Laura Spell, and our previous editors, John Weimeister, Ryan Blankenship, John Biernat, Kurt Strand and Karen Johnson; Jane Beck, Allison Cleland and Trina Hauger, editorial assistants who can solve almost any problem; Project Manager Robin Reed; and Lori Bradshaw, tireless developmental editor who turns our confusing instructions and tedious prose into eminently readable and usable volumes!

• Our families, who continue to provide us with the time, inspiration, opportunities for continued learning about effective negotiation, and the personal support required to finish this project.

Roy J. Lewicki David M. Saunders Bruce Barry

Preface vii

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viii Section Three The Nature of Negotiation

viii

Section 1 Negotiation Fundamentals

1.1 Three Approaches to Resolving Disputes: Interests, Rights, and Power 1

1.2 Selecting a Strategy 14 1.3 Balancing Act: How to Manage Negotiation

Tensions 30 1.4 The Negotiation Checklist 34 1.5 Effective Negotiating Techniques: From

Selecting Strategies to Side-Stepping Impasses and Assumptions 48

1.6 Closing Your Business Negotiations 65 1.7 Defusing the Exploding Offer: The Farpoint

Gambit 72 1.8 Implementing a Collaborative Strategy 80 1.9 Solve Joint Problems to Create and Claim

Value 97 1.10 Even at Megastores, Hagglers Find No Price Is

Set in Stone 112

Section 2 Negotiation Subprocesses

2.1 Negotiating Rationally: The Power and Impact of the Negotiator’s Frame 115

2.2 Managers and Their Not-So Rational Decisions 125

2.3 When Your Thoughts Work Against You 135 2.4 Untapped Power: Emotions in Negotiation 139 2.5 Staying with No 147 2.6 Risks of E-Mail 152 2.7 Where Does Power Come From? 159 2.8 Harnessing the Science of Persuasion 168 2.9 The Six Channels of Persuasion 177 2.10 Negotiating with Liars 183 2.11 Negotiation Ethics 193 2.12 Three Schools of Bargaining Ethics 198 2.13 A Painful Close 204

Section 3 Negotiation Contexts

3.1 Staying in the Game or Changing It: An Analysis of Moves and Turns in Negotiation 211

3.2 The Soft Sell 225 3.3 Bargaining in the Shadow of the Tribe 228 3.4 The Fine Art of Making Concessions 240 3.5 The High Cost of Low Trust 244 3.6 Consequences of Principal and Agent 248 3.7 The Tension between Principals and Agents 256 3.8 When a Contract Isn’t Enough: How to

Be Sure Your Agent Gets You the Best Deal 267

3.9 This Is Not a Game: Top Sports Agents Share Their Negotiating Secrets 272

3.10 The New Boss 277 3.11 Can’t Beat Them? Then Join a

Coalition 291 3.12 Building and Maintaining Coalitions and

Allegiances throughout Negotiations 294 3.13 The Surprising Benefits of Conflict in

Negotiating Teams 298

Section 4 Individual Differences

4.1 Women Don’t Ask 301 4.2 Become a Master Negotiator 309 4.3 Should You Be a Negotiator? 317

Section 5 Negotiation across Cultures

5.1 Culture and Negotiation 321 5.2 Intercultural Negotiation in International

Business 339 5.3 American Strengths and Weaknesses 358

Contents

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Section 6 Resolving Differences

6.1 Doing Things Collaboratively: Realizing the Advantage or Succumbing to Inertia? 363

6.2 Taking Steps toward “Getting to Yes” at Blue Cross and Blue Shield of Florida 377

6.3 Taking the Stress Out of Stressful Conversations 382

6.4 Renegotiating Existing Agreements: How to Deal with “Life Struggling against Form” 391

6.5 Negotiating with Disordered People 409 6.6 When and How to Use Third-Party Help 417 6.7 Investigative Negotiation 435

Section 7 Summary

7.1 Best Practices in Negotiation 443 7.2 Getting Past Yes: Negotiating as if

Implementation Mattered 453 7.3 Seven Strategies for Negotiating Success:

Some Fancy Footwork for the Salary Pas de Deux 466

7.4 Six Habits of Merely Effective Negotiators 472

Exercises 1. The Subjective Value

Inventory (SVI) 483 2. Pemberton’s Dilemma 486 3. The Commons Dilemma 489 4. The Used Car 490 5. Knight Engines/Excalibur Engine

Parts 492 6. GTechnica—AccelMedia 493 7. Toyonda 494 8. Planning for Negotiations 495 9. The Pakistani Prunes 498

10. Universal Computer Company 499 11. Twin Lakes Mining Company 502 12. City of Tamarack 505

13. Island Cruise 508 14. Salary Negotiations 513 15. Job Offer Negotiation: Joe Tech

and Robust Routers 514 16. The Employee Exit Interview 519 17. Live8 520 18. Ridgecrest School Dispute 521 19. Bestbooks/Paige Turner 528 20. Strategic Moves and Turns 529 21. Elmwood Hospital Dispute 531 22. The Power Game 534 23. Coalition Bargaining 535 24. The Connecticut Valley School 538 25. Bakery–Florist–Grocery 541 26. The New House Negotiation 542 27. The Buena Vista Condo 544 28. Eurotechnologies, Inc. 545 29. Third-Party Conflict Resolution 552 30. AuraCall Inc. 557 31. 500 English Sentences 558 32. Sick Leave 559 33. Alpha–Beta 560 34. Galactica SUV 562 35. Bacchus Winery 563 36. Collecting Nos 564 37. A Team in Trouble 566

Cases 1. Capital Mortgage Insurance

Corporation (A) 567 2. Pacific Oil Company (A) 582 3. Negotiating on Thin Ice: The 2004–2005 NHL

Dispute (A) 610 4. Collective Bargaining at Magic

Carpet Airlines: A Union Perspective (A) 629

5. Bargaining Strategy in Major League Baseball 638

6. Midwestern::Contemporary Art 649 7. 500 English Sentences 656 8. Sick Leave 666

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Questionnaires 1. The Personal Bargaining

Inventory 677 2. The SINS II Scale 680 3. Six Channels of Persuasion

Survey 682 4. The Trust Scale 686 5. Communication Competence

Scale 691 6. The Cultural Intelligence Scale 693

Appendix 1. Negotiating on Thin Ice: The 2004–2005 NHL

Dispute (B) 695

Title Index 699 Name Index 701

x Contents

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Reading 1.1

Three Approaches to Resolving Disputes: Interests, Rights, and Power William L. Ury Jeanne M. Brett Stephen B. Goldberg

It started with a pair of stolen boots. Miners usually leave their work clothes in baskets that they hoist to the ceiling of the bathhouse between work shifts. One night a miner discovered that his boots were gone.1 He couldn’t work without boots. Angry, he went to the shift boss and complained, “Goddammit, someone stole my boots! It ain’t fair! Why should I lose a shift’s pay and the price of a pair of boots because the company can’t protect the property?”

“Hard luck!” the shift boss responded. “The company isn’t responsible for personal property left on company premises. Read the mine regulations!”

The miner grumbled to himself, “I’ll show them! If I can’t work this shift, neither will anyone else!” He convinced a few buddies to walk out with him and, in union solidarity, all the others followed.

The superintendent of the mine told us later that he had replaced stolen boots for miners and that the shift boss should have done the same. “If the shift boss had said to the miner, ‘I’ll buy you a new pair and loan you some meanwhile,’ we wouldn’t have had a strike.” The superintendent believed that his way of resolving the dispute was bet- ter than the shift boss’s or the miner’s. Was he right and, if so, why? In what ways are some dispute resolution procedures better than others?

In this reading, we discuss three ways to resolve a dispute: reconciling the interests of the parties, determining who is right, and determining who is more powerful. We analyze the costs of disputing in terms of transaction costs, satisfaction with outcomes, effect on the relationship, and recurrence of disputes. We argue that, in general, recon- ciling interests costs less and yields more satisfactory results than determining who is right, which in turn costs less and satisfies more than determining who is more power- ful. The goal of dispute systems design, therefore, is a system in which most disputes are resolved by reconciling interests.

1

Negotiation Fundamentals

 
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Write A Litte Man Program

Little Man Computer Programming

1. Write a Little Man program that adds a column of input values and produces the sum as output. An input value of zero will indicate the last value in the input stream of input values.

2. Write a Little Man program that prints out the odd numbers from 0 to 99. (No input is required.)

3. Write a Little Man Program that prints out the sums of the odd values from 1 to 39. The output will consist of 1, 1+3, 1+3+5, 1+3+5+7 …. (No input is required.)

4. Write a Little Man program that accepts three values as input and output them in order of size, largest to smallest.

5. The following Little Man program is supposed to subtract the first input value from the second input value and then add the third input value to produce a result, i.e.,

i. OUT = IN2 – IN1 + IN3

Mailbox Mnemonic code numeric code

00 IN 901

01 STO 99 399

02 IN 901

03 STO 98 398

04 ADD 99 199

05 IN 901

06 SUB 99 299

07 OUT 902

08 COB 000

What is wrong with this program? Modify the program so that it produces the correct result.

 
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Java- Luxury Ocean Cruise Assignment

Competency

In this project, you will demonstrate your mastery of the following competency:

  • Write programs using object-oriented conventions in accordance with industry standard best practices

Scenario

Global Rain logo

You work for Global Rain, a software engineering company that specializes in custom software design and development. As a junior software developer, you are part of a software development team at Global Rain that collaborates to create software solutions for entrepreneurs, businesses and government agencies around the world.

Your Global Rain software development team has been asked to develop a menu-driven system for the Luxury Ocean Cruise Outings company. This company coordinates cruise bookings for luxury ship owners and cruise lines. As a returning customer for Global Rain, Luxury Ocean Cruise Outings has requested a simple menu-based system to perform core functions that are essential to its daily operations.

Other developers on your team have made progress on this project and have already created different classes for the software application. Your supervisor has asked you to complete several tasks to meet the customer’s needs.

Directions

The Luxury Ocean Cruise Outings company has provided Global Rain with a software specification document that details a menu-driven software application. Other developers on your software development team have already begun this project by creating the Ship, Cruise, Passenger, and Driver classes. You will modify the classes by including attributes and their proper data structures, writing methods to perform required functionality and behavior, and making sure that your program performs input validation and exception handling.

Before you get started with your assigned tasks, complete the following pre-work to understand your client’s needs, set up your development environment, and become familiar with the work that has already been completed. Refer to the Supporting Materials for relevant files to complete your pre-work.

Several individuals working at different computers

  1. Review the specification document, which will provide you with an overview of your client’s needs. Pay special attention to the relationships between the system’s different components.
  2. Open the Virtual Lab by clicking on the link in the Virtual Lab Access module. Then open your IDE. Upload the package of .java class files into your IDE and compile the code. Although the program is not complete, it will compile without error. This will help you test your development environment and ensure it is ready to start coding.
  3. Read through the code for each class. You will get clear directions in the project guide on how to modify and complete the code. This will help you understand what code has been created, and may give you ideas for the methods you must complete to meet the software requirements.
  4. Once you have completed your pre-work, you are ready to begin your assigned tasks on the menu-driven software application. Follow the project guide in the Supporting Materials section, which will take you step-by-step through completing the software application’s menu system.

What to Submit

To complete this project, you must submit the following:

Note: All class files must be submitted because the entire package of files is required for the application to run.

Driver.java Class File
Submit your modified Driver.java class file. Be sure to include in-line comments for all your changes and additions.

Cruise.java Class File
Submit your modified Cruise.java class file. Be sure to include in-line comments for all your changes and additions.

Ship.java Class File
Submit the Ship.java class file, even though you were not required to make changes to it for this project.

Passenger.java Class File
Submit the Dog.java class file, even though you were not required to make changes to it for this project.

Supporting Materials

The following resource(s) may help support your work on the project:

Luxury Ocean Cruise Outings System Specification Document
Review the system specification document, provided by Luxury Ocean Cruise Outings, to complete the menu-driven software application.

Luxury.zip (Class Files)
Review the code in each class file to understand what code has been created and what code you will create. The Ship and Passenger classes have been fully coded and do not require changes. The Driver and Cruise classes have been partially coded and require changes. All classes are required for the Luxury Ocean Cruise Outings app.

Uploading Files to Eclipse Tutorial
You will write, test, and run each class file in an IDE. Review this tutorial to learn how to upload the zipped folder, which contains all your class files, into your IDE.

Downloading Files from Eclipse Tutorial
You will write, test, and run your class files using an IDE. Review this tutorial to learn how to save and export files from your IDE. Important: Do not change the names of any class files.

Project Three Guide
Follow this guide, which will take you step-by-step through creating the software application’s menu for Luxury Ocean Cruise Outings.

The following rubric will be used to assess Project Three. Familiarize yourself with this document as you work on the project, and return to this rubric before you submit Project Three to make sure you’ve included everything you need to be successful.

 
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