Negotiation And Trade Class In Business - Book Report/Review Example

Negotiation And Trade Class In Business As We See It Opposed to general perception, experiences in cross-culture can enhance value addition to the human kind’s personal growth. A human being’s shaping moments includes the ability to demonstrate empathy, mutual respect, and tolerance to other human beings, elevation of common understanding and refraining from being judgmental.All the same, the recognition of both ones physical and cultural origin is imperative. In pursuit of cross-cultural edification, one needs to uphold honesty in self-reflection ofher or himself, and create self-awareness confidently.It is from this derivation that negotiation learning and teaching bases on as evidence by the different field experiences offered. In spite of the similarities in haggling cultures, disparities exist across cultures and periods of time.In the main, planning is required before engaging in a negotiation with a person of a different culture. Having prior knowledge of a given culture helps elude the misconstruction in the form of interpreting haggle-restraining tactics used by the people on the other receiving end. The Psychology of Giving and Its Effect on Negotiation The Tradeables concept brings a whole new perspective of the giving psychology. In Tradeables, there is a lack of desire for reciprocity as concessions and instead, they shift the relationship to be beneficial for both parties to the advancement of the relationship. The lack of reciprocity is as a result of putting relationship before the business in an effective manner, external giving pertaining to the present business deal and prolonging the time’s dimension. This tactic of needs meeting has the effect of promoting a connectedness sense and triggering mutual empathy. Withal, Tradeables are only ideal in nurturing long term relationships depending on the level need meeting as perceived by the other party.A Johari-style suggests that the needs of high value go yonder the direct Service field into other categories including Ministry, Therapy and Benevolence. The meeting of needs in these categories presents an evaluation effort of showcasing the advantages of various Tradeables that are competing and the giver is deemed to be taking different roles that exhibit varying emotional responses too. The adoption of the reciprocity decree has, however, been attributed to the rise of outstanding nations. In teaching and learning negotiation, the Tradeables concept should be upheld to establish long term relationships. The Influence of Emotion in Negotiations:A Game Theory Framework Future business deals and mutual empathy nurturing are instanced by the fulfillment of a business partners need. The emotional impact created varies with the level of needs satisfied, hence the preference of relationships to short-term gains.The historical informationis used to base trust and emotions as compared to economics that uses future estimates which makes it necessary to extend game theory in order to incorporate emotional related parameters. The concept of emotional temperature and energy can be used to describe emotional blindness. Based upon an action in the past, the emotional temperature of a player can be taken as a long term relationship salient parameter. Large populations can be engaged in similar analytical processes to show different emotions in varied rules of engagement and payouts. The vast opportunities depict the various factors that guide real people in making real decisions.There is a heightened platform for gametheory to be used in social and business decision making. Integration of the gaming experience to the teaching of negotiation is feasible in an effort of emotions quantification and the subsequent modeling. However, the games must involve trust as the only risk-measuring contributor. Besides, gifting is purported to be a catalyst in relationship building. Just as physicians treat symptoms as opposed to cause; emotions should be treated in their capacity as motivators in order to obtain an observable action. Bringing the Street to the Classroom and the Student to the Street: Guided Forays into Street-wise Negotiations Instructors are able to teach the negotiation scholars better by putting them in a real negotiation setting after which the scholars report on what was surprising, difficult, or interesting. The points derived from the discussion are then analyzed during the teaching session. Also, the instructor can introduce novel ideas in the classroom and then engage the scholars in negotiation roleplays whereby they are expected to reflect and apply those ideas. The scholars pay more attention when placed in a real negotiation setting provided there was sufficient prior preparation. The turnaround of the real experience surprises many scholars when they are finding themselves engaged in naval tactics despite the coaching and reflection which furthers their attention to the case studies for later use in the classrooms. However, the turnarounds are limited to when the scholar is engaged as a single person in the negotiation and not as a team. Engaging the scholars repetitively and expanding the stakes of real negotiations increases the personal and emotional involvement. Intrinsically, the scholar’s willingness and perception of the value of learning is boosted. Should We Trust Grand Bazaar Carpet Sellers (and vice versa)? To tackle the issue of trust passably, there is the need to focus on the types of relationships that the various parties are going through. In order to determine the kind of relationship experienced, predictability of the other party’s behavior consistency, stemmed on the reciprocal identicalness or cost-benefit or the combination of both, should be considered. Cautious trust should be practiced for relationships that exhibit paradox such as friendly business partners. On the other hand, non-paradoxical relationship involves total or no trust for the other party. The haggling approach to be employedcan be either purely distributive or integrative depending on the kind of relationship experienced. Since trust and relationships play a key role in negotiations, the true model to be chosen should take into account the fact that the kind of relationship experienced varies with the passage of time. The changes result from the various actions that are undertaken to better Calculus-Based Trust (CBT) and the Identity-Based Trust (IBT). It is very rare to give ultimate trust, that is, trustworthypartners, but an adversary’s level is possible to be reached given a poor relationship experience. The bazaar’s owners pursue trust building techniques that pay emphasis on the IBT development at the initial negotiation stance in order to create a partner bond. On the other hand, development of CBT is calculated at the creation of a commonly accorded deal among the trustworthy partners, after which a positive common reputation is created for negations in the future. Assessing Negotiation Competitions With the rising interest in scholars for negotiation mastery, negotiation competitions are the most feasible way of creating a learning and motivational platform for both the participants and the judges. Even so, it is a salient factor to take into consideration the disparities that exist in different negotiation settings which make which rules out the possibility of a single size being suitable for every setting. Given that, negotiation competition organizers ought to evaluate on the evaluation criteria to be used, among other options, to achieve the competitions intended objective. The major objective of a negotiation competition includes the provision of a transitional mechanism for the participants to break out of the technical-based classroom environment to the real life negation setting, interest and awareness building in negotiation learning and evaluation of the participants’ capacity in skill implementation. Winners are determined by the use of just, fair and objective criteria, as perceived by the participants. This approach is ideal for this context since it allures the students into doing their best in negotiating so as to win. Bazaar Dynamics: Teaching Integrative Negotiation within a Distributive Environment The success of prominent negotiatorsis attributed to their reputation and relationship building capability across all environments, even when repeat purchases are not anticipated. Long-term strategies of negotiation are involved in distributive environments,which go beyond the mere exchange of money in return for goods. Essentially, understanding both our bids and those of others, empathizing, seeing the value in relation-building advancements and seeking to increase the negotiation scope to a long term form strategies of integrative negotiation are applied in distributive environments. Integrative negotiations can serve as a perfect and real experience giver to the scholars of negotiation. Further, the scholars ought to be tutored on strategies, behaviors and expectations with emphasis being put on the cultural context of optimal learning outcomes from the external learning. The diversity of the bazaars integrates all the elements of negotiation learning in the entire globe. A field adventure is vital for the scholars to learn through acting the part. Read More