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Syllabus SIMULATION GAMES AND PROCESSES OF NEGOTIATIONS - 51983

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Last update 26-02-2017
HU Credits: 3

Degree/Cycle: 2nd degree (Master)

Responsible Department: psychology

Semester: 2nd Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Prof Ilan Yaniv

Coordinator Email: ilan.yaniv@huji.ac.il

Coordinator Office Hours: Thursday 14:00 - 15:00

Teaching Staff:
Prof Ilan Yaniv

Course/Module description:
The course will involve lectures and a series of interactive simulation games involving problem solving through negotiations.

Course/Module aims:
Students will learn to analyze conflict situations using negotiations. The focus will be on behavioral concepts and insights from social and cognitive psychology and the study of emotion.

Learning outcomes - On successful completion of this module, students should be able to:
Students will acquire inter-personal skills and tools for analyzing the motives and behaviors of individuals in competitive and cooperative negotiation settings.

Attendance requirements(%):
100

Teaching arrangement and method of instruction: Six class meetings (three hours and 45 min each) will be devoted to simulations. Each class will involve discussion of theoretical concepts, a simulation game and debriefing. The seventh meeting will be devoted to the preparation of the final paper. The eighth meeting will be devoted to the presentation of final papers.

Course/Module Content:
Topics will include distributive and integrative bargaining, social dilemmas, escalation, multi-party negotiations, use of agents, coalitions, and the role of distributive and procedural justice.

Required Reading:
Class 1: Some organizing questions; Elmtree House, What if they are more powerful?
Class 2: Dont bargain over positions; Focus on interests not positions, The mythical fixed-pie
Class 3: The Camp David negotiations; The irrational escalation of commitment;
Class 4: Credible commitments;
Class 5: The problem of cooperation; How to promote cooperation.
Cialdini (2001). The science of persuasion.
Babcock & Laschever (2003). Women Don't Ask.

Additional Reading Material:

Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 30 %
Project work 40 %
Assignments 0 %
Reports 30 %
Research project 0 %
Quizzes 0 %
Other 0 %

Additional information:
 
Students needing academic accommodations based on a disability should contact the Center for Diagnosis and Support of Students with Learning Disabilities, or the Office for Students with Disabilities, as early as possible, to discuss and coordinate accommodations, based on relevant documentation.
For further information, please visit the site of the Dean of Students Office.
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