Unit VIII Negotiation Question 1 Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario. Optional: Do you feel there is a difference in gender negotiations? Should there be? Use real-life examples to support your opinion. What responsibility does a negotiator have when dealing with the opposite gender or another culture in negotiations? Unit VIII Final Project International Negotiations Plan For your final assignment in this course, you will apply all of the skills you learned to create an international negotiation plan. You have been asked by your supervisor to create a proposal for negotiating the sale of your product with a Japanese company. You know that Japanese business practices may be different than what you have experienced in the United States, and you do not want to offend the prospective clients. How would you handle the negotiation with the Japanese company? How would you introduce yourself, your company, and your product? Create a step-by-step international negotiation plan for how you would approach this business venture. In Unit III, you created a negotiation-planning guide as part of the Unit III Project. Revisit that project and Table 4.3: Negotiation Planning Guide on page 125 of your course textbook. Use the steps listed on Table 4.3: Negotiation Planning Guide to create your business plan. As part of your plan, you will address the ways culture can impact the negotiation process and how you will ensure cultural sensitivity. Using the 10 ways that culture can influence negotiations (described on pages 491-495 of your course textbook) as a guide, include how you will handle details such as time sensitivity, protocol, and communications. You are required to cover at least four of the ten ways culture can influence negotiation. You will need to research Japanese culture to address these issues. Your plan should be a minimum of three full pages (not including the title and reference pages). Introduction and conclusion paragraphs are not necessary. Include at least three sources, including your textbook. 7/16/2019 Asian Management (Trimester 2A 2019 Singapore Campus - INT[1]) https://lms.curtin.edu.au/webapps/rubric/do/course/manageRubrics?dispatch=view&context=course&rubricId=_54525_1&course_id=_88806_1 1/3 A2: Group Portfolio   Levels of Achievement Criteria Below Expectations (Fail) 0- 49 Meets Expectations (Pass) 50-59 Meets Expectations (Credit) 60-69 Exceeds Expectations (Distinction) 70-79 Exceeds Expectations (High Distinction) 80-100 2.1.1 Issue (CT) 0.00 to 49.00 % • The issue/problem to be considered critically is not clearly stated and described. • There are serious omissions and/or errors. 50.00 to 59.00 % • The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. • There are several omissions and/or errors. 60.00 to 69.00 ...

1. Unit VIII Negotiation
Question 1
Identify a skill that you learned in this course, and explain how
you can apply it to increase success in your career in a real-
world scenario.
Optional: Do you feel there is a difference in gender
negotiations? Should there be? Use real-life examples to
support your opinion. What responsibility does a negotiator
have when dealing with the opposite gender or another culture
in negotiations?
Unit VIII Final Project
International Negotiations Plan
For your final assignment in this course, you will apply all of
the skills you learned to create an international negotiation
plan.
You have been asked by your supervisor to create a proposal for
negotiating the sale of your product with a Japanese company.
You know that Japanese business practices may be different
than what you have experienced in the United States, and you
do not want to offend the prospective clients. How would you
handle the negotiation with the Japanese company? How would
you introduce yourself, your company, and your product? Create
a step-by-step international negotiation plan for how you would
approach this business venture.
In Unit III, you created a negotiation-planning guide as part of
the Unit III Project. Revisit that project and Table 4.3:
Negotiation Planning Guide on page 125 of your course
textbook. Use the steps listed on Table 4.3: Negotiation
Planning Guide to create your business plan.

2. As part of your plan, you will address the ways culture can
impact the negotiation process and how you will ensure cultural
sensitivity. Using the 10 ways that culture can influence
negotiations (described on pages 491-495 of your course
textbook) as a guide, include how you will handle details such
as time sensitivity, protocol, and communications. You are
required to cover at least four of the ten ways culture can
influence negotiation. You will need to research Japanese
culture to address these issues.
Your plan should be a minimum of three full pages (not
including the title and reference pages). Introduction and
conclusion paragraphs are not necessary. Include at least three
sources, including your textbook.
7/16/2019 Asian Management (Trimester 2A 2019 Singapore
Campus - INT[1])
https://lms.curtin.edu.au/webapps/rubric/do/course/manageRubr
ics?dispatch=view&context=course&rubricId=_54525_1&course
_id=_88806_1 1/3
A2: Group Portfolio
Levels of Achievement
Criteria
Below Expectations (Fail) 0-
49
Meets Expectations
(Pass) 50-59

3. Meets Expectations
(Credit) 60-69
Exceeds Expectations
(Distinction) 70-79
Exceeds Expectations (High
Distinction) 80-100
2.1.1 Issue (CT) 0.00 to 49.00 %
• The issue/problem to be
considered critically is not
clearly stated and described. •
There are serious omissions
and/or errors.
50.00 to 59.00 %
• The issue/problem to be
considered critically is
stated clearly and
described with enough
information for an
adequate understanding.
• There are several
omissions and/or errors.
60.00 to 69.00 %
• The issue/problem to be
considered critically is
stated clearly and
described comprehensively
for an adequate
understanding. • There are

4. some omissions and/or
errors
70.00 to 79.00 %
• The issue/problem to be
considered critically is stated
clearly and described
thoroughly. • There are only
minor omissions and/or
errors.
80.00 to 100.00 %
• The issue/problem to be
considered critically is stated
clearly and described
comprehensively, succinctly
delivering all relevant information
necessary for a full
understanding. • There are no
omissions and/or errors.
2.1.2 Evidence-
based Analysis
(CT)
0.00 to 49.00 %
• The analysis is super�cial
and based on irrelevant
information, concepts and
methods. • The information
analysed is gathered from
very limited source(s) or only
those provided.

5. 50.00 to 59.00 %
• A coherent analysis is
based on partial use of
relevant information,
concepts and methods. •
The information analysed
is gathered from some
relevant source(s) beyond
those provided.
60.00 to 69.00 %
• A coherent analysis is
based on relevant
information, concepts and
methods. • The information
analysed is gathered from
several source(s) beyond
those provided.
70.00 to 79.00 %
• A coherent analysis is based
on thorough use of the most
relevant information,
concepts and methods • The
information analysed is
gathered from many diverse,
relevant source(s) beyond
those provided
80.00 to 100.00 %
• A comprehensive analysis is

6. based on a deep understanding
of relevant information, concepts
and methods. • Information
analysed is from many diverse,
high quality source(s) beyond
those provided.
3.1.4 Sources
and Evidence
(WC)
0.00 to 49.00 %
• Inconsistent use of credible,
relevant sources and/or data
to support ideas that are
situated within the discipline
and genre of the writing.
50.00 to 59.00 %
• Demonstrates some use
of credible, relevant
sources and/or data to
support ideas that are
situated within the
discipline and genre of the
writing.
60.00 to 69.00 %
• Demonstrates consistent
use of credible, relevant
sources and/or data to
support ideas that are
situated within the

7. discipline and genre of the
writing.
70.00 to 79.00 %
• Demonstrates consistent
use of a range of credible,
relevant sources and/or data
to support key ideas that are
pertinent to the discipline
and genre of the writing.
80.00 to 100.00 %
• Demonstrates skilful use of
high-quality, credible, relevant
sources and/or data to develop in
depth ideas that are appropriate
for the discipline and genre of the
writing.
Name
Description
Rubric Detail
Weight
12.50%
Weight
12.50%
Weight
12.50%

8. 7/16/2019 Asian Management (Trimester 2A 2019 Singapore
Campus - INT[1])
https://lms.curtin.edu.au/webapps/rubric/do/course/manageRubr
ics?dispatch=view&context=course&rubricId=_54525_1&course
_id=_88806_1 2/3
Levels of Achievement
Criteria
Below Expectations (Fail) 0-
49
Meets Expectations
(Pass) 50-59
Meets Expectations
(Credit) 60-69
Exceeds Expectations
(Distinction) 70-79
Exceeds Expectations (High
Distinction) 80-100
3.1.5 Control of
Syntax and
Mechanics
(WC)
0.00 to 49.00 %
• Did not use language that
conveys meaning to readers

9. with su�cient clarity and
includes some errors.
50.00 to 59.00 %
• Uses language
su�ciently well to convey
basic meaning although
errors reduce
e�ectiveness of
communication.
60.00 to 69.00 %
• Uses language that
generally conveys meaning
to readers with clarity and
writing is virtually error
free.
70.00 to 79.00 %
• Uses language that
e�ectively conveys meaning
to readers with clarity. Any
errors which occur do not
reduce e�ectiveness of
communication.
80.00 to 100.00 %
• Uses language that skilfully
communicates meaning to
readers with clarity and �uency,
and is error-free

10. 4.1.1 Works
Independently
within a group
context (TW)
0.00 to 49.00 %
• Rarely completes all
individual assigned tasks by
deadline. • The work
accomplished does not
always contribute to group
goals. • Anticipates and
resolves few unexpected
issues to enhance project
outcomes.
50.00 to 59.00 %
• Completes most
individual assigned tasks
by deadline Majority of
the work accomplished
contributes to group
goals.
60.00 to 69.00 %
• Comprehensively
completes all individual
assigned tasks by deadline
in a way that contributes to
group goals. • Anticipates
and resolves most
unexpected issues to
enhance project outcomes.

11. 70.00 to 79.00 %
• Comprehensively completes
all individual assigned tasks
by deadline • All completed
tasks contribute to group
goals.
80.00 to 100.00 %
• Meticulously and
comprehensively completes all
individual assigned tasks by
deadline in a way that enhances
group goals. • Anticipates and
resolves all unexpected issues to
enhance project outcomes.
4.1.2 Works
Collaboratively
(TW)
0.00 to 49.00 %
• Rarely works collaboratively
with others to foster a
positive team environment
and re�ect on, evaluate and
achieve team goals.
50.00 to 59.00 %
• Occasionally works to
foster a positive team
environment, and re�ect

12. on, evaluate and achieve
team goals.
60.00 to 69.00 %
• Works collaboratively with
others to foster a positive
team environment and
re�ect on, evaluate and
achieve team goals.
70.00 to 79.00 %
• Consistently works to foster
a positive team environment,
and re�ect on, evaluate and
achieve team goals. •
Occasionally demonstrates
leadership in fostering a
positive team.
80.00 to 100.00 %
• Works collaboratively with
others to foster a positive team
environment and re�ect on,
evaluate and achieve team goals.
• Proactively motivates other
team members to complete their
assigned tasks to enhance project
outcomes.
5.2.1 Analysis
of Knowledge
(SC)

13. 0.00 to 49.00 %
• Scenarios are analysed with
an incomplete connection to
one’s own socio-cultural
perspective(s).
50.00 to 59.00 %
• Scenarios are analysed
with some connection to
one’s own socio-cultural
perspective(s).
60.00 to 69.00 %
• Scenarios are analysed
with signi�cant connection
to one’s own socio-cultural
perspective(s).
70.00 to 79.00 %
• Scenarios are independently
analysed from diverse socio-
cultural perspective(s).
80.00 to 100.00 %
• Scenarios are comprehensively
analysed from diverse socio-
cultural perspectives
Weight
12.50%

14. Weight
12.50%
Weight
12.50%
Weight
12.50%
7/16/2019 Asian Management (Trimester 2A 2019 Singapore
Campus - INT[1])
https://lms.curtin.edu.au/webapps/rubric/do/course/manageRubr
ics?dispatch=view&context=course&rubricId=_54525_1&course
_id=_88806_1 3/3
Levels of Achievement
Criteria
Below Expectations (Fail) 0-
49
Meets Expectations
(Pass) 50-59
Meets Expectations
(Credit) 60-69
Exceeds Expectations
(Distinction) 70-79
Exceeds Expectations (High
Distinction) 80-100

15. 5.2.3
Knowledge of
cultural
worldview
frameworks
(SC)
0.00 to 49.00 %
• Demonstrates limited
knowledge of the complexity
of elements important to
members of another culture.
50.00 to 59.00 %
• Demonstrates
knowledge of the
elements important to
members of another
culture.
60.00 to 69.00 %
• Demonstrates adequate
knowledge of the
complexity of elements to
members of another
culture.
70.00 to 79.00 %
• Independently
demonstrates
comprehensive knowledge of
the complexity of elements in

16. multi-cultural scenarios.
80.00 to 100.00 %
• Demonstrates comprehensive
and empathetic knowledge of the
complexity of elements in multi-
cultural scenarios.
Weight
12.50%
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RUNNING HEAD: Unit III Guide
1
Running Head: Unit III Guide
Negotiation Planning Guide
Roscoe Armstrong
Waldorf University
Bus 4160

17. Negotiation goals and targets: Negotiation is a process of
settling disputes between two or more people. Organizations
negotiate their goals and objectives to help in increasing their
productivity (Steele & Beasor, 2017). Negotiation goals vary
among organizations; however, the goals are important in
determining the negotiation skills, whereas the strategies are the
dimensions used to determine the direction of the negotiation,
whether it is a win-win or a win-lose. The strategies include, for
example, an organization wanting to increase their profits while
maximizing the fewer resources they have. They will have to
come into the negotiation table with its staff to determine the
specific goal they are interested in the negotiations.
Negotiation issues to achieving the goals; to avoid
disagreements ensuing during the negotiation process, the
negotiating parties from both sides should look into identifying
the major issues that are likely to lead to goal achievement
(Steele & Beasor, 2017). For the negotiation parties, each of
them should consider the past historical events of related nature
for the negotiation parties (Dorochoff, 2016). For example, if
an organization is negotiating for a pay raise among its
employees, the salary increase that the employees are asking
should be reasonable. This will involve revisiting the previous
salary increment sessions they have had in the past, and
observing the amount of money that was increased after their
plea. If each employee received an approximate of $50, then
they should think of negotiating for a $60 increment.
Bargaining mix: Are the total issues that the negotiators want to
be addressed at the negotiator table. Each bargaining mix has its
targets (Steele & Beasor, 2017). An organization fighting for a

18. salary increase for their employees will have a package that
contains the allowances for the various positions, leave days,
medical allowances, and welfare organizations benefits. These
issues go hand in hand with the bargaining goal in question.
This means that if the negotiators can convince the
administrators in charge of their salary increase, they will
benefit from the subsidiaries associated with the salary increase.
Interest: The interest of a negotiation strategy is the central
point towards the success of a negotiating strategy (Dorochoff,
2016). In interest-based negotiations, the negotiators are
targeting a win-win outcome. In these types of negotiations,
both sides begin by putting forth their interests, rather than the
proposals. It is an integrative negotiation often used to bring
along a win-win situation.
BATNA: In some cases, the negotiators adopt a negotiation
strategy known as BATNA; it refers to the best alternative to a
negotiated agreement (Steele & Beasor, 2017). In this strategy,
the negotiators come to the negotiation table with demands on
what they need to win. It is mostly assumed by parties who have
had failed negotiation outcomes before. BATNA offers
excellent results if given time and patience.
Resistance points: are the extremes that can be reached if both
parties fail to agree. At this point, there is no more room for the
negotiators to engage, and the negotiation terms have reached a
dead end (Steele & Beasor, 2017). For example, if the
negotiators, wanted the employees to benefit from a $100 salary
increase, and the employer insists on offering a $60 salary
increase, there is a likelihood that the negotiators will approach
a resistance point where the employer, may not want to stretch
further. In this case, the negotiating organization should
identify their goals, issues to be addressed, and the possible
points of resistance that the employer may not want to exceed.

19. Before presenting themselves in the negotiator's table,
organizations must ensure that their targets are achievable and
measurable. Every negotiator must show their objectives are
measurable and achievable. Opening bids are the offers that a
negotiating organization is offered to make, for example, if
allowed to make a bid on employees' salary increases, the
negotiator can start by quoting $100 per employee, though their
real target is about a $50 growth. In this case, the high
quotation has widened the negotiations, and in the bid to reduce
the salary increase, the employer may fall into accepting $80
per employee. Salary increases may be implemented,
considering the social-economic situation of the region
(Dorochoff, 2016). Issues presented to the third party is
essential in ensuring that all topics of interest have been
captured and submitted as required.
In conclusion, organizations must adopt adequate negotiation
strategies that are target specific and able to achieve the results
required. They should consider the BATNA strategy for the
negotiating organization to achieve its results. The opening bid
is important to negotiating organizations and must always seize
the opportunity that comes along with the opening bid.
REFERENCES
Dorochoff, N. (2016). Negotiation Basics for Cultural Resource
Managers. Routledge.
Steele, P. T., & Beasor, T. (2017). Business negotiation: A
practical workbook. Routledge.

20. 1