《国际商务谈判双语》课程教学大纲

《国际商务谈判（双语）》课程教学大纲

、课程基本信息

InternationalBusiness

英文名称课程代码IETT2012

Negotiation(Bi1ingualCourse)

课程性质专业选修课程授课对象国际贸易专业学生

学分3学时54

主讲教师李晶修订日期2023.8

RoyJ.Lewicki,BruceBarry,DavidM.Saunders.BusinessNegotiation(8th

指定教材

edition)[M].CHINARENMINUNIVERSITYPRESS,2020.

二、课程目标

（一）总体目标：

本课程是国际经济与贸易专业的主要选修课程之一。本课程主要包括跨文化谈判、谈判

前策划、价格谈判等主要内容。本课程突出企业在谈判领域的社会责任和可持续发展，通过

课堂讲授和案例教学，本课程将培养有道德的谈判者。

本课程用中文和英文向学生介绍国际商务环境下的商务谈判概况,学生应掌握商务沟通

和谈判的基本原理、理论、方法以及谈刊艺术，然后运用这些原理、理论、方法和技巧，结

合具体案例有针对性地分析和解决问题，真正做到理论与实践相结合，理论指导实践，实践

检验。理论。使学员对商务谈判活动从自发阶段到自觉阶段的认识，从被动应付到理性操作

的转变，并在当前和今后的实际谈判活动中灵活运用。

（-）课程目标：

（课程目标规定某一阶段的学生通过课程学习以后，在发展德智体美劳等方面期望实现

的程度，它是确定课程内容、教学目标和教学方法的基础。）（五号宋体）

课程目标1:通过学习商务沟通与谈判的基木原理和相关知识，熟悉并能创造性地运

用沟通与谈判的策略和技巧。

1.1理解商务沟通和商务谈判的基本原理

1.2熟悉商务沟通和商务谈判的基本流程

1.3掌握商务沟通和商务谈判的策略技巧

课程目标2：通过学习了解国际商务谈判的过程，掌握国际谈判的策略和技巧

2.1了解国际商务谈判的过程

2.2掌握国际谈判的策略和技巧

课程目标3：学习掌握如何有效、系统地计划和准备一个商务谈判，包括撰写商务谈判

计划书，掌握实际商务谈判的过程。

3.1掌握商务谈判计划书撰写技巧

3.2掌握实际商务谈判过程

（三）课程目标与毕业要求、课程内容的对应关系（小四号黑体）

表1：课程目标与课程内容、毕业要求的对应关系表（五号宋体）

课程目标课程子目标对应课程内容对应毕业要求

掌握商务沟通、谈判的定

性、定量分析方法，掌握

商务沟通和谈判的基本流

1.1商务沟通和商务谈判基本原理

程和策略技巧，具有一定

商务沟通和商务谈判能

力。

掌握商务沟通、谈判的定

性、定量分析方法，掌握

商务沟通和谈判的基本流

课程目标11.2商务沟通和商务谈判基本流程

程和策略技巧，具有一定

商务沟通和商务谈判能

力。

掌握商务沟通、谈判的定

性、定量分析方法，掌握

商务沟通和谈判的基本流

1.3商务沟通和商务谈判策略技巧

程和策略技巧，具有一定

商务沟通和商务谈判能

力。

课程目标22.1商务谈判计划书撰写技巧培养良好的思想品德、社

会公德和遵守商业伦理和

道德规范；掌握商务谈判

计划书撰写技巧和提升实

际商务谈判能力。

培养良好的思想品德、社

会公德和为人民服务的职

2.2模拟商务谈判业道德：掌握商务谈判计

划书撰写技巧和提升实际

商务谈判能力。

理解商务沟通、谈判中的

礼仪和礼节，了解文化差

3.1商务谈判中的礼仪和礼节

异，通过沟通塑造自我形

象并建立良好人际关系。

课程目标3

理解商务沟通、谈判中的

礼仪和礼节，了解文化差

3.2了解文化差异，塑造自我形象异，具备国际视野，通过

沟通塑造自我形象并建立

良好人际关系。

三、教学内容（四号黑体）

（具体描述各章节教学目标、教学内容等。实验课程可按实验噗块描述）

第一章InternationaIBusinessNegotiation:An0verview（1）

1.教学目标：（1）介绍课程大体内容，激发学习兴趣；（2）了解国际商务谈判的重

要价值；（3）了解商务谈判与国际商务谈判基本概念。

2.教学重难点：商务谈判与国际商务谈判基本概念

3.教学内容

一、Introduction

（一）ScopeofIBN

（二）FeaturesofIBN

—、

ThearchitectureofgloDalnegotiationsconsistsofthreeaspects:negotiationenvironment,

negotiationsetting.andnegotiationprocess.Thenegotiationenvironmentreferstothebusiness

climatethatsuiToundsthenegotiationsandisbeyondthecontrolofnegotiators.Thenegotiation

settingreferstosuchaspectsastherelativepowerofthenegotiatorsandthenatureoftheir

interdependence.Thenegotiatingprocessismadeupofeventsandinteractionsthattakeplace

betweenpartiestoreachanagreement.

EnvironmentalImmediate

ContextContext

Legal

Pluralism

PoliticalFxterruil

PuraisniStakeholders

RelativeBargaining

PowerofNegotiatorsand

NatureofDependence

LevelsofConflictmmediate

CurrencyUnderlyingPotentialStakehoders

FluctuationsNegotiations'^^NegotiationCutural

andForeignProcessandDifferences

ExchangeOutcomes

RelationshipbetweenDesired

Negotiatorsbeforo

andduringNegotiations

Negotiations

ForeignGovt.Ideological

ControandDifferences

Instability

andChange

Figure1.1IBNArchitecture

（一）NcgoliationEnvironment

1.LegalPluralism

2.PoliticalPluralism

3.CurrencyFluctuationandForeignExchange

4.ForeignGovernmentControlsandBureaucracy

5.InstabilityandChange

6.CulturalDifferences

7.IdeologicalDifferences

8.ExternalStakeholders

(~)NegotiationSelling

1.RelativeBargainingpowerofNegotiatorsandNatureofDependence

2.LevelsofConflictUnderlyingPotentialNegotiations

3.RelationshipBetweenNegotiatorsBeforeandDuringNegotiations

4.DesiredOutcomeofNegotiations

5.ImpactofImmediateStakeholders

6.StyleofNegotiations

(H)NegotiationProcess

PRE-NEGOTiATIONNEGOTIATIONSTAGEPOST-NEGOTIATION

STAGESTAGE

Figure1.2Usingasystematicproblem-solvingapproachtointernationalbusiness

negotiation

Readings

•Required:D.DrucknanNegotiationandIdentity:ImplicationsforNegotiation

Theory[J]InternationalNegotiation,20()1,6(2)

•Required:GuniaBrianC.EthicsinNegotiation:CausesandConsequences

[J]AcademyofManagementPcrspcctivcs,2019

4.教学方法：讲授、讨论、比较、案例分析。

5.教学评价:

（I）Whatarethethreereasonsnegotiationsoccur?

（2）Defineinternationalbusinessnegotiation

第二章InternationaIBusinessNegotiation:AnOverview（2）

1.教学目标：了解并掌握国际商务谈判相关理论

2.教学重难点:（一）Maslow'sHierarchyofNeeds；（二）HarvardPrincipled

negotiation；（三）GameTheory；（四）RiskDecisionTheory

3.教学内容：

一、Negotiationtheory

（一）Maslow'sHierarchyofNeeds

A

Figure2.1Maslow'sHierarchyofNccds（Originalfive-stagemodel）

（二）HarvardPrinciplednegotiation

>People:separatethepeoplefromtheproblem

>Interests:focusoninterestsnotpositions

>Gaining:inventcplionsformutualgain

>Criteria:introduceobjectivecriteria

（三）GameTheory

Gametheoryisthestudyofmathcmalicalmodelsofstrategicinteractionbetweenrational

decision-makers.1（hasapplicationsinallfieldsofsocialscience,aswellasinlogic

andcomputerscience.

>Discreteandcontinuousgames

>Cooperative/Non-cooperative

ASymmetric/Asymmetric

>Zero-sum/Non-zero-sum

>Simultaneous/Sequential

>Perfectinformationandimperfectinformation

表2.1谈判困境

aA竞争.A合作；

B竞争，A、B均获得中等收益（双输）.A获得低收益,B获得高收益.1

B合作.B获得低收益,A获得高收益,A、B均获得高收益（双赢），，

（四）RiskDecisionTheory

Theprospecttheory

>In2002DanielKahneniansharedtheNobelPrizeinEconomicsbutunfortunately

AmosTverskyhaddiedbythattimeanddidnotgethisshareofthefame.

>renewedtheempiricalstudyofeconomicbehaviorwithlessemphasison

rationalitypresuppositions.

>people'sattitudestowardrisksconcerninggainsmaybequitedifferentfromtheir

attitudestowardrisksconcerninglosses.

Game:Risk-aversionVs.Risk-seeking

risk・aversio，i

ChoiceA：get50,000$

CL,、：“D.CAO/…J1CACCC9eno/一、，y

risk・seekin女

ChoiceC：lossof50,000$

二、SustainableEconomicDevelopment(SED)

Discussion

(1)What'sthemeaningofSED?

(2)WhySED?

(3)TherelationshipbetweennegotiationandSED?

Readings

•Required:GuniaBrianC.DeceptiveNegotiating:TheRoleofthe

EnvironmentalCue[JJAcademyofManagementPerspectives,2019

4.教学方法：讲授、讨论、比较、案例分析

5.教学评价

(1)Ustsomeenvironmentalandsettingfactorsinthecontextsofinternationalnegotiation.

(2)Define"zero-sum"situation.

第三章Perception,CognitionandEmotion

1.教学目标：了解如何管理谈判中的认知偏差和情绪问题

2.教学重难点：PerceptualDistortion：CognitiveBiases(ErrorsinProcessing

Information)

3.教学内容

一、Perception

(一)Definition

•Theprocessbywhichindividualsconnecttotheirenvironment.

•Acomplexphysicalandpsychologicalprocess

•A”sense-making”process

(二)Theprocessofperception

•Theprocessofascribingmeaningtomessagesandeventsisstrongly

influencedbythepcrccivcr'scurrentstateofmind,role,andcomprehensionof

earliercommunications.

•Peopleinterprettheirenvironmentinordertorespondappropriately.

•Thecomplexityofenvironmentsmakesitimpossibletoprocessallofthe

information.Peopledevelopshortcutstoprocessinformationandthese

shortcutscreateperceptualerrors.

Stimulus-----►Attention-----►Recognition-----►Translation-----►Behavior

Figure3.1Theprocessofperception

、PerceptualDistortion

（一）Stereotyping

-Isaverycommondistortion

-Occurswhenanindividualassignsatlribulestoanothersolelyonthe

basisoftheother'smembershipinaparticularsocialordemographic

category

（二）HaloEffect

-Arcsimilartostereotypes

-Occurwhenanindividualgeneralizesaboutavarietyofattributesbased

ontheknowledgeofoneattributeofanindividual

（三）SelectivePerception

-Peipeluatesstereotypesorhaloeffects

-Theperceiversinglesoutinformationthatsupportsapriorbeliefbutfilters

outcontraryinformation

（四）Projection

-Arisesoutofaneedtoprotectone'sownsclf^conccpt

-Peopleassigntoothersthecharacteristicsorfeelingsthattheypossess

themselves

二、CognitiveBiases（ErrorsinProcessingInformation）

Negotiatorshaveatendencytomakesystematicerrorswhentheyprocess

information.Theseerrors,collectivelylabeledcognitivebiases,tendto

impedenegotiatorperformance.

Irrationalescalationofcommitment

-Mythicalfix-piebeliefs

Anchoringandadjustment

-Issueframingandrisk

-Availabilityofinformation

-Thewinner'scurse

-Overconfidence

-Thelawofsmallnumbers

-Self-servingbiases

-Endowmenteffect

-Ignoringothers'cognitions

-Reactivedevaluation

三、Socialrespuii!»ibilityandprufessiuiiaiethicsufnegulialurs

Discussion

,Socialresponsibilityofnegotiators

,Professionalethicsofnegotiators

,CaseStudy

Readings

•Required:GuniaBrianC.;LcvincEmmaE.Deceptionascompetence:The

effectofoccupationalstereotypesontheperceptionandproliferationof

deception[J]OrganizationalBehaviorandHumanDecisionProcesses,2016

•Optional:CanidioAndrea;KarieHeiko.Thefocusingeffectinnegotiations

IJlJournalofEconomicBehavior&Organization.2022,197.

4.教学方法：讲授、讨论、比较、案例分析

5.教学评价:

(1)Defineperceptionandperceptionprocess.

(2)Whatisstereotyping?

(3)Howareframescriticalinnegotiations?

(4)Explain"IrrationalEscalationofCommitment."

(5)Explain“ReactiveDcvaluation^^

第四章ConYnunicationSkillsforEffectiveNegotiation

1.教学目标：了解沟通的基本模型，并掌握如何在商务谈判中进行有效的沟通

2.教学重难点：BasicModelsofCommunication；Howtoimprovecommunicationin

negotiation

3.教学内容

一、BasicModelsofCommunication

Communicationprocesses,bothverbalandnonverbal,arccriticaltoachieving

negotiationgoalsandtoresolvingconflicts.Negotiationisaprocessofinteraction.

Negotiationisacontextforcommunicationsubtletiesthatinfluenceprocessesand

Moe&ago

nmodium

CommunicatorCommunicator

Messago

outcomes.

Figure4.1Atransactionalmodelofcommunicationinvolvingtwoparties

Source:AdaptedfromFoulgcr,D."Modelsofthecommunicationprocess''.February2004,

unpublishedpaperavailableathttp://foulger.info/davis/research/

二、HowpeoplecommunicateinNegotiation

（一）Useoflanguage

-Logicallevel（proposals,offers）

-Pragmaticlevel（semantics,syntax,style）

（二）Useofnonverbalcommunication

-Makingeyecontact

-Adjustingbodyposition

-Nonverballyencouragingordiscouragingvvhaltheothersays

（三）Selectionofacommunicationchannel

-Communicationisexperienceddifferentlywhenitoccursthrough

differentchannels

-Peoplenegotiatethroughavarietyofcommunicationmedia-by

phone,inwritingandincreasinglythroughelectronicchannelsor

virtualnegotiations

-Socialbandwithdistinguishesonecommunicationchannelfrom

another,（theabilityofachanneltocarryandconveysubtlesocial

cuesfromsendertoreceiver）

三、Howtoimprovecommunicationinnegotiation

（一）Useofquestions:twobasiccategories

I.Manageablequestions

•causeattentionorpreparetheotherperson'sthinkingfbr

furtherquestions:

-"MayIaskyouaquestion?”

•gettinginformation

-"Howmuchwillthiscost?”

•generatingthoughts

一"Doyouhaveanysuggestionsfbrimprovingthis?”

2.Unmanageablequestions

•causedifficulty

-"Wheredidyougetthatdumbidea?”

•giveinformation

-"Didn'tyouknowwecouldn,taffordthis?”

•bringthediscussiontoafalseconclusion

-"Don'tyouthinkwehavetalkedaboutthisenough?”

（二）Listening:threemajorforms

-Passivelistening:Receivingthemessagewhileprovidingnofeedback

tothesender

-Acknowledgment:Receiversnodtheirheads,maintaineyecontact,or

inteijectresponses

-Activelistening:Receiversrestateorparaphrasethesender'smessage

intheirownlanguage

（三）Rolereversal

-Negotiatorsunderstandtheotherparty'spositionsbyactivelyarguing

thesepositionsuntiltheotherpartyisconvincedthatheorsheis

understood

-Impactandsuccessoftherole-reversaltechnique

（1）Effectiveinproducingcognitivechangesandattitudechanges

(2)Whenthepositionsarecompatible,likelytoproduceacceptable

results;whenthepositionsareincompatible,mayinhibitpositive

change

(3)Notnecessarilyeffectiveoverallasameansofinducingagreement

betweenparties

Readings

•Required:GuniaBrianC.;LewickiRoyJ.BarteringasaBlindSpot:ACallto

ActionfromCOVID-19[J]NegotiationJournal,2020

4.教学方法：讲授、讨论、比较、案例分析

5.教学评价:

(1)Describethecommunicationmodel.

(2)Whatthreemaintechniquesarcavailableforimprovingcommunicationin

negotiation?

第五章InternationalandCross-CulturalNegotiation(1)

1.教学目标：理解国际商务谈判与国内商务谈判的差异

2.教学重难点：国际商务谈判的复杂性

3.教学内容：

一、InternationalNegotiation:ArtandScience

Internationalnegotiationsaremuchmorecomplexthandomesticnegotiations.

Theychallengethenegotatorstounderstandthescienceofnegotiationwhile

developingtheirartistry.

•Thescienceofnegotiationprovidesresearchevidencetosupportbroadtrends

(hatoften,butnotalways,occurduringnegotiation.

•Theartofnegotiationisdecidingwhichstrategytoapplywhen,andchoosing

whichmodelsandperspectivestoapplytoincreasecross-cultural

understanding.

二、WhatMakesInternationalNegotiationsDifferent?

Twooverallcontextshaveaninfluenceoninternationalnegotiations:

（一）Environmentalcontext

-Includesenvironmentalforcesthatneithernegotiatorcontrolsthat

influencethenegotiation

>Politicalandlegalpluralism

>Internationaleconomics

>Foreigngovernmentsandbureaucracies

>Instability

>Ideology

>Culture

>Externalstakeholders

（二）Immediatecontext

-Includesfactorsoverwhichnegotiatorsappeartohavesomecontrol

>Relativebargainingpower

>Levelsofconflict

>Relationshipbetweennegotiators

>Desiredoutcomes

>Immediatestakeholders

Readings

•Required:BrettJeanneM.;GuniaBrianC.;TcuchcrBroshM.Cultureand

NegotiationStrategy:AFrameworkforFutureResearch[J]Academyof

ManagementPerspectives,2017

4.教学方法：讲授、讨论、比较、案例分析

5.教学评价：

(1)AccordingtoSalacuse,whatarethesixfactorsthatmakeglobal

negotiationsmorechallengingthandomesticnegotiations?

(2)Fostersuggeststhatculturecaninfluencenegotiationsacrossbordersin

whatdifferentways?

(3)WhatarethefivedimensionsinHofstede,sculturalframework?

第六章InternationalandCross-CulturalNegotiation(2)

1.教学目标：理解文化对国际商务谈判中的影响：掌握分析国家文化的模型

2.教学重难点：分析国家文化的模型

3.教学内容

一、UnderstandingCulture

•Culluicaslearnedbehavior

-Acatalogueofbehaviorstheforeignnegotiatorshouldexpect

•Cultureassharedvalues

二、TheInfluenceofCultureonNegotiation

(一)Impactofcultureonnegotiation

Casestudy

Figure6.1Impactofcultureonnegotiation

Note:Inaparticularinternationalbusinessnegotiation,muchofwhatisexplainedintermsof

cultureisprobablyacombinationofculture,interaction,organizationfactorsandnegotiator

attributes/personality.

（二）Tenwaysthatculturecaninfluencenegotiation

Table6.1tenwaysthatculturecaninfluencenegotiation

NegotiationfactorsRangeofculturalresponses

DefinitionofnegotiationContract.,Relationship

NegotiationopportunityDistributive---------------------►Integrative

SelectionofnegotiationsExperts<*Trustassociates

ProtocolInformal'*Formal

4

CommunicationDirect•Indirect

High.-------------------->Low

Timesensitivity

High-i--------------------►Low

Riskpropensity

Collectivism--------------------►Individualism

Groupsversusindividuals

Specific.»General

Natureofagreements

EmotionalismHigh・"Low

三、DeeperCulturalCharacteristics

(一)HalPsFramework

-Relationship

-Communication

-Time

-Space

(二)Hofstede'sCulturalDimensions

-PowerDistance(DistributionofPower)

-UncertaintyAvoidance(ToleranceforUncertainty)

-IndividualismVersusCollectivism

-Masculinity(HarmonyVersusAssertiveness)

四、TraitsforCopingwithCulture

-NegotiationGoals:ContractorRelationship

-NegotiatingAttitude

-PersonalStyle:InformalorFormal

-Communication:DirectorIndirect

-SensitivitytoTime:HighorLow

-Emotions:HighorLow

-FormofAgreement:GeneralorSpecific

-BuildingonAgreement:BottomUporTopDown

-TeamOrganization:OneLeaderVersusConsensus

-RiskTaking:HighorLow

五、Genderdiscriminationincross-culturalnegotiations

•CaseStudy&Video

,Discussion

Readings

•Required:DaisungJang,HyeranChoi,JeffreyLoewenstein.Integration

ThroughRedefinition:RevisitingtheRoleofNegotiators,Goals[J]Group

DecisionandNegotiation,2021,30(5)

•Required:ZiyueWan;HaoYao;ShiliSun;XinGao.Cross-cultural

Negotiation:UnderstandingIstheKeytoSuccess[J]InternationalJournalof

SocialScienceandEducationResearch.2022,5(3).

4.教学方法：讲授、讨论、比较、案例分析

5.教学评价：

•TheGenderdiscriminationinglobalnegotiation(casestudy)

第七章EffectiveConfIictManagement

1.教学目标：理解冲突概念以及不同水平的冲突、理解冲突的作用、掌握冲突管理的

策略

2.教学重难点：冲突管理策略

3.教学内容

一、Thedefinitionofconflict

>Conflictmaybedefinedasa:

"sharpdisagreementoropposition"andincludes"theperceiveddivergenceof

interest,orabeliefthattheparties'currentaspirationscannotbeachieved

siinultaneoiislyn

>Inherentinandispartofanynegotiatedbusinessdeal.

>Negotiationisaprocessbywhichpeoplewithconflictinginterestsdetermine

howtheyaregoingtoallocateresourcesorworktogether

二、Levelsofconflict

(一)Inlrapersonalorintrapsychicconflict

-Conflictthatoccurswithinanindividual

•Wewantanicecreamconebadly,butweknowthatice

crearriisveryfattening

（二）Interpersonalconflict

-Conflictisbetweenindividuals

•Conflictbetweenbossesandsubordinates,spouses,

siblings,roommates,etc.

（三）IntragroupConflict

-Conflictiswithinagroup

•Amongteamandcommitteemembers,withinfamilies,

classesetc.

（四）IntergroupConflict

-Conflictcanoccurbetweenorganizations,warringnations,

feudingfamilies,orwithinsplintered,fragmentedcommunities

-Thesenegotiationsarethemostcomplex

三、Functionsanddysfunctionsofconflict

>Competitive,win-losegoals

AMisperceptionandbias

>Emotionality

>Decreasedcommunication

>Blurredissues

>Rigidcommitments

>Magnifieddifferences,minimizedsimilarities

>Escalationofconflict

四、StylesofConflictManagement

1.Contending

Actorspursueownoutcomesstrongly,showlittleconcernforotherparty

obtainingtheirdesiredoutcomes

2.Yielding

Actorsshowlittleinterestinwhethertheyattainownoutcomes,butarequite

interestedinwhethertheotherpartyattainstheiroutcomes

3.Inaction

Actorsshowlittleinterestinwhethertheyattainownoutcomes,andlittle

concernaboutwhethertheotherpartyobtainstheiroutcomes

4.Problemsolving

Actorsshowhighconcerninobtainingownoutcomes,aswellashighconcern

fortheotherpartyobtainingtheiroutcomes

5.Compromising

Actorsshowmoderateconcerninobtainingownoutcomes,aswellasmoderate

concernfortheotherparlyobtainingtheiroutcomes

s

a

E

O

O

GYieldingProblem

Osolving

s

-

a£>

o

(Compromising)

G

o

q

B

E

8

CInactionContending

O

0

Concernaboutownoutcomes

Figure7.1Thedualconcernsmode

五、Ethicalissuesinconflictmanagement

•Whatarctheethicalissuesinconflictmanagement?

•CaseStudy

•Discussion

Readings

•Required:JimenaRamirezMarin;MaraOlekalns;WendiAdair.Normatively

Speaking:DoCulturalNormsInfluenceNegotiation.ConflictManagement,

andCommunication0[J]NegotiationandConflictManagementResearch.2019.

12(2).

•Optional:WhatMakesSomeIntcrculturalNegotiationsMoreDifficultThan

Others?PowerDistanceandCulture-RoleCombinations[J].MeinaLiu;Lin

ZhujoanaA.Cionea.Communi