| Course | NEG-7310 Negotiations |
|---|---|
| Module | Module 5 |
| Paper type | Cumulative midterm written assignment |
| Length | About 915 words, 6 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | Master of Business Administration |
| Updated | October 2026 |
Free sample paper for NEG 7310 Module 5
From an Angry Call to a Working Agreement: Emotion, Communication and Power in a Supplier Dispute
Student Name
Master of Business Administration, Thomas Edison State University
NEG-7310: Negotiations
Mentor Name
Month Day, Year
From an Angry Call to a Working Agreement: Emotion, Communication and Power in a Supplier Dispute
The Dispute
Over one year, fourteen scroll compressors from our main supplier failed within months of installation in rooftop units. Each failure cost us a second truck roll, about $900 in labor, and strained relations with customers. The supplier's warranty covered the part but not labor. I asked for labor reimbursement of $12,600 and faster replacements.
The First Call
I opened the first call angry, and I meant to be. Van Kleef et al. (2004) found that negotiators facing an angry opponent tend to concede more, because they infer the opponent has high limits. But the effect has conditions; other research shows anger can backfire when the target has good alternatives or sees the anger as unjustified. The supplier's regional manager had alternatives, other contractors, and believed the failures came from our installation practices. He became defensive, cited the warranty and ended the call. Lewicki et al. (2011) note that emotions in negotiation are information that the other party reads and responds to; my anger told him I saw him as the problem, so he defended himself.
Perception and Biases
Both of us fell into biases the textbook describes. I attributed the failures to the supplier's product; he attributed them to our technicians. Each of us explained the other's behavior by character and our own by circumstance, a familiar attribution pattern. We also both framed the dispute as a loss to avoid, which made concession feel costly. Neither of us asked for the other's data before forming a view. Thompson and Hastie (1990) showed that negotiators assume opposed interests; we both assumed that any gain for one side would be the other's loss.
Power
Before the second meeting, I analyzed power. Lewicki et al. (2011) distinguish sources of power, including information, position in the network of relationships and alternatives. We bought about $410,000 a year in equipment from this supplier, roughly 8 percent of its regional sales, a dependence I had not used in the first call. We also had data: serial numbers, installation dates and failure logs for all fourteen units. Magee et al. (2007) found that people who feel powerful are more likely to initiate negotiations and make the first offer, and that this can help them, so I proposed the second meeting myself and came with a written proposal.
Preparation Before the Second Meeting
The first call had no preparation behind it; the second had a full plan. Using the planning steps from Module 4, I listed the issues, labor costs, replacement speed, the units still in the field and future quality, and ranked them. Labor money mattered less to us than replacement speed, because each day a rooftop unit sits dead risks a customer. I estimated the supplier's interests as protecting its warranty policy from precedent, keeping our volume and avoiding a wider quality problem. My best alternative was moving our compressor purchases to a competing distributor, which would cost about 4 percent more and a month of disruption; that set my resistance point at a credit of about $6,000 with faster replacements, below which switching would be better.
Communication in the Second Meeting
I opened the second meeting by acknowledging that some failures might stem from installation, and proposed that we review the data together. The textbook emphasizes active listening and reframing, which shift a dispute from blame toward problem solving. Reframing the question from "who is at fault" to "why are these compressors failing" changed the conversation. The choice of channel mattered too. The textbook notes that negotiating by phone or email strips away cues that help parties read each other. The first call happened by phone while I was driving between jobs; the second meeting was in person at our shop, with the failed compressors on a bench where both engineers could examine them. Seeing the parts together did more than any argument. The data showed that twelve of the fourteen failures came from one production batch, which the supplier's engineer then traced to a faulty valve.
The Agreement
The distributive element, money, settled at $10,800 rather than $12,600, because two failures were not from the batch. The integrative elements, data sharing, training and inspections, created value for both sides and protected a relationship worth far more than the dispute. Splitting the labor claim would have been the obvious compromise, about $6,300 each. The data made a better division possible: the supplier paid for the failures its batch caused, and we absorbed the two that may have been ours. That division rested on a standard both sides accepted, which is why neither felt beaten.
| Issue | Outcome |
|---|---|
| Labor reimbursement | $10,800 credit against future orders for the twelve batch failures |
| Replacement speed | Batch replacements shipped next day, not by standard freight |
| Remaining units from the batch | Supplier inspects 31 installed units at its cost |
| Future quality | Quarterly review of failure data |
| Installation practices | Our technicians attend the supplier's installation training |
Lessons
Anger cost us a month and nearly the relationship. Preparation, power used through data rather than threats, and reframing produced an agreement better than my original demand. Fisher et al. (2011) urge negotiators to insist on objective criteria; the failure data served exactly that purpose, turning a contest of wills into a shared analysis. I also learned to separate the person from the problem: the regional manager had not built the faulty valve, and treating him as its author made him its defender.
References
Fisher, R., Ury, W., & Patton, B. (2011). Getting to yes: Negotiating agreement without giving in (3rd ed.). Penguin.
Lewicki, R. J., Barry, B., & Saunders, D. M. (2011). Essentials of negotiation (5th ed.). McGraw-Hill Irwin.
Magee, J. C., Galinsky, A. D., & Gruenfeld, D. H. (2007). Power, propensity to negotiate, and moving first in competitive interactions. Personality and Social Psychology Bulletin, 33(2), 200-212. https://doi.org/10.1177/0146167206294413
Thompson, L., & Hastie, R. (1990). Social perception in negotiation. Organizational Behavior and Human Decision Processes, 47(1), 98-123. https://doi.org/10.1016/0749-5978(90)90048-E
Van Kleef, G. A., De Dreu, C. K. W., & Manstead, A. S. R. (2004). The interpersonal effects of anger and happiness in negotiations. Journal of Personality and Social Psychology, 86(1), 57-76. https://doi.org/10.1037/0022-3514.86.1.57
What the NEG 7310 Module 5 instructions ask for
The cumulative midterm written assignment, worth 10 percent of the grade, is completed within Module 5 and covers the first five modules. Expect to analyze a negotiation, often one from your own experience, through the course's concepts: distributive and integrative elements, preparation, perception and bias, emotion, communication and power. Organize the paper by concept, cite the textbook and research for each and end with lessons for your own practice. Use a real case with specific details, since the assignment rewards applying concepts, not defining them. Choose a negotiation rich enough to show several concepts: one with emotion, a power imbalance or a misunderstanding works well. Show your preparation, or lack of it, and how it shaped the outcome, and keep the paper's focus on analysis rather than narrative.
How this NEG 7310 Module 5 example is built
The paper opens with the dispute and the demand. Sections analyze the angry first call with research on anger, the biases on both sides, the sources of power available and how communication changed in the second meeting. A table sets out the agreement issue by issue, and a paragraph separates its distributive and integrative elements. The lessons section ties the outcome to objective criteria. Each section names the concept it applies and the source behind it. A preparation section shows the planning that the first call lacked, including a resistance point drawn from a real alternative. The paper also explains how the channel, a phone call while driving against a meeting with the parts on a bench, changed the conversation.
NEG 7310 Module 5 rubric: what earns full marks
Mentors grade the midterm on accurate application of concepts from all five modules, analysis supported by the textbook and research, insight into what worked and why, and clear organization. Papers that explain why a tactic failed, with research on its conditions, show more understanding than those that report success alone. Identifying real sources of power, and showing how they were used, demonstrates command of the module. A clear structure, one concept per section, lets the reader see that the whole course was covered. Showing how preparation, channel and data changed the outcome between two meetings gives the paper a clear before and after that makes each concept's effect visible.
Common NEG 7310 Module 5 mistakes, and how to avoid them
Students lose points by retelling the story without analysis, by defining concepts without applying them or by covering only one or two modules. Others present themselves as flawless negotiators. Organize by concept. Apply each to specific moments in the case. Use research to explain why things happened. Be honest about mistakes and what they taught you. Contrast what went wrong with what went right, and use the course's concepts to explain the difference, so the reader sees exactly which choice changed the result. A free first sample on your own NEG-7310 midterm is available on request.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More NEG 7310 and Master of Business Administration sample papers
- NEG 7310 Module 1: Discussion: Is the On-Call Schedule a Negotiation?
- NEG 7310 Module 2: Discussion: Bargaining for Four Used Service Vans
- NEG 7310 Module 3: Discussion: Finding Joint Gains in a School District Maintenance Contract
- NEG 7310 Module 4: Discussion: A Planning Grid for the Shop Lease Renewal
- NEG 7310 Module 6: Discussion: What to Say About a Used Rooftop Unit's Leak History
- NEG 7310 Module 7: Discussion: Negotiating a Distribution Agreement With a Japanese Manufacturer
- NEG 7310 Module 8: Final Project: A Personal Best Practices Manual for Negotiation
- HRM 7600 Module 5: Pay Compression and Pay Transparency
- GSM 7300 Module 3: Cross-Border Acquisition Analysis
- SOM 7020 Module 4: Social Media Trend Final Report
- SOP 7200 Module 2: Midterm Operations Problems
NEG 7310 Module 5 questions, answered
Where can I find a free NEG 7310 Module 5 sample paper?
A compressor supplier dispute analyzed for emotion, communication and power is the midterm above.
Does anger help in negotiation?
Research shows it can extract concessions, but it can backfire when the other side has good alternatives or sees the anger as unjustified.
What are sources of power in negotiation?
Information, position in a network of relationships, alternatives, legitimacy and personal qualities.
What is reframing?
Restating a dispute in terms that shift attention from blame to a shared problem.
What does the NEG-7310 midterm cover?
Modules 1 through 5, in a cumulative written assignment worth 10 percent of the grade.