Aula com o Professor - Estrat�gias de Negocia��o - FLD6819756CSA

Main ideas & lessons conveyed

1) Course logistics and participation rules (announcements)

• This is the 2nd meeting of the “Negotiation Strategies” discipline (after a first meeting that already happened).
• Upcoming class dates: 21st, 28th, and 5th.
• Time guidance: students must be online at 7:00 PM (Brasília time).
• Technical requirements:
  • Keep microphones and cameras off to reduce background noise and allow later rewatching.
• How to ask to speak:
  • Use “raise your hand” (near the React button).
  • If pressed by mistake, press it again to remove.
• How to submit questions:
  • Post questions in chat; the teacher will answer, or may respond privately.

2) Attendance and how codes work (step-by-step)

• Attendance is recorded using an in-platform procedure with live-class codes.
• For new students:
  • Codes appear only on the day of the live class, inside the subject area.
  • The teacher releases the live attendance code about 10 minutes before the end of class, so students must use the current code.
  • The teacher provides the current code in the class chat and may pin it.
• Example code shown: 381
• Important limitations:
  • The live attendance code cannot be reused.
  • The code works only for live classes (not for recorded sessions).
• If access through LEUP isn’t available (as referenced in subtitles):
  • Follow the chat instructions and links.
• The teacher also instructs new students to post in chat: “Profisson Noova” (as transcribed) to receive links and step-by-step guidance.

3) Structure and deadlines of the “Professional Challenge” (AVAs/V1/V2)

• The “professional challenge” is a core graded activity with multiple versions/stages:
  • V1: released first (available “starting September 14th”), and discussed in class on September 21st.
  • AV2: mentioned as being released next week (28th).
• Students are told to:
  • Do V1 during the current week.
  • Start building gradually so next week becomes easier.

4) What the professional challenge requires (comprehensiveness + integrity)

• The challenge is an assessment with higher weight (“greater weight” mentioned).
• It is comprehensive, not limited to one unit:
  • Must draw on knowledge from the class, the book, and the learning path.
• Integrity rule (avoid plagiarism/duplication problems):
  • Submit your own work.
  • Do not do it with a colleague in a way that creates multiple versions of the same material for correction.
• Submission requirements:
  • Use a standard template file (“default template link one”).
  • Save and submit as a PDF.

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Methodology / detailed instructions for completing the professional challenge

A) Before writing: read, understand, and plan

• Read the professional challenge text thoroughly (the teacher emphasizes this repeatedly).
• Use the assigned reading types from the previous lesson:
  • General reading
  • Analytical reading
  • Organizational reading
• During reading, identify:
  • The problem in the company/case
  • The cause of the problem
  • What the competition is doing differently (example: low prices)
  • Likely consequences
  • What needs to be improved

B) Use the required template

• Download “default template link one”.
• Do not delete the red questions/instructions:
  • They function as a “recipe” for developing the challenge.
• Save your output as a PDF after completing the content.
• Upload the PDF to the correct field:
  • Submitting in another format may cause issues.

C) Write the challenge using the required conceptual breakdown (structured stages)

The teacher models a structured approach with the following stages/topics:

1. First stage: understand the scenario (based on reading)

   • Answer prompts about:
     • “What’s the problem?”
     • “What causes it?”
     • “What consequences exist?”
     • “What needs to be improved?”

2. Second stage: contextualization

   • Organize the situation so it clearly states:
     • Who the parties/actors are
     • Where / context (e.g., industry/commercial area)
     • What exercise/situation is being discussed
     • Why sales/relationships are being lost
   • Students may either:
     • Write by topic, or
     • Centralize at the end in an “analytical report” format

3. Third stage: research concept / theoretical anchoring

   • Identify:
     • The company/case name (as in the example)
     • What the concept means
     • The problem the student will address as the “protagonist”
   • Connect classroom lessons + the book to respond to the activity.
   • Emphasis:
     • Don’t argue against the example—use it to understand the concept.

4. Fifth stage: recommendation with justification

   • Include:
     • What is recommended
     • Why it should be recommended
     • What theory supports it
     • Identify authors/basis for claims

5. Use references (and only as allowed)

   • References are required/encouraged (“better excess than deficiency”).
   • Guidance later clarifies:
     • Don’t omit references entirely.
     • Don’t overload or misuse fields.
   • The teacher will provide research links (including Google Scholar-type sources within the platform).
   • Use references appropriately (not “randomly”).

D) Writing rules (what can cost points)

Students are warned to avoid common mistakes:

• Length restriction
  • Do not exceed 6,000 characters.
• Form
  • Do not write a standalone paragraph for a specific part (instruction appears as “Do not create a paragraph” tied to a field).
• Content restrictions
  • Don’t copy/paste from the internet.
  • Don’t ramble without directly answering the challenge questions.
  • Don’t cite concepts from authors outside what the course expects.
• Technical submission pitfalls
  • If multiple courses are listed:
    • Save separate files per course (e.g., “course X - professional challenge”, “course Y - professional challenge”).
    • Incorrect naming/file selection can break submission.
  • If uploading/attaching is done incorrectly:
    • Students may lose the chance to fix it (“From the moment you pressed the green button, it was too late.”)

E) Step to upload the final submission

• Copy/paste the “analytical report” into the designated text field.
• Confirm the report was prepared in the required template and saved as a PDF.
• Upload the PDF as proof of completion.
• Use the platform’s display checks (the teacher shows an example of a correct submission).

F) Learning/attitude emphasis

• The teacher argues the assignment isn’t just paperwork—it builds real negotiation competence for the workplace.
• Students are encouraged to study now to perform effectively later at work.

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Main content from “Unit 1 / negotiation theory”: ZOPA, BATNA, ATNA (as taught in the second half)

ZOPA (Zone of Possible Agreement)

• Defined as a range in which parties can reach an agreement that satisfies all sides (win-win orientation).
• Explained via the intersection between:
  • Maximum price the buyer is willing to pay
  • Minimum price the seller is willing to accept
• If there is no overlap, negotiation should not proceed (example: buyer can pay 28,000, but seller won’t go below 30,000).

BATNA (Best Alternative to a Negotiated Agreement)

• Defined as the best alternative outside the negotiation table.
• Key point:
  • A stronger BATNA reduces dependence on agreement and increases bargaining power.
• Example/explanation (subtitles):
  • If you uniquely produce a product, you have advantage and more power.

ATNA / reservation and worst alternative concept

• Subtitles reference: “ATNA is our worst alternative” (reservation price concepts also appear).
• Emphasis:
  • Knowing your limits and what you want to avoid.

Practical checklist for negotiation preparation

• Include:
  • Identify your interests
  • Identify your BATNA
  • Set your reservation price/features
  • Estimate your ZOPA (possible agreement range)
  • Gather information about the other party
  • Plan concessions:
    • In what order and under what conditions you will concede

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Main content from “Unit 2 / conflict”: what conflict is and how to manage it

Definitions of conflict (sources cited in subtitles)

• Conflict is defined (attributed to Avenato):
  • A process of opposition and confrontation between individuals or groups with power pursuing valued goals.
• Another definition (attributed to Long):
  • Convergence of forces of opposite direction with equal intensity.
• Conflict can be:
  • Functional (constructive)
  • Dysfunctional (destructive)

Structuralist theory perspective

• Structuralist theory suggests conflict can be desirable:
  • Opposition can drive growth.
  • Disagreement supports change and learning—contrasting “everyone thinks the same” attitudes.

Why conflict matters in workplace negotiations

• The teacher argues negotiation is rooted in conflict scenarios.
• Examples mentioned:
  • Political disagreements on social media
  • Workplace and personal perspective clashes

Stages of conflict (explicit sequence)

1. Potential opposition (conditions that may generate conflict)
2. Cognition and personalization (recognized/perceived by parties)
3. Intentions (parties decide whether to confront/compete or accommodate)
4. Behavior
5. Consequences

Conflict management styles mentioned

• Multiple approaches referenced, with emphasis on:
  • Avoidance (avoid confrontation)
  • Concession/negotiated accommodation (compromise to resolve)
  • “Settlement” / pretending conflict doesn’t exist (criticized as problematic)
• Also introduced:
  • The need for managers/people to act as intermediaries.

Conciliation, mediation, arbitration (differences explained)

• Conciliation
  • Involves a third party (conciliator) who listens and suggests solutions.
  • Mentioned as appropriate when a prior relationship exists.
• Mediation
  • Used when parties don’t understand each other / don’t have a relationship that supports direct reconciliation.
  • Compared to labor situations requiring a mediator/judge.
• Arbitration
  • An arbitration chamber can validate/ratify agreements without going to labor court.
  • Presented as legally valid compared to a union.

“Bridges” / well-managed conflict message

• A referenced video about workplace conflict resolution conveys messages like “build bridges” and “middle ground.”
• Example:
  • Two people booking the same meeting room—resolve via coordination.

Conflict and AI/technology (interdependence/differentiation examples)

• Examples of conflict factors:
  • Differentiation: generational worldview differences (Gen Y/Z, baby boomers, younger apprentices)
  • Limited resources: competition for budget and promotions
  • Interdependence: delays/unfinished information across departments
  • Technology dependence: removing AI tools can reduce performance

Additional example of conflict managed constructively

• Commercial example (Heineken):
  • People with opposing attitudes (e.g., sexist, feminist) must cooperate to set up a bar and then face each other’s recorded viewpoints.
  • Key point: structured interaction can transform opposition into understanding.

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Speakers / sources featured (from subtitles)

Speakers (people)

• Professor Aline (main instructor; guidelines, challenge instructions, teaching segments)
• Professor Angélica (associated with next unit; appears during transition)
• Moderator/Host (unidentified in subtitles; welcomes, announcements, guiding new students in chat)
• Adriana (student thanks the facilitator)
• Ana (student comment about knowing the professor)
• Andrei (student mentioned in chat; responds/participates)
• Ander Lúcia (student name mentioned)
• Julia (student mentioned as completing V1)
• Luciana (student mentioned as completing V1)
• Josiane (student mentioned as understanding steps)
• Natalia / Natália (student comment about learning from work)
• Ricardo (student comment mentioned)
• Paulo (student comment mentioned)
• Claudio (name referenced in the conflict stages discussion)

Named sources/authors (referenced)

• Avenato (definition of conflict)
• Long (definition of conflict)
• Mário Sérgio Cortella (video/ideas about conflict and the meaning of work)
• Heineken (commercial example)

Other referenced materials/platform elements

• AVA (Virtual Learning Environment) / course platform
• LEEP / Uniav Selvem email (as referenced for access/attendance)
• Google Scholar (referenced as a source type for research links within the app)
• YouTube (external videos referenced)