The First Meeting at NTC and The Second Meeting sections
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
This week, read the sections of the case study offered in W1 Project titled The First Meeting at NTC and The Second Meeting (linked below). Also, at the end of the case study paper, go over discussion questions 6 and 8. For this week’s task, do not skip ahead to further sections of the case study or other discussion questions in the document. Many key topics for the case study are hidden beneath the surface, and uncovering them requires both background investigation and critical analysis.
Address the following topics based on this week’s allocated sections (and all previous assigned sections of the case study):
Issues That Have Not Changed
What cues exist in this week’s allocated portions that provide further insights into the business practice, task/relationship, communication, and structure difficulties, building on the major themes and cues established in the week 1 component of the final project?
Cultural sensitivity
What clues are there that reveal the case’s cultural awareness practices (whether present or absent)? In specifically, how can a negotiator recognize both parties’ wants and concerns?
What methods does a negotiator use to find possibilities and alternatives?
What can a negotiator do to gain a better understanding of both parties’ strengths and weaknesses?
Conflict Resolution
What are the parties in the case study’s conflict resolution strategies?
What methods of conflict resolution could be employed to improve the negotiation environment and outcome?
Relationships between cultures
Provide at least three recommended practices that international negotiators might employ to create cultural rapport based on the cues in the case study and the research you’ve done. Use research to back up your recommendations.
Important tip: You might find it useful to start each section of the article by talking about the main themes and clues you notice. Then, to widen and deepen your appraisal of the case as well as your comprehension of the major concerns, conduct research on those key themes. About half of your written review of each issue should be research in the final outcome. About half of the work should be applied to the case study.
Recommendation for the body of your paper’s level one headings:
Issues That Have Not Changed
Cultural sensitivity
Conflict Resolution
Best Practices in Cultural Rapport
APA-style four- to five-page Microsoft Word document
****For further information, see the Case Study and the course texts (you can use other scholarly references as well)
J. M. Brett, J. M. Brett, J. M. Brett, J. M. Brett, J. M. Brett, J. M (3rd ed.). Jossey-Bass, San Francisco, CA, ISBN: 9781118602614
R. J. Lewicki, D. M. Saunders, and B. Barry (2014). Readings, Exercises, and Cases in Negotiation McGraw-Hill, New York, NY. 9780077862428 is the ISBN number for this book.
LEA6185 International Negotiations Page 1 of 3
South University, 2009
Junichi Yoshida’s System Modification for Japan (Case 2.1)
(With Junichi Yoshida’s and Infosys’ permission, this article has been reprinted.)
Note: This portion was adapted and used with the author’s and Infosys’ permission. Junichi Yoshida, a Japanese Infosys engineer, created this case study to show cultural differences in the way business is conducted in Japan and India for use in internal Infosys training. The circumstances of the case are based on multiple separate experiences the case writer had while working for Infosys and have been condensed and simplified. As a result, the case is a work of fiction.
Background Nippon Tele Communication (NTC) saw a potential opportunity for Voice over Internet Protocol (VoIP) service to Japanese consumers as the country’s broadband penetration rate increased. Although NTC recognized that major modifications and upgrades would be required for the Japanese environment, it chose the system utilized by American Tower Corporation (ATC), a U.S. corporation, as its information technology (IT) system for this application. This application was created in collaboration with ATC by Infosys. Infosys Japan believed it had a good chance of being chosen to work on the NTC project’s system improvements and enhancements. Tanaka-san, a Japanese Infosys sales manager, came to NTC in early November 2003 to bid on the work, but was told by NTC’s head of IT that the system improvements would be done by Nippon Information System Processing (NISP). Tanaka-san inquired as to why Infosys Japan had not received a request for proposal (RFP) for this Japanese localization project, and was informed that no RFP had been received. Infosys, not wanting to miss out on this chance, urged ATC to suggest Infosys to NTC. This strategy was effective. NTC was referred to Infosys by ATC. NTC then invited Infosys to establish a team to submit a proposal for the task, promising to reimburse Infosys for the costs of doing so. Tanaka-san then requested that the Infosys corporate headquarters in India send a consultant to assist Infosys Japan in developing a proposal for NTC. Because no contract had been signed with NTC, Infosys corporate was hesitant to contribute resources to this project. Following a lengthy discussion between Tanaka-san and Infosys corporate, the latter opted to send Sachin, a very young engineer. Sachin graduated from Bangalore University with a bachelor’s degree in electrical engineering. He was a specialist in Java programming, and he had worked on a number of projects throughout his five years at Infosys following graduating. Sachin was the technical architect for the ATC project recently. The NTC’s First Meeting When Yoneyama-san, an Infosys Japan project manager and engineer, arrived at Sachin’s hotel to escort him to the first meeting with NTC, Sachin was not quite ready. They boarded the train and met Tanaka-san, the sales manager for Infosys Japan, in the NTC lobby five minutes before the meeting was to begin. The meeting was held in Japanese for the most part. Sachin was bored, uncomfortable in the heated room (he removed his jacket), and exhausted from the lengthy journey. He was only asked one question: how many orders the ATC system handled on a daily basis. Sachin was unsure, but he estimated 10,000.
Page 2 of 3 LEA6185 International Negotiations
South University, 2009
The Second Consultation Following the initial meeting, Infosys and NTC engineers met multiple times to gather enough data for Infosys to estimate the costs of the requested system specs. At these meetings, communication was difficult. Sachin, for example, had queries for which he required answers during the second meeting, but he hadn’t written them down. Some of the conversation took place in English, but for the most part (especially when it came to technical concerns), Sachin asked each question in English and Yoneyama-san translated it into Japanese for the NTC engineer. The NTC engineer would then make a call, receive the response, and transmit it on to Yoneyama-san for Sachin’s translation back into English. Even though Sachin indicated that the ATC system only processed 5,000 orders, not 10,000 as he had previously stated, Sachin mistookly assumed that the NTC engineer was saying yes, agreeing to most of Sachin’s qualifications and requirements. Sachin revised his estimate to include the fact that NTC might employ speedier equipment and process 10,000 orders. Sachin verbally reviewed what had been discussed at the end of the second meeting and respectfully declined to go out for a drink with Yoneyama-san and the NTC engineer because he did not drink alcohol. More meetings and negotiations on cost estimates are on the way. Infosys submitted a cost estimate of $220,000 after several additional meetings and preparation. NTC requested a discount because the overall cost was nearly 50% higher than NISP’s competing proposal. Infosys complained, but the price was eventually dropped by 20%. NTC also asked for the duration to be shortened from 16 to 14 weeks. Despite the fact that doing so would necessitate overlapping the project’s design and coding phases, Infosys agreed to the time reduction. Problems Implementation of the Project NTC recruited end users to test the system during development and recorded the concerns they raised in the tracking system. The majority of the end-user difficulties, according to Sachin, were cosmetic in nature, as they did not prevent customers from using the system. Sachin, on the other hand, had underestimated the number of complications. Fixing them all would have a negative impact on the project’s cost, schedule, or both. Sachin informed his NTC counterpart this, attempting to persuade him that the requirements should have been frozen when the contract was signed. Infosys had been doing what it wanted without really knowing what NTC wanted, according to NTC. NTC further stated that no delivery delays were allowed because the new VoIP service was already being advertised. NTC refused to pay for the additional effort required to resolve the end-user difficulties. Questions for Discussion
1. What did you notice about the way this project opportunity arose that was atypical for Infosys in terms of business practice?
2. Give an account of the contract negotiations. In what ways did these talks differ from previous ones?
the manner in which you would have expected negotiations to take place?
3. Why do you think NTC approved Infosys’ 20% discount, despite the fact that it was still more expensive than the other vendor’s proposal?
4. Shouldn’t Infosys have demanded something in exchange for the price reduction? What may it be?
What has Infosys requested?
5. After receiving a price drop, NTC requested a two-week time extension. That was also agreed upon by Infosys. With whom was Infosys negotiating? At this point in the negotiations, what should Infosys have done?
LEA6185 International Negotiations Page 3 of 3
South University, 2009
6. It was tough to communicate throughout the discussions to develop specifications. Is there anything Infosys could have done differently to improve communication, lower transaction costs involved with generating the proposal, and prevent conflict after the project was launched? Keep in mind that translation is a two-way street.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
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5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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