In this module you saw the impact and issues related to emotions, biases, and perceptions surrounding a negotiation. In your first course project assignment, you devised a plan for Michelle so that she could be prepared for her negotiation with her boss. Clearly, Michelle is upset over having to switch shifts and consequently locate new or additional daycare. At this point in the conflict, Nikki is aware of Michelle being displeased with the shift change and knows that she wants to meet, but is unaware of reasons behind it. Michelle devised the new schedule based solely on seniority and nothing else. She thought that this was the fairest way possible given that the policy change affected everyone's schedule. She does not want the situation with Michelle to snowball into a bigger issue with overall dissatisfaction with the employees. Nikki feels that there is a section of employees who should not receive the preferential shifts because they are continuous problems in the workplace (this is a true and documented statement) regardless of the fact that they have worked at the call center longer. For this section of the project, you will be identifying possible emotions, biases, and perceptions for this dilemma. In a 2-3 page paper, address the following:Frame the issues from Michelle and Nikki's perspectives (use an interest, rights, or power approach to framing the issues).Biases hamper the negotiation process when parties come to the table with prejudgments about the other party. Put yourself into the shoes of both parties. Evaluate the biases that each party might have formed about the other party. Think about some of your workplace conflicts, what are some of the typical biases that arise when there is a dispute between a supervisor and a subordinate? Relate these biases to Michelle and Nikki's situation.Nikki knows that emotions are running high in the conflict with Michelle. From your readings this week and outside research, create a list of seven strategies that Nikki can use during her negotiation with Michelle for dealing with an opponent whose negative emotions are running high and explain how each tactic can be utilized in this situation. Ignoring the emotions is not an option. In your paper, follow standard mechanics in grammar, punctuation, and spelling. Provide proper APA cited research: in text and full citations.

Please note that you are:- required to write reference and in text citation.you are advisedNOT to take any sentence from the external resource without paraphrasingIf you had to you must do in-text citation right after the sentence. this is allowed for few sentences not all paragraph.

Within the Discussion Board area, write 400-600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.Utilizing the DSP Dissertation Template in the Resources section of MyTLC, complete the following:Identify at least 3 of the mandatory sections in Chapter 1 of a dissertation, focusing on the sections you have not yet addressed, or addressed the least, since beginning the program or crystalizing your research topic.Which of the 3 do you feel will be the most difficult for you? Why? What steps must you take to effectively complete the sections that you perceive to be challenging?Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:What did you learn from your classmate's posting?What additional questions do you have after reading the posting?What clarification do you need regarding the posting?What differences or similarities do you see between your posting and other classmates' postings?Module 3 - BackgroundREVISING THE DSP RESEARCH PROSPECTUS (REVISE CHAPTER 1)Required ReadingEdmondson, A. C., & McManus, S. E. (2007). Methodological fit in management field research. Academy of Management Review, 32(4), 1155-1179.Optional ReadingYin, R. K. (2009). Introduction. In Case study research: Design and methods, Fourth Ed. (pp. 3-23). Thousand Oaks, CA: Sage Inc.Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. Available in the Trident Online Library, Sage Research Methods database.Gagnon, Y. (2010). Stage 1: Assessing appropriateness and usefulness. In The case study as research method: A practical handbook (pp. 11-18). Québec [Que.]: Les Presses de l'Université du Québec. Available in the Trident Online Library, EBSCO ebook Collection.Yin, R. K. (2009). Designing case studies. In Case study research: Design and methods, Fourth Ed.(pp. 24-65). Thousand Oaks, CA: Sage Inc.Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1573&context=tqrGagnon, Y. (2010). Stage 2: Ensuring accuracy of results. In The case study as research method: A practical handbook (pp. 19-36). Québec [Que.]: Les Presses de l'Université du Québec. Available in the Trident Online Library, EBSCO ebook Collection.Farquhar, J. D. (2012). Quality in case study research. In Case study research for business (pp. 100-112). London: SAGE Publications Ltd.Gibbs, G., Clark, D., Taylor, C., Silver, C., & Lewins, A. (n.d.). Welcome to Online QDA. Retrieved November 25, 2016, from http://onlineqda.hud.ac.uk/Moeller, J. D., Dattilo, J., & Rusch, F. (2015). Applying quality indicators to single-case research designs used in special education: A systematic review. Psychology in the Schools, 52(2), 139-153.Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.