Browsing by Subject "Negotiations"

Now showing 1 - 10 of 11
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    Creating Relative Bargaining Power Through Information When Approaching Vendor Negotiations
    (2017-03-23) Macy, Katharine V.
    Librarians have the ability to shift the buyer/supplier dynamic during electronic resource negotiations through information analysis common in the business world. This use of information creates relative bargaining power. This poster describes a method of analysis used by a business subject liaison to understand her own collection, set priorities, and plan for negotiations of database resources. It will describe quantitative and qualitative metrics, as well as demonstrate how this information aids negotiation strategy.
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    Determining BATNA: Analyzing the Value of Packages & A La Carte Purchasing
    (2021-07-29) Macy, Katharine V.
    BATNA refers to your best alternative to negotiated agreement. It allows you to understand both your walk away point within a deal as well as your alternatives. This workshop will provide strategies and resources for analyzing your journal packages to determine BATNA, discussing how to analyze small packages in Excel using different analysis techniques to determine value. We will also discuss using tools such as Unsub to analyze large big deals.
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    Foundations Quizzes: Questions & Answers
    (2024-03-28) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney
    This is a supplementary document for the lesson plans that provides a Question & Answer bank that MLS/MLIS instructors can use to create quizzes when using the Foundations curriculum of the ONEAL Project (Open Negotiation Education for Academic Libraries) in courses that teach negotiation skills to library students.
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    Lesson: Contracts & Licensing
    (2024-04-05) Galvan, Scarlet
    This includes the lesson plans and materials that are part of the lesson on licensing and contracts in the foundations module of the curriculum developed by the ONEAL Project (Open Negotiation Education in Academic Libraries). Learners accessing these materials will be introduced to concepts and legal terms that are common in license negotiations for academic library resources.
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    Negotiation Case: ACES Database
    (2023) Macy, Katharine V.
    Library resource negotiation case study for practicing negotiation preparation for fictional ACES Database.
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    Negotiation Case: Cap & Mikey Press
    (2023) Macy, Katharine V.
    Fictional journal negotiation case study to help libraries practice preparing and conducting journal negotiations. It provides the case for both the library and vendor point of view with differing information to help replicate the missing information common that must be uncovered during the negotiation process.
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    Negotiation Preparation Worksheet
    (2020-02-25) Macy, Katharine V.
    Worksheet for preparing negotiations. Used in ER&L 2020 Workshop "Negotiate Like An MBA"
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    ONEAL Glossary
    (2024-03-28) Fuson, Courtney; Macy, Katharine V.; Galvan, Scarlet
    Glossary for the curriculum created by the ONEAL Project (Open Negotiation Education for Academic Libraries).
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    Setting Negotiation Priorities - Collection Analysis - TEMPLATE
    (IUPUI University Library: Indianapolis, IN, 2017-03) Macy, Katharine V.
    Spreadsheet template that can be used to analyze electronic resource pricing in order to set negotiation priorities.
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    The ONEAL Project: Foundations Lesson Plans
    (2024-04-09) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney
    This document provides the lesson plans developed for the ONEAL curriculum so that MLS/MLIS instructors who wish to include lessons from the curriculum can easily copy and paste the lessons into a learning management system (LMS) such as Canvas, Moodle, or Blackboard. These lesson plans were designed to be completed individually, so the “Time to Complete” note is the minimum amount of time the ONEAL team thinks it should take for a learner to complete the lesson based on the average time it took curriculum pilot testers to complete the curriculum asynchronously. The individual instructor can best determine which parts of the lesson will work best in class or as homework and how much time each should be given. If instructors choose to include group discussion and activities during a class session, the lesson may take more time. Additionally, if case studies are negotiated during class time or if instructors have an in-class debrief discussion of the negotiation experience that will also likely increase time.