Unit I Negotiation Conflict - Human Resource Management
see attachment Conflict/Negotiation Styles For the Unit I Assignment, you will complete two parts: Part 1: Complete the Negotiation Style Self-Assessment located here . Once you have completed the self-assessment, write a response that includes the following: · A description of your conflict style results · How you feel this information can be useful to you as you negotiate with others · When your style is appropriate and inappropriate · What bargaining tactics you prefer Part 1 must be at least one full page in length. Please note that you do not need to submit your completed self-assessment. Part 1 of your assignment is to provide only the description of your results, as detailed above. Part 2: For the second part of this assignment, you will explain when negotiation is appropriate. Please explain the following points: · When you should negotiate (including a specific example) · When you should not negotiate (including a specific example) · When mutual adjustment occurs and what part it plays in negotiations. Part 2 must be at least one full page in length. You are required to use at least your textbook as a reference. You may use the CSU Online Library or the Internet for other resources. Submit Part 1 and Part 2 in one Word document. Please label the parts for clarity by using headings. Follow proper APA format, and include a title page and reference page. Cite and reference all outside sources used. NEGOTIATING STYLE SELF-ASSESSMENT The purpose of this self-assessment is to help you examine your personal negotiating style. Negotiation – a process by which two parties communicate with each other in order to reach an outcome on which they mutually agree. Directions 1. PRINT THIS SELF-ASSESSMENT OUT! 2. Read the definition of negotiation above to make sure that you understand it. 3. Answer all questions to the best of your ability. There are no right or wrong answers. Don’t try to think of the “correct” or most “desirable” response, but simply respond with your honest reactions. 4. Respond by putting a check-mark or X in one column per question or statement. 5. Proceed to the second page where you will find a number of questions that ask you to consider how likely or unlikely you are to behave in a certain way when you are negotiating. 6. On the third page you are required to rate your level of agreement with a number of statements. 7. Proceed to the fourth page where you will find the scoring key and interpretation guide. How likely are you to do each of the following when ? Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely 1. I’ll come up with a plan so that I can steer the negotiation to go my way. 2. I’ll do things expressly to make sure that the negotiation stays friendly and comfortable. 3. I’ll go out of my way to make sure that the outcome for the other person is fair. 4. I’ll do things so that both of us can get what we want from the negotiation. 5. If something needs to be negotiated, I’ll immediately step forward to do it. 6. I’ll give some in order to get some from the person I’m negotiating with. 7. If the negotiation is not going my way, I’ll bail out of the negotiation. 8. I’ll suggest creative solutions that allow both of us to get what we want from the negotiation. 9. If it seems important for the other person to come out on top, I’ll give in to them. 10. I’ll avoid difficult issues to keep the negotiation from getting nasty. 11. If the other person compromises their position, I’ll compromise my position in return. 12. I’ll make sure that both of our needs are understood so that both of us can come out on top. 13. I’ll present information, when negotiating, even if it doesn’t necessarily always support my position. 14. I’ll propose a place in the middle where we both can meet. 15. I’ll try to see things from the other person’s viewpoint and be considerate of their needs. Rate your level of agreement with each of these statements. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 16. In every negotiation, both sides have to give something up to get something in return. 17. What’s good for me is really all that matters when negotiating. 18. I’ll do almost anything to keep from having to engage in negotiation. 19. In negotiating, someone wins and someone has to lose. 20. The feelings of the other person that I’m negotiating with are important to me. 21. Negotiation works better when the focus is on common agreement rather than differences. 22. I can be aggressive when it comes to getting my way from a negotiation. 23. When you compromise in a negotiation, you really just lose. 24. If the other person gets a “raw deal” from our negotiation, that really doesn’t matter to me. 25. Keeping the comfort level high is very important to me when I’m negotiating. NEGOTIATING STYLE SELF-ASSESSMENT – Interpretation Guide I. Background It is important that you, the student, review the discussion of collective bargaining behavior in Chapter 6 of Holley, Jennings, & Wolters, 8th edition, before continuing. Holley, Jennings, & Wolters identify two distinct and very different approaches to bargaining. Distributive Bargaining approaches negotiation as a win-lose exercise where the gains of one party must come at the expense of the other party. The sole focus of the negotiator is to maximize his/her own outcomes. In the negotiation literature, this orientation is referred to as Assertiveness. Mutual Gain Bargaining approaches negotiation as a mutual problem-solving exercise. Relying on open communication, trust, and mutual respect, negotiators focus on fulfilling the mutual interests of both parties. In the negotiation literature, this orientation is referred to as Cooperativeness. Negotiators that exhibit Assertiveness tendencies are more likely to engage in Distributive Bargaining behavior while negotiators that are high in Cooperativeness are more likely to use a Mutual Gain Bargaining approach. Thus, this self-assessment will help you examine your levels of Assertiveness versus Cooperativeness. According to the negotiation literature, the measurement of Assertiveness and Cooperativeness requires the consideration of five distinct negotiation styles. The five negotiation styles are: Competing - Negotiators that exhibit this style are results-oriented, self-confident, assertive, are focused primarily on the bottom line, have a tendency to impose their views upon the other party, and in the extreme can become aggressive and domineering. This style is high in Assertiveness and low in Cooperativeness. Avoiding - Negotiators that exhibit this style are passive, prefer to avoid conflict, make attempts to withdraw from the situation or pass responsibility onto another party, and fail to show adequate concern or make an honest attempt to get to a solution. This style is both low in Assertiveness and low in Cooperativeness. Collaborating - Negotiators that exhibit this style use open and honest communication, focus on finding creative solutions that mutually satisfy both parties, are open to exploring new and novel solutions, and suggest many alternatives for consideration. This style is both high in Assertiveness and high in Cooperativeness. Accommodating – Negotiators that exhibit this style make attempts to maintain relationships with the other party, smooth over conflicts, downplay differences, and are most concerned with satisfying the needs of the other party. This style is low in Assertiveness but high in Cooperativeness. Compromising – Negotiators that exhibit this style aim to find the middle ground, often split the difference between positions, frequently engage in give and take tradeoffs, and accept moderate satisfaction of both parties’ needs. This style is both moderate in Assertiveness and moderate in Cooperativeness. Figure 1 displays the relationship between these five negotiating styles and the competing dimensions of Assertiveness versus Cooperativeness. High Competing Collaborating Assertiveness Distributive Bargaining Compromising Low Avoiding Accommodating Low Cooperativeness Mutual Gain Bargaining High II. Competing Style Part of the self-assessment measures the degree to which you exhibit characteristics consistent with the Competing negotiating style. In the table below, find the numerical score that corresponds to the column that you checked for each question. Enter that number to the left of the table for each question. For example, if you checked the “Neither Likely nor Unlikely” column for question #1, you would enter a score of 3 next to Q1. QUESTION SCORE Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q1: 1 2 3 4 5 Q7: 1 2 3 4 5 Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q13: 5 4 3 2 1 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q17: 5 4 3 2 1 Q22: 5 4 3 2 1 TOTAL:(Add all scores) TOTAL SCORE INTERPRETATION 18 OR ABOVE HIGH ON COMPETING STYLE – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with the Competing style. 16 TO 17 MODERATE TO HIGH ON COMPETING STYLE – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with the Competing style. The higher your score is, the more strongly you exhibit characteristics consistent with the Competing style. 14 TO 15 MODERATE TO LOW ON COMPETING STYLE – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with the Competing style. The lower your score is, the more weakly you exhibit characteristics consistent with the Competing style. 13 OR BELOW LOW ON COMPETING STYLE – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with the Competing style. III. Avoiding Style This part of the self-assessment measures the degree to which you exhibit characteristics consistent with the Avoiding negotiating style. In the table below, find the numerical score that corresponds to the column that you checked for each question. Enter that number to the left of the table for each question. For example, if you checked the “Likely” column for question #2, you would enter a score of 4 next to Q2. QUESTION SCORE Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q2: 1 2 3 4 5 Q10: 1 2 3 4 5 Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q5: 5 4 3 2 1 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q18: 5 4 3 2 1 Q25: 5 4 3 2 1 TOTAL:(Add all scores) TOTAL SCORE INTERPRETATION 18 OR ABOVE HIGH ON AVOIDING STYLE – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with the Avoiding style. 16 TO 17 MODERATE TO HIGH ON AVOIDING STYLE – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with the Avoiding style. The higher your score is, the more strongly you exhibit characteristics consistent with the Avoiding style. 14 TO 15 MODERATE TO LOW ON AVOIDING STYLE – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with the Avoiding style. The lower your score is, the more weakly you exhibit characteristics consistent with the Avoiding style. 13 OR BELOW LOW ON AVOIDING STYLE – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with the Avoiding style. IV. Collaborating Style This part of the self-assessment measures the degree to which you exhibit characteristics consistent with the Collaborating negotiating style. In the table below, find the numerical score that corresponds to the column that you checked for each question. Enter that number to the left of the table for each question. For example, if you checked the “Unlikely” column for question #4, you would enter a score of 2 next to Q4. QUESTION SCORE Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q4: 1 2 3 4 5 Q8: 1 2 3 4 5 Q12: 1 2 3 4 5 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q19: 1 2 3 4 5 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q21: 5 4 3 2 1 TOTAL:(Add all scores) TOTAL SCORE INTERPRETATION 21 OR ABOVE HIGH ON COLLABORATING STYLE – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with the Collaborating style. 19 TO 20 MODERATE TO HIGH ON COLLABORATING STYLE – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with the Collaborating style. The higher your score is, the more strongly you exhibit characteristics consistent with the Collaborating style. 17 TO 18 MODERATE TO LOW ON COLLABORATING STYLE – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with the Collaborating style. The lower your score is, the more weakly you exhibit characteristics consistent with the Collaborating style. 16 OR BELOW LOW ON COLLABORATING STYLE – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with the Collaborating style. V. Accommodating Style This part of the self-assessment measures the degree to which you exhibit characteristics consistent with the Accommodating negotiating style. In the table below, find the numerical score that corresponds to the column that you checked for each question. Enter that number to the left of the table for each question. For example, if you checked the “Very Unlikely” column for question #3, you would enter a score of 1 next to Q3. QUESTION SCORE Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q3: 1 2 3 4 5 Q9: 1 2 3 4 5 Q15: 1 2 3 4 5 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q20: 5 4 3 2 1 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q24: 1 2 3 4 5 TOTAL:(Add all scores) TOTAL SCORE INTERPRETATION 19 OR ABOVE HIGH ON ACCOMMODATING STYLE – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with the Accommodating style. 17 TO 18 MODERATE TO HIGH ON ACCOMMODATING STYLE – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with the Accommodating style. The higher your score is, the more strongly you exhibit characteristics consistent with the Accommodating style. 15 TO 16 MODERATE TO LOW ON ACCOMMODATING STYLE – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with the Accommodating style. The lower your score is, the more weakly you exhibit characteristics consistent with the Accommodating style. 14 OR BELOW LOW ON ACCOMMODATING STYLE – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with the Accommodating style. VI. Compromising Style This part of the self-assessment measures the degree to which you exhibit characteristics consistent with the Compromising negotiating style. In the table below, find the numerical score that corresponds to the column that you checked for each question. Enter that number to the left of the table for each question. For example, if you checked the “Very Likely” column for question #6, you would enter a score of 5 next to Q6. QUESTION SCORE Very Unlikely Unlikely Neither Likely nor Unlikely Likely Very Likely Q6: 1 2 3 4 5 Q11: 1 2 3 4 5 Q14: 1 2 3 4 5 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q16: 5 4 3 2 1 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Q23: 1 2 3 4 5 TOTAL:(Add all scores) TOTAL SCORE INTERPRETATION 20 OR ABOVE HIGH ON COMPROMISING STYLE – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with the Compromising style. 18 TO 19 MODERATE TO HIGH ON COMPROMISING STYLE – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with the Compromising style. The higher your score is, the more strongly you exhibit characteristics consistent with the Compromising style. 16 TO 17 MODERATE TO LOW ON COMPROMISING STYLE – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with the Compromising style. The lower your score is, the more weakly you exhibit characteristics consistent with the Compromising style. 15 OR BELOW LOW ON COMPROMISING STYLE – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with the Compromising style. VII. Assertiveness Index Now that you know each of your negotiation style total scores, it is possible to determine your level of Assertiveness. The formula is as follows: Assertiveness Index = (Competing Style Total Score + Collaborating Style Total Score) - (Avoiding Style Total Score + Accommodating Style Total Score) ASSERTIVENESS INDEX INTERPRETATION 5 OR ABOVE HIGH ON ASSERTIVENESS – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with Assertiveness. 1 TO 4 MODERATE TO HIGH ON ASSERTIVENESS – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with Assertiveness. The higher your score is, the more strongly you exhibit characteristics consistent with Assertiveness. -2 TO 0 MODERATE TO LOW ON ASSERTIVENESS – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with Assertiveness. The lower your score is, the more weakly you exhibit characteristics consistent with Assertiveness. -3 OR BELOW LOW ON ASSERTIVENESS – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with Assertiveness. VIII. Cooperativeness Index Likewise, it is also possible to determine your level of Cooperativeness. The formula is as follows: Cooperativeness Index = (Collaborating Style Total Score + Accommodating Style Total Score) - (Competing Style Total Score + Avoiding Style Total Score) COOPERATIVENESS INDEX INTERPRETATION 9 OR ABOVE HIGH ON COOPERATIVENESS – Compared to a national sample of students, your score falls in the top/fourth quartile (i.e., top 25%) of scores. This indicates that you strongly exhibit characteristics consistent with Cooperativeness. 5 TO 8 MODERATE TO HIGH ON COOPERATIVENESS – Compared to a national sample of students, your score falls in the third quartile (i.e., between 50%-75%) of scores. This indicates that you moderately to strongly exhibit characteristics consistent with Cooperativeness. The higher your score is, the more strongly you exhibit characteristics consistent with Cooperativeness. 2 TO 4 MODERATE TO LOW ON COOPERATIVENESS – Compared to a national sample of students, your score falls in the second quartile (i.e., between 25%-50%) of scores. This indicates that you moderately to weakly exhibit characteristics consistent with Cooperativeness. The lower your score is, the more weakly you exhibit characteristics consistent with Cooperativeness. 1 OR BELOW LOW ON ASSERTIVENESS – Compared to a national sample of students, your score falls in the bottom/first quartile (i.e., bottom 25%) of scores. This indicates that you only weakly exhibit characteristics consistent with Cooperativeness. Because learning changes everything. ® Negotiation Section 01: Negotiation Fundamentals Chapter 01: The Nature of Negotiation © 2019 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. © McGraw-Hill Education Overview Everyone negotiates, almost daily. Negotiations occur for several reasons. To agree on how to share or divide a limited resource. To create something new that neither party could do on their own. To resolve a problem or dispute between the parties. People fail to negotiate because they do not recognize they are in a negotiation situation. Options other than negotiation fail to achieve goals or needs. Or, people misunderstand the negotiation process and do poorly. 2 © McGraw-Hill Education Style and Approach First a brief definition of negotiation. Negotiation is a form of decision making in which two or more parties talk with one another in an effort to resolve their opposing interests. Bargaining describes the competitive win-lose situation haggling. Negotiation refers to win-win situations mutually acceptable solutions. -and-take. Negotiation is complex, factors may shape the negotiation before it begins, or shape the context around the negotiation. Personal experience, the media, and research. 3 © McGraw-Hill Education Characteristics of a Negotiation Situation Characteristics common to all negotiation situations. Two or more parties, individuals, groups, or organizations. There is a conflict of needs and parties search for a resolution. Parties think they can get a better deal by negotiating. In negotiation, a give-and-take is expected. The parties prefer to negotiate and search for an agreement. Successful negotiation manages tangibles and resolves intangibles. Tangibles include the price or the terms of agreement. Intangibles are the underlying psychological motivations that directly or indirectly influence the parties during negotiation Often rooted in personal values and emotions and impossible to ignore. 4 © McGraw-Hill Education Interdependence Relationships are characterized in one of three ways. When parties have interlocking goals, they are interdependent. Dependent parties must rely on others for what they need. Interdependence and the structure of the situation shapes negotiation processes and outcomes. A zero-sum, or a distributive situation is competitive with one winner. A non-zero-sum, or integrative situation is a mutual-gains situation. Interdependence depends on the desirability of alternatives. 5 © McGraw-Hill Education Mutual Adjustment As parties influence each other, they engage in a mutual adjustment causing changes to occur during negotiation. Effective negotiators understand how people will adjust and re-adjust, how negotiations might twist and turn. The best strategy is grounded in the assumption that the more information available about the other party, the better. When one party alters their position based on the other Concessions constrain the bargaining range. acceptable settlements. 6 © McGraw-Hill Education Two Dilemmas in Mutual Adjustment 7 Dilemma of honesty Concerns how much of the truth to tell the other party. Telling the other party everything may allow them to take advantage of you. Not telling the other party about your needs may lead to a stalemate. Dilemma of trust Concerns how much to believe what the other party tells you. If you believe everything, you may be taken advantage of. If you believe nothing, you may not reach an agreement. Current trust depends on: Their reputation. Their past treatment of you. Their current pressures. © McGraw-Hill Education Perceptions and Patterns Two efforts in negotiation create trust and the belief of fairness. One is based on perceptions of outcomes. Shaped by managing how the receiver views the proposed results. The other is based on perceptions of the process. Enhance credibility of the process with images that signal fairness. When people make a concession, they trust the other party and the process far more if a concession is returned. The pattern of give-and-take is essential to joint problem solving. Satisfaction is determined as much by the process through which an agreement is reached as with the actual outcome obtained. 8 © McGraw-Hill Education Value Claiming and Value Creation The purpose of distributive bargaining is to claim value. Using whatever necessary to claim the reward or gain the largest part. The purpose of integrative negotiation is to create value. Or find a way for all parties to meet their goals and share the reward. Most negotiations combine claiming and creating value. Negotiators must recognize when to use one approach or the other. Negotiators must be versatile and comfortable using either approach. Negotiators see problems as more competitive than they really are. Coordination of interdependence has the potential for synergy. 9 © McGraw-Hill Education Creating Value Through Differences There are some key differences among negotiators. Differences in interests. Finding compatibility is often the key to value creation. Differences in judgments about the future. How parties see what is possible creates opportunities to get together. Differences in risk tolerance. A company with a cash flow problem can assume less risk. Differences in time preference. The seller wants to close the deal but the buyer may not be ready. Value is often created by exploiting common interests, but differences can also serve as the basis for creating value. 10 © McGraw-Hill Education Conflict Interdependent relationships have the potential for conflict. Negotiation can play a role in resolving conflict effectively. Conflict is a sharp disagreement of interests, ideas, etc. Includes the perceived divergence of interest or a belief that current aspirations cannot be achieved simultaneously. There are four levels of commonly identified conflict. Intrapersonal conflict occurs within an individual. Interpersonal conflict occurs between individuals. Intragroup conflict happens within a group. Intergroup conflict is between groups the most complex. 11 © McGraw-Hill Education Functions and Dysfunctions of Conflict Discussion raises awareness. Brings change and adaptation. Strengthens relationships and boosts morale. Promotes self-awareness. Enhances personal development. Encourages psychological development. Can be stimulating and fun. Win-lose goals lead to competitive processes. Misperception and bias increase. Emotionality may increase. Productive communication decreases. Blurred central issues. Rigid commitments locked in. Magnified differences. Escalation of the conflict. 12 © McGraw-Hill Education Factors When Managing Conflict 13 Difficult to Resolve Issue is a matter of principle. Large stakes, big consequences. A zero-sum situation. A single interaction. No neutral third party available. Unbalanced conflict progress. Easy to Resolve Divisible issues. Small stakes, little consequences. A positive-sum situation. A long-term relationship. Trusted, powerful third parties available. Balanced conflict progress. © McGraw-Hill Education Figure 1.3: The Dual Concerns Model Jump to slide containing descriptive text. 14 © McGraw-Hill Education Effective Conflict Management Individuals in conflict have two independent levels of concern. Concern about your own outcomes. Five major conflict management strategies are identified in the dual concerns model. The contending strategy is used for trivial issues, not complex issues. Yielding is helpful if you were in the wrong, not with important issues. Inaction is appropriate for a cooling off period, not when you are responsible for a decision. Problem-solving is needed with complex situations needing commitment from others for success, not for simple, or timely, issues. The compromising strategy is appropriate when power is equal, not when power is not equal, or when the problem is very complex. 15 Because learning changes everything.® www.mheducation.com End of Chapter 01. © 2019 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Because learning changes everything. ® Negotiation Section 01: Negotiation Fundamentals Chapter 02: Strategy and Tactics of Distributive Bargaining © 2019 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. © McGraw-Hill Education The Distributive Bargaining Situation Also called a reservation price. The asking price is the initial price set by a seller. The buyer may counter with their initial offer. The spread between resistance points the bargaining range, settlement range, or zone of potential agreement is important. bargaining range. 2 © McGraw-Hill Education The Role of Alternatives to a Negotiated Agreement What will you do if no agreement is reached? What is your best alternative to a negotiated agreement BATNA? What is your worst alternative to a negotiated agreement WATNA? Alternatives give negotiators the power to walk away. Negotiators can set their goals higher and make fewer concessions. Good bargainers know their realistic alternatives before starting discussions and try to improve their alternatives during negotiation. Strong BATNAs can influence how a negotiation unfolds. Negotiators with strong BATNAs usually make the first offer. Benefits of a good BATNA are strongest when the bargaining range is small and negotiations are competitive or unlikely to reach agreement. 3 © McGraw-Hill Education Settlement Point The fundamental process of distributive bargaining is to reach a settlement within a positive bargaining range. Both sides want to claim as much of the bargaining range as possible. Both parties know they may have to settle for less than they prefer, but hope it is better than their own resistance point. Both must believe the settlement is the best they can get. Very important, both for the agreement and for the support of the agreement after negotiation ends. Another factor affecting satisfaction with the agreement is whether the parties will see each other again. Those expecting future negotiations with the other party are less likely to use distributive bargaining. 4 © McGraw-Hill Education Bargaining Mix The package of issues for negotiation is the bargaining mix. Each item in the mix has its own starting, target, and resistance points. Some items are important to both parties, others only to one party. Negotiators need to understand what is important to them and to the other party, and take this into account during the planning process. As the bargaining mix gets larger, there is more opportunity for trade-offs across issues. This part may require integrative negotiation strategies and tactics. 5 © McGraw-Hill Education point, motives, and so on, the more likely you will settle favorably. At the same time, you do not want the other party to have certain information about you. Your resistance point, some of your targets, and any information on weaknesses is best kept concealed. You may want the other party to have certain information. Some factual and correct. Some contrived to lead the other party to believe things favorable to you. Each side wants to obtain information and conceal information. As a result, communication can become complex, conveyed in a type of code that evolves during the negotiation. 6 © McGraw-Hill Education The resistance point is set by the value expected from a particular outcome the product of the worth and costs of an outcome. your value for a particular outcome, costs you attach to delay, and your cost of ceasing negotiations. 7 © McGraw-Hill Education Tactical Tasks Within distributive bargaining, there are four important tactical tasks concerned with targets, resistance points, and the costs of terminating negotiations. terminating negotiations. resistance point, and cost of terminating negotiations. point, and cost of terminating negotiations. Manipulate the actual costs of delaying or terminating negotiations. 8 © McGraw-Hill Education The negotiator can pursue two general routes for information Indirect assessment. Determine what information the other party likely used to set target and points and see how they may have interpreted this information. A variety of information sources can be used for this indirect assessment. Direct assessment. Sometimes, the other party will provide accurate information if in need of a quick settlement. If the other party is not so forthcoming, other methods can be used. Recruit spies. Provoke the other party into an angry outburst. Simulate exasperation and walk out of negotiations. 9 © McGraw-Hill Education Negotiators need to screen information about their own position. Concealment is the most general screening activity. When using a representative, calculated incompetence may be used. In team negotiations, channel communication through a spokesperson. Present many items for negotiation, only a few of which are important. Negotiations can use direct action to alter impressions. Selective presentation reveals only the facts to support your case. Display emotional reaction to facts, proposals, and possible outcomes. Time and detail of presentation conveys importance of an issue. Use care when choosing to take direct action. 10 © McGraw-Hill Education own position by making outcomes less attractive or costs higher. One approach is to interpret for the other party what the outcomes of their proposal will really be. Maybe highlighting a previously overlooked item. information. Concealment strategies carry ethical hazards and negotiators must ensure they negotiate in good faith. 11 © McGraw-Hill Education Manipulate the Costs of Delay or Termination There are three ways to manipulate the costs of delay. Plan disruptive action. Public picketing, boycotting, and locking negotiators in a room until they reach agreement are all forms of disruptive action that increase costs. Form an alliance with outsiders. Involve other parties who can somehow influence the outcome in the process, this will also increase the costs of delay. Manipulate the scheduling of negotiations. Use the negotiation schedule to increase time pressure. Opportunities to increase or alter the timing of negotiation vary widely. 12 © McGraw-Hill Education Positions Taken During Negotiation Effective distributive bargainers need to understand the process of taking positions during bargaining, including the following. The importance of the opening offer and the opening stance. The role of making concessions throughout the negotiation process. Each party takes a position at the beginning of negotiations. Negotiation is iterative and provides opportunity for both sides to communicate information and their positions may change. You must be sensitive to two factors when creating offers. Value characteristics are how much the issues and options of different issues are worth to a negotiator. Content characteristics involve the way the negotiation is constructed. 13 © McGraw-Hill Education Opening Offers and Opening Stance Making the first offer is advantageous as it can anchor a negotiation. Those with better BATNAs are more likely to offer first. Exaggerated opening offers give room for movement. Sends the message of a long way to go and makes them doubt their own position. But it may be seen as too tough and rejected. An opening stance is the attitude a negotiator will adopt at the start of negotiation. Choose carefully as opponents may respond in kind. Keep a consistent message with opening offer and stance. When the messages conflict, the other party may find them confusing. 14 © McGraw-Hill Education Initial Concessions Opening offers, met with counteroffers, define the bargaining range after which is time to hold firm or offer concessions. The first concession conveys a message of how you will proceed. Elements at the start of negotiations communicate intentions. An exaggerated opening offer, a determined opening stance, and a very small initial concession signals a position of firmness. Research shows firm negotiators achieve better economic outcomes. There are several good reasons for a flexible position. Taking different stances throughout a negotiation may reveal the other Negotiators may use cooperation hoping for a better agreement. Flexibility keeps the negotiations proceeding. 15 © McGraw-Hill Education Role of Concessions Concessions are central to negotiation without them, negotiation would not exist. Negotiators generally resent a take-it-or-leave-it approach. Parties feel better about a settlement when the negotiation involved a progression of concessions rather than not. Intangible factors may be as important as the tangibles. Reciprocal concessions cannot be haphazard. To encourage further concessions, negotiators may link their concessions to a prior concession made by the other. 16 © McGraw-Hill Education Pattern of Concession Making The pattern of concessions made during a negotiation contains valuable information though not always easy to interpret. When successive concessions get smaller, the obvious message is that Consider two salesmen telling their clients they have no more concessions they can make. The believable salesman is the one who has made four previous concessions of decreasing value. The unbelievable salesman has made three previous concessions of the same value. In multi-issue negotiations, skilled negotiators will offer different forms of a potential settlement worth about the same to them. 17 © McGraw-Hill Education Figure 2.4: Pattern of Concession Making for Two Negotiators Jump to slide containing descriptive text. 18 © McGraw-Hill Education Final Offers Eventually, a negotiator conveys a message that there is no more room for movement the present offer is the final one. They may choose to let the absence of concessions be the signal. One way to convey the message is to make the last offer more substantial. This implies the negotiator is throwing in the remainder of the negotiating range. A personalized concession also signals the last concession. 19 © McGraw-Hill Education Commitment One definition is the taking of a bargaining position with some explicit or implicit pledge to a future course of action. course of action. constrain the other party to a reduced portfolio of choices. Often interpreted by the other party as a threat. Some can be threats but others are statements of intent, leaving the responsibility for avoiding disaster in the hands of the other party. They involve future promises. Because of their nature, they require a follow through in action. 20 © McGraw-Hill Education Tactical Consideration in Using Commitments Like many tools, commitments are two-edged. They exchange flexibility for certainty of action, but create difficulties if you want to move to a new position. You should also make contingency plans for a graceful exit if you need it but keep the contingency plan a secret. Commitments may be useful to you as a negotiator, but you want to prevent the other party from becoming committed. If they should take a committed position, keep open one or more ways for them to get out of the commitment. 21 © McGraw-Hill Education Establishing a Commitment There are three properties to a commitment statement. A high degree of finality, a high degree of specificity, and a clear statement of consequences. Public pronouncement. This increases potency and reduces the chance of changes. Linking with an outside base. Link with outside allies, or make it difficult to break a commitment. Increase the prominence of demands. Repetition is one of the most powerful tools for prominence. Reinforce the threat or promise. Simple, direct statements of demand are the most effective. 22 © McGraw-Hill Education Prevent the Other from Premature Commitment It is important to prevent the other party from committing. People often commit when angry so pay attention to anger levels. Deny your opponent the necessary time to make a commitment. Ignore or downplay a threat. There are times when it is to your advantage for the other party to become committed. When your opponent takes a position early, you may want to lock it in. This can be handled in one of two ways. By identifying the significance of the commitment when it is made. 23 © McGraw-Hill Education Finding Ways to Abandon a Committed Position Plan a way out. Simultaneously plan a private way out of any commitment. Let it die silently. After some time, make a new proposal without mentioning the first. Restate the commitment. Restate the commitment in more general terms, changing some details to fit your current needs. Minimize the damage. If the other party backs off a committed position, help them save face. move was for a noble or higher outside cause. 24 © McGraw-Hill Education Closing the Deal Provide alternatives. Provide two or three alternative packages people like choices. Assume the close. Act as if the decision has already been made. Split the difference. When an agreement is close, suggest the parties split the difference. Exploding offers. This offer has a very tight deadline, applying pressure to agree quickly. Sweeteners. Save a special concession for the close but plan ahead. 25 © McGraw-Hill Education Assessing the Quality of the Agreement Objective outcomes. and resistance points. Another way is to compare against what the other party would have paid, but this information is not always available, or is suspect. Subjective value. Feelings about the outcome distributive fairness. Feelings about the self Did you lose face? Feelings about the process Did the other party listen? Feelings about the relationship Do you trust the other negotiator? There is no perfect assessment, but try. 26 © McGraw-Hill Education Hardball Tactics Designed to pressure negotiators into doing things they normally would not do. Their presence signals a distributive bargaining approach. Their effect is unproven and can backfire. Many find these techniques offensive. Many negotiators consider these tactics out-of-bounds The authors do not recommend using these tactics. It is important to understand hardball tactics and how they work. So you can recognize, and deflect, them when used against you. 27 © McGraw-Hill Education Dealing with Typical Hardball Tactics A good strategic response is identify the tactic quickly and understand how it works response will depend on your goals. Discuss them. Label the tactic and indicate you know what is going on. Ignore them. Not responding to a threat is often the best way of dealing with it. Respond in kind. You can always respond with a hardball tactic of your own. Co-opt the other party. Try to befriend the other negotiator before they use such tactics on you. 28 © McGraw-Hill Education Hardball Tactics and Their Weaknesses Good cop/bad cop. Transparent and easily countered, difficult to enact. Lowball/highball. The risk in using this is the other party may end talks. Bogy. Deceptive and difficult to enact, may get trapped. Nibble. Many feel this is bargaining in bad faith, may illicit feelings of revenge. Chicken. Turns negotiations into a serious game, difficult to avoid. Intimidation. May use anger, legitimacy, or guilt, teams may help. Aggressive behavior. Halt negotiations, a team may help here too. Snow job. Ask questions and listen carefully to deflect this tactic. 29 © McGraw-Hill Education Distributive Skills Used in Integrative Negotiations Distributive bargaining skills are applicable in integrative negotiation when claiming value. Applicable skills include the following. Setting clear target and resistance points. Understanding and working to improve your BATNA. Starting with a good opening offer. Making appropriate concessions. Managing the commitment process. 30 Because learning changes everything.® www.mheducation.com End of Chapter 02. © 2019 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
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Indigenous Australian Entrepreneurs Exami Calculus (people influence of  others) processes that you perceived occurs in this specific Institution Select one of the forms of stratification highlighted (focus on inter the intersectionalities  of these three) to reflect and analyze the potential ways these ( American history Pharmacology Ancient history . Also Numerical analysis Environmental science Electrical Engineering Precalculus Physiology Civil Engineering Electronic Engineering ness Horizons Algebra Geology Physical chemistry nt When considering both O lassrooms Civil Probability ions Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years) or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime Chemical Engineering Ecology aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less. INSTRUCTIONS:  To access the FNU Online Library for journals and articles you can go the FNU library link here:  https://www.fnu.edu/library/ In order to n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.  Key outcomes: The approach that you take must be clear Mechanical Engineering Organic chemistry Geometry nment Topic You will need to pick one topic for your project (5 pts) Literature search You will need to perform a literature search for your topic Geophysics you been involved with a company doing a redesign of business processes Communication on Customer Relations. 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Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard.  While developing a relationship with client it is important to clarify that if danger or Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business No matter which type of health care organization With a direct sale During the pandemic Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record 3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. 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The team is currently using an I would start off with Linda on repeating her options for the child and going over what she is feeling with each option.  I would want to find out what she is afraid of.  I would avoid asking her any “why” questions because I want her to be in the here an Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych Identify the type of research used in a chosen study Compose a 1 Optics effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. 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