N egoti tia ation ion S Skil killls This course involves participants working on processes and procedures that result in successful negotiation through the use of group and individual activities, activities, exercises and formal inputs.
Objectives At the end of this course, delegates will be able to •
Distinguish istinguish between bargaining ining, infl influencing uencing and negotiating tiating
•
Identify dentify the key stag stages in negoti otiating ting
•
Explain the the key stages of negotiating negotiating
•
Identify dentify value added in n neg egotiati otiations ons
•
Distinguish istinguish between comprom compromise, agreement and consensus
•
Practise the skills necessary for good negotiation
•
Establishing rapport
•
Active listening
•
Choice hoice of of la language and and
•
Perspectives
•
Pra Practise ctise negotiating otiating to YES
W hat iis s N egotiation? Definition negotiate – to confer with another with a view to compromise or agreement; to arrange or bring about a desired object; to clear, get over, dispose of an obstacle or difficulty O xford xford Eng English lish Dictiona ictionarry Negotiat Negotiation ion is the mutual mut ual act of coordinating coordinating areas o off interest. interest.
Negotiation is …. Finding a way for all parties to gain something they value from the resolution of a position of conflict. You negotiate when you want to resolve something and both parties have something to gain from the interaction interaction and exchange. You influence when you have more to gain than the other party Finding a way that enables both parties to work together in the future Dictating, that is telling someone to do something, only works for a short time or when there is an extreme emergency. If you want a long term relationship you need to negotiate. Generally used in circumstances where each party has a similar power level If you have the power then you don’t negotiate, you dictate !
W hat hat is is Influencing nfluencing? ? …. Where one party has power over another party A child can influence its parents to buy it an ice cream but it has little power power to negotiate. When a child throws a tantrum it is ‘negotiating’ with its emotions e motions ! Where one party may have nothing to gain from f rom the agreed action Buying an ice-cream for a child has little impact i mpact on the parent, the person who gains the most pleasure is the child. In fact the parent ‘loses’ the money of the ice-cream. If one party loses and and the other gains it is not negotiating ne gotiating that you are practising, but influencing. Sometime where only one party makes the final decision However much they scream, a child does not make the final decision, the parent does. does. In negotiating both parties make a decision, and stick to it.
W hat is Bargai argaining? ning? .. Where there is give and take from both sides Bargaining is a form of barter, a knocking down of the price from unrealistic high level and up from an unrealistic low level. Everyone knows in bargaining that the first offers are ‘ridiculous’ but they are ritual stakes in the ground Where neither party may appear to gain from the exchange You sometimes bargain to spread the misery – for instance sharin g the chore of washing up or ironing. Normally done on specifics such as price Bargaining is about the detail, the specifics, not about the t he big picture. Is a sub-set of negotiation Once the basic principles principles have been agreed we bargain on the details, the nitty-gritty. If the original negotiation is shaky the deal can fall apart at the detailed bargaining stage.
W hat Make Makes s a Good Ne N egotiator? Behavioural Criteria High observation skills
Able to listen, observe and record activities of others; dealing with a number of individuals at once. Able to pick up the nuances in the room and to note body body language. Planning and Organising
The ability to set out in detail what they expect from the negotiations and to know their own limits. Able to move blockages
Able to choose the appropriate tool or statement to move on from a block rather than ‘throw in the towel’. Able to notice when arguments are going round in circles and to identify barriers and to work systematically through these barriers. Develop rapport and empathy
Able to quickly establish and maintain rapport. Able to see the others’ points of view and appreciate others’ feelings whilst holding onto their own view and desired outcome Flexible attitude
Able to accept others viewpoints viewpoints and arguments without giving in on all points. Ability to see the broader picture. Creativity
Able to think round or through a problem and to try something different to help solve the issue.
Exer xercise O ne Assess ess your Curr ur r ent Sk ills il ls as a Neg N egot otia iatt or
In the questions below, rank yourself from 1 poor to 5 highly skilled in terms of your y our current negotiating ability. Then, bearing in mind the type type of deals you will be negotiating, rank yourself how you wish to be.
Statement 1
I find it easy to establish blish rapport pport
2
I find find it easy easy to set outco outcom mes in adva advance of discussions discussions
3
I find it easy to obtain authorit uthority y for neg negotia otiations tions
4
I find it easy to observe inter intera actions ctions
5
I find it easy to analyse offers offers
6
I find it easy to determ determine other other party’s value add
7
I find it easy to determ determine other other party’s negotiati otiation on lim limits its
8
I find it easy to deter determ mine othe otherr party’s ‘point of no return’
9
I find find it easy to chang change languag uage to match that of other other party
10
I find it ea easy to help help a discussion discussion to pr progress when it is blocked
11
I find it easy to give effective feedba feedback to individuals
12
I find it ea easy to maintain my own integ integrity ity whilst whilst negotiati otiating ng
Time:
Questionnaire 10 minutes Discussion
10 minutes
Rank now
W ant to be
Six St Stages of Neg N egotiation In essence there are six main stages of negotiation and the book and course will follow these through. These six stages are :♦
Preparation
♦
Discussions for information gathering
♦
Regroup
♦
Negotiating for resolution
♦
Reaching consensus
♦
Close
Stage 1: Preparation… Identify the key issues ♦
What is the main problem?
♦
Who is concerned with it?
♦
What would happen if it did not exist?
♦
What happens now that it does exist?
♦
Who currently gains from it?
♦
Who currently loses from it?
♦
Get a very precise statement if the issues
Set outcomes : best and realistic ♦
What is the best we can hope for?
♦
What is the worst?
♦
At what point do we back off (BATNA 1)?
♦
Can we phase any of our outcomes?
♦
What about the other party (ies) ?
Set negotiation range (see overleaf) Establish your BATNA2 and your FEP3 (see overleaf) Obtain levels of negotiating authority
1
See below
2 3
Best Alternative To Negotiated Agreement Final Exit Point
Outcomes It is worth spending time working out the answers to all the points below. Some are the negatives of the others but it is good to define outcomes precisely so that you can recognize when a negotiation is taking you to the correct path and when it is going off-course. ♦
What do we want?
♦
What do we not want?
♦
How do we want it?
♦
How don’t we want it ?
♦
Where do we want it?
♦
Where do we not want it?
♦
When do we want it?
♦
When don’t we want it?
♦
What will it be like?
♦
What will it be unlike?
♦
How will we know when we have got it?
♦
How will we know if we haven’t got it?
Negotiation Range This is simply the difference between the minimum that we will accept and the maximum we want. For instance if we have two groups negotiating, Group Group A and Group B we would would hope that they could come to an agreement. Where there is an overlap in the negotiation range then there can be agreement.
Grou Group pA
Grou Group pB
Lowest Lowest price price £1,200 £1,200
Highest ighest price price £4,500 £4,500
Highest ighest price price £3,000 £3,000
Lowest Lowest price price £2,500 £2,500
There is a negotiation range overlap from £2,500 to £3,000 £3,000
BAT BA T NA = Best Best Alterna A lternative tive T o Ne Negotiated otiated Ag Agreement reement Defined by Roger Fry and William Ury in “Getting to ‘YES’” If we cannot find a negotiated settlement – then what? It is always good to ask this question – especially when faced with the best possible contract or sale that your company has seen for several months. At what point would you walk walk away because the prospective customer was making excessive demands? In most circumstances there is an option we we can take if we cannot reach agreement. If you ask your manager for a pay rise and are refused then your BATNA may be to resign and look for f or a better paid job elsewhere. It is not necessarily a pleasant option, but it is an option. In some war and conflict situations the BATNA can be further hostilities. If there is no alternative then we need nee d to negotiate, negotiate, and negotiate ! So, set a BATNA and get agreement from your hierarchy on the the BATNA. Then you will be able to negotiate in confidence.
Final Exit Point Given a BATNA when do you exit proceedings? What is your ‘last stand’ position? Is this backed up in your hierarchy? – there is nothing worse than reaching what you believe to be your FEP, walking out of the meeting and then the n finding that people in your hierarchy take a different position. Think back to childhood, how often will a child ‘set’ parents against each other a nd having reached a block from one parent ask the other and a nd find the block overturned? The effect this has on the authority of the parents is marked.
Negotiating Authority ♦
How much leeway do you have?
♦
How long will it take to go to a higher hig her level?
♦
How do you keep higher levels informed of situation?
♦
When do you pull out of the discussions and send in a higher authority?
Communications Research into the effects of communications has shown that the effects effe cts of body language or nonverbal communication is very high. This means that for the Negotiator you need to be able to interpret body language and understand what the individual is ‘saying’ with their arms, e yes and posture. One word of warning - be careful to take a cluster of of movements into account, not just one single gesture.
Mehrabian (1969)
This research found that:Message impact: Verbal
7%
Vocal
38%
Non-verbal
55% 100%
Birdwhistell (1971)
Birdwhistell found that the average person speaks words for a total total of 11 minutes a day. An average sentence lasts only 2.5 seconds and most communication (65%) is non-verbal. Like Mehrabian he found that the verbal component of face-to-face conversations is less than 35% and that over 65% of communication is done non-verbally. He contends that a well-trained person can tell what a person is saying by the gestures they are making and that by looking at gestures, Birdwhistell could tell what language people were talking! Verbal communication is used for conveying information; non-verbal for feelings and showing attitudes. You will do an exercise on the words chosen and how they indicate what se nses an individual chooses to process information with most most of the time. Be sure that as a Negotiator you use a range of words so that everyone in the room can understand your meaning.
Exercise Two Communicati ommuni cation on Quest Quest ionnaire ionnair e
You have ten minutes to complete the following questionnaire. Please answer eve ry question. For each of the following statements, please place a number next to every phase. Use the following numbering system to indicate your preference. 4 = closest to describing you 3 = next best description 2 = next best 1 = least descriptive of you 1. I make make important important decisions decisions based based on: • • • •
how I picture it working how I feel about the person which answer sounds most convincing a detailed analysis of all the issues
V K A D
2. During an argument, I am most likely to be influenced by: • • • •
how the other party sounds how I feel they are feeling about about the topic whether I can see the other party’s viewpoint the precision precision of the other party’s argument argument
A K V D
3. I most easily demonstrate my state of mind by: • • • •
stating my feelings the colours and clothes I wear the words I choose my tone of voice
K V D A
4. It is easiest for me to: • • • •
select attractive colour combinations identify the key rational points of an argument tune in a radio setting pick the most comfortable piece of furniture
V D A K
I am quick to make sense of new facts and information I am in harmony with my surroundings I am constantly aware of how my clothes feel on my body I have a strong sense of colours and how they blend together
D A K V
5. • • • •
numbers associated with each letter. There are five entries for each letter. Scoring: Add the numbers
V 1 2 3 4 5 TOTAL
K
A
D
NLP4 Commun C ommunication ication Indicators Visual
Auditory (Tonal)
Kinaesthetic
Auditory Digital
V
A
K
D
Memorise by seeing pictures. Often have trouble trouble remembering bering verbal instructions. Less distracted by noise. Can be bored by long verbal sentences, because their their minds tend to wander.
Can repeat things back to you easily.
Respond to physical rewards and touching.
Spend some time time talking talking to them themselves
O ften distra distracted by noise.
O ften talk ver very slowly and and breathy.
Memorise steps, proc procedur edures es and sequences
Memorise by doing or walking through something.
W ant to know if somethi something ng makes sense.
Learn by listening listening. Like music and to talk on the telephone. Tone of voic oice and words used are important.
Go by ‘gut feel’
see
hear
feel
sense
look look
listen
touch
experi experien ence
appear
sound(s) sound(s)
grasp
understand understand
view
make music
get hold hold of
think think
show
harmonise onise
slop through through
learn
dawn
tune in/out in/out
catch on
process process
reveal
be all ears
tap into into
decide
envision ision
ring bells
make contact
motivate otivate
illum illuminate inate
silence
throw throw out
consider
twinkl twinkle e
be heard
hard
change
clear
resonate
unfeeling ling
perceive
foggy
deaf (ear)
concrete concrete
insensitive insensitive
hazy
dissonance
scrap scrape
distinct distinct
focused
overto overtones nes
get a hold hold
conceive
crystal crystal clear
unhearing
solid solid
know
Flash
attune
suffer
question stion
Imagine
outspoken outspoken
unbudging
be conscious conscious
Pictur Picture e
tell
impression
analyse
Sparkling kling
announce
touch touch base
comm communicate
I see what you mean
on the same wavelength elength
get a grip on on the idea
what are the the facts?
looking forward to..
speak your mind
hold hold on a moment
lets get down to basics
A dark cloud on the horizon
word for word
a cool customer
the bottom line is...
loud and clear
put my finger on it
what do you say?
heated arg argument
what precisely does this mean?
Taking a dimview Lig Lighten up a bit bit
a smooth operator
4
NLP = Neuro Linguistic Programming
Exercise Three Pr actis acti sing Dif Di f f erent Communicati ommuni cation on St St yles yles
•
Pair up with someone on the course whose highest score is i s in a dimension that you score low in. For instance if you are low on Visual but high on Auditory Digital; then pair with with someone who is high in Visual and low in Auditory Digital.
•
Spend five minutes describing your house to the other person in your lowest style- try to use words from that dimension.
•
If you are listening, try to help if they slip into a different style - if they try giving you facts ask for pictures; if they tell you about a bout sounds ask them for feelings and so on. on .
•
After five minutes reverse roles.
•
As a pair, consider the implications of this information for good Negotiation
Timing: 20 minutes
Language - Recovering Choices Gathering Information People use a kind of shorthand when speaking. We generalise and delete information. This exercise helps you to be able to recognise this and ask the appropriate questions to recover the missing information.
General and Specifics General ♦
May present things in random order
♦
Have overviews and summaries
♦
Use concepts and abstracts
♦
Use simpler sentences with few modifiers or details
♦
Appear to be extremely vague and woolly (to a Specific)
Specifics ♦
Speak in step-by-step sequences
♦
Use a great deal of modifiers, adverbs, adjectives
♦
Use proper names for people and places
♦
Only seem aware of the step before and the step after
♦
Appear to use exceptional details (to a General person)
Generalisation Examples SITUAT ITU ATION ION Universal words
HEAR Every, Every, all, all, never never,, always, etc.
ASK Every? All?
MEANING (Do you really mean that) you always…..? ?
Always? impossible, Restr Restrict iction ion of Poss Possibility ibility Can't, impossible, unable
Restriction of Necessity:
Have to, to, Neces Necessa sary, must
"Wha "W hat stops stops you?" ou?"
W hat barriers iers do do you "Wha "W hat would would happen ppen perceive? if you did?" did?" "Or "Or, (what would happen?")
W hat hat consequences do you perceive perceive? ?
"Wha "W hat would would happen ppen if we didn't?"
Nominalisations W ords ords which which describe describe a process, process, that exist exist iin n nam name only
communication, transportation etc.
“Who’s “W ho’s not?” “How “How How does the broad would you like to?” category affect your “Wha “W hat does does … mean specifically? to you?”
Unspecifi nspecified ed nouns and verbs
Costs are rising, “which costs/work work is harder, life is in particula ticular?” more stressed “Whose “W hose life? life?”
W hat does this category represent specifically for you?
Simple negatives
N ot sure, ure, not happy,
Extract beyond the negative to find out where the apprehension arises
Lack of reference
The They aren ren’t happy; He doesn’t like this
“about “about what in particular?”
“Who “W ho specifica specificalllly y?” “Why “W hy is that that person person affected?”
Try to encoura ourag ge identification of the individual or group concerned
Exercise Four Language - Gener General aliisation at ions s
In pairs and using the following examples, make up u p examples from your day to day work for each of the categories, and assign an appropriate information recovery question
Universal words
Words which include the whole world, all time and space, such as all , ever, never, every, no one, always, nothing etc. Example
"We never give discounts" •
Your partner asks: "Never?" "What would happen if you did?"
My example
Recovery question
Restriction of Possibility
Words which claim that something is possible / impossible and can or can't be done. Think of something which for you is 'impossible', or something s omething at work you can't do Example
I can't ask for a pay rise •
Your partner asks: "What stops you?" y ou?"
•
Your partner asks: "What would happen if you did?"
My example
Recovery question
Restriction of Necessity
Words which claim that something must occur, is necessary Example
“I have to seek authority for that” Have to, Necessary, must •
Your partner asks: "Or what would happen?"
•
Your partner asks: "What would happen if we didn't?"
My example
Recovery question
Nominalisations
Words which describe a process, that exist in name only, making them nouns for example: communication, transportation, etc. Example
"We want to improve communications." •
Your partner asks: "Who's not communicating what to whom?"
•
...or : "How would you like to communicate?"
My example
Recovery question
Unspecified nouns and verbs Example
"Costs are rising" •
Your partner asks: "Which costs?"
•
Your partner asks: "Rising in what way", "Compared with what?"
•
Your partner asks: "How specifically are they rising?"
My example
Recovery question
Simple Negatives Example
"I am not sure" •
Your partner asks: "About what specifically?"
My example
Recovery question
Lack of reference
Words which indicate a third party such as they, others Example
"They won’t like it" •
Your partner asks: "Who specifically won’t like it?"
My example
Recovery question
Stage 2: Discussions ♦
Meet to discover
♦
Practise active listening
♦
Avoid commitment
♦
Establish rapport •
Identify language patterns
•
Identify interests and needs
•
Separate the people from the problem
•
Focus on interests not positions
Meet to discover
The original meeting is to find out what the other party wants and needs and to express your wants and needs as well. It is an opportunity to share information information and to start to create rapport with the people. If you make it clear that this is what you want from the first meeting then neither side will be disappointed with the meeting. Active listening
This is a major topic and a vital skill in negotiating. It is covered in depth overleaf.
Active Listening Introduction We spend up to 80 per cent of our conscious hours using four basic communication skill s: ♦
writing
♦
reading
♦
speaking and
♦
listening
Listening accounts for more than 50 per cent of that time, so we're actually spending 40 per cent of our conscious time just listening. We tend to give little attention to the listening part of the of the communication process, which is amazing considering the facts stated here. On average, people retain only 25 per cent of what they hear. There are many reasons why this is the case: ♦
We perceive listening as a passive activity and find the prolonged concentration required impossible to maintain
♦
The average person speaks at about 130 words per minute, whereas our thinking speed is about 500 words per minute. minute. Consequently, we are continually jumping ahead of what what is actually being said. We often, therefore, go on 'mental walk-about', thinking of of other things
♦
We don't clear our minds beforehand so the 'noise in our system' shuts out or distorts what is being said
♦
The listener is tense with emotion e motion so that his or her ability to listen is seriously impaired
♦
We are concerned with our reply so that the concentration is on this rather than what is being said to us
♦
The perception of the listener may so differ from the perception of the talker that a totally different interpretation of the information may occur
How can we improve our listening?
Quite simply by getting the sender of the message involved with the receiver to create a twoway communication. The technique of making the process of communication two-way two-way is called 'ACTIVE LISTENING', which as the name suggests sugg ests is an active not a passive process.
Active Listening Steps The steps in active listening are: A receives a message
on what is being said B receives a message. This involves concentrating fully on B states what s(he) has understood but makes no evaluations A either agrees with B's interpretation or, if not, sends the message again
This process is continually repeated until understanding by both parties has been achieved
Active ctive Listening istening T echnique echniques s Two techniques that can help us become more competent at active listening are Summarising and Reflecting.
Summarising
This is concerned with the factual side of the message mes sage and involves stating back to the speaker the listener's understanding of the information. This paraphrasing should take place at regular intervals and has the advantage of: ♦
checking understanding
♦
offering opportunities for clarification
♦
showing the speaker that you have been listening listen ing to what has been said, thus demonstrating your interest
♦
giving the speaker feedback on how well the message has been expressed
Useful phrases are: “As I understand it, what you are saying is ....” “So your point is that ....” Reflecting
This is like holding a mirror in front of the speaker, reflecting back phrases as you hear them. This increases clarity and lets the speaker know that you are hearing accurately. You may be reflecting back data or or feelings. In the case of the latter, latter, recognition of the speaker's feelings builds empathy between you.
Non-verbal communication
Active listening is greatly enhanced by the judicious use of non-verbal communication, which includes: •
the receiver making eye contact with the speaker 60 - 80 per cent of the time
•
nodding and shaking the head when appropriate
•
mirroring the speaker's body language, although it is important not to 'mimic' the speaker's posture
Research has shown that we take in 7% by words, 38% by tone of voice and 55% from body language. That means that that HOW something is said, and HOW they hold themselves reveals more than WHAT they they say.
How to Improve your Listening Skills ACTION
REASONING
You must care enoug ough to want to improv rove.
With Without this this motiv tivation tion,, it will ill be too too much effort
Try to find an uninte interru rrup pted area rea in which ich to converse.
Keeping your train of thought is difficult when there are obstructions to concentration
Be mindful indful of your own own bias biases and pr prejudices… ejudices… …so that they don't unduly unduly influence influence your listening Pay car careful attentio ttention n to what's t's being said.
Do not stop listening listening in order order to plan a rebuttal to a particular point
Be aware of 'red flag' words that might trigger an overreaction or a stereotyped reaction.
Examples of this this are 'W omen's omen's Libber' Libber' and 'Male Chauvinist'
Don't allow yourself to get too far ahead of the speaker
Avoid trying to understand things too soon
At intervals, try to paraphrase what people have been saying.
Give them the opportunity to learn what you think think you've you've been saying
W atch for key or 'buzz' 'buzz' words words if you've you've lost the train of the conversation.
This This happens partic rticu ularly rly when the speaker is is long long-winde winded d or or has a tendency to ramble
Don't interrupt to demand clarification of insignificant or irrelevant details
You can ask for the these details at the the end of their talk time
Avoiding commitment
At the first meeting ensure that you take all suggestions ‘without prejudice’. This enables you to listen to everything to put a number of proposals forward but without either side committing themselves irrevocably. This is best prefaced by “What if…” or “How would would it be if we …” or “As a suggestion, if we..”
Establishing rapport
Rapport arises in many different ways. The key factors to establishing establishing rapport are: •
Recognising the other party as an individual
•
Recognising the person, not the issue
•
Sharing your own feelings
•
Speaking in their language
•
Trusting the other party’s competence
•
Matching voice tone and speed
•
Eye contact
•
Finding out the other’s interests
•
Listening well
Identifying language patterns NLP suggests that there are certain patterns of language that individuals prefer ♦
illustrate, brilliant Visual – look, see, scenario, illustrate,
♦
harmony Sound – hear, listen, sounds like, in harmony
♦
concrete proposals Feeling - grasp, get to grips with, concrete
You have already
Included in language patterns are the use of filters. Filters affect our decision-making ability and actions. They include: ♦
Towards – away from
♦
Global – specific
♦
Match – mismatch
Towards – away from
This filter determines whether we are motivated by a desire to try something different or to avoid a void something unpleasant from the past. past. When you hear people talking about “boldly going” they they are Towards people; when they talk about “from poverty to riches” they are Away From people. In negotiating a pay rise you will appeal to a Towards person by saying that with more pay you will be able to focus on the future and the challenges challe nges it provides; you will gain more attention from an Away From person by saying that t hat the pay rise will prevent you from looking l ooking elsewhere for another job and saving them from having to find someone else el se to do your work. Global – specific
This filter explains how we approach the world. Global people see the whole planet and the world of work – they find it hard to concentrate for long on minute details. Specific people see the world as linear, one task at a time and sometimes fail to take in the whole picture. In negotiating there is room for both approaches. However the better approach is to settle and agree the global picture first then focus in on the details. Otherwise both parties will will be unsatisfied with the outcome. Some warring factions cannot even agree at very high levels of globalisation (human life is sacred) which makes negotiation neg otiation nigh on impossible. Match – mismatch
The human brain is designed to look for similarities to try to form some patterns of the world and to reduce the ‘confusion’ of all the millions of messages hitting the brain every second. For some people they seek patterns too readily and can can match a great many items and situations. For others things are all different, unique and there t here is no room for matching and therefore categorizing and generalities. In negotiating you may wish to ,match a current situation with a past one and then try for the same resolution. With matchers this will work; work; mis-matchers will not recognize recognize even some similarities.
O bs bser erv ving and Recor Recordi ding ng It is important to develop skills in observing and recording as as a Negotiator. You will need to do both these at speed, and unobtrusively, when you are working working with a group. You may in some circumstances wish to ask another member of the group gr oup to record for you, but be aware that this will take them out of the group situation and they may find re-entry difficult.
O bserving bserving This skill involves seeing without judging what happens. Within a group, interactions occur between various members; people people react to statements; body body language gives a clue to feelings. It is very important to watch for non-spoken communication: gestures, facial expressions and the like and also to listen to the tone of the spoken words which can also convey strong messages. The task of observing is to watch what happens : who says what; who does what; who sits beside whom; is this always consistent; who avoids whom.
Recording It is important that you devise a method of recording the group interactions - verbal and nonverbal and practise doing this accurately accurately and quickly. This means that you can recall precise words and gestures where necessary at group review or when there is some problem with your group. Records should be accurate and precise. Try not to summarise but to record precisely and to work out your own shorthand to help with speed. As the group process is important you cannot be interrupting them to get them to slow down while you write. If you are recording body language then draw stick people; use i nitials and also use some of the methods suggested below. You will need to use your discretion when to write/record and when to observe.
T ools ools for Obs O bserving erving and and Recor Recording ding Plus/Minus Sheets
A plus/minus sheet is a way of recording ‘good’ and ‘bad’ actions actions and words. It is used where there can be some concerns over the group process and where the group seems to be fighting perhaps at the storming stage of group dynamics. A sheet of paper is divided into two columns, + and -, and you record what takes place in the columns. Note that this involves an element of subjective judgement by the Negotiator so you need to establish what good and bad means in your terms - probably helping or hindering the group attain its purpose.
+ KV
Let’s reconsider the problem problem again
KV
That’s your opinion - I think it could be a wider wider issue
MS
The orders or ders keep arriving late at customer sites
RA No No we all know what it is, the stupid stupid accounts system
JV Sales les keep prom romisin ising g the earth rth and do not consider the problems in dispatch
Action/Say Sheets
This is similar to a plus/minus sheet except that here, rather than getting the Negotiator to make judgements as they record the differences in body language and words words are recorded. This will include eye contact; table thumping; moving in/out from the group; arm movements; facial expressions. Again it is of value in review revie w where you are interested in getting opinions from f rom all members of the group, not just the vocal ones. You can introduce a review by saying “Sue, I noticed that you were frowning when Ray said “ we all know what (the problem) is, the stupid accounts system” - what were you thinking?” A say/action sheet is also a two column sheet where you record spoken words and also body language of speaker and others. This is important. Often groups need Negotiation because the members are poor at recognising non-verbal communication from others, or will not acknowledge it. Again you need to develop some shorthand - pictures, phrases, and so on to capture all the nuances of non-verbal actions.
Note:
It is easier to record actions than the words - they stay longer in your the mind.
Spoken RA we all know know what the pr problem oblem is, the stupid accounts ccounts system
Actions SJ frowns; MS raises raises eyes KL sits forward
Group Observation Sheet
We have prepared some Group Observation Sheets that will help you observe a group closely and focus on behaviours. This sheet asks some questions and allows space for initials of individuals. It can combine with a ‘plan’ of seating which which you can also use to note how many times individuals speak or are spoken to. Do this by using either your own notation notation or the following:following:S = Speaker R = Receiver Quickly you will see a pattern starting to emerge in any group with ‘speakers’ and ‘receivers’.
Exercise Five Gr oup Obser Obser vation vati on Chec Check k lis li st
Find a situation where you have the opportunity opportunity to observe a group in action. This may have to be watching your course colleagues discuss some topic or you may think about a recent group or team meeting that you attended. If using memory, then make sure that the meeting was in the past five days since our memories are notoriously n otoriously bad at remembering details. Complete the checklist below:-
Who talks to whom?
•
Sketch the seating plan and put initials of each e ach person in their appropriate places.
•
Is there there any ‘ranking’ order of seating? Do people sit next to ‘friends’?
•
Remember S and R notation.
Checklist ques questions tions W ho ta talks the most? most? To whom do the they talk ? W ho talks to them them? W hen people are talking, where do they they look? look? W ho interr interrupts upts whom? W ho is the leader leader of of the group? W ho ta talks the least? least? How are silent people treated? Are some people listened to more than others? Do they also do most of the talking? Is there there eviden evidence ce of competit competitio ion? n? Between whom?W hat is is it? Are decisions decisions made by the few or or ever everyone? yone? W ho listens listens the most? How do you know they are listening? W ho is telling telling others others their ide idea as? W ho is selling selling their ideas? ideas? How are ideas handled? handled? W ho summarises? W ho keeps the group on ta target? W ho keeps time? time?
Initials nitials
Key Quotes
In the table below capture some of the positive and negative quotes said at the meeting and the initials of the person saying them. If you have time, write in brackets the reaction of the group to these statements.
Positive Positive quotes
by
Negative egative quotes
by
Meeting topic
Did the topic of the meeting affect the way in which the meeting ran? Were people’s behaviours different from what you normally expect?
General atmosphere
What is your impression impression of the general atmosphere in the meeting? Is it friendly? hostile? resigned? competitive? enthusiastic?
What gives you this impression? - state words used; gestures; asides; body language
Leaving the meeting
Did the meeting end with with a feeling of accomplishment? Were people positive positive about the meeting? Was it productive in the views of the attendees? What evidence do you have for these views?
Stage 3: Regroup ♦
Time out for thought – evaluating the meeting
♦
Identify and categorise findings about other parties
♦
Revisit •
outcomes,
•
Range, and
•
Value Adds
Meeting Evaluation Effective meetings occur when Negotiators and participants work to find a better way to get the job done. Participants come to a meeting with ideas, skills, knowledge and experience. The Negotiator’s job is to create an environment where ‘evaluation’ becomes a normal part of the process.
Sources of Evaluation
There are three potential sources for evaluating meetings: ♦
Self-evaluation by the Negotiator
♦
Evaluation by a trained observer
♦
Evaluation by participants
All should contribute to improving a meeting. However, evaluations by trained observers and participants tend to be broader in scope and more objective.
Self-Evaluation by the Negotiator
After a meeting is over, a Negotiator N egotiator should ask, “How did I do?” “Where did things go well, and why?” “Where did I have problems, and why?” “What would I do differently next time?” This is the minimum evaluation to be considered. A Negotiator will have impressions about things that went well and problem areas that were were encountered. A few minutes reflections on these experiences can be helpful. Evaluation by a Trained Observer
A trained observer should be familiar with the ingredients i ngredients of an effective meeting, skilled in making objective evaluation and accomplished at giving feedback. It is difficult to find someone with all these qualifications. A meeting observer usually sits at the back of the room and records notes on an evaluation form. Notes that follow a ‘timeline’ of the meeting are most most helpful. Following the meeting, the observer may either report to the group and invite discussion about how to improve the effectiveness of future meetings, or the t he trained observer may choose to report privately to the meeting Negotiator to discuss improvement needs. Evaluation by Participants
Participants are an excellent resource resource for evaluation. They have feelings and reactions to to meetings, events and leadership styles that others may not choose choose to acknowledge. An open discussion is usually the best way to get feedback from participants. After the Meeting
If you do not have time at the end of the meeting, these evaluation techniques are available: •
Distribute evaluation forms to participants asking them to complete and return them to you
•
Telephone a cross-section of the group and request a verbal evaluation e valuation of the meeting
•
Visit members of the meeting and ask them to evaluate in a face-to-face f ace-to-face situation
•
Check with the meeting ‘owner’ against the objective agreed beforehand
Benefits of Evaluation The benefits of an evaluation will be worthwhile if the following conditions exist: •
You want to improve future meetings
•
You receive honest input from evaluators
•
Evaluators are candid in their assessment
•
You receive feedback in a positive way
•
You incorporate improvements into future meetings
Value Added ♦
What can you give other parties that adds value to them the m but involves negligible cost or expense on your part?
♦
What else would you like from the other parties that is outside current scope of negotiation?
♦
Is your extra demand easy to fulfil?
♦
Is your ‘gift’ easy to fulfil?
When deciding on a Value Add you must think of something that would benefit the other party, that is in your gift to offer and that will not cost you much in terms of money or resources. It may be something such as a help line phone number for 30 days after purchase; allowing them to use your company’s name as a customer on their literature; making the product in their company colours; whatever.
Power ♦
Power is given as well as taken
♦
Power comes from
♦
•
The individual
•
Their title
•
The situation
•
Individual abilities
Ensure you have maximum power before negotiating – but don’t expect necessaril y to use it !
It is the perception others hold about your power that gives you the ability to induce compliance or to influence their behaviour. Therefore, power is like money in the bank. The person trying to cash a cheque not only has to have funds available they t hey also have to give the impression of affluence to prevent checks being made on their the ir signature for confirmation. Thus a person’s power base has to be known to others others before it can be used effectively. If you are to increase the probability of influencing others you need ne ed information about how others perceive you and what sources of power they most respect.
Stage 4: 4: Neg N egotiate for Reso Resolution ♦
Negotiate the big picture first
♦
Cover all the issues under consideration
♦
Shift between big picture and details
♦
Trade concessions
♦
Bargain value adds
The Big Picture First ♦
Start with broad principles
♦
Consider the intention of the negotiation
♦
“agree on the wood then the trees then the leaves” i.e. from the general to the specific
♦
Chunk up to agreement on big scale
♦
Then go down into the details
Where you are unable to get agreement at even a metaphysical level (“nature” or “the planet”) then there are major problems
C oncess oncessions ions These are where each side starts to move further along their range of negotiation towards the other party. Concessions are rarely made without something comparable comparable from the other side. It is a case of “if we….., then will you….?”
C ompr ompromise omise This is where each party ‘gives in’ to the other party. It can result in neither party getting what they want. How often have you been unable to decide with a partner about the film you want to see and ending up going to see something that neither ne ither of you wanted particularly to see but was a compromise solution? Perhaps the correct negotiated solution in this case would have been to go one night to the film that A wanted to see and another night to the film that B wanted to see? This way both of you gain something rather than an unsatisfactory compromise. Generally speaking, compromise is not a satisfactory outcome from negotiation.
Stage 5: Reach Reach Co Consensus ♦
Restate final conclusions
♦
Check that everyone has authority to agree the deal
♦
Check with each party individually that they agree
Restate final conclusions It is important to restate all the stages of the agreement thoroughly and to get everyone ever yone to agree on them –preferably by signing – before a break. Otherwise people will forget details or will only remember the final points of the discussion. Try to construct the final agreement in words that you can understand – if later it has to go g o to lawyers then so be it, but he general wording should be readily comprehensible by all.
C heck heck on author authorit ity y to sign sign This is vital. If someone does not have this authority then until they get it you have not reached an agreement, just and understanding!
C heck heck ind individua ividuall lly y with each per person By going round the table, restating the agreement and a nd asking a simple “Do you agree with ………………………….?” And requiring a simple Yes or No you can judge whether everyone is really with you or not. Where people hesitate on Yes, or stutter, or say OK or I suppose so or whatever then you will know that they are not fully behind the agreement. A straight YES is needed (or even NO). It is the time to come off the fence and ‘put up or shut up’. Assuming that you get a straight YES then you can move to the close
Stage 6: 6: Cl Close ♦
Check that all parties are happy
♦
Shake hands or sign
♦
Inform all interested internal parties
♦
Keep promises
This is fairly self-explanatory. Some form of formal formal agreement is useful – a ritual ritual such as signing or shaking hands helps and then the necessity of ensuring that everyone informs the t he other interested parties in their interest groups. groups. If they have the authority to make the agreement then this is not the time for others to disagree, it is for them to work with the negotiated agreement. The final point – Keep Promises – may look obvious but there are some widely publicised negotiations where on return one party or another fails to keep keep its promises. If made in good faith they either have to be kept or a meeting convened to find out why they cannot be worked and a solution found. Congratulations! You have now finished learning about Negotiation Skills.
Exercise Six Reass eassess ess your your Curr ur r ent Sk ills il ls as a Neg N egot otiat iat or
In the questions below, rank yourself from 1 poor to 5 highly skilled in terms of your y our current negotiating ability. Then, bearing in mind the type type of deals you will be negotiating, rank yourself how you wish to be.
Statement 1
I find it easy to establish blish rapport pport
2
I find find it easy easy to set outco outcom mes in adva advance of discussions discussions
3
I find it easy to obtain authorit uthority y for neg negotia otiations tions
4
I find it easy to observe inter intera actions ctions
5
I find it easy to analyse offers offers
6
I find it easy to determ determine other other party’s value add
7
I find it easy to determ determine other other party’s negotiati otiation on lim limits its
8
I find it easy to deter determ mine othe otherr party’s ‘point of no return’
9
I find find it easy to chang change languag uage to match that of other other party
10
I find it ea easy to help help a discussion discussion to pr progress when it is blocked
11
I find it easy to give effective feedba feedback to individuals
12
I find it ea easy to maintain my own integ integrity ity whilst whilst negotiati otiating ng
Time:
Questionnaire 10 minutes Discussion
10 minutes
Rank now
W ant to be
Exercise Seven Action ct ion Pl Plan
•
Using the results of your self-assessment self-a ssessment questionnaire (Exercise ), complete this Action Plan. You should aim to put in at least 3 actions actions that you will complete within a specific time frame
You may need to ask for help from someone in i n the group, or the trainer, or your manager, or a colleague to complete the activity. If that person is here on the course, get their commitment now before you both leave.
ACTION 1
2
3
Timing :
20 minutes individual work 15 minutes negotiation and discussion
By when?
With whom?
Date completed
