Class
3
Reports
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Each class member is to report on two metaphors they have encountered, use,
or interact with.
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What and which metaphors are most common in the health care environments
they have dealt with? What metaphor would they prefer?
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Reports help to emphasize the point, cross-fertilize class members with other
perspectives and are a good initial lesson in reframing.
Session Four
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Explaining the value of a dispute resolution program to administrators.
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The Costs of Conventional Dispute Management (the alternatives to the program
you will teach, train or provide). (Review Materials in
Managing reading assignment)
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Conflict Resolution Mechanisms -- A Better Way. (Overview of mechanisms,
with special emphasis on outside evaluations, audits and the matters not
heavily covered in Managing).
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Teaching tools -- a method to create dispute resolutions.
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What you should be doing
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The Importance of Planning and Proper Design.
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Teaching your audience the importance of Planning and Proper Design.
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Role-Play and Practice initial meetings/consultations on DR applications.
(If time permits).
Session Five
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Teaching Negotiation
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The importance of teaching negotiation skills.
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The importance of using simple models for negotiation skills.
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How to teach Negotiation (combining lecture with practice).
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Negotiation is the process of teaching others how to meet their needs by
meeting your needs. Teaching and education as a metaphor for negotiation.
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Negotiation is a tool to enhance trust and the value of long term relationships
(the techniques and approaches differ in smaller conflicts and in short term
relationships).
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Two common methods of negotiation:
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Cooperative -- the model of giving to receive
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Aggressive -- the model of taking as much as allowed.
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Your goal, to teach people how to cooperate without being at risk.
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Cooperative negotiation strategies are used by more of the population and
work better in long term relationships, sustain higher trust levels -- and
the method you will teach does not require idealism.
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Note that full scale negotiation training is several semesters worth of classes,
but you can teach both the basic model of teaching and assessment negotiation
over several hours, and the methods do not require idealism. Further
training on Whole Image Negotiation will follow later.
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To Teach
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Discuss and teach the reasons for learning to negotiate (above)
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Discuss, teach and role-play methods (below).
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First Level Negotiation Training
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Establish your metaphor -- Negotiation is a learning/teaching process.
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You start by learning what the other party needs to learn and by learning
what they think they know/need and by listening to the answers to the following
four questions.
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What concerns do you have?
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How do you see the overall problems we face?
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What goals should we have?
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The magic question -- listen to them tell you the answer to the question
you didn't ask, but they feel a need to answer.
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Educate them with the strong question:
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This is an issue we have, what are your suggestions?
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Repeat this over and over again to address your issues?
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Don't combine the issue question with arguments (e.g. "keeping the breakroom
clean is an issue we have, what suggestions do you have" -- not "if we give
you a bigger breakroom you will just make a bigger mess, what can we do about
that?").
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Layer with acknowledgement and recognition (refer to
Renegotiating on the subject).
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Take time, from time to time, to revisit the big picture:
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Review your overarching goals.
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What are your real needs (and what have you discovered about them), what
are their real needs (and what have you discovered about them) -- in revisiting
the big picture, get away from issues.
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Review what they think is how you find fairness and what the parts and
measurements are that make up fairness, review what you think is fair and
why.
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Do this by asking them what they see as the measurement of fairness.
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Ask about details.
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Appraise the value of what you are being asked to give and what you are getting.
Ask them to consider the values being exchanged.
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To this point you have only exchanged information and have not given up anything.
Regardless of whether the other side is cooperative or aggressive, they haven't
gotten anything but education in where the negotiation needs to go.
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Valuation is work, it is crucial and it can be difficult. Only after
you have values can you decide what you should negotiate (trade).
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All exchanges of value are done in "We can trade 'x for y'" format (i.e.
"if you can move to the second floor, then we can expand the breakroom you
use) exchanging things of equal value.
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If appraisal does not move the negotiation along, back off and move to assessing
the situation more thoroughly (framing).
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Why combine lecture with practice.
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Teaching Framing and Reframing Techniques
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What is framing -- the assessment of a conflict.
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What is reframing -- changing the way a conflict is seen.
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Second Level Technique: Framing (usually taught to your clients in
a different class than the negotiation model discussion).
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Framing is a skill to use within conflicts, including in the negotiation
setting (but in other conflicts as well), it can be used by participants
to a conflict in review with their own side, by a mediator with both sides,
or by a facilitator working with a larger conflict (it works especially well
when working with control groups in a negotiation setting when you have been
brought in to help resolve what appears to be an intransigent situation).
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Framing has seven elements or steps that you go through, and you should use
the metaphor of assessing a patient when you think of framing a conflict.
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Define the People.
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Who are the persons in the control group who attends negotiation sessions
(the players, the inner circle, the primary parties).
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Who are the persons in the influence group who affect the negotiators (the
actors, the outer circle, the secondary parties).
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Who are the persons affected by the negotiation (the subjects, the unrepresented,
the tertiary parties).
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ONE CAUSE OF CONFLICT is when people do not agree on their position within
the groups.
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CONSIDER: do the definitions that everyone is working with need to
be changed or widened (e.g. should people be shifted between groups, should
another party be joined to the negotiation, etc.).
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Problems -- what are the problems you face? Ask yourself two questions
to define and find the real problems?
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What do you wish to alter?
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What created the situation?
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ONE CAUSE OF CONFLICT is when we disagree about the source of a problem and
what needs to be altered to create a solution for the problem.
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CONSIDER: discussing the different viewpoints in order to look for
common understandings.
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History
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Ask have the parties built trust or distrust?
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Do the parties want to work on the problem (do they want to problem solve
or do they need to vent in private caucuses for a while)?
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REMEMBER: it is the beliefs that the parties fuel conflict that matter
here, not the "facts."
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CONSIDER letting the parties vent in private caucuses so that their emotions
fade (rather than in joint caucuses where emotions would fuel the fire).
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Processes.
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Ask each party "what is your negotiation style?"
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"What is the style of the other side?"
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You can let the parties discuss styles in their own terms or you can teach
them more about negotiation styles when framing.
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CONSIDER discussing and teaching about negotiation styles and methods.
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SUGGEST team oriented metaphors for the negotiation, to reframe style choices
and to encourage everyone to "pull together."
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Outcomes.
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What does each party expect to accomplish?
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What are the interests and positions (two different things) and goals that
they share?
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What are they prepared to give?
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PROBLEM: many negotiators forget to consider what they are willing
to give (or give up) in a negotiation.
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CONSIDER: exploring what each side can give that meets the needs of
the other side.
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CONSIDER: how can the pie be expanded (this is hard work, even if every
book on negotiation seems to accept it as a given that it can be accomplished.
Also, the pie often gets expanded in ways that totally surprise everyone).
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Priorities.
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Give your goals (your outcomes) priorities.
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Explore which of your goals are shared goals (which principles do you both
agree are vital) -- even if it is just the desire to resolve the conflict.
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CONSIDER: recognize each and every point of consensus or agreement.
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Balancing the relative importance of issues is the work of negotiation.
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Stakes
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What are the realities that have developed in the negotiation?
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What is possible and what is not possible?
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What is the cost of settlement?
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What is the cost of not settling?
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What is the other side offering that you want (good stakes).
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What are the results of settling that are painful to you (bad stakes).
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What are the things you might create (opportunity stakes).
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The pooling and dividing of possible benefits often creates settlements.
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vandalism, other examples.
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What is uncertain (good or bad, these are hypothetical opportunity stakes).
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REMEMBER: Negotiation involves creating, evaluating and exchanging
stakes.
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PROBLEM: Sometimes it is hard to deal with reality.
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CONSIDER: Break reality into smaller parts to make it easier to digest.
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Reconceptualize.
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Framing is a way that you can use to help people find and understand -- assess
-- the issues in order to be able to negotiate and settle.
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The resolution is not instant, but the solutions reached by a framing exercise
last longer.
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At each step consider brainstorming, analysis and other tools to broaden
your assessment of yourself, the other side and the overall situation.
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Complexity studies reflect that the initial evaluations and the initial proposed
solutions are often wrong.
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MASTER PRINCIPLE: always encourage people to ask themselves (and
to ask the other side): What could happen that might cause you to change
your mind? (e.g., what is the option that alters the results of your
frame)
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SHARE INFORMATION: teach others the "why" and "what" that creates the
frame that you operate from and that they need to address by their negotiations.
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Practice and role-play.
Between Classes
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Handouts (to review)
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Reading Assignments
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Pages 119 to 147, 151-177 of Renegotiating
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Framing Assignment: analyze a teenage son who wants the car for
a date when the parent needs the car to take his sister to piano lessons.
Copyright 2000 by Stephen R. Marsh
http://adrr.com/smarsh/