part a-purpose: negotiation 101 - employer registry 101.… · negotiation process can be...

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Part A-Purpose: Negotiation 101 What is it? A process for assuring that the needs, interests and motivations of both parties are addressed and that the principles of equity and fairness inform decisions. Why should I teach it? Negotiation is a valuable skill in the classroom and in the workplace. Employers have identified negotiation skills as an asset on the job but under‐represented among the current workforce. In the absence of negotiation skills, students often have negative assumptions about conflict (anger, hostility, and violence.) On the other hand, negotiation skills can resolve problems, create new insights and learning. How can these tools help? Students acquire procedures, skills and attitudes required to resolve conflicts constructively in their personal lives at home, in school, at work, and in the community. They also approach partnerships and teamwork with the understanding that negotiation is required to sustain and enhance relationships. How does it work? The problem‐solving, or win‐win approach to negotiations includes the following steps:

1. Explaining what you want or need.

2. Describing how you feel.

3. Providing a rationale for your needs and feelings.

4. Listening empathically as the other person shares his or her perspective.

5. Summarizing your understanding of the other person’s wants, feelings and rationale.

6. Working together to generate creative options for consideration.

7. Selecting an option that has the greatest potential for win‐win.

8. Implementing the agreement.

9. Reflecting on both the outcome and the process.

Note: Johnson and Johnson maintain that students need to practice this procedure over and over before the negotiation pattern is internalized and a commitment to win/win becomes a habit of mind.


How can I assess student learning? One way is to have students conduct a negotiation which is videotaped or observed so that the steps in the negotiation process can be explicitly identified.

Students benefit from being able to watch their performance on tape with a checklist or rubric so that they can self‐ assess their skills.

An alternative is to have students keep a log of situations requiring negotiation or conflict resolution, using the steps in the process to analyze their actions and the results. What resources can I access? http://www.co‐operation.org/pages/peacemaker.html Roger and David Johnson outline a comprehensive model with includes the explicit teaching of negotiation and mediation skills to all students. For an overview of the “Win/Win” Model as taught at Harvard University see http://www.cozy.org/yes.html for an outline of Roger Fisher and William Ury’s classic text, Getting to Yes.


Part B-Lesson Plan: Negotiation Skills An Appreciative Inquiry 1. Organize students into pairs. A fun way to do this is to place objects in a bag and have them choose one without looking. The person who chooses the same object is their partner for the interviews. 2. Students will take turns interviewing each other, using the attached interview protocol of scripted questions. Read the script with the class. Remind students that the interviewer’s job is to listen, not to talk. Each person will have an opportunity to share so it’s important to give the partner “air time” without interrupting. Set a time limit for the interviews (approximately 10 minutes each.) 3. Once the paired interviews are completed, partners will then join with two other pairs to form a group of six. Each person will have 3 or 4 minutes to share the essence or highlights of their partner’s story. The group of six will then identify a) common themes and b) common wishes from their stories. Record Themes on one chart and Wishes on the other. Allocate 25‐30 minutes for the sharing and recording. 4. Post the Themes and Wishes charts. Work with the class to identify some of the “big ideas” that appear on more than one chart. One way to do this is to give students coloured dots or markers and ask them to circulate among the charts and indicate 2 or 3 most important ideas. Or the facilitator can circle key words and phrases that students identify as common to the charts. 5. Debrief with the class: What are we learning about negotiating from the examples we have shared? What wishes for our learning have we also identified? Defining the term “negotiation” Here are some definitions for the word, “negotiation”:

“The art of achieving what you want from a transaction, leaving all other parties involved content that the relationship has gone well.”

“A discussion with the aim of resolving a difference of opinion, or dispute, or to settle the terms of an agreement of transaction.”

“The act of discussing an issue between two or more parties with competing interests with an aim of coming to an agreement.”


“The process of two or more people working together to resolve a problem.”

In Latin, the word “negotium” originally meant “doing business” which was seen as opposite to “ being at ease or leisure”. (Neg means ‘Not”; otium means “leisure”.) During Roman times, the word’s meaning shifted to mean “bargaining.”

In English, the word “negotiate” originally meant the ability to jump over a hedge, fence or other obstacle while on horseback. It took on a more general meaning of “communicating in search of a mutual agreement.”

Ask: What do all of these definitions have in common? Which definition is closest to the experiences we have shared? Describing the steps in the negotiation process Present the 9 steps from the Johnson and Johnson model. A useful metaphor for the process is two people building a bridge over a chasm so that they come together in the middle by finding common ground. Role play a scenario Use either another adult or a student volunteer with whom you have practiced. Ask students to observe the steps in the process so that they can provide feedback on how well the two parties followed the “negotiation script.” Possible scenarios:

A parent and a teenager negotiating use of the family car on the weekend. A teacher and a student with a part time job negotiating a deadline for a project. Two employees negotiating who will work on the weekend when both have other plans.

Debrief the role play, inviting observations from the class. Identifying opportunities for practicing negotiation skills Brainstorm a list of common interactions that would benefit from the application of the negotiating model. Use the following categories:

With Friends At Home At School On the Job


Practicing the Model Ask students to trade partners within their group of 6. Each pair will select an interaction from the brainstormed list and determine who will play which role. Using the negotiation steps, each pair will work toward a win/win outcome. Debrief the Activity

What strategies helped you to achieve win/win? What part of the process was the most difficult? What do you want to remember from this activity?

Develop a memory aid In their teams of 6, ask students to develop an ACROSTIC that will help them to remember what is important about negotiating. Put these on chart paper and post them in the room for future reference. Example:

N never criticize or judge your partner’s feelings

E engage in active listening

G give your partner your full attention

O open up to a different point of view

T take time to find options

I I‐messages work

A always show respect even if you disagree

T thank your partner at the beginning and at the end

E empathize

Note: If you teach students to negotiate, anticipate that they will want to practice their new skills with you! Think about opportunities in the classroom to demonstrate your willingness to engage in negotiation. When issues arise that are non‐negotiable, provide a rationale for that stance.

Some ways to help students establish ownership of learning:

• Negotiate goals, purpose, audience, roles • Negotiate plans, deadlines, checkpoints • Negotiate criteria for process and product


An Appreciative Interview

Read this paragraph to your interview partner: Working well with other people requires give and take. Even when two people have a common goal or interest, they may not always agree about how they want to work. Getting along means taking your partner’s wants and needs into consideration as well as communicating clearly what you want. When we show concern and appreciation for the other person’s point of view, we are helping to build a stronger relationship based on mutual respect. Working through conflict is an important part of building lasting friendships, supportive families and effective working partnerships. Then ask your partner to respond to these three questions:

1. Tell me a story about a time when you worked through a conflict of interest or an issue with another person that led to both of you being happy with the result. What were the circumstances or problems that needed to be resolved? How did you show respect for one another as you worked through the issue?

2. Without being humble, what qualities or skills do you have that help you to get along with other people?

3. When you think about being on the job, what 3 wishes do you have for yourself that would contribute

to your success in working with other people? As your partner shares his or her story and outlines 3 wishes, take point‐ form notes so that you can share highlights of the interview with others. Be sure that you listen carefully, without interrupting or adding your own story. You will have time to share when it is your turn to be interviewed by your partner.

part a-purpose: negotiation 101 - employer registry 101.… · negotiation process can be...

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