Assignment: Perspective-Taking Skills
Assignment: Perspective-Taking Skills
Assignment: Perspective-Taking Skills
Assignment: Perspective-Taking Skills
Assignment: Perspective-Taking Skills
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To cope with these strategies, be firm but reasonable. Identify the tactic being used and warn the other party that such deceptive strategies may under- mine any hope of reaching an agreement. State that you’ll keep talking as long as he or she appears to be genuinely interested in reaching a mutually satisfy- ing solution.
Perspective-Taking Skills Understanding the other negotiator’s perspective is a valuable leadership
skill. A negotiator with high perspective-taking ability anticipates the goals and expectations of the other party. He/she can encourage concessions that lead to agreement. Perspective taking reduces the defensiveness of the other negotiator and makes him/her more conciliatory. The result is faster, more effective negotiations.41 However, trying to see the other person’s point of view in a negotiation is difficult for these reasons:
• strong emotions, such as anger, may be aroused; • both parties may be highly committed to their positions; • negotiators may have significantly different values, beliefs, and experi-
ences; and • interactants may be unequal in power, which increases uncertainty
about how the other person will respond. Perspective taking begins before any actual negotiation. Start by gathering
information about the issues and individuals involved in the future negotia- tion. For example, if you want to negotiate for more funding for your organiza- tion from the student government, find out the amount of money available, past grants to your group and other campus organizations, the interests of those serving on the funding committee, and other relevant facts.
It is also important to identify the negotiating style of the other party. Interpersonally oriented negotiators are sensitive to relational aspects of the negotiation. They want to get to know the other negotiator before they do business. In contrast, high task negotiators do not want coffee, doughnuts, or small talk; they want to attack the issues right away. Cooperative negotiators have an interest in others, while competitive bargainers only seek benefits for themselves. Knowing where the other party falls on these orientations can help you target your approach more effectively. A high task/competitive nego- tiator will want to focus solely on task issues and may try to intimidate you at first. A cooperative/high interpersonal/high task bargainer will expect you to be enthusiastic and highly involved.42
Once you’ve gathered as much information as you can, role play the nego- tiation by taking the part of the other negotiator. This should give you a greater understanding of that person’s vantage point. For instance, if you are a manager preparing for labor negotiations, act out the role of the union negoti- ator. Do symbolic role playing if you can’t physically role play. Imagine how
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Leadership and Influence 185
the other party thinks and feels in the situation. As a manager in contract negotiations, consider the relationship between the union negotiator and the union membership. This person may have to make unreasonable demands at first in order to satisfy union members.
Active listening skills are critical once the negotiation begins. Ask for clar- ification when needed and paraphrase the speaker’s comments. By making an effort to listen actively to the other negotiator, you demonstrate that you want to understand his or her point of view. This makes conciliation more likely. (A comprehensive list of productive negotiation behaviors is found in the research highlight in box 6.4.)
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
- The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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