842 Chapters
Medium 9780874252255

Activity 45: Negotiation Exercise

Phillip Faris HRD Press PDF

 

45 

Negotiation Exercise 

 

 

Objectives 

To identify the factors that help and hinder successful negotiations 

To assess the impact high expectations have on negotiation outcomes 

To practice negotiating skills 

To assess one’s negotiating effectiveness 

 

Method 

1. Break the group into pairs. 

2. Explain the rules of the exercise:  a) Each member of the pair contributes a dollar to a pot.  b) Pairs are to negotiate an unequal distribution of the pot.  c) If pairs cannot agree on a distribution, their pot is given to the person in 

the group who negotiates the largest share of their pot. In the case of a tie,  the facilitator receives all undistributed pots.  d) Everyone is given a 3‐minute planning period and a 5‐minute negotiation 

period.  e) When the negotiation period is over, all monies must be paid to the 

appropriate parties. 

3. Explain the following terms:  a) Goal—the amount you hope to get  b) Walkaway Price—the least amount you’ll accept 

4. Distribute the Planning Worksheet, Handout 45.1, and tell participants to use 

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Medium 9781599960661

37-Transitioning to Engagement

Peter R. Garber HRD Press PDF

Part VI–Employee Engagement Communications

37

Transitioning to Engagement

Activity Description

Time Guideline: 30 minutes

Purpose

A transitional model is presented showing how managers manage employees in different organizational cultures

Description

A simple engagement Transitional Management Model is presented.

Resources

Handout 37.1

Presentation

Begin the activity by explaining that there often needs to be a transition that takes place to move from a more traditional management culture in an organization to an engaged management culture.

Distribute copies of Handout 37.1 to participants or make an overhead transparency of the handout for display.

Review the transition that is shown in the model with participants and discuss how this model could be used in an organization in which the concepts and principles of employee engagement are being introduced.

Debrief

Emphasize that this simple transition model is based on a much more complex organization change process that would need to be implemented concurrently. In order to be able to make this transition, everyone in the organization must be able and ready to make this change. This might include training and development in both technical and nontechnical areas. Everyone including managers and employees must be emotionally ready for the transition from a traditional management culture to an engaged culture.

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Medium 9780874251920

Activity 24 Highway Code—A Consensus-seeking Activity

Mike Woodcock HRD Press PDF

50 Activities for Team Building: Volume II

Activity 24

PURPOSES:

METHOD:

NOTES AND

VARIATIONS:

Highway Code—A

Consensus-seeking Activity

To study information-sharing and consensus-seeking activity within a group.

To contrast the results of individual and group decision making.

To study the features of effective group working.

Any number of groups of five to eight participants may take part in the activity. Approximately 1½ hours should be allowed.

1.

Distribute the Question Sheet and Individual Answer Sheet

(Handout 24.1) to each participant. Allow up to 15 minutes for participants to complete the Individual Answer Sheet. Participants may not discuss questions or answers but should work privately.

2.

Reconvene the whole group to complete the Group Answer Sheet

(last page of Handout 24.1). The group should discuss the possible answers and reach consensus on group answers. Voting should be avoided. Allow 30 minutes for this stage.

3.

Distribute the Model Answer Sheet and Instructions for Scoring

(Handout 24.2) to each group and score both individual and group answer sheets.

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Medium 9780874255225

Manipulation

Marlene Caroselli HRD Press PDF

8

MANIPULATION

Y

ou’ll be asked to suspend judgment as you read this chapter on manipulation. Typically, this word has negative connotations. We think of manipulative individuals as being somehow unethical, even though the dictionary defines the word as “skillful handling or operation, artful management or control.” The verb is defined as “to manage or control artfully or by shrewd use of influence.” Admittedly, one could both use influence shrewdly and use it unethically as he manages. But the word, in and of itself, is a neutral term.

Manipulation from which you derive advantage is perfectly acceptable. Truly, there is nothing wrong with considering your own needs first. In fact, you have been doing that since you were born, when you screamed for me-first attention for your needs, oblivious to the needs of others. Ideally, you’ve moved beyond such win/lose scenarios to develop Win/Win outcomes. Problems arise only when you operate from a position of personal advantage without taking the needs of others into account. Such behaviors constitute unethical manipulation.

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Medium 9780874258486

24 Winning and Losing with the Customer

Peter Garber HRD Press PDF

24

Winning and Losing with the Customer

PURPOSE

To define what winning really means when dealing with customers.

DESCRIPTION

Various perspectives of the concept of winning are presented including: win/win, win/lose, lose/win, and lose/lose. Participants are asked to identify situations that relate to these different viewpoints.

TIME

20 minutes

RESOURCES

Slide 8; Handout 24.1; flipchart and markers

PRESENTATION

1. Introduce this activity as being about winning.

2. Ask participants the following question: “Is winning when it involves the customer always good?”

3. Discuss the concept that winning can sometimes be a negative thing if it doesn’t serve the best interests of the customer. Present the quote found on Slide 8, “You can win the battle but lose the war!”

4. Ask participants for examples of how this could happen when dealing with customers.

5. Draw the diagram shown on Handout 24.1, Winning and Losing with the

Customer, on a flipchart large enough for everyone to see.

6. Note that on the vertical axis, the customer’s requirements are shown as being met at the top and not met at the bottom. On the horizontal axis, the requirements of the person providing customer service are shown as being not met to the left and met to the right. These correspond to the scenarios described in each quadrant.

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