Module 14: Group Negotiation

Time

10 - 20 hours

Module Description

This optional module introduces students to the concept of group negotiation and provides them with opportunities to practise problem solving and conflict resolution through negotiation. The module approaches negotiation as communication. It suggests a process for problem solving and provides guidelines for working in small groups. Students should also explore various practical applications for conflict resolution and negotiation.

Purposes

to convince students of the importance of effective communication in all aspects of their lives
to provide opportunities for students to practise group negotiation skills and learn the value of group problem solving

Foundational Objectives

recognize the importance of effective communication in various situations
recognize that communication is a multi-faceted process
recognize that communication involves problem solving and decision making
recognize that speech is an important tool for thinking, learning, and communication
speak clearly and confidently in a variety of situations
recognize listening as an active, constructive process
practise the behaviours of effective, active listeners
listen effectively in a variety of situations

Specific Learning Objectives

recognize the importance of effective communication in one's personal life
recognize the importance of effective communication in work and professions
recognize the importance of effective communication in lifelong learning experiences
select and apply appropriate methods of communication in various experiences
work collaboratively with others
recognize that communication is an interactive process between sender and receiver
recognize the role of culture in communication
approach communication experiences (both sending and receiving) as active, thinking participants
make decisions and solve problems as part of the communication process
consider various types of reasoning
speak to clarify and extend thinking
speak to express understanding
speak to persuade, demonstrate, or entertain
speak to share and present information
present arguments and information comprehensively and in a logical manner
participate in co-operative speech activities such as problem solving, decision making, negotiating, and interviewing
participate in oral communication experiences by listening critically and attentively
listen to make connections, interpret, or infer
listen to confirm, summarize, question, or predict
recognize speaker's purpose, attitude, tone, and bias
provide appropriate feedback
listen to understand and learn
listen to analyze and to evaluate

Suggested Topics

Problem Solving
Consensus
Conflict Resolution
Negotiating Skills

Suggested Resources

English language arts bibliography for grade 11
Books and videos on problem solving, conflict resolution, and negotiation
Guest speakers with experience negotiating, or who use negotiation in their jobs

Teacher Information for Module 14

One of the most challenging forms of communication is group negotiation. In situations where group negotiation is called for, a group of individuals is often not in agreement. The group must find a way, sometimes with the help of an outside person, t o arrive at a solution that is acceptable to everyone. Sometimes this is not possible and a solution must be settled upon that is acceptable at least to the majority.

For effective group negotiation to take place, skills and abilities in speaking and listening are essential. Those involved in group negotiation must be able to express their views and ideas clearly and must listen effectively to the views and ideas o f others.

Group Problem Solving

Group negotiation is, essentially, group problem solving. Through problem solving, a group can find ways to overcome obstacles and to reach its goals. A problem can usually be solved satisfactorily when the group uses a process which enables them to work through the problem in an organized, logical, and respectful manner.

A "talking circle" format might be used at some point in order to encourage all members to present their ideas and express their feelings appropriately.

Talking Circles

The purpose of the talking circle is to allow all people in a group to speak without being interrupted. Speakers come to understand that their own viewpoints are valid and important. Listeners learn to empathize and respect the opinions of others.

Talking circles work as follows:

Group members are seated in a circle.
An object (e.g., a stone, a key chain, a book) is passed from person to person around the circle.
As each person receives the object, it is his or her turn to speak. When that person is finished speaking, he or she passes the object to the next person.
A group leader facilitates the discussion by acknowledging contributions in a non-judgemental way.
Only the person holding the object speaks.
A participant may "pass". Silence is an acceptable response.
No "put downs" are allowed.
Comments are addressed to the issue and not to persons involved.

Consensus and Voting

Consensus is complete agreement by all group members. Consensus is the desired outcome for group negotiation. Group problem solving should be aimed at achieving consensus.

However, achieving consensus is not always possible. For example, if political process is viewed as group negotiation, a country such as Canada rarely achieves consensus in parliament. Minority views are upheld and decisions are made, after the negotiation process, by voting.

Union negotiations can also be viewed as an example of group negotiation. Two sides begin with opposing and often far-apart positions. During negotiation, compromises are made until the sides are close enough together that a proposal can be put to a vote. Again, in such cases, consensus is rarely reached, but negotiation allows two groups to reach a decision that is satisfactory to the majority.

In their group problem-solving experiences, students should be encouraged to build consensus through negotiation, and by developing their speaking and listening skills. However, if consensus cannot be reached, voting is an option.

Conflict Resolution

Conflict is a difference of opinion which can develop when members of a group have opposing concerns or competing ideas. In group work, some conflict is unavoidable. Students should learn how to recognize causes of conflict, and they should learn how to manage conflict so it will serve a constructive purpose. Group conflict is constructive when it stimulates members to find new ways of solving a problem, and when it takes the group forward toward the achievement of its goals.

The key to managing conflict is to keep group discussion focused on current issues, and to concentrate on common interests instead of on personal positions.

Managing Conflict

Strategies which will help keep a group thinking positively and working productively follow. Although the following points apply to all group members, the chairperson in particular should:

Welcome all ideas and suggestions.
Be sure to cultivate a climate of openness. Reactions to ideas should always be reactions to what was said, rather than to who said it.
Keep team goals in mind.
A group has a purpose for working together. Personal differences need to be set aside when pursuing team goals.
Willingly exchange information and ideas.
Teams consist of people with diverse backgrounds and ideas. If some members withhold information, it could destroy the team spirit and lead to failure.
Respect all other group members.
Let others know what value they have to contribute. Listen attentively and encourage others to participate. All participants have the right to voice their opinions. Make sure that everyone has an opportunity to speak.
Let members know that the criticism of ideas is not a personal attack.
If the group does not accept a person's ideas, this does not mean they are rejecting that person. Their ideas may still spark a discussion that will help solve a problem.
Encourage group members to negotiate their differences.
Identify common interests when differences occur, and build on those interests. Team members can compromise without abandoning all of their ideas. Occasionally, a mediator may be asked to assist in situations where serious conflict is difficult to re solve. Mediators have experience in separating the issues from the personalities of group members.
Address negative behaviours.
When group members argue, show apathy, or reject new ideas, attempt to find out what is causing this negative behaviour. Then, address the cause. It may be necessary to "draw out" one or two particular group members and involve them more in the group process.

Negotiating Skills

Negotiating skills are important for participants in both large groups and small groups. Group members must be skillful in negotiating to arrive at decisions. They need to practise the following positive group behaviours:

Recognize that the background and history of any conflict are important; listen as these are explored.
Set goals which are realistic.
Be objective in the presentation of facts and arguments.
Listen carefully, and reflect on what is said.
Resolve conflicts when necessary; clarify and solve problems.
Examine different options and consider new ideas.
Adjust attitudes and ideas by making reasonable compromises.
Exhaust all possible answers to "what if" and "why not".
Base decisions on criteria agreed upon by the group.

Suggested Activities for Module 14

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles. Sample assessment forms are provided at the end of this module.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Brainstorming (Whole Class or Small Group)

Have students practise the steps of brainstorming:

identify problem
generate and record many creative solutions without evaluating them
set criteria for evaluating the suggestions
evaluate suggestions according to criteria.

The purpose is to learn to withhold judgement in order to encourage participants to generate many creative solutions. For this activity, students should identify a problem that is relevant and interesting to them.

Activity: Role Play

Have students role play various situations in which a group of people must work together to solve a problem (or problems) in the workplace. Provide a brief history of the circumstances and/or conflict leading up to the interaction. Make role cards for group members in which their positions, their ideas, and their attitudes are outlined clearly. (They are not allowed to show other members their cards.)

For example, in a hospital setting, you may have a head nurse, two doctors, one member of the maintenance staff, two nursing aides, two registered nurses, one laboratory technician, and one x-ray technician. Think of a problem or conflict that would require group negotiation to solve. Have this role-playing group work through the negotiating process to end up with a solution to the problem or a resolution of the conflict.

Activity: Research

Have students research the following terms: consensus, mediation, arbitration, binding arbitration. Have them write a brief report containing definitions and examples of situations in which they might be used.

Have students find one newspaper article that describes a situation in which one of the above was employed and include a copy of the article with their report.

Activity: Labour Negotiations

Have each student find a newspaper write-up reporting on labour negotiations that have occurred recently in the province or community. Students should conduct research regarding events which led to the need for negotiation (on both sides), and details about the points of negotiation.

Have students make a chart in which they draw three columns. In each of the two outside columns, they should list the demands of the employees and the demands of the employers respectively. In the centre column, they should list the areas in which compromise either could occur or has occurred (if there has been a settlement).

If a settlement has been reached, students should summarize what the settlement meant for each side in terms of gains and compromises. They should also note how long the negotiations took, and what other people were involved, if any.

Activity: Role Play

Using the information in the two outside columns from the above activity, have students role play the negotiations in small groups.

Activity: Practising Negotiating Skills

Give students the following scenario: Alan and Beatrice Hewitt have decided that their teenage son and daughter should assume some of the household tasks, which are: taking out the garbage, feeding the cat, washing the dishes, doing the laundry, and cleaning the refrigerator. It is up to the son and daughter to negotiate who takes which chores. Have students role play their negotiation in groups of two.

Activity: Group Negotiation

Have small groups of students select an issue and role play negotiations, ensuring that all parties who would be involved in the particular negotiations are represented. Other students might play the role of mediator or arbitrator. Include plenty of time for research and the preparation of each interest group's case.

The following are examples of negotiations students might explore:

First Nations land claims negotiations
negotiations regarding a change in minimum wage
civic issue (such as smoking regulations)
school issue (such as rules regarding spares)
union contract negotiations.

Activity: Guest Speaker

Invite a guest to class who deals with negotiations in his or job. The person could be a union negotiator, a management representative in contract negotiations, a land claims negotiator, a marriage counsellor, a mediator, etc. Have students prepare questions ahead of time.

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.

Group Discussion Self-assessment

Student Name:

Date:

Yes No Comments

Do I arrive on time?
Am I usually prepared?
Do I speak clearly?
Do I ask questions for clarification?
Do I listen carefully?
Do I make my ideas clear through
example or illustration?
Am I willing to compromise?
Am I sincere?
Am I able to approach others, and
make them feel welcome and worthwhile?
Do I try to include everyone?
Additional Comments:

Sample Assessment of Teamwork Skills

Student Name:

Date:

Rating Scale: 1 = Excellent, 2 = Very Good, 3 = Good, 4 = Fair, 5 = Poor

1 2 3 4 5	Actively participated in a group.
1 2 3 4 5	Understood and contributed to the group's goals.
1 2 3 4 5	Planned and made decisions with others and supported the outcomes.
1 2 3 4 5	Respected the thoughts and opinions of others in the group.
1 2 3 4 5	Sought a team approach and exercised "give and take" to achieve group results.
1 2 3 4 5	Understood and worked within the culture of the group.
1 2 3 4 5	Led, when appropriate, mobilizing the group for high performance.

Comments:

(Based on the Employability Skills Profile: The Critical Skills Required of the Canadian Workforce, The Conference Board of Canada, 1992)