Australian College of Dramatic Arts © Merilyn Brend 2016

22307VIC Certificate III in Acting (Screen)

22072VIC Certificate III in

Acting (Screen)
Year Two

FNSCUS401 Participate in
negotiations

Australian College of Dramatic Arts

STUDENT WORKBOOK
Name: …………………………………….
School:……………………………………......

Workbook developed by Merilyn Brend © 2016

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

WELCOME TO FNSCUS401 Participate in

negotiations

The date due for this workbook is

………………………………………...

What This Unit Is About

Some information about the Film and Television Industry
This unit describes the knowledge and skills necessary to take part in
negotiations either as an individual or as part of an ensemble/cast.

This unit involves some practical role play.

Competency based learning and assessment

This unit is competency-based. Competency-based learning is not only about
gaining knowledge but also about being able to put what you know into practise –
to perform a task or demonstrate a skill.

How this unit is structured

Elements: these provide a very brief statement of the skills and knowledge you
are required to develop.
Performance criteria: There are a number of performance criteria for each
element. To satisfactorily complete the unit you must successfully demonstrate
your competence in very performance criterion.

ASSESSMENT
Competency based assessment has no pass or fail. You are assessed as either
competent or not yet competent. Being assessed as not yet competent simply
means you need to spend more time working on the unit.

RESOURCES
Relationship and Diversity Unit of Competency – handout attached.
An Internet search on ‘Negotiation’
TEXT-BOOK FOLDER – HANDOUT 6.2

ASSESSMENT

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Here is an outline of the unit elements and performance criteria. By answering

the questions in this workbook you will be able to demonstrate you can meet all
the performance criteria listed.
KEY CONCEPTS
Please read with the students, role play and improvise key ingredients

Assessment of the following will be an essential knowledge of,

and skills in
Communication
Presentation and possible questioning skills
Research skills
The ability to analyse and organise information

Negotiation style may be

Collaborative – combined, joint, mutual
Competitive – contend, vie, strive in rivalry
Subordinate- secondary, lesser, minor, lower

Communicate effectively may include;

active listening
open and closed questioning
non-verbal communication
health conditions that affect communication
cultural differences
empathy
positive introductions
team/ensemble work

Use of non-verbal communication

It is important that non-verbal communication supports what you are trying
to say. Words comprise a very small part of the message we communicate.
The non-verbal aspects of our communication include:
Eye contact
Gestures
Postures
Facial expression
Tone and volume of voice
Touching
Distance

Effective questioning techniques

Asking open questions (allowing for a range of responses)
Why…?
How…?

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Could you explain…?

Tell em about…?
In what way…?

Asking closed questions (for answers yes or no)

Are…?
Do…?
Who…?
What…?
Is…?
Where…?
Which…?
When …?

Asking reflective questions (allowing the speaker to clarify answer and

avoid any misunderstandings)
So have I got this right…?
Now let me make sure I’ve got this…?
When you said that…?
I’d like to know more about that…
Can you explain that to me…?

Paraphrasing that feed backs to the person the essence of what has been
said, by shortening and carrying their comments.

Techniques for breaking the deadlock/conflict may be:

Restating the position
Clarifying the positions of both parties
Differing the decision
Summarising the progress to date
Calling in a third party
Preparing a compromise
Proposing a trial

Key elements in diffusing conflict

Listening and effective feedback
Time out, distance/space
Commitment to a peaceful resolution
Distraction
Focus on issue
Firm, assertive and honest approach
Non-threatening body language
The “Step Back’ process: both mental and physical

Aim for Win/Win

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

"Win Win" is an outcome or solution that meets both sets of needs - yours and
the other person's. It is commonly believed that to have a winner
there must be a loser. This is true of competitive sport, but not a hard
and fast rule of life.

You won't always get what you want, so be prepared to settle for something that
is acceptable to both sides, so that everyone's major objectives are
overcome and people come away feeling OK.

The advantage of win/win approach is that you discover better solutions and
relationships grow better and stronger. Both parties are tied to the
solution. If you are going to deal with a person more than once (even
if you are not) it pays to deal fairly with them, to promote better
negotiation next time.

Work relationships. Isn't it nice to be with like-minded people that share your
passion, or even just your expertise, for your chosen career? Having colleagues
you are interested in makes your job more enjoyable.

We rely upon our work colleagues to a greater extent than others do. Whether
we like it or not, we need as much support as we can get. You may regret getting
on the wrong side of a colleague next time you want to sweet-talk somebody into
getting you lunch from down the street.

Even if you don't work closely with anyone, it's always good to like, or at least try
to get on with the people you work with. You don't want to feel like punching
somebody's head in every time you pass them. An assault charge might not
actually be a whole lot of fun when you think about it.

The purpose of this page is to identify a good working relationship. This is the
sort of relationship you have to work at, because, let's face it, it is human nature
to want to drag somebody's name through the mud just because … well, just
because we can, really. However, professionalism and a healthy working
relationship are not impossible if you put your mind to it. Always remember that
nobody is perfect, and yet, nobody is completely pathetic either. People talk, so if
you say something about a colleague, it will probably get back to them.

Be nice to your colleagues because we don't always have to like the people we
work with, but there's not really any point avoiding them.

Read and role play

Antagonist - is rude and unpleasant to all
Baseless Bob – always has an excuse for everything
Whiner - complains no matter what they’re asked to do
Thumb twiddler – lacks motivation and initiative
Insubordinate/Subordinate – challenges you in front of others

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Tortoise - shows up late or not at all

Amy attitude – has negative attitude that brings everyone down
Hand holder - needs constant supervision
Early retiree – has been around awhile and practices leaving strategies
Worry wart – has personal problems that infringe on all aspects of life
Clock watcher - refuses to do anything extra – even during deadlines

It is critical that during the year with reference to Learners Manual

work that refers to CONFICT, improvisation, role play, classroom talk,
negotiation of homework due, any negotiation between
student/teacher is acknowledged by the teacher to this Unit of
Competency. Deal with conflict was a UOC that was in the previous
packaging of the UOC’s until it was reaccredited in 2010. Deal with
conflict was taken out in preference to the fact that in life students
negotiate constantly in differing degrees. During the reaccreditation
process the industry professional group decided that Participating in
negotiations subliminally refers to conflict issues (again of differing
degrees) and that it was not needed to include both Conflict and
Participation in the core units for Certificate III.
Therefore this UOC presupposes that there will be some level of
conflict in order to participate.
Interestingly at 2012’s guest speaker’s interview of all students, most
forgot to participate. They were so focussed on trying to produce a
good interview that they forgot the reasons why they were there.
Therefore it is critical that the students are versed in non-verbal skills,
an awareness of Body Language and knowledge of the industry that
demands that they are constantly negotiating within auditions/screen-
tests/performance. Job interviews in any field need participation in
negotiation.
As teachers, students are constantly negotiating with us much as
they would with parents. The help we give them is by making them
aware that there really is no success in provoking conflict situations,
but a need to listen, be respectful of other views and aim for a non-
stressful outcome.

The practical example shows an over exaggerated role-play situation

that could happen. It is not anticipated that the students would ever
get into this situation but acting within the Film and Television
Industry could be a volatile experience given the emotional
temperament of some individuals.

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

Element 1: Plan the negotiation

1.1 TO READ IN CLASS - EXAMPLE ONLY

Role play/improvised situation:

Person A is the agent; imagine their job description, personality and type of
agency.
Person B is the actor applying to join the agency.
Scenario: The agent is busy and short of time, but has arranged this
interview. The agent is well-known in Melbourne and has a respected
clientele.
You, as the actor, have been recommended to the agent by your drama
school. You have a reasonable CV for someone young, and have had many
lead parts in school plays and have had a bit part on two short films, one of
which won an award. You have a working tape to show, which is of good
quality. You have passion, desire and commitment to be a good member of
her agency.
The interview does not go as you have envisaged.
The agent wishes to cut short the interview after receiving a phone call and
has become irritated and finally loses their temper.
What are your reactions?
This has now become a conflict situation for you as you have made a special
effort to get to the interview; taking time off school/work, grooming yourself
well by buying new clothes, and by making sure your CV and photo are up to
date.
You feel as though you are not being treated fairly.
Use an effective technique for dealing with the conflict and breaking down the
barriers.
Make sure that both parties understand the final agreement.

Element 2: Conduct the negotiation

This element is written and must be handed into your teacher the class
following the interview.
The student writes the answers to the following questions

2.1 Write down what you think you should do in this situation.
2.2 How will you negotiate that you are the right person to join this agency in
the short time that you have left to you or will you wait for a more
appropriate time? Clarify the purpose of the negotiation including
description of what you will say and what the desired outcome is.

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

2.3 If an agreement is not reached – describe your next approach an/or other
alternatives

2. ROLE PLAY INTERVIEW

This is a practical assessment with industry guest speaker
Please make notes of the outcome of the
meeting/audition/screen-test on CLASS ASSESSMENT
MARKING GUIDE
The situation will be pre-planned with the guest speaker.
The guest speaker will assess the outcome of the individual
students’ interview. This will be written down and each student
will be given the chance to talk individually and in class about
the role-play situation, expectations, outcomes and
rectifications.

A role-play interview situation will be arranged so that you can interview with an
Industry professional, prepare with grooming and CV, as you would with an
agent/employer. The interview will deal with some level of questioning where you
will need to participate.

Element 3: Finalise the outcome after the

Guest Speaker.
This element is written and must be handed into your teacher the class
following the interview.
Student reflective comments

3.1 What happened? Did the interview go as you envisaged? Where you
prepared?
3.2 What were the differing features of the practical role-play that did not
allow you to negotiate?
3.3 Would you change your plan or the implementation of your plan in the
future? Evaluate the outcome and determine if you need to take any
further action.

Both must be filled in

Write down the hours you have spend on this UOC including all
preparation, interview and writing of workbook.

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Australian College of Dramatic Arts © Merilyn Brend 2016
22307VIC Certificate III in Acting (Screen)

I hereby certify that the written work contained here, other than research
evidence, is my own work.

Signed Date