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    Effective Negotiating - Student's Book

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    1K views97 pages

    Effective Negotiating - Student's Book

    Uploaded by

    Joanna M
    Effective Negotiating - Student's Book

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 97
    OXFORD BUSINESS ENGLISH SKILLS JEREMY COMFORT OXFORD UNIVERSITY PRESS OXFORD BUSINESS ENGLISH SKILLS JEREMY COMFORT @®, 9 with york assocraTEes VS -— rm —t = <_ ¢? OXFORD UNIVERSITY PRESS 1998 OXFORD ‘Great Clarendon Stet, Oxford ox2 6? ‘Oxford University Press sa department of the University of Oxford Iefurers the Unvertysobjecive af excellence in esearch, sholship. and education by publishing worwie in ‘Oxford New York ‘Auckland Bangkok Buenos Aires Cape Town Chennai Dares Salaam Delhi Hong Kong Istanbul Karachi Kobats ‘ala Lumpur Madrid Metbourse Mexico ity Mamba alibi Sio Paulo Shanghai Taped Tokyo Toronto ‘oxronp and oxroxp ENGLISH are registered trade marks of ‘Oxfor! University Press in the UK and i certain other countries (© Oxford University Press 1998 ‘The moral sights ofthe author have been asserted Database right Oxford University Press make) isc published 1998 2008 3007 2006 2005 2004 woe7es ‘No unauthorized photocopying Allzghts reserved, No pat of this publication maybe reproduced, ‘stored ina reuieval system, or transite nay form or by any means, ‘without the prior pesmnision in writing of Oxford University Press, ‘or expres permite by law, oF under terns agreed wih the appropri ‘eprographcs rights organization. Enquiries conceraing reproduction | ‘outside the scope ofthe above shouldbe een tothe ELT Rights Department, ‘Oxford Univesity Press 2 the address above ‘You mus not circulate this hook in any other binding or cower and you ms impose this same condition on any aesuirer Any websites refered ron this publication ate in the public domain and ‘theiradresses are provided by Oxford University Pres fr infrmation only. ‘Oxford University Press disclaims any responsiblity for the content ssn ong asraa74 ‘Typeset in TC Franklin Gothicand Adobe Minion Printed in China ung the Weve of Clue, Trompenaats Hampden Ture. 2nd edition ©1997 Interenrural Management Publishing, the Netherland. s raeflly acknowiedge 38 the source for many of the cultural concept introduced in the Gur aed tacts Setions of the units [would also ike to thank frends and colleagues at York Associates for their ‘support thraughout the development ofthe Oxfnd Huss ng Ss ‘cris I would particulary Uke to acknowledge te contribution of Derek Uley. This series would never have seen the light of day without the ploneering and innovative work he did on our own earlier communication Skis series uscratos iy: Nell Gower ppt3, 14, 15; Technical Graphics Department, our Carta: Nigel Paige Photogapy by Paul Freestone ‘ner asraion by: Adar WIS “The puters woud eto thank he loving fr prison to reproduce phuagrupis: The Imagebank: pao (photographers W. Bokelberg Romilly lackyer x 2 Don Klumpp) Contents Introduction page 4 Who's who in Effective Negotiating page 7 Communication Culture and Language Negotiating Unit skills tactics knowledge practice Preparing agreeing objectives, task versus. welcome and reparation and By) the grouna strategy, and roles erson-rientation _intreductions making opening page 8 introductions structuring and organié versus sequencing controling the controling the systematic and linking negotiation negotiation working cultures process process Esta presenting your direct versus asking for and establishing Position, geting indirect fiving feedback positions ‘eedback communication Charitying active listening, individuals asking questions, clarifying positions effective versus teams showing interest” positions age 30 ‘questioning Managing avoiding personal confit versus Gonntoning your handling conflict ‘iticisr collaboration language confit: page 38 encouraging ‘emotional versus making making and responding responses, meking neutral behaviour suggestions responding ‘counter proposals and proposals 10 proposals maintaining positive __high-context versus exerting bargaining by gee" 22 ‘communication loweontext cultures pressure practice and making conditions Conclusion and summarizing and winwin versus concluding and closing the agreement agreeing followup winiose losing negotiation page 60 ‘Answer Key page 68 Listening Tapescrint page 84 Video Transcript age 90 4 Introduction The Video The Student's Book INTRODUCTION Introduction to the course Negotiating is very much a key communication ski for all Business English learners. Although you may not be involved in high-level international negotiations, most of you will have to negotiate with colleagues, bosses, customers, and suppliers t some stage in your career. Negotiating effectively promises some of the biggest prizes of all communication skills— the right deal for the company, a salary rise) a budget increase, even a day off work. It isa sophisticated skill because it requires the negotiator to be competent in all key communication and language skills and to often maintain their performance under pressure. ‘The skilled negotiator must also be aware of cultural differences which can 0 easily ead to communication breakdown. Eflective Negotiating is divided into eight units which approach the skills and language step by step. Starting with preparation and opening, through clarifying and dealing with conflict to bargaining and concluding, the learners taken through a variety of practice activities which aim to develop both confidence and competence. At the same time, each unit addresses a kkey cultural issue which can affect the success ofa negotiation. Course components ‘The course consists of four components: a video, a Student's Book, an audio cassette, and a Teacher's Book. ‘The video, which lasts approximately 30 minutes, is the central component of the course and acts asa springboard for the all the activities in the Student's Book. Based around a negotiation between a Belgium-based multinational and a British IT company, it illustrates key moments froma typical business negotiation, both internally, and between the teams. ‘The book consists of eight units which correspond to those inthe video. Each unit is divided into four sections: Communication skills, Culture and tactics, Language knowledge, and Negotiating practice, ‘The Communication skillssection identifies and practises key negotiating skills which are illustrated in the video, and aims to involve the learner in a process of feedback, evaluation, and development. The Culture and tacties section raisesa number of key cultural issues which may lead to The Audio Cassette The Teacher’s Book Communication skills Culture and tactics Language knowledge misunderstanding and communication breakdown, and looks at how such problems might be avoided. The Lariguage knowledge section, supported by the audio cassette, focuses on and expands the learner's knowledge in key functional and lexical areas. The concluding Negotiating practice section gives the learner the opportunity to put communication skills, cultural awareness, and language knowledge into practice, using a variety of role- plays and simulations. ‘This consists of approximately 50 minutes of extracts froma wide range of negotiations and forms the basis of the listening activities in the Language knowledge section of the Student's Book. ‘This book provides an introduction to the course from a teacher's point of, view. Iti intended as a guide to help the teacher to handle the different components of the course most effectively. It offers suggestions for further exploitation in the classroom and self-study time, and contains extr photocopiable materials for negotiating practice. The approach Ineach unit, fective Negotiating first illustrates a poor model of negotiating practice in order to demonstrate what can go wrong and how (Version 1), Ttthen moves on to look at a good model in which the negotiators communicate effectively and progress is made (Version 2). The video is essential as the starting point for each unit. The approach is designed to develop learners’ abilities in three main areas. ‘The course develops the key skills which make negotiations successful. It seeks to build the learner's confidence in their ability to deal with all stages of the negotiating process. Skills such as opening the negotiation, establishing your position, dealing with conflict, making proposals, bargaining, and consolidating your position and concluding are demonstrated on the video. These are then analysed and practised with the support of the Student’s Book. Learners are encouraged to develop their own style of negotiating based on an awareness of their own particular strengths and weaknesses In order to develop the learner’s awareness of how cultural background can affect negotiating styles and tactics, the course highlights and contrasts certain key communication styles — including, for example, task- versus pperson-orientation and emotional versus neutral response. The video demonstrates the problems arising when opposing cultural styles clash, whilst the follow-up tasks guide the learner into an analysis of the communication styles fostered by his/her business culture. These concepts are then used to develop the learner's flexibility in dealing with negotiating partners from different cultures. Language areas such as sequencing, asking questions, making suggestions, threatening, and making conditions are presented and practised in the Student's Book. The auidio cassette is used to further illustrate and practise these areas. Additional exercises at the end of the section seek to develop the INTRODUCTION 5 6 In the classroom Self-study INTRODUCTION ening skills with new language. The exercises at the end of the section provide an opportunity for learners to practise key language functions and structures and to develop their negotiating vocabulary. Using the course Al parts of the course (except the Negotiating practice) are designed to work either as classroom material or for self-study. Each unit takes the learner through the objectives in the areas of Communication skills, Culture and tactics, Language knowledge, and ‘Negotiating practice. There is an introduction designed to make the learner think about his/her own experience and to anticipate the focus of the material which follows. Depending on the needs of the group or the amount of time available, the course can be followed from start to finish, or learners can concentrate on selected units. The Negotiating practice activities in the Student’s Book provide relevant, context-based practice of the key aspects of the unit. These activities are designed for either pairs or small groups. Wherever possible, they should be recorded on audio or video cassette to enable both teacher and learners to analyse and correct the learner’s performance when the tapes played back. ‘The video-based activities focusing on communication skills have been developed with the classroom in mind, However, most of the questions have answers in the Answer Key, and individuals can use the video on a self- access basis. The Gulture and tacticssection usually provides some reading input, followed by questions for discussion, self-assessment, or just food for thought. The Language knowledge section is ideally suited for self-study, since students can correct their exercises by referring to the Answer Key. ‘The Negotiating practice section involves pair or group work, although preparation for these activities could also be done during self-study time. Who’s who in Effective Negotiating The negotiation Levien Lovien Skis bosea i Brussels. | ii is an paints and dyes. nits head Franoise Quantin | Sean Morrissey ‘Sifeejthes s small. is the current IT Manager at from Lavien's main anetion whieh the company:

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