Academics navigate negotiations every day. Task allocation in group work, extra marking and requesting further training are all examples. Effective negotiation leads to win-win outcomes; poor negotiation leads to resentment and missed opportunities. So how can we improve this skill? Here are five practical, evidence-backed tips.
Prepare like a pro
Preparation is key to almost every successful agreement. The Opec (not to be confused with the oil cartel!) model developed by Geoff Cox breaks the process into four stages: opening, positioning, exploring and closing, reminding us that the groundwork matters just as much as the outcome.
Opening:
- Build the right climate: introductions, rapport, trust, etc
- Agree on ground rules: agenda and housekeeping
Positioning:
- State your position: “What’s in it for me?”
- Listen to your opponent’s position – “What’s in it for them?”
Exploring:
- Identify needs: what is essential and what is desirable?
- Test exchanges: present options and develop solutions
Closing:
- Propose a deal and confirm the details
- Make an agreement and sign it off (you may need authorisation).
Geoff Cox’s 12-step checklist prompts you to think about context, scope, alternatives, decision-making authority and even location before you sit down to negotiate:
1. Situation: context, relationships, history, people, etc.
2. Scope: is this a one-off? Or will this negotiation be a regular occurrence?
3. Type: is this an objective or psychological source of conflict? Psychological conflicts are more difficult to address because they deal with personal values, beliefs and a lot of intangible factors. For example, someone’s state of mind.
4. Cause and effect: what are the implications of the outcome? Do they affect other people and, if so, how?
5. Necessity: is there an alternative? What are the implications of not negotiating?
6. Who is involved?
7. Third parties: do you need an intermediary?
8. Urgency: how long do you have to reach an agreement?
9. Location: where is this negotiation taking place?
10. Privacy: will you negotiate in the public eye or make the outcome known publicly? Or is this a private matter?
11. Decision-making: who has the authority to make the final decision?
12. Who can help you? If you’re inexperienced or lack confidence, who can offer guidance?
For example, imagine negotiating marking loads with a manager. Go in prepared with knowledge of deadlines, staff capacity, student numbers and what you can realistically deliver, along with other details relating to the factors above. This not only strengthens your position but demonstrates professionalism.
Focus on interests, not positions
Two sisters argue over the last orange, only to discover one needs the peel and the other the juice. This parable illustrates the principle of “separating positions from interests”, developed by Roger Fisher, William Ury, and Bruce Patton.
The concept also applies in this example: two academics clash over the design of a module. One prioritises research-led content while the other emphasises workplace skills. However, by exploring their underlying interests, they can create a balanced programme and share delivery responsibilities.
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Identify alternative outcomes
Every negotiator should know their Batna (best alternative to a negotiated agreement), which highlights the need for a fallback option. Understanding the zone of possible agreement (Zopa) helps identify the overlap of acceptable terms for both parties, meaning you should know your minimum and maximum acceptable positions.
When engaging in contract or promotion negotiations, you may be tempted to mention that you’re considering leaving. This might lead to a “lose-lose” scenario that could damage professional relationships. Don’t burn bridges.
Adapt your conflict style
Not all negotiations require the same approach. Competing, avoiding, accommodating, compromising and collaborating are five that Kenneth W. Thomas and Ralph H. Kilmann highlight in their model.
The appropriate mode depends on the context, such as whether the relationship is temporary or long-term. For short-term relationships, a competing approach might suffice, while collaboration is better for long-term relationships. Compromising can often lead to lose-lose scenarios for both parties.
For example, two lecturers vying for the same seminar room could damage their relationship by adopting a competing stance, hindering future collaboration. However, a collaborative approach might lead to a creative solution that benefits both, such as moving a class outdoors on a pleasant day. Effective negotiators recognise their default style and adapt as needed.
Try a softer approach
Softer tactics, such as rational persuasion (providing evidence) and consultation are often more effective than coercive methods, according to leadership scholar Gary Yukl.
For instance, when proposing a new assessment initiative, a lecturer might use rational persuasion, reciprocity (offering to lead) and rapport-building. I recently applied this while introducing a new AI policy. Initially, students on degree apprenticeships were anxious but by explaining its necessity and offering guidance, I alleviated concerns.
Honesty and respect build trust. Consider what’s in it for you and for the person with whom you are negotiating.
Successful negotiation supports teaching and research and contributes to a sense of collegiality, making it an essential skill to practice and master.
Nick Worthington is a senior lecturer at the University of Exeter Business School.
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