Page 331 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

314 Chapter 11

evening students), then an avenue opened whereby both parties could have their
desires met by finding a way to do both simultaneously—provide the students
with food without raising costs by expanding the vending service.
Understanding the difference between a person’s position and their interest
is key to principled negotiation. Your understanding of the difference can be
helped by recognizing some important principles. First, look for the possibility
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there is more than one interest underlying a position, especially a strongly held
one. What other interests may have been behind closing the snack bar other
than saving money? Second, others often misread interests. In conflict, we often
assume what the other wants and are wrong. This is why listening is so import-
ant as well as directly asking for the interests—don’t guess. Third, under what
may very well be task issues, lurk potential relational issues. This relates to the
importance of separating the issue from the person. How a comment is given or
a look is portrayed can be read as somehow diminishing the self-worth of
another. We talked earlier about how easy it is for group conflict to slip into
relational issues of self-esteem and power.
3. Invent options for mutual gain.
The previous example illustrates how a new option, expanded vending service,
was created that had not been apparent when the conflict started. Negotiators
should assume that the interests of all parties can be integrated into the group’s
final solution and may use techniques like brainstorming to create options.
The same committee that debated food service options for evening students also
discussed how evening students could be served by the bookstore. The evening
student adviser on the committee noted that the campus bookstore was open in
the evenings only during the first week of the quarter. Many evening students
who drove directly to campus from work could not arrive early enough for the
bookstore’s regular hours, and so were unable to exchange books, purchase
supplies, or even browse. The adviser proposed that the bookstore hours be
extended to 8 pm every evening. The campus budget officer objected strongly,
noting that the proposal would result in cost increases for personnel salaries
unlikely to be recovered by purchases made by evening students.
The positions adopted by each person represented attempts to meet the
legitimate needs of two important groups: the evening students and the budget
watchdogs. However, through open discussion focused on the interests (not the
positions) of each, a solution was invented that incorporated both sets of needs.
The bookstore would remain open two evenings per week throughout the quarter
and would start business later in the morning the rest of the week. The total number
of hours of bookstore operation remained the same, so costs were not increased,
but the distribution of the hours changed to meet the needs of more students.
4. Use objective criteria.
Negotiations will be perceived as fairer if objective criteria agreed upon by
all parties are established as the standard for judging alternatives. Group
members will profit from establishing such criteria at the beginning of any
problem-solving session, but they should insist on it in prolonged conflicts
because such criteria make negotiation less likely to be a contest of wills and

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