A business conversation can precede negotiations. Ethics and psychology of business conversations and negotiations
It is known that each of our experiences, impressions or movements constitutes a certain trace that can persist for quite a long time and, under appropriate conditions, appear again and become an object of consciousness. Therefore, under memory we understand the imprinting (recording), preservation and subsequent recognition and reproduction of traces of past experience, which allows us to accumulate information without losing previous knowledge, information, and skills.
Thus, memory is a complex mental process consisting of several private processes, related friend with a friend. All consolidation of knowledge and skills relates to the work of memory. Accordingly, psychological science faces a number of difficult problems. She sets herself the task of studying how traces are imprinted, what are the physiological mechanisms of this process, and what techniques can expand the volume of imprinted material.
The study of memory was one of the first branches of psychological science to apply experimental method: Attempts have been made to measure the processes being studied and to describe the laws that govern them. Back in the 80s of the last century, the German psychologist G. Ebbinghaus proposed a technique with the help of which, as he believed, it was possible to study the laws of pure memory, independent of the activity of thinking - this is the memorization of meaningless syllables, as a result, he derived the main curves of memorization (memorization ) material. The classical studies of G. Ebbinghaus were accompanied by the work of the German psychiatrist E. Kraepelin, who applied these techniques to the analysis of how memorization proceeds in patients with mental changes, and the German psychologist G. E. Müller, whose basic research is devoted to the basic laws of consolidation and reproduction of memory traces in humans.
With the development of objective research into animal behavior, the field of memory research has been significantly expanded. IN late XIX and at the beginning of the 20th century. Research by the famous American psychologist Thorndike appeared, who for the first time made the formation of skills in an animal the subject of study, using for this purpose an analysis of how the animal learned to find its way in a maze and how it gradually consolidated the acquired skills. In the first decade of the 20th century. research into these processes has acquired a new scientific form. I. P. Pavlov was offered study method conditioned reflexes . The conditions under which new conditioned connections arise and are retained and which influence this retention have been described. The doctrine of higher nervous activity and its basic laws later became the main source of our knowledge about physiological mechanisms memory, and the development and preservation of skills and the process of “learning” in animals constituted the main content of American behavioral science. All these studies were limited to the study of the most elementary memory processes.
The merit of the first systematic study of higher forms of memory in children belongs to the outstanding Russian psychologist L. S. Vygotsky, who in the late 20s. first began researching the question of the development of higher forms of memory and, together with his students, showed that higher forms of memory are a complex form mental activity, social in origin, tracing the main stages of development of the most complex mediated memorization. Research by A. A. Smirnov and P. I. Zinchenko, who revealed new and essential laws of memory as meaningful human activity, established the dependence of memorization on the task at hand and identified the basic techniques for memorizing complex material.
And only over the past 40 years the situation has changed significantly. Studies have emerged that show that the imprinting, storage and reproduction of traces are associated with profound biochemical changes, in particular with the modification of RNA, and that memory traces can be transferred humorally, biochemically.
Finally, research has emerged that has attempted to isolate the areas of the brain required for memory retention and the neurological mechanisms underlying remembering and forgetting. All this made the section on the psychology and psychophysiology of memory one of the richest in psychological science. Many of the listed theories still exist at the level of hypotheses, but one thing is clear: memory is a complex mental process, consisting of different levels, different systems and including the operation of many mechanisms.
As the most general basis for distinguishing various types memory is the dependence of its characteristics on the characteristics of the activity of memorization and reproduction.
Wherein individual species memories are allocated in accordance with three main criteria:- by the nature of mental activity, predominant in activity, memory is divided into motor, emotional, figurative and verbal-logical;
- by the nature of the goals of the activity- into involuntary and voluntary;
- by duration of fixation and retention materials (in connection with its role and place in the activity) - for short-term, long-term and operational.
Direct imprint sensory information . This system maintains fairly accurate and full picture world perceived by the senses. The duration of saving the picture is very short - 0.1-0.5 s.
- Tap your hand with 4 fingers. Watch the immediate sensations, how they fade, so that at first you still have the real sensation of the tap, and then only the memory of what it was.
- Move a pencil or just a finger back and forth in front of your eyes, looking straight ahead. Notice the blurry image following the moving object.
- Close your eyes, then open them for a moment and close them again. Watch how the clear, clear picture you see persists for a while and then slowly disappears.
Short-term memory
Short-term memory retains a different type of material than the immediate imprint of sensory information. In this case, the retained information is not a complete representation of events that occurred at the sensory level, but a direct interpretation of these events. For example, if a phrase is said in front of you, you will remember not so much its constituent sounds as the words. Usually the last 5-6 units from the presented material are remembered. By making a conscious effort to repeat the material over and over again, you can retain it in short term memory for an indefinitely long time.
Long-term memory.
There is a clear and compelling difference between the memory of an event that just happened and events of the distant past. Long-term memory is the most important and most complex of memory systems. The capacity of the first named memory systems is very limited: the first consists of several tenths of seconds, the second - several storage units. However, some limits to the volume of long-term memory still exist, since the brain is a finite device. It consists of 10 billion neurons and each is capable of holding a significant amount of information. Moreover, it is so large that one can practically assume that the memory capacity of the human brain is unlimited. Anything held for more than a few minutes must be in the long-term memory system.
The main source of difficulties associated with long-term memory is the problem of retrieval of information. The amount of information contained in memory is very large and therefore presents serious difficulties. However, you can quickly find what you need.
RAM
Concept RAM denote mnemonic processes serving current actions and operations. Such memory is designed to retain information, followed by forgetting the corresponding information. The shelf life of this type of memory depends on the task and can vary from several minutes to several days. When we do something complex action, for example, arithmetic, then we carry it out in parts, pieces. At the same time, we keep some intermediate results “in mind” as long as we are dealing with them. As we move towards the final result, specific “worked out” material may be forgotten.
Motor memory
Motor memory is the memorization, storage and reproduction of various movements and their systems. There are people with a pronounced predominance of this type of memory over other types. One psychologist admitted that he was completely unable to reproduce a piece of music in his memory, and could only reproduce an opera he had recently heard as a pantomime. Other people, on the contrary, do not notice their motor memory at all. Great value This type of memory is that it serves as the basis for the formation of various practical and work skills, as well as the skills of walking, writing, etc. Without memory for movements, we would have to learn to carry out the appropriate actions every time. Usually a sign of good motor memory is a person’s physical dexterity, dexterity in work, “golden hands”.
Emotional memory
Emotional memory is memory for feelings. Emotions always signal how our needs are being met. Emotional memory is very important for human life. Feelings experienced and stored in memory appear as signals that either encourage action or deter action that caused a negative experience in the past. Empathy - the ability to sympathize, empathize with another person, the hero of a book, is based on emotional memory.
Figurative memory
Figurative memory - memory for ideas, pictures of nature and life, as well as sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. If visual and auditory memory, as a rule, are well developed, and play a leading role in the life orientation of all normal people, then tactile, olfactory and gustatory memory in a certain sense can be called professional types. Like corresponding sensations, these types of memory develop especially intensively in connection with specific conditions of activity, reaching amazingly high level in conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.
Verbal-logical memory
The content of verbal-logical memory is our thoughts. Thoughts do not exist without language, which is why memory for them is called not just logical, but verbal-logical. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented towards conveying either only the basic meaning of the material, or its literal verbal design. If in the latter case the material is not subject to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.
Voluntary and involuntary memory
There is, however, a division of memory into types that is directly related to the characteristics of the actual activity itself. So, depending on the goals of the activity, memory is divided into involuntary and voluntary. Memorization and reproduction in which there is no special purpose remembering or remembering something is called involuntary memory; in cases where it is a purposeful process, they talk about voluntary memory. In the latter case, the processes of memorization and reproduction act as special mnemonic actions.
Involuntary and voluntary memory at the same time represent 2 successive stages of memory development. Everyone knows from experience what huge place in our life is occupied by involuntary memory, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience, both in volume and in life significance, is formed. However, in human activity there often arises the need to manage one’s memory. In these conditions important role voluntary memory plays a role, making it possible to deliberately learn or remember what is necessary.
Based on various aspects in psychology, it is common to divide memory into different types, including voluntary and involuntary.
Voluntary and involuntary memory are types that are determined by the criterion of the participation of the will in the memorization process. Thus, involuntary memory is a process of memorization that occurs as if “by itself,” without setting a goal to remember and without additional effort on the part of the person. As a rule, involuntary memorization is accompanied by some vivid emotion.
Voluntary memory is a conscious process that involves consciously setting a goal and applying certain efforts to achieve a result.
Involuntary memory of a child
IN early childhood memory is part of sensation and perception. Adults ask the child to remember the name of an object, someone’s name, or some action. Memory becomes part of communication and part of language acquisition.
During the preschool period, memory develops rapidly, outstripping other abilities. The active development of all types of memory that occurs at this time will in the future become the basis for the full development of the baby.
At the age of 2-3 years, the child repeats words and rhyming lines. Before the start of the school period, the leading role in the child is played by involuntary memorization, based on the baby’s impressions - motor, auditory, visual. In junior and middle preschool age(3-4 years) both memorization and reproduction are still carried out mainly involuntarily, appearing as part of different types of activities. How younger child, the greater the role impressions and feelings play in memorization. Observations are important for the development of involuntary memory. By focusing a child's attention on an object or phenomenon, long-term memory can be formed.
There are some basic patterns of involuntary memory:
- What is remembered is something that is an unexpected, strong irritant (scream, bright light, fireworks).
— Factors that stand out from the expected series are remembered: the unusualness of the object, the contrast of color, the interruption or, on the contrary, the resumption of the process.
— Those objects or phenomena that are somehow close, significant, and arouse special interest or emotion are involuntarily remembered.
— What a person actively works on is remembered.
— What is remembered is what is important and relevant for a person. For example, something that is related to the purpose and content of human activity.
From about the age of four, preschoolers begin to develop voluntary memory. While playing and carrying out instructions from adults, children begin to consciously both memorize and recall, and are closer to school age involuntary remembering gives way to deliberate recall.
A preschool child does not yet know how to set tasks for himself; he needs the help of his parents, their encouraging phrases like “let’s repeat it one more time,” “let’s read it one more time.” The main development of voluntary memory occurs during schooling. At this time, the child develops a logical memory, which helps to work with large volumes of text.
If a child shows a desire to remember something and tries to find and use it to remember logical connections- This auspicious sign formation of arbitrary memory.
It is best to engage with a child in the form of a game (exercises and tips for adults and children can be found. But an equally important point is daily communication with the child. Ask him about how his day went, what was interesting, what they played, what he wanted to study tomorrow. So you help him both remember and express his thoughts.
Voluntary memory of a preschooler
Voluntary memory begins to form, as we said above, in middle preschool age, and its first manifestations are clearly noticeable during role-playing games. During such classes, the child is well motivated, because without memorizing the conditions, he will not be able to fulfill the role he has taken on.
An arbitrary type of memory is formed gradually, based on mental development baby.
The prerequisites for the development of voluntary memory in a preschooler are:
Activity and successful participation in games.
Performing actions related to the past or future (for example, when you need to talk about something that happened or do something not now, but a little later).
This is the development of speech, which allows, among other things, to act with imaginary things.
First, the child learns these prerequisites from adults, and then gradually takes over the initiative.
Let us dwell in a little more detail on one of the most important prerequisites for the development of a preschooler’s voluntary memory, which is play.
During the game, the child’s mind develops and important skills are acquired. Word games, involving speech, simultaneously develop thinking and memory; didactic games also improve memory and teach you to follow rules and procedures.
IN didactic games With children you should pay attention to several important points:
— Before memorizing, you need to organize the child’s perception by highlighting the characteristics of the object (color, location, shape, quantity).
— When memorizing, you need to analyze and compare, highlight important properties and generalize.
- The game should be gradually made more complex, for example by reducing the display time or increasing the number of details.
— It is necessary to develop self-control by involving the child in checking the results of memorization and in analyzing the mistakes made.
The process of development of a voluntary type of memory in preschoolers includes the following: important points:
— Help from adults who highlight significant moments with hints: requests to repeat, retell, tell; direction of thought leading questions: “What happened next?” This helps the child gradually learn to comprehend and connect the material for the purpose of memorization.
— Highlighting tasks that encourage recall or memorization.
— The child’s awareness of the need to master special methods of memorization.
Development of voluntary memory
Voluntary memory begins to form as a child grows up, when he gradually learns actions that help him better remember information, retain it in memory for a long time and reproduce it as accurately as possible. This process is completed by approximately 14 years of age.
In the process of teaching a child at school, the development of voluntary memory acquires everything higher value: the amount of information that needs to be remembered is growing, it cannot always be presented clearly and clearly, and it does not always coincide with the child’s area of interest. But, on the other hand, for diversified development it is not enough to assimilate only what is interesting. In addition, the development of voluntary memory and its active use are important for general mental development, including the acquisition of skills that high school students and adults cannot do without - thinking logically and drawing conclusions.
How to help a child develop voluntary memory?
1. Teach your child to highlight main idea and the most important theses. Try underlining sentences that contain the main idea; Perhaps it will be more convenient to visualize information in the form of diagrams, tables, drawings. In this way, both visual and figurative memory are used, which improves memorization.
2. Teach your child to work with a large amount of information without fear: divide it into semantic blocks, find logical connections between them, and systematize it.
3. Repetition is the mother of learning, but you also need to be able to repeat. Teach your child to repeat the highlighted thought (rule, formula) several times, thinking about the meaning. After reading the paragraph, have the child retell it out loud to himself. Explain to him that this way he will complete the task faster.
4. Teach your child to work on mistakes: this is the key to developing the important skill of self-control and at the same time improving memory.
5. Use associations, using them to link unfamiliar material to familiar material. These can be figurative parallels with already known information, visualizations, hint poems (for example, “every hunter wants to know where the pheasant sits” - in the first letters of this famous phrase the first letters of the sequence of the seven primary colors of the spectrum as part of the rainbow are “encrypted”).
6. Explain to your child (especially if the topic is difficult for him to understand) why studying it is so important for him. Understanding the importance is a great driver: it both stimulates and motivates.
The development of memory and attention, thinking and perception is promoted.
We sincerely wish you success in self-development!
In political, entrepreneurial, commercial and other areas of activity, business conversations and negotiations play an important role. The study of ethics and psychology of negotiation processes is carried out not only by individual researchers, but also special centers, and negotiation techniques are included in training programs for specialists in various fields. Business conversations and negotiations are carried out in verbal form (English verbal - verbal, oral). This requires participants in communication not only to be literate, but also to follow ethics verbal communication. In addition, an important role is played by what gestures and facial expressions we accompany speech ( non-verbal communication). Knowledge of non-verbal aspects of communication acquires particular importance when conducting negotiation processes with foreign partners representing other cultures and religions.Ethics and psychology of business conversations and negotiations.
Business conversation involves the exchange of opinions and information and does not imply the conclusion of contracts or the development of binding decisions. It can be independent, precede negotiations or be an integral part of them.Negotiations are more formal, specific character and, as a rule, involve the signing of documents defining the mutual obligations of the parties (agreements, contracts, etc.). The main elements of preparation for negotiations: determining the subject (problems) of negotiations, searching for partners to solve them, understanding your interests and the interests of partners, developing a plan and program for negotiations, selecting specialists for the delegation, resolving organizational issues and registration necessary materials- documents, drawings, tables, diagrams, samples of offered products, etc. The course of negotiations fits into the following scheme: beginning of a conversation - exchange of information - argumentation and counter-argumentation - development and decision-making - completion of negotiations.
The first stage of the negotiation process can be an introductory meeting (conversation), during which the subject of negotiations is clarified, decisions are made organizational matters, or a meeting of experts preceding negotiations with the participation of leaders and members of delegations. The success of negotiations as a whole largely depends on the results of such preliminary contacts. Six basic rules for establishing relations between partners in preliminary negotiations and recommendations for their implementation, offered by American experts, deserve attention. These rules, by the way, retain their significance during negotiations.
1. Rationality. It is necessary to behave with restraint. Uncontrolled emotions negatively affect the negotiation process and the ability to make reasonable decisions.
2. Understanding. Inattention to the partner's point of view limits the possibility of developing mutually acceptable solutions.
3. Communication. If your partners do not show much interest, still try to consult with them. This will help maintain and improve relationships.
4. Credibility. False information weakens the strength of argumentation and also adversely affects reputation.
5. Avoid a mentoring tone. It is unacceptable to lecture your partner. The main method is persuasion.
6. Acceptance. Try to accept the other side and be open to learning something new from your partner.
The most optimal days for negotiations are Tuesday, Wednesday, Thursday. The most favorable time day - half an hour to an hour after lunch, when thoughts about food do not distract from solving business issues. A favorable environment for negotiations can be created, depending on the circumstances, in your office, a partner’s representative office or on a neutral territory (conference room, hotel room suitable for negotiations, restaurant hall, etc.). The success of negotiations is largely determined by the ability to ask questions and receive comprehensive answers to them. Questions are used to control the progress of negotiations and clarify the opponent's point of view. Asking the right questions helps you make the decision you want. There are the following types of questions. Information questions are designed to collect information that is necessary to form an idea about something.
Test questions are important to use during any conversation to find out whether your partner understands you. Examples of control questions: “What do you think about this?”, “Do you think the same as I do?”. Directing questions are necessary when you do not want to allow the interlocutor to force you into an undesirable direction of the conversation. With the help of such questions, you can take control of the negotiations and direct them in the direction you want.
Provocative questions allow you to establish what your partner really wants and whether he understands the situation correctly. To provoke means to challenge, to incite. These questions can start like this: “Are you sure that you can...?”, “Do you really think that...?”
Alternative questions provide the interlocutor with a choice. The number of options, however, should not exceed three. Such questions require a quick answer. Moreover, the word “or” is most often the main component of the question: “Which discussion period suits you best - Monday, Wednesday or Thursday?”
Confirmatory questions are asked to reach mutual understanding. If your partner agreed with you five times, then he will also give a positive answer to the decisive sixth question. Examples: “Are you of the same opinion that...?”, “Surely you are glad that...?”
Counter questions are aimed at gradually narrowing the conversation and leading the negotiating partner to a final decision. It is considered impolite to answer a question with a question, but counter-questioning is skillful. psychological technique, correct use which can provide significant benefits.
Introductory questions are designed to identify the interlocutor's opinion on the issue under consideration. These are open questions that require a detailed answer. For example: “What effect do you expect from making this decision?” Orientation questions are asked to determine whether your partner continues to adhere to the previously expressed opinion. For example: “What is your opinion on this point?”, “What conclusions did you come to?”
Unipolar questions - involve the interlocutor repeating your question as a sign that he understands what you mean we're talking about. This ensures that the question is understood correctly and gives the responder time to think about the answer. Negotiation-opening questions are very important for an effective and engaged discussion. Negotiating partners immediately develop a state of positive expectation. For example: “If I offer you a way to quickly solve a problem... without risking anything, will you be interested?”
Closing questions are aimed at a speedy positive conclusion of the negotiations. In this case, it is best to first ask one or two confirming questions, always accompanied by a friendly smile: “Was I able to convince you of the benefits of this offer?”, “Are you convinced how simply everything is solved?” And then, without an additional transition, you can ask a question concluding the negotiations: “Which time of implementation of this proposal suits you better - May or June?”
Successful conduct of business conversations and negotiations largely depends on partners’ compliance with such ethical standards and principles such as accuracy, honesty, correctness and tact, the ability to listen (attention to other people’s opinions), specificity.
Accuracy
One of the most important ethical standards inherent in business person. The terms of the agreement must be observed to the minute. Any delay indicates your unreliability in business.Honesty
It includes not only fidelity to accepted obligations, but also openness in communication with a partner, direct business answers to his questions.Correctness and tact
Does not exclude persistence and energy in negotiations while maintaining correctness. Factors that interfere with the flow of the conversation should be avoided: irritation, mutual attacks, incorrect statements, etc.Listening skills
Listen carefully and with concentration. Don't interrupt the speaker.Specificity
The conversation should be specific, not abstract, and include facts, figures and necessary details. Concepts and categories must be agreed upon and understandable to partners. The speech must be supported by diagrams and documents.And lastly, a negative outcome of a business conversation or negotiation is not a reason for harshness or coldness at the end of the negotiation process. The farewell should be such that, with a view to the future, it allows you to maintain contact and business ties.
In managerial activities, the most common form of communication is business conversation. Business conversation is a form of verbal exchange of business information between two or more people. Official decisions based on the results of conversations are not always made, but participants receive information for reflection and subsequent action.
Business conversations are:
By nature - official and unofficial (workers);
In terms of focus - targeted (pursuing specific tasks) and general (for exchanging information on the topic);
By degree of freedom - regulated and unregulated;
According to the level of interlocutors - equal (with partners, colleagues in comparable positions) and unequal (with superiors, subordinates, especially
important or, conversely, dependent external partners);
At the address - facing outwards (with business partners: suppliers, consumers, investors,
customers, regulators or
public, media, etc.) and facing the inside of the enterprise (with subordinates, bosses, colleagues).
Business conversation and public speaking- different types
communications. A speech is a one-way communication, a monologue, in which elements feedback(questions from the audience to the speaker, reaction from the audience, etc.) are present to an insignificant extent. A business conversation is a dialogue where each party simultaneously influences the other and experiences the opposite influence.
It’s not that business conversations, which often occur in the process of managing people, require particularly long
preparation. And yet, business conversation has some canons, more or less strict observance of which
depends on the importance of the conversation and the status of its participants.
First of all, of course, every business conversation should have a goal, which is a good idea to be aware of before the conversation begins.
Conversations usually do not have an agenda, however, it is necessary
represent the range of issues that will be raised during the conversation, including by the interlocutor.
You should consider the following points in advance.
1) What do you expect from the upcoming business conversation? What can your interlocutor expect from her? What are your goals and the goals of your interlocutor, how do they differ, how are they similar?
2) Who is your interlocutor, what is he like? It is necessary to get an idea about the other participants in the conversation, their official position, attitude towards others, favorite or taboo topics.
H) What is the conversation strategy and your plan for conducting it? In important cases, it is worth sketching out this plan, which will include
the diagram and sequence of presentation of the material is reflected,
exchange of information. Sometimes it is worth preparing key statements and theses, illustrations, and numbers. Maybe,
you will need illustrative materials - diagrams, tables,
graphics. In serious conversations, the open use of a thesis plan for conducting a conversation is allowed. It is also important to decide ahead of time which positions you can sacrifice during the conversation, and which positions are unshakable for you.
4) Where is it better to have a business conversation - in an office, at an employee’s workplace, in a meeting room? The place of the conversation must be agreed upon with the partner (or the interlocutor must be notified if he is a subordinate). It is worth considering that the meeting place influences its course (at home - and walls help). If the participants in the conversation are employees of the same organization, then the meeting can take place in the manager’s office, in the subordinate’s workplace, in the meeting room, as well as in an off-duty setting. Conversations with outsiders are carried out in the office of the person who invited them, or in a special room for negotiations.
5) What additional tools are needed to conduct a business conversation? It may be important to take care in advance to treat your interlocutor to tea or coffee, prepare souvenirs with your company logos, warn the secretary and security about the upcoming visit to you, in order to avoid awkward situations in which your interlocutor may be subjected to
“interrogation with passion”: who is he, who is he going to and why?
what question?
In the introductory part of the conversation, from the very first words, it is advisable to relieve psychological tension, including with the help of a joke, to establish mutual understanding based on the manifestation sincere respect and interest in each other's personalities and affairs. Usually the initiative here belongs to the owner or senior in position.
In the main part of the conversation the active party is usually the initiator, trying from start to finish
stick to the chosen main direction of the conversation
by gradually but persistently pursuing his own line and consistently raising the questions he planned for discussion.
Since during the conversation it is important to find out why the interlocutor perceives the situation this way and not otherwise, he
you need to give the opportunity to speak by inserting comments or asking questions at the right moments.
It is wise to take notes as the conversation progresses. This will help you
fix key intermediate and final agreements, important information in order to analyze it further. At the end of the conversation, you should try to achieve
the following purposes:
To consolidate in the minds of the interlocutor the general decisions developed in the conversation;
Create a mood for practical implementation of decisions;
Record opportunity and directions further development business relationships.
Negotiations are a business conversation whose purpose is to develop and achieve agreements between the participants.
Negotiations differ from a business conversation in the presence of certain regulations, the focus on a very specific formal result (an agreement or
agreement), sometimes high voltage and confrontation between the parties, bargaining.
When preparing for negotiations, it is important to fulfill all those
actions that are carried out in preparation for an important business conversation. The difference between negotiations and a business conversation may also lie in the fact that assistants who take minutes and present illustrative and reference material can take part in the negotiations. If negotiations are led by managers, then managers usually become assistants, who will subsequently work directly on the agreements reached.
It is extremely important to determine before negotiations begin:
· starting positions (usually with high expectations);
·optimal positions acceptable in terms of key indicators;
Extreme, minimum positions, below which
the agreement will no longer be of interest (Fig. 6.2).
starting
optimal positions
minimum positions
Fig. 6.2 – Negotiating positions and area of interest
In most cases, negotiations involve bargaining, which must be conducted in the correct form. Having a starting position with high expectations is necessary in order to make concessions to your partner on parameters that are less significant to you, and in return achieve symmetrical concessions on parameters that are more significant to you. For example, you can insist on a better price, giving in on deadlines, etc. Experienced negotiators specifically designate a starting position with a reserve.
Ideally, the parameters on which you intend to make concessions are unimportant to you, but
significant for the partner. Then both sides get
maximum satisfaction. It is important to demonstrate attention to the benefits of partners and achieve such
interpretation of the agreement, according to which the benefit
both partners receive. This negotiation technology is called win-win (both sides win). It is necessary to record agreements reached during negotiations in the form of an agreement, memorandum or protocol of intent. Joint recording of agreements will help avoid discrepancies, different interpretations of the results of negotiations, and subsequent disputes. If you cannot reach an agreement directly, you should try to agree on a conditional solution so that the partner gradually gets used to the need for partnership. In addition, in complex negotiations, it is quite possible to make an intermediate decision. You can even pretend to make a fictitious decision - just to create the feeling that the negotiations were fruitful and agreements were reached. Otherwise, if there is no solution or conclusion at all based on the results of the conversation, the interlocutor may get the impression that communication with you was fruitless, exhausting, a waste of time. Therefore, it is extremely important in the final part to officially record the result, some kind of decision, even if only formal.