ERIC Number: EJ753734
Record Type: Journal
Publication Date: 2004-Sep
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1363-6820
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Available Date: N/A
Teaching Interpersonal Skills: Convincing the Student of the Need for an Extreme Opening Statement in Negotiations
Kniveton, Bromley H.
Journal of Vocational Education and Training, v56 n3 p435-448 Sep 2004
Training young people in work-related interpersonal skills can be difficult. For them adopting ritualistic tactics such as using an extreme opening statement in a negotiation is a very different approach to communicating than the cryptic and concise technique they use when, for example, they send a text message. This study assesses whether the use of an extreme opening statement is today an appropriate interpersonal skill. The study examined the impact of this strategy on young people acting as both management and union representatives. It was found both responded more generously when they received a more extreme opening statement than a more moderate one. This occurred no matter how reasonable the statement was seen to be. Males and females reacted similarly to an extreme statement. It was suggested it may be considered a sound negotiating strategy. The case study itself can be used in vocational courses that include interpersonal skill training components as a means of demonstrating the effectiveness of the strategy. Background to the Case Study is appended. (Contains 4 tables.)
Descriptors: Interpersonal Competence, Vocational Education, Skill Development, Social Cognition, Negotiation Agreements, Undergraduate Students, Research Methodology, Reader Response, Role Playing, Unions, Communication Research, Network Analysis, Discourse Modes
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
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Author Affiliations: N/A