1. COMMUNICATION AND NEGOTIATION SKILLS Module 3

2.  School of Education, Communication and Language Sciences, Newcastle University School of Education, Communication and Language SciencesNewcastle University  University of Primorska University of Primorska  edEUcation edEUcation  University of Jyväskylä, Finland University of Jyväskylä, Finland  Bucharest University of Economic Studies Bucharest University of Economic Studies  European School Heads Association European School Heads Association

3. The Focus EC4SLT invites school leadership teams to join the project to  design an enquiry-based programme for entrepreneurial educational leadership development  improve the quality and efficiency of leadership through application of entrepreneurial competences from the business world

4. What is Communication?  Communication = A process of sending and receiving messages with attached meaning.  Effective communication -> the accuracy of communication  Efficient communication -> the cost of communication  Effectiveness does not guarantee efficiency or vice-versa. Session 1:

5. In groups  Identify types of communication used internally and externally.  What are the advantages and disadvantages of each?

6. The Communication Process (1)

7. The Communication Process (2)  Sender: an individual, a group or a company/organization interested in communicating something to the other part;  Encoding: the process of transforming the message from an idea into a symbol that can be transmitted;  Message: the actual product from the source that conveys some purpose;  Channel: the medium through which the message travels (i.e.: sounds);

8. The Communication Process (3)  Decoding: the process through which the receiver interprets the symbols;  Receiver: an individual, a group or a company/organization that decodes the message, makes some effort for understanding and responding;  Feedback: the receiver’s response to the message;  Noise: any interference with the transmission of the message.

9. The Message  KISS (“Keep It Short and Simple)  Example  Think about the messages delivered in the educational process!

10. Types of Communication (1)  Network: - formal communication; - informal communication: faster, but the information may be distorted and filtering may appear.  Direction: - downward communication (i.e.: directions); - upward communication (i.e.: reports); - horizontal or lateral communication; - crosswise communication.

11. Types of Communication (2)  One-way versus Two-way - One-way communication (only from the sender to the receiver; absence of feedback); - two way communication (feedback included).  - Two-way communication is: (1) more accurate; (2) more effective; (3) more costly; (4) more time-consuming.

12. Nonverbal Communication  Nonverbal Communication = all elements of communication that do not involve words  Four basic types: Proxemics - an individual’s perception and use of space Kinesics - study of body movements, including posture Facial and eye behavior - movements that add cues to the receiver Paralanguage - variations in speech, such as loudness, tempo, tone, duration, laughing, crying

13. Barriers to Effective Communication (1)  Physical distractions (most well-known type of noise)  Filtering = the deliberate manipulation of information aimed at affecting the message sent to the receiver (generally in order to make it more favorable to the receiver);  Selective perception;  Information overload;

14. Barriers to Effective Communication (2)  Emotions;  Language – semantic problems;  National culture;  Absence of feedback;  Status effects;  Mixed messages (words versus body language)

15. Effective Communication Skills Inside and Outside the Organization Importance of Effective Internal Communication Setting goals and objectives Making and implementing decisions Evaluating the results Improving the educational process Interacting better (leader-teachers, teachers-students, etc.) Importance of Effective External Communication Attracting better teachers and students Dealing with stakeholders

16. How to express a vision to the different stakeholders Key Communication Skills  Listening skills;  Feedback skills;  Presentation skills. Session 2:

17. Basic Communication Skills Profile

18. Active Listening  Active listening = communication technique that requires the listener to feedback what they hear to the speaker, by way of restating or paraphrasing what they have heard in their own words, to confirm what they have heard and moreover, to confirm the understanding of both parties.  HEARING < LISTENING < ACTIVE LISTENING

19. Listening Skills – Fallacies about Listening  Listening and hearing are the same  Good readers are good listeners  Smarter people are better listeners  Listening improves with age  Learning not to listen  Thinking about what we are going to say rather than listening to a speaker  Talking when we should be listening  Hearing what we expect to hear rather than what is actually said  Not paying attention (preoccupation, prejudice, self- centeredness, stereo-type)

20. Feedback Skills  Positive feedback is more readily and accurately perceived than negative feedback  Positive feedback fits what most people wish to hear and already believe about themselves  Negative feedback is most likely to be accepted when it comes from a credible source if it is objective in form  Subjective impressions carry weight only when they come from a person with high status and credibility

21. Presentation Skills  Preparation / planning is the first step and it is very important.  Aspects in the development of a good presentation: Self Centered (Self) Audience Centered (Audience) Subject Centered (Material) “I want (who) to (what) (where, when and how) because (why)”

22. Your task  Each school must give a presentation on what its priorities for change are, what its vision is for school improvement and what values underpin that vision.  All other participants take on the role of the person on the card – and they question the leadership team on their presentation – this may include challenging the conclusions, the priorities, demanding evidence and seeking explanations.  The questioning should last up to 20-30 minutes for each school.

23. Roles  staff  pupils  parents  governors  external stakeholder (e.g. Ministry, Inspectors) Reflect on the process – did your presentation style change depending on your audience? How did your verbal and non-verbal communication styles alter throughout the process?

24. Developing a communication strategy  In school groups – take a large piece of paper. Brainstorm to identify who are the target groups, what is the message, how to communicate and when. To what extent is there a difference for the different target groups? Why is it important to communicate with them? To what extend can you exploit technology? Session 3:

25. How do you alter your communication styles with the following groups?  staff  pupils  parents  governors  external stakeholder (e.g. Ministry, inspectors) Share your thoughts and ideas with the other school groups.

26. Negotiation Styles  Quick  Deliberate  Middle - compromise Session 4:

27. Quick Style versus Deliberate Style Quick style  Negotiate in a hurry  Useful for a non-repetitive negotiation – Get the best deal without regard to the other side’s “win” Deliberate Style  Useful for long term relationship; involves cooperation and relationship building to reach agreement  Needs much preparation

28. Outcomes  Realistic  Both sides satisfied, win-win situation  Usually results from deliberate style  Acceptable  Likely to result from quick style  Something is better than nothing  Worst  When people are too stubborn to be flexible  Usually results from quick style

29. Situation discussions  In pairs from cross-school groups, consider the set of situations on the card. These can be done by either role play or analysing and discussing the situation. Another pair act as observers.  After completing the role-play/analysis, join with another pair and discuss the following:  what were the reasons for resisting change?  what leadership style did you adopt? was it appropriate?  to what extend did/would you negotiate?  did you find any solutions –what were they? Come together to discuss the outcomes. Match the processes and outcomes with the entrepreneurial competences.

30. Example - Game  4 teams, two options, four different combinations  Prisoners’ dilemma - game theory - why two purely "rational" individuals might not cooperate, even if it appears that it is in their best interests to do so  Win-Win, Win-Lose, Lose-Win, Lose-Lose

31. Sources of Conflict  Differences and incompatibilities between people (personality traits, biases, attitudes, perceptions, tastes, preferences);  Human needs and interests;  Hurting the self-esteem;  Individual values (conflict of values);  Explicit or implicit rules (conflict of rules).  What are the best ways to deal with conflicts in educational organizations? Session 5:

32. Resolving Conflicts and Building Relationships  In general, learning how to deal with conflict is a lot better than avoiding it and leads to stronger relationships.  Respond to the things that are important to the other person(s).  Be calm, non-defensive and respectful.  Move further; do not hold resentments or anger.  Always look for compromise.

33. Values of a Motivated Negotiator  Enthusiasm  Confidence  Engaged  Recognition  Accomplishment  Praising, rewards  Integrity  Ethics  Trustworthiness  Social Skills  Enjoy people  Interest in others  Teamwork  Better as a team  Self-control  Creativity  Always looking for ways to complete the deal

34. Negotiation Model  Investigation  Presentation  Bargaining  Agreement

35. Investigation  What do you want?  What does the other side need?  Which style should you use?  What are the consequences of each choice?

36. Presentation  Prepare other side’s case  Present the reasons for your side better  Planning sheet  Issues involved  Realistic, possible and worst scenarios

37. Bargaining  When in doubt, ask questions!  Open questions are preferable.  Reflective questions (i.e. “What do you want to achieve by… ?) are also important.  Pay attention to tactics.

38. Agreement  Arrangements should be neutral and comfortable  Pay attention to what the other party says  Screen out all visual distractions  Ask open-ended questions  Listen to responses  Proactive versus reactive behaviour

39. Reservation Point and Bargaining Range Reservation Point The point at which the Best Alternative to a Negotiated Agreement (the BATNA) becomes preferable to starting or continuing a negotiation. In a sale - or in any negotiation - this is the point beyond which a party will not go. Bargaining Range The distance between the reservation points of the parties. This range can be positive or negative. If it is negative there will be no settlement unless one or both the parties changes reservation points.

40. Expanding the Pie  The process of adding elements to a negotiation which help one or both sides to gain more - a result from making negotiations more integrative (even if they appear to be distributive).  It is about elements that are valued differently by each party and often they have the characteristic that one side will gain a little, give up nothing or suffer only a small loss in return for a great gain to the other.

41. Negotiating with Stakeholders  Stakeholders – the ones with an interest or concern in something (in our case in the educational process and in the success of the school and its students)  Stakeholders: administrators, teachers, staff members, students, parents, families, community members, local business leaders or even collective entities (businesses, teachers unions, various organizations in education, etc.)  Exercise: Think about some tips for successful negotiation with the most important stakeholders

42. Developing networks  Analyse the networks inside and outside the school. Identify ways for building effective professional networks.  Discuss with another group. Session 6:

43. Proposed Discussions  Cultural differences in communication and negotiation in the educational environment and implications on school leadership  Women versus men – do they negotiate differently?  How can you exploit technology and build creative networks?

44. Professional enquiry research for developing communication and negotiation skills within the schools In your school groups:  Identify the problem  Plan the research (objectives, participants, data collection and data processing, results and critical reflection)  Cross-schools share the plan for collaborative learning Session 7:

45. Contact Email – (add own email address) Project website: www.ec4slt.com to add contact detailswww.ec4slt.com  This module by  NASTASE MARIAN  MIRCIOI ILEANA  CACE CORINA  RADU CATALINA  PADUREANU MONICA  DOBREA CATALIN RAZVAN  ENACHESCU VLAD