NEGOTIATIONSEVENTH EDITION• ROY J. LEWICKI • DAVID M. .docx

NEGOTIATION
SEVENTH EDITION
• ROY J. LEWICKI
• DAVID M. SAUNDERS
• BRUCE BARRY
© 2015 by McGraw‐Hill Education. This is proprietary material
solely for authorized instructor use. Not authorized for sale or d
istribution in any manner.
This document may not be copied, scanned, duplicated, forward
ed, distributed, or posted on a website, in whole or part.Copyrig
ht © 2015 McGraw-Hill Education. All rights reserved. No
reproduction or distribution
without the prior written consent of McGraw-Hill Education.
Chapter 9
INFLUENCE
Copyright © 2015 McGraw-Hill Education. All rights reserved.
No reproduction or distribution
9-3
INFLUENCE IN NEGOTIATION

The actual strategies and messages that
individuals deploy to bring about desired
attitudinal or behavioral change
• People differ widely in their ability to use
influence effectively
• Persuasion is as much a science as a native
ability
• Everyone can improve persuasive skills
9-4
TWO ROUTES TO INFLUENCE
• Central route
consciously and involves integrating the
message into the individual’s previously existing
cognitive structures (thoughts, frameworks, etc.).
• Peripheral route
by subtle cues and context, with less
cognitive processing of the message and is thought to
occur automatically.

9-6
THE CENTRAL ROUTE TO INFLUENCE:
THE MESSAGE AND ITS DELIVERY
There are three major issues to consider when
constructing a message:
• The content of the message
and topics that should be covered
• The structure of the message
and organization of the topics and facts
• The delivery style
the message should be presented
9-7

• Message Content
the offer attractive to the other party
the message so the other party will say “yes”
Make the message normative – by following a course
of action he will be acting in accordance with both his
values and some higher code of conduct (e.g. “buy
American”, “save a tree”)
an “agreement in principle”
9-8
• Message Structure
messages: ignore arguments and
opinions that might support the other party’s
position
messages: mention and describe the
opposing point of view and show how and why it is
less desirable
components
can help the other party understand and
accept their arguments by breaking them into smaller,
more understandable pieces

9-9
• Message Structure (cont.)
the likelihood that the message will be understood
people who are very intelligent, or have not yet made up
their minds, leave the conclusion open
people whose ideas are already well‐formulated and
strong, state the conclusion
9-10
• Persuasive style: how to pitch the message
active participation
vivid language and metaphors
the receiver’s fears
the receiver’s expectations

9-11
PERIPHERAL ROUTES TO INFLUENCE
The receiver attends less to the substance of
persuasive arguments and is instead susceptible
to more “automatic” influence through subtle
cues
• Usually occurs when the target of influence is
either unmotivated or unable to attend carefully
to the substance contained within a persuasive
message
9-12
ASPECTS OF MESSAGES THAT
FOSTER PERIPHERAL INFLUENCE
• Message order
points should be made early exposing the
receiver to the primacy effect
• Format
may be more or less effective depending

on the channel in use or the presentation format
• Distractions
receivers are distracted, they are less able
to engage in issue‐relevant thinking
9-13
SOURCE CHARACTERISTICS THAT
• Source credibility
alification and expertise
for trustworthiness and integrity
impressions
differences
to persuade
and tenacity
9-14
SOURCE CHARACTERISTICS THAT

• Source/Personal attractiveness
the other party
similarity
• Authority
with authority have more influence than
those without authority
9-15
ASPECTS OF CONTEXT THAT
• Reciprocity
you receive something from another, you should
respond in the future with a favor in return
• Commitment
people have decided something, they can be
remarkably persistent in their beliefs
• Social Proof
often behave in certain ways because
everyone else is doing so

9-16
ASPECTS OF CONTEXT THAT
• Scarcity
things are less available, they will have more
influence
• Use of reward and punishment
relies on resources as the power base: “If I
do X for you, will you do Y for me?”
of punishment
9-17
THE ROLE OF RECEIVERS—
TARGETS OF INFLUENCE
• Understanding the other’s perspective
or ignoring the other’s position
paraphrase
points you like in the other party’s

proposals
• Resisting the other’s influence
a BATNA and know how to use it
a public commitment
yourself against the other party’s
arguments
Question 1
Affective valence, or strength, plays a large role in how we may
respond to a situation. Consider an emotional situation you
witnessed, such as finding out the car battery is dead. How did
emotion affect the decision-making of those involved? Explain
how affective content affected the outcome of the situation.
Question 2
We have learned that there a lot of factors that come into play
when we are processing new information. Consider a situation
in which your attitudes and behaviors did not align, or a similar
situation that you witnessed in person. Discuss this situation,
and include what you may have done to make the attitude and
the behavior more in line. Could you have changed your attitude
or behavior? Should you have? Why, or why not? Explain.
QUESTION 3
Describe an experience, which caused or allowed you to bring
your attitudes or beliefs into alignment. Did your attitude affect
your behavior? Explain.

Your response should be at least 300 words in length.
QUESTION 4
Maio and Haddock discuss several principles that affect how
attitudes are shaped. Discuss the concept of the principle of the
unknown. Include a potential situation in which this principle
may apply.
solely for authorized instructor use. Not authorized for sale or
distribution in any manner.
ed, distributed, or posted on a website, in
whole or part.
NEGOTIATION
SEVENTH EDITION
• ROY J. LEWICKI
• BRUCE BARRY
10-1

whole or part.
whole or part.
Chapter 10
RELATIONSHIPS IN
NEGOTIATION
10-2
whole or part.
10-3
NEGOTIATING THROUGH OTHERS
WITHIN A RELATIONSHIP
• The Adequacy of Established Research for
Understanding Negotiation within Relationships
• Forms of Relationships

• Key Elements in Managing Negotiations within
Relationships
whole or part.
10-4
ADEQUACY OF ESTABLISHED RESEARCH FOR
UNDERSTANDING NEGOTIATION WITHIN
RELATIONSHIPS
Current negotiation theory is based on transactional
research. Only recently have researchers begun to
examine negotiations in a relationship context:
• Negotiating within relationships takes place over time
• Negotiation is often not a way to discuss an issue, but
a way to learn more about the other party and
increase interdependence
• Resolution of simple distributive issues has
implications for the future

whole or part.
10-5
RELATIONSHIPS
• Distributive issues within relationships can be
emotionally hot
• Negotiating within relationships may never end
may defer negotiations over tough issues in
order to start on the right foot
to anticipate the future and negotiate
everything up front is often impossible
on which parties truly disagree may never go
away
whole or part.
10-6
RELATIONSHIPS
• In many negotiations, the other person is the focal

problem.
• In some negotiations, relationship preservation is
the overarching negotiation goal, and parties may
make concessions on substantive issues to preserve
or enhance the relationship
whole or part.
10-7
FORMS OF RELATIONSHIPS
Four fundamental relationship forms:
1. Communal sharing
2. Authority ranking
3. Equality matching
4. Market pricing
whole or part.
10-8

1. Communal sharing
relation of unity, community, collective identity,
and kindness, typically enacted among close kin
relationships are found in:
organizations
Groups
ods
whole or part.
10-9
2. Authority ranking
relationship of asymmetric differences,
commonly exhibited in a hierarchical ordering of
status and precedence
include:
to bosses
rs to their commander

to their constituents
whole or part.
10-10
3. Equality matching
one‐to‐one correspondence relationship in
which people are distinct but equal, as
manifested in balanced reciprocity (or tit‐for‐tat
revenge)
include:
roommates
whole or part.
10-11

4. Market pricing
on metrics of valuation by which people
compare different commodities and calculate
exchange and cost/benefit ratios
can be drawn from all kinds of buyer–
seller transactions
whole or part.
10-12
NEGOTIATIONS IN
COMMUNAL RELATIONSHIPS
Parties in a communal sharing relationship:
• Are more cooperative and empathetic
• Craft better quality agreements
• Perform better on both decision making and
motor tasks
• Focus their attention on the other party’s
outcomes as well as their own
• Focus attention on the norms that develop
about the way that they work together

whole or part.
10-13
NEGOTIATIONS IN
COMMUNAL RELATIONSHIPS
Parties in a communal sharing relationship
(cont.):
• Are more likely to share information with the
other and less likely to use coercive tactics
• Are more likely to use indirect communication
about conflict issues, and develop a unique
conflict structure
• May be more likely to use compromise or
problem solving strategies for resolving
conflicts
whole or part.

10-14
KEY ELEMENTS IN MANAGING
NEGOTIATIONS WITHIN RELATIONSHIPS
• Reputation
• Trust
• Justice
whole or part.
10-15
• Reputation
and highly subjective in nature
individual can have a number of different, even
conflicting, reputations
by past behavior
by an individual’s personal characteristics
and accomplishments.
over time; once developed, is hard to
change.
reputations are difficult to “repair”

whole or part.
10-16
• Trust
individual’s belief in and willingness to act on the
words, actions and decisions of another”
things that contribute to trust
1. Individual’s chronic disposition toward trust
2. Situation factors
3. History of the relationship between the parties
whole or part.
10-17

Two different types of trust:
• Calculus‐based trust
will do what they say because they are
rewarded for keeping their word or they fear the
consequences of not doing what they say
• Identification‐based trust
with the other’s desires and
intentions. Trust exists because the parties
effectively understand and appreciate each other’s
wants; mutual understanding is developed to the
point that each can effectively act for the other.
whole or part.
10-18
Trust (cont.)
• Trust is different from distrust
is considered to be confident positive
expectations of another’s conduct
is defined as confident negative
expectations of another’s conduct – i.e., we can
confidently predict that some other people will act
to take advantage of us

and distrust can co‐exist in a relationship
whole or part.
10-19
ACTIONS TO MANAGE DIFFERENT FORMS OF
TRUST IN NEGOTIATIONS
How to increase calculus‐based trust
• Create and meet the other party's expectations
• Stress the benefits of creating mutual trust
•
Establish credibility; make sure statements are honest and accur
ate
• Keep promises; follow through on commitments
• Develop a good reputation
How to increase identification‐based trust
• Develop similar interests
• Develop similar goals and objectives
• Act and respond like the other
• Stand for the same principles, values and ideals
•
Actively discuss your commonalities and develop plans to enhan
ce
and strengthen them

whole or part.
10-20
ACTIONS TO MANAGE DIFFERENT FORMS OF
TRUST IN NEGOTIATIONS
How to manage calculus‐based distrust
• Monitor the other party’s actions
• Prepare formal agreements
• Build in plans for “inspecting” and verifying commitments
• Be vigilant of the other’s actions; monitor personal boundaries
•
Use formal legal mechanisms if there are concerns that the other
might take advantage of you
How to manage identification‐based distrust
• Expect disagreements
•
Assume that the other party will exploit or take advantage of yo
u;
monitor your boundaries regularly
•
Verify information, commitments and promises of the other part
y
• Minimize interdependence and self‐disclosure
• “The best offense is a good defense”

whole or part.
10-21
RECENT RESEARCH ON
TRUST AND NEGOTIATION
Summary of findings about the relationships
between trust and negotiation behavior:
• Many people approach a new relationship with an
unknown other party with remarkably high levels of
trust
• Trust tends to cue cooperative behavior
• Individual motives also shape trust and expectations of
the other’s behavior
• Trustors, and those trusted, may focus on different
things as trust is being built
• The nature of the negotiation task can shape how
parties judge the trust

whole or part.
10-22
RECENT RESEARCH ON
between trust and negotiation behavior (cont.):
• Greater expectations of trust between negotiators leads to
greater information sharing
• Greater information sharing enhances effectiveness in
achieving a good negotiation outcome
• Distributive processes lead negotiators to see the
negotiation dialogue, and critical events in the dialogue, as
largely about the nature of the negotiation task.
whole or part.
10-23
RECENT RESEARCH ON

between trust and negotiation behavior (cont.):
• Trust increases the likelihood that negotiation will proceed
on a favorable course over the life of a negotiation
• Face‐to‐face negotiation encourages greater trust
development than negotiation online
• Negotiators who are representing other’s interests, rather
than their own interests, tend to behave in a less trusting
way
whole or part.
10-24
• Justice
Can take several forms:
justice
distribution of outcomes
justice
process of determining outcomes
justice
parties treat each other in one‐to‐one relationships

justice
organizations appear to treat groups of individuals
whole or part.
10-25
REPAIRING A RELATIONSHIP
• Diagnostic steps in beginning to work on
improving a relationship:
might be causing any present misunderstanding,
and what can I do to understand it better?
might be causing a lack of trust, and what can I do
to begin to repair trust that might have been broken?
whole or part.
10-26

• Diagnostic steps (cont.):
might be causing one or both of us to feel coerced,
and what can I do to put the focus on persuasion rather
than coercion?
might be causing one or both of us to feel
disrespected, and what can I do to demonstrate
acceptance and respect?
whole or part.
10-27
• Diagnostic steps (cont.):
might be causing one or both of us to get upset,
and what can I do to balance emotion and reason?
Question 1
Communication is made up of verbal and nonverbal skills, such
as listening and body language. What are your strongest
attributes that help you communicate, and what area(s) do you
feel you need to improve in order to be a better communicator?
How will making these improvements help you as a leader in a
future negotiation?

Question 2
Do you believe people are born with the ability to persuade or
influence others, or can people learn and improve in their
ability to persuade others? Which category do you fit into more
and why? Use a real-life example in your discussion.
QUESTION 3
Describe the ways a relationship can be repaired.
QUESTION 4
Explain the two routes to influence. Why is it helpful for
someone to have a strong understanding of these routes to
influence during the negotiation process?
QUESTION 5
Describe three aspects of messages that foster peripheral
influence. Explain how these aspects affect communications.
QUESTION 6
Explain the two different types of trust and why trust is
important in the negotiation process.

solely for authorized instructor use. Not authorized for
sale or distribution in any manner.
ed, distributed, or
posted on a website, in whole or part.
NEGOTIATION
SEVENTH EDITION
• ROY J. LEWICKI
• BRUCE BARRY
solely for authorized instructor use. Not authorized for sale or d
istribution in any manner.
ed, distributed, or posted on a website, in whole or part. 8-1
ed, distributed, or
Chapter 8
FINDING AND USING
NEGOTIATION POWER
8-2

ed, distributed, or
WHY IS POWER IMPORTANT TO
NEGOTIATORS?
Seeking power in negotiation arises from one of
two perceptions:
1. The negotiator believes he or she currently
has less power than the other party.
2. The negotiator believes he or she needs more
power than the other party.
8-3
ed, distributed, or
A DEFINITION OF POWER
• “an actor…has power in a given situation
(situational power) to the degree that he can
satisfy the purposes (goals, desires, or wants)

that he is attempting to fulfill in that situation”
• Two perspectives on power:
used to dominate and control the other–
“power over”
used to work together with the other–
“power with”
8-4
ed, distributed, or
SOURCES OF POWER –
HOW PEOPLE ACQUIRE POWER
• Informational sources of power
• Personal sources of power
• Power based on position in an organization
• Relationship‐based sources of power
• Contextual sources of power
8-5

ed, distributed, or
INFORMATIONAL SOURCES OF POWER
• Information is the most common source of
power
from the negotiator’s ability to assemble and
organize data to support his or her position,
arguments, or desired outcomes
tool to challenge the other party’s position or
desired outcomes, or to undermine the effectiveness
of the other’s negotiating arguments
8-6
ed, distributed, or
POWER BASED ON PERSONALITY
AND INDIVIDUAL DIFFERENCES
• Personal orientation
• Cognitive orientation
about power
• Motivational orientation
motives to use power
• Disposition and skills

to cooperation/competition
• Moral orientation
orientation to power use
8-7
ed, distributed, or
POWER BASED ON
POSITION IN AN ORGANIZATION
Two major sources of power in an organization:
• Legitimate power which is grounded in the title,
duties, and responsibilities of a job description and
“level” within an organization hierarchy
• Power based on the control of resources associated
with that position
8-8
ed, distributed, or

POWER BASED ON
RESOURCE CONTROL
• People who control resources have the capacity
to give them to someone who will do what they
want, and withhold them (or take them away)
from someone who doesn’t do what they want.
8-9
ed, distributed, or
POWER BASED ON
RESOURCE CONTROL
• Some of the most important resources:
capital
services
support
8-10

ed, distributed, or
POWER BASED ON RELATIONSHIPS
• Goal interdependence
parties view their goals
• Referent power
on an appeal to common experiences,
common past, common fate, or membership in the
same groups.
• Networks
is derived from whatever flows through that
particular location in the structure (usually
information and resources)
8-11
ed, distributed, or
AN ORGANIZATION HIERARCHY

8-12
ed, distributed, or
AN ORGANIZATIONAL NETWORK
Gatekeeper
Star Isolated Dyad
Liaison
Isolate
Linking Pin
External
Environment
8-13
ed, distributed, or

• Key aspects of networks:
strength
indication of the strength or quality of relationships with
others
content
resource that passes along the tie with the other person
structure
overall set of relationships within a social system
8-14
ed, distributed, or
Aspects of network structure that determine
power include:
• Centrality
• Criticality and relevance
• Flexibility
• Visibility
• Coalitions
8-15

ed, distributed, or
CONTEXTUAL SOURCES OF POWER
Power is based in the context, situation or
environment in which negotiations take
place.
• BATNAs
alternative deal that a negotiator might pursue
if she or he does not come to agreement with the
current other party
• Culture
contains implicit “rules” about use of power
• Agents, constituencies and external
audiences 8-16
ed, distributed, or
DEALING WITH OTHERS

WHO HAVE MORE POWER
• Never do an all‐or‐nothing deal
• Make the other party smaller
• Make yourself bigger
• Build momentum through doing deals in
sequence
• Use the power of competition to leverage power
• Constrain yourself
• Good information is always a source of power
• Ask many questions to gain more information
• Do what you can to manage the process
8-17
No reproduction or
distribution without the prior written consent of McGraw-Hill
Education.
NEGOTIATION
SEVENTH EDITION
• ROY J. LEWICKI
• BRUCE BARRY
No reproduction or

Education.
Chapter 7
COMMUNICATION
7-2
No reproduction or
Education. 7-3
COMMUNICATION IN NEGOTIATION
Communication processes, both verbal and
nonverbal, are critical to achieving negotiation
goals and to resolving conflicts.
• Negotiation is a process of interaction
• Negotiation is a context for communication
subtleties that influence processes and
outcomes
No reproduction or
Education. 7-4
BASIC MODELS OF COMMUNICATION
Communication is an activity that occurs between

two people: a sender and a receiver
• A sender has a meaning in mind and encodes
this meaning into a message that is transmitted
to a receiver
• A receiver provides information about how the
message was received and by becoming a
sender and responding to, building on, or
rebutting the original message (processes
referred to as “feedback”)
No reproduction or
Education. 7-5
DISTORTION IN COMMUNICATION
1. Senders and receivers (individual
communicators)
more diverse their goals or the more antagonistic
they are in their relationship, the greater the
likelihood that distortions and errors in
communication will occur
2. Messages
symbolic forms by which information is
communicated
more we use symbolic communication, the more
likely the symbols may not accurately communicate
the meaning we intend

No reproduction or
Education. 7-6
3. Encoding
process by which messages are put into symbolic
form
are likely to encode messages in a form which
receivers may not prefer
4. Channels and media
conduits by which messages are carried from one
party to another
are subject to distortion from channel noise
or various forms of interference
6-6
No reproduction or
Education. 7-7
5. Reception
process of comprehension by receiving messages
and decoding them into an understandable form
might not be possible to capture fully the other’s
meaning, tone or words
6. Interpretation
of ascertaining the meaning and significance

of decoded messages for the situation to go forward
important way to avoid problems is by giving the
other party feedback
No reproduction or
Education. 7-8
7. Feedback
process by which the receiver reacts to the
sender’s message
be used strategically to induce concessions,
changes in strategy, or alter assessments of process
and outcomes
of feedback can contribute to significant
distortions by influencing the offers negotiators make
No reproduction or
Education. 7-9
WHAT IS COMMUNICATED
DURING NEGOTIATION?
• Offers, counteroffers, and motives
• Information about alternatives
• Information about outcomes
• Social accounts
of mitigating circumstances

of exonerating circumstances
explanations
• Communication about process
No reproduction or
Education. 7-10
COMMUNICATION IN NEGOTIATION:
THREE KEY QUESTIONS
• Are negotiators consistent or adaptive?
negotiators prefer sticking with the familiar
rather than venturing into improvisation
• Does it matter what is said early in the process?
negotiators do in the first half of the process has
a significant impact on their ability to generate
integrative solutions with high joint gains
• Is more information always better?
effect of exchanging information depends on the
type of issues being discussed and the motivation to
use the information
No reproduction or
Education. 7-11

HOW PEOPLE COMMUNICATE
IN NEGOTIATION
• Use of language
Logical level (proposals, offers)
level (semantics, syntax, style)
• Use of nonverbal communication
eye contact
body position
encouraging or discouraging what the
other says
No reproduction or
Education. 7-12
HOW PEOPLE COMMUNICATE
IN NEGOTIATION
• Selection of a communication channel
is experienced differently when it
occurs through different channels
negotiate through a variety of
communication media – by phone, in writing and
increasingly through electronic channels or virtual
negotiations
bandwith distinguishes one communication
channel from another.
ability of a channel to carry and convey subtle social
cues from sender to receiver

No reproduction or
Education. 7-13
FOUR BIASES THAT THREATEN
E‐MAIL NEGOTIATIONS
1. Temporal synchrony bias
for negotiators to behave as if they are
in a synchronous situation when they are not
2. Burned bridge bias
to do risky things during e‐mail that
would not be used in a face‐to‐face encounter
3. Squeaky wheel bias
to use a negative emotional style
4. Sinister attribution bias
the role of situational factors
No reproduction or
Education. 7-14
HOW TO IMPROVE
• Use of questions: two basic categories
questions
attention or prepare the other person’s thinking for

further questions:
• “May I ask you a question?”
information
• “How much will this cost?”
thoughts
• “Do you have any suggestions for improving this?”
No reproduction or
Education. 7-15
HOW TO IMPROVE
• Use of questions: two basic categories
questions
difficulty
• “Where did you get that dumb idea?”
information
• “Didn’t you know we couldn’t afford this?”
the discussion to a false conclusion
• “Don’t you think we have talked about this enough?”
No reproduction or

Education. 7-16
HOW TO IMPROVE
• Listening: three major forms
1. Passive listening: Receiving the message while
providing no feedback to the sender
2. Acknowledgment: Receivers nod their heads, maintain
eye contact, or interject responses
3.Active listening: Receivers restate or paraphrase the
sender’s message in their own language
No reproduction or
Education. 7-17
HOW TO IMPROVE
• Role reversal
understand the other party’s positions
by actively arguing these positions until the other
party is convinced that he or she is understood
and success of the role‐reversal technique
1. Effective in producing cognitive changes and attitude
changes
2. When the positions are compatible, likely to produce

acceptable results; when the positions are
incompatible, may inhibit positive change
3. Not necessarily effective overall as a means of
inducing agreement between parties
No reproduction or
Education. 7-18
SPECIAL COMMUNICATION
CONSIDERATIONS AT THE CLOSE OF
NEGOTIATIONS
• Avoiding fatal mistakes
track of what you expect to happen
guarding yourself against self‐serving
expectations
the lessons from feedback for similar
decisions in the future
• Achieving closure
1. Unit V PowerPoint Presentation
Negotiation Presentation Project
For the Unit V PowerPoint Presentation, you will design a
presentation for an organization that you work for, have worked
for, or would like to work for in the future. You may create
your presentation using PowerPoint or your presentation
software of choice. This presentation will be used to teach new

employees about the sources of power and communication
techniques for in-person and virtual negotiations.
Your presentation should be addressed to new employees and
should include the following:
A profile of the clients your company serves
The types of negotiations your company encounters
Sources of power in negotiation
Communication techniques for in-person and virtual
negotiations
How the communication techniques can be used at this
organization
As you define each source or technique, please include
scenarios to help employees understand how to utilize each
source and technique for your company.
Your presentation must contain at least seven PowerPoint
slides, not including the title slide and reference slide. Please
utilize the speaker notes to add additional details. You are
required to use at least your textbook as a reference. You may
use the Waldorf Online Library or the Internet for other
resources. Follow proper APA format, including citing and
referencing all outside sources used. Feel free to use creativity
when selecting graphics and fonts/backgrounds.

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