Communication IN Negotiation PDF

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The components of verbal behavior are all those that refer to the verbal content of the message: the speech we do, the words and how we say them. Of all the components of verbal communication, speech is the one with the highest correlation with social ability....

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COMMUNICATION IN NEGOTIATION

A) Verbal communication: speech The components of verbal behavior are all those that refer to the verbal content of the message: the speech we do, the words and how we say them. Of all the components of verbal communication, speech is the one with the highest correlation with social ability. state that socially competent people often use

often certain words and expressions of attention, which denote a sincere interest in your interlocutor. Other works affirm that the main difference lies in the ability of socially competent people to make positive comments that reduce tension and allow to refocus problems In relation to verbal content, there are also some interesting facts. Thus, Troweret alfound differences between the verbal content of skilled and unskilled people. The differential characteristics of the non-skillful were, among others, the lesser variety of topics used in a normal conversation, less manifestations of interest towards the interlocutor, greater verbalizations of interest towards oneself and an excessive amount of emotional self-disclosure.

Thus, based on these references, we can say that the negotiator who dominates verbal communication: makes positive comments that make people focus on problems (and not relationships); reduces tension, has a large number of topics and oral resources, controls their self-disclosure, emotionality and knows how to guide the conversation towards their LIM.

B) Non-verbal communication

For a message to be considered to have been delivered in a socially adept manner, non-verbal cues must be consistent with the verbal content. Speech is key, but non-verbal communication has been considered between 30% and

90% of the communication. Despite the fact that these figures dance, it is undeniable that non-verbal communication has a great importance in the communication process. Non-verbal communication is not dichotomous, but is based on context, use of groupings, and congruence. The context includes in which environment the situation takes place, the history between the people and other factors such as the role of each person (for example, an interaction between a boss and an employee). The search for gestures of non-verbal communication in groups prevents us from allowing a single gesture or movement to be definitive in determining the mental or emotional state of a person. Sure, crossing your arms across your chest can be a sign of resistance and a closed mind. However, if the muscles of the face are tight and the teeth are shaking, they could be cold. Making an individual interpretation of non-verbal communication can be confusing.

Finally, congruence implies that there is coherence between verbal and non-verbal communication. The spoken words match the tone and body language? After someone falls down and verbally declares that they are okay, yet grimaces and has a shaky voice, this inconsistency may indicate that they are not quite okay. A good example of this is the video we saw in class from the Brooklyn series

99, in which Captain Holtz expresses his joy without any non-verbal communication. The lack of congruence is used as a humorous resource because in a real context this behavior seems implausible and, therefore, funny. Within non-verbal communication, and following the classic scheme, we will review the following aspects of the non-verbal behavior of socially competent people: Cinesa, proxemia and paralinguistics. 1. CINESA. CINESA studies the part of non-verbal communication that involves a certain movement (body postures, facial expressions, gestures, smile, gaze, external appearance ...). Student this part of nonverbal communication, we can find differential behaviors between socially more skilled and less skilled people.

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Body posture: Body posture is defined as the position of the body or its parts in relation to a reference system. The socially skilled person is one capable of evaluating the context and the interlocutor and responding with the appropriate body posture at all times. Skillful people tend to present positions congruent with those of their interlocutor. A congruent position is understood to be one that is characterized either by a mirror vision -symmetry- or by a replica of the interlocutor's position. When this relationship is really good, even the phenomenon of synchronization appears (both take their glass at the same time, drink at the same time, tune in to light cigarettes, etc.). Some authors have even predicted the success or failure of a social interaction in these non-verbal behaviors.

On the other hand, socially skilled people tend to use close-up and relaxation postures more often. They are people with a posture that is characterized by being slightly bent forward, they do not fear physical proximity or contact with their interlocutor, they maintain open and symmetrical postures of both the upper and lower extremities, they tend to face and keep their hands in good condition of relaxing. A separate mention is the question of the position of power: a static posture of rest that sends signals of domination over the interlocutor or other people. Although virtually all social interaction involves reciprocal evaluations, evaluations tend to be more in one direction than the other. That is, one party has more power to impact the future of the other, controlling access to resources the other party needs such as college admissions, workplaces, and capital. For example, in a job interview,

the interviewer has the power over the future of the candidate at work and therefore the importance of the evaluations of the interviewed candidate is greater than the evaluations of the interviewer candidate. However, in the moments leading up to the all-important social assessment, many people lean back to their chairs and look down at the phone, taking nonverbal postures that can make them feel even more helpless. But what if people did the opposite: stretch out and take up more space, rather than untie and take up less? In both human and non-human primates, expansive and open postures reflect high power, while contractive and closed postures reflect low power, a kind of surrender to the other party (as in the painting 'The Surrender of spears'). These postures not only reflect power, they also produce it; In contrast to taking low-power positions, taking high-power positions increases explicit and implicit feelings of power and dominance, risky behavior, action orientation, pain tolerance, and testosterone (the dominance hormone 1 ), while reducing stress, anxiety, and cortisol (stress hormone 1). Furthermore, compared to classical power manipulations, which do not involve non-verbal behaviors, such as role assignments and initial notifications, adopting high-power positions has stronger effects on thought abstraction and action orientation. . The acquisition of power makes individuals feel more positive, controlled and optimistic about the future, and become more goal-oriented and able to act. Thus, power could improve performance in social evaluations, positively orienting people towards objectives and freeing them from psychological restrictions that may prevent them from exercising their full potential

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gestures: A gesture is any action that sends a visual stimulus to an observer. Socially competent people make uninhibited and spontaneous movements. Alberti and Emmons (1978) consider that people with more skills accentuate the message with appropriate gestures that add emphasis, frankness and warmth to the conversation.

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Facial expression: Socially competent people use facial expressions consistent with the message

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smile: Strictly speaking, the smile is part of the facial expression. The smile plays various

they are trying to convey. roles in social interaction: it is an element of courtesy, it serves as a reinforcement of the behavior of our interlocutor and is also used to defend or neutralize the aggressive behavior of the interlocutor. The smile of the socially competent person is usually a frank and open smile that acts as a conciliatory and / or reinforces the interlocutor's performance. It can also be a tool to soften a slightly negative or feedback message in informal and / or low-emotional contexts (but always considering congruence and context).

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look: As the popular saying goes "the look is the mirror of the soul." In general social interaction, the gaze plays several important functions: expressing personal attitudes, collecting information from the other, regulating the flow of communication between interlocutors, establishing and consolidating hierarchies between individuals, manifesting behaviors of power over others, acting as

Feedback on the effects of one's own behavior on the other, expressing the degree of attention, indicating the degree of involvement in what is done or said. There are several studies that agree that skilled people establish more eye contact than those considered less skillful 2. Proxemic. Proxemics analyzes the use and organization of space in social interactions. Personal space could be defined as the area that individuals keep around them, in which others cannot intrude without causing discomfort (Lila, Musitu and Herrero, 1993). Two types of behaviors, within proxemics, have special relevance for social skills: distance-proximity and physical contact. Socially competent people are usually very skilled in managing personal spaces. They know that different situations require different spaces to feel comfortable. Respecting these situations, socially competent people tend to be close to others. Short distances don't scare them because they don't feel vulnerable. Physical contact has great social but also cultural implications. Although it is common in certain Mediterranean cultures, in other cultures it is limited to the closest family environment. Sometimes the use of physical contact implies dominance or social approach to please, to be closer to someone, especially in informal contexts.

3. Paralinguistics. Paralinguistics focuses on the analysis of certain non-linguistic aspects of verbal behavior (pauses, latency, volume, timbre, tone, fluency, time, clarity and speed of the conversation). Socially competent people present a varied tone of voice adapted to the context, since with this they are more likely to be judged as dynamic and extroverted. They speak with greater intonation, a louder but adequate volume and project the voice, and with this they convey the impression of being confident and self-confident people, capable of achieving the achievements and goals that they set. Their verbal fluency is high, as well as their clarity, which ensures that the content of their messages reaches their interlocutors in full.

2. Communication process in negotiation Communication is the process by which thoughts, emotions, ideas, opinions, creations, experiences, information, etc. are transmitted (we give, receive or exchange), in such a way that the message is understood by both parties (or, at least , is the initial intention). Communication takes place in a specific context in which at least two people (sender and receiver) participate through one or more channels.

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The sender. It is the subject who takes the initiative in the act of communication. The receptor. Is the person or group of people to whom the message is directed. So that communication has place, it is not necessary for the sender and receiver to be physically present, since communication can be carried out using different means (telephone, chat, etc.).

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The message. They are the information or ideas that are transmitted through different systems such as codes, images, etc. The message, once delivered, suffers from distortions and erroneous interpretations; moreover, it can be wrongly issued. In every message there is a purpose or objective. The purpose of

people to communicate, consciously or unconsciously, is to achieve a correspondence between desires and results; but that will depend, to a large extent, on the barriers. The misunderstandings of the message come from its ambiguity or the hermeticism of the sender, as well as the subjective interpretations of the receiver. The message, once thought, must pass through the filter of the personality of the sender and the receiver in order to be interpreted. Assuming that the message is correctly issued, several situations may arise: a) that is not received (for example by environmental noise); b) that it is received but not understood;

c) that it is received and understood, but not assimilated into the receiver's mental scheme; d) that it is received, understood, assimilated in the mental scheme but not reflected in the behavior;

e) that it is received, understood, assimilated into the mental scheme and reflected in behavior. In the latter case we can say that optimal communication has occurred.

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The channel. It is the medium through which the message is issued, with all the filters and encodings that this implies: social context, material support, repertoires, code and language used. The interlocutors are each prisoners of a different encoding and decoding system; and sometimes it may seem that they do not speak the same language. The coding system is the explicit result of the issuer's personality and knowledge. Feelings, emotions, defense mechanisms, judgments, values and filters interfere in the message to be transmitted, through which the message is delivered in a context of gestures, voice inflections, since they encode it in a different way than how the original idea was thought. In turn, the message is decrypted or decoded according to the filters and knowledge of the receiver. the feedback or feedback.

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sender check if the message has been interpreted by the receiver in the terms that he wished. In this way, the sender can know whether or not the message has been received and under what conditions. It allows to discover errors in the process and, in this way, to correct them

3. Barriers in communication Although the process may seem very simple, it is really very complex and a series of problems can occur that will make it difficult for the issuer to achieve its objectives. These difficulties can occur in all elements of the communication process: •

In the ISSUER, difficulties may be due to:

a) the code to use in the communication process. -The lack of a common code with the receiver, either due to ignorance or misuse. The use of a code that is really shared is essential for the possibility of communication to exist. If this common code did not exist, communication could not exist.

-The ambiguity of language, which would include from a relative lack of a common thread of discourse to the presence of an incoherent discourse. Therefore, not only the presence of the code is necessary, but the ability to use it appropriately to allow the construction of messages in accordance with the objectives we set ourselves.

- Inappropriate use of redundancy. Using redundancy is necessary to make a message more easily understood, but overusing it can also lead to an error.

b) The skill of the person. - The lack of concrete communication skills: guessing the thought (theory of mind), assuming that the receiver already knows things, not asking, not listening, etc.

- The use of filters or attitudes, prejudices, beliefs and values related to the person and their learning history, which may mean not valuing the other's point of view, prejudging others, not listening, etc. - Negative attitudes towards any of the elements of communication (receiver, context, topic, etc.), which provoke emotional reactions that contaminate the message. In the RECEIVER difficulties can •

come, among others, from: to) sociocultural differences, which can make it difficult to perceive certain content; b) the role relationships established between sender and receiver (communication is not the same between two friends than between a boss and an employee); c) the motivation or lack of motivation of the recipient; d) the image that the sender has of the receiver; and) lack of active listening; F) lack of social skills; g) lack of feedback or feedback. Regarding the MESSAGE, the greatest difficulty is due to the use by the sender of a code unknown to the receiver. This can apply to both verbal and non-verbal communication, as not all signs and gestures mean the same thing in all cultures. It is

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well-known example of the Japanese smile in the face of disappointment, which can confuse the European.

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Regarding the CHANNEL, aspects such as speaking without a microphone to a crowd or environmental noises are difficulties in themselves.

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Finally, with regard to feedback, a difficulty may be that the receiver wants to deceive the sender by saying, for example, that he understands it when in reality he does not.

4. Resources and tools for effective communication 4.1. active listening

Active listening is «the physical and mental effort of wanting to capture with attention the totality of the message that is emitted, trying to interpret the correct meaning of it through the verbal and nonverbal communication that the sender carries out and indicating through feedback what that we think we have understood ». By listening to another person we are recognizing them as such and we create a good climate in communication; with this, competition and tension decrease, which undoubtedly facilitates negotiation. To listen actively you need to: •

Be aware of the other stopping your attention and avoiding distractions, showing you that we perceive what you are saying. For this reason, we have to maintain eye contact with our interlocutor, since he will hardly feel attended if we do not look at him. Our gaze should only reflect attention, not aggression or pressure. In addition to the gaze, all our non-verbal communication must be positive, close, avoiding positions such as crossed arms and positions of dominance. We must also control our facial expressions, especially avoiding negative expressions, rejection, censure or disapproval.

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Observe and question constantly, wondering what he wants to tell us, what is there behind his words.

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feed back in short, that is, to paraphrase from time to time some part of the sender's message. For example: "I understand that what you are telling me is ...". It is important that it is not an interruption to the issuer, and that is why you have to find the right moment to do it. In addition to that, it is important to provide feedback by nodding the head, which may be accompanied by some "aha, aha" sound.

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Detect keywords that convey what the sender really wants to say, since many times when people speak they adorn their message excessively. Clearly, active listening requires effort

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by the person and a

mental disposition, so it is important to use all our senses and avoid prejudice, altered emotional state and physical (for example, noisy environments) or mental (for example fatigue, worries, paying attention to other matters, thinking about the answer, hear more details than the main idea, interpret ...), since all these elements prevent us from actively listening.

Among the advantages of active listening it is worth mentioning (De Manuel and Martínez Vilanova, 2001; Puchol, 2007): - A broader understanding of the issuer and its needs. - It allows us to better understand the information we receive in order to adapt our arguments to your interests.

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It generates a climate of receptivity and increases the predisposition for them to listen to us. Makes you feel

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comfortable to the person with whom we int...