Humaned: Knowledge for Human Performance

Humaned Train Faculty Development Series

FACULTY DEVELOPMENT SERIES

Faculty Negotiation Skills
Advanced Faculty Negotiation Skills
Academic Negotiation Skills in Diverse Environments
Negotiation Skills for Post-Doctoral and Graduate Students
Leading Through Consensus Building
Academic Power and Influence Through Ethical Engagement
Professional Coaching Opportunities
Meet the Faculty for These Courses

I. Faculty Negotation Skills

This seminar is designed to build understanding of mutual interest
based negotiations or solution finding. The content encourages
developing understanding of the parties' interests, developing
alternatives that enhance the possibility of reaching agreement and
packaging of the possibilities. Sometimes, no matter how hard one
tries, an agreement is not achieved. In this case, participants will
learn to develop and consider using BATNA, or the "best alternative to
a negotiated agreement."

Faculty case studies include a competitive job offer, committee
service, salary increase and assuring research resources. These cases
help define patterns of negotiations when choice and stress are
factors. Uses of personal power and development of supporting data are
examined relative to these cases.

Finally, participants are introduced to a negotiations planning work
sheet that can be used in preparing for negotiations.

II. Advanced Faculty Negotiation Skills

Building on these basics, participants explore the nature of difficult
conversations and learn their diagnosis. Once understanding the
diagnostic process, the group examines how their personal approach
contributes to both the problem and the solution. Together, attendees
determine possible means of changing the tone of difficult
conversations in order to achieve more productive outcomes. One of the
potential approaches is to develop enhanced listening and responding
skills; participants practice rounds of a case that makes clear the
impact of communication skills and deficits. In both diagnosis and
communications skills, it becomes clear that recognizable tactics are
often used by some parties in negotiation situations. These tactics
are named and responses to them suggested and discussed in this
advanced course.

Participants exercise their skills by working through a challenging
case of their own choosing. The case is examined in at least two
rounds of practice with a coach and observer so that finding positive
alternatives and successful solutions can be developed.

III. Academic Negotiation Skills in Diverse Environments

This new course is currently being designed and will become available in Fall 2005. It will cover both the foundational issues of academic negotiations as well as including discussions of cultually challenging cases where issues of race, gender, ethnicity, disabilities, or sexual orientation are involved.

This course will use difficult conversation analysis to examine the cases and experiences of participants utilizing a coach and an observer.

IV. Negotiation Skills for Post-Doctoral and Graduate Students

This seminar is designed to introduce mutual-interest-based
negotiations or solution finding to people relatively new in their
academic careers. The content encourages developing understanding of
the parties' interests, developing alternatives that enhance the
possibility of reaching agreement and packaging of the possibilities.
Participants will learn to develop a BATNA, or the "best alternative to
a negotiated agreement."

Post-doctoral and graduate students focus on their personal negotiating
style. A formal instrument helps to identify styles of competition,
collaboration, compromise, accommodation and avoidance. Attendees then
practice through a selection from case studies including Developing a
Strong Advocate, Credit for Research and Publications, Developing
Connectedness, Obtaining Resources that Enable Productivity,
Opportunity to Demonstrate Strong Performance, Career and Family, The
"all important" Letter of Reference, Contracting for a First or New
Position, Opportunities for Professional Development and Mediation for
Problem Solving.

Participants will receive a list of negotiable items important to
academic appointment offers as well as a negotiations planning
worksheet. In addition, resources for understanding difficult
conversations and tactics typical to negotiations will be provided.

V. Leading Through Consensus Building

Consensus building is critical to finding effective solutions and managing change. This course is offered to assist the leader responsible
for organizational success and is intended to enhance their guidance of
others in reaching agreements that will result in achieved goals. The
course begins with defining success in realistic terms rather than in
absolutes. Participants begin the goal-setting process by generating
their own ground rules, making personal commitments to successful
outcome and mutual benefit often for the good of the larger
organization. This definitional emphasis includes brainstorming the
description of an overarching challenge or issue facing the group. The
group will synthesize and summarize the challenge so it becomes the
focus of subsequent efforts and solutions considered during the
seminar.

With a challenging case study as the focus, participants begin interest-based learning and practice. They identify interests both in common
and individually, and potential solutions are brainstormed. The
possibilities for solution are then prioritized and are charted against
competing interests. Attendees will weigh these options and the degree
to which they satisfy the goal of meeting a challenge or solving an
issue. During the weighing process, they will understand and practice
decision-making techniques. Participants ultimately select an approach
considering consensus, workability, acceptability and the good of the
whole.

Finally, participants will practice developing a clear responsibility
charge based on the case study; they will map a potential approach or
major steps to completion; and they will then identify key roles to be
filled. The group will discuss the importance of following through and
following up. They will note the importance of recognizing and
celebrating success.

Work in this consensus-centered seminar will involve the utility of
tiered input (expert, practitioner and observer) and will emphasized
individual growth as well as group development and agreement.

VI. Academic Power and Influence in Ethical Engagement

This new course is currently being designed and will become available in Fall 2005.

VII. Professional Coaching Opportunities

Drs. Butterfield and Tucker are experienced academic and executive coaches. Effective advice and confidentiality are keys to this program. The network of colleagues attending the above seminars will often serve as a resource for mentoring. When that network is not available or when the issues are so sensitive that absolute confidentiality or distance from the discipline is essential, participants are welcome to request individual coaching from seminar faculty.

Meet the Faculty

The Strategic Performance course series for faculty is taught by:

Jane Tucker, Ph.D.
jtucker@humaned.com

Jane Tucker specializes in leadership development, executive coaching, and problem-solving skills. Her areas of interest include coaching of individual leaders, problem-solving negotiations, and change management. With more than 25 years of experience, Dr. Tucker works primarily in higher education, although she has also worked with leaders of corporations in the U.S. and abroad as a faculty member of the Center for Creative Leadership, headquartered in Greensboro, North Carolina. Her higher education experience is in both human resources and instructional technology at Duke University, where she has been director of learning and organizational development and heads the change management team for an enterprise software system. An instructor on negotiations at Duke’s School of Business, she has facilitated leadership development programs for both profit and non-profit organizations. Dr. Tucker holds a Ph.D. in organizational development and is an alumna of Wellesley College and the University of North Carolina at Chapel Hill. Her research interests are in goal-setting and early adopters in the change process. She has worked internationally in Europe and Africa and has published in the Proceedings of the Academy of Management, the Journal of Biocommunication, and the International Journal of Health Education.

Barbara S. Butterfield, Ph.D.
bbutter@humaned.com

Barbara Butterfield has more than 35 years of service in higher education. She is executive consultant to the University of Michigan and senior consultant to the Segal Company. Dr. Butterfield is a consultant educator in the area of faculty development for both COACh and Advance Programs, supported by grants from the National Science Foundation. Her experience has been in higher education in public, land grant, private, and research Universities and in corporate education both in the United States and abroad. Dr. Butterfield holds a Ph.D. in education administration and is an alumna of The University of Pennsylvania Wharton School of Business Advanced Management Program. She is the author of three books and is a past president of the College and University Professional Association for Human Resources.

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