25 Jun WHAT ARE THE POSSIBLE EMOTIONAL CHALLENGES TO BE EXPECTED?
In defining the constituents of our negotiation, it is important to observe all the forces that run an institution. Grading is the power that every institution is given by the local forces in governance in order to ensure a common method of ranking individuals. The society depends on the ranking to determine the best people who are identified as leaders to take sensitive positions in the society. It creates a sense of order allowing each person to explore his or her talents and abilities that align with making the best society. In my schooling process, my parents were my foundation since the primary stage. My family ensured that I was provided for as far as education is concerned. All the expenses were settled timely and in case of any issues my family members were willing to help find the most suitable solution. Therefore, my family also wishes that I got the highest grade that transforms their collective efforts into a living investment. I wish to make them proud by scoring the best and continuing with my endeavors towards success. Equally, my friends, both close and distant, wish that I succeeded. Rules of social interaction suggest that people are always drawn towards successful persons. I echo their deep-seated interest in my negotiation as a I seek to be the friend who walks the path of success. I believe there are other interest forces that are inactive in the negotiation, but would wish for an inclusive and positive outcome. On the other hand, the institution is made up of many forces and moderators who are set to ensure that everything is running correctly. It would be a violation of the law to give students grades that they do not deserve. The aggregate effect of such subjective tendencies is the development of a system that does not reward effort and excellence. My request in this negotiation is realistic and within the provision of all the set procedures and rules of education. In deciding which grade to give to students, instructors consult an already set scheme that offers the best approach to the issue. It analyses all the performances of the students and suggests which grades or options are the best for each candidate. The results are then decided with an aim to realize the overall goals of the education sector in the society.
I have so far developed a good relationship with the tutors and other parties at school. I have shared an overall positive connection that explains my good performance at school. I have contacts that will offer to link and work with me in the future with the intent to achieve great things. I have friends with bigger dreams that are portrayed as a source of inspiration that has helped me find the right path in education. In this negotiation, there is no room for future negotiations as the issue at hand is time sensitive (81). Grading as a practice is done within a given period and once the results are out there are limited chances of change. It calls for quick decision that is comprehensive and takes into account all the factors that define my course.
We live in a world where everyone is obsessed with excellence though many do not work for it. There are multiple cases of fraud as people invent ways to ease their way through the system. We have professionals and career men who are a lie having fabricated details to reach such heights. In the course of my talk, I wish to never be identified as one of the people who confronted the rules of the game in order to achieve subjective tendencies. My plea to get a good grade is not entirely personal as I seek to be actively engaged in the society for growth and development. A good grade is only but a go-ahead to practice my skills, do more research, and initiate change in the society. Therefore, the denial of my request will be a desire to the society as a whole. It is unethical to practice fraud or use other illegal means to get good academic accolades. The society deeply condemns all forces that push towards fraud embracing the culture of transparency and actuality. Given my performance in class and my constant involvement with learning, I would argue out that my request is ethical as it reflects the concept of honesty and transparency. I invite all the parties involved, both directly and indirectly, to share in the course in order to determine the most objective position with regard to my performance in business.
In any negotiation, just like the analysis and negotiating for personal interests is important, it is also vital to consider the interests of the other party/parties in a negotiation. The aim here is not convincing the other parties of the negotiations aims but is to make the other parties recognize the need/benefit in the objectives being negotiated upon. This stage begins by pacing oneself in the negotiating partner’s situation and thinking of how their goals and needs can be meet through the achievement of one’s personal goals. In this regard, is the negotiating partner is the lecturer who is expected to provide a better grade after the negotiation. This, therefore, will require that one place themselves in the lecturer’s position and attempting to establish the aims of the lecturer in providing a particular grade and what they would gain if they gave the particular low or high grade. This stage demands the anticipation of all the interests of the grader as part of the preparation of the actual negotiation. This allows the incorporation of the specific interest if the graders and creating a balance in the negotiation. The Harvard concept can be incorporated and this allows the identification of interests that the other parties themselves have not yet recognized.
The Harvard Concept is mostly used in legal and business schools and is founded on the interests of parties involved in the negotiation rather than the positions they may initially take. In line with the Harvard concept, this stage will take the principled negotiation approach that is found on the elements of people, interest, options, and standards. The premise is that the negotiations should be founded on principles that are the negotiators should focus on objective criteria and legitimacy. This implies that the negotiations will be based on objective legitimate criterion of grading. This when brought in at an appropriate point during the negotiation expands the perspectives and increases the chances of being awarded a better grade. This is because the multiple perspectives and point of argument become readily visible and an acceptable one for both the student and graders is highly likely to be established in the negotiation process.
The analysis of parties involves fundamentally attempts to establish the basic background information that comprise of the resources, issues, and elements of the bargaining mix, interests and needs, points of possible resistance and the existing alternatives, objectives and target of different parties, the reputation and styles of negotiation, and constituents, social structure, and authority for agreement including strategies and tactics. These are all for purposes of planning. Before the negotiation process, the following questions are key to consider the people/parties that will be involved in the negotiations and in this regards the following questions should be considered:
What is the school’s position on student grades?
What is the institution’s position of amendment of student’s grades
What parties are interested in the students’ grades?
Will the entire faculty be involved in the negotiations?
Will the dean of students be involved in the negotiation?
How will the other students influence the grade negotiation process?
In regards to parties it is vital to focus on the people involved rather than the problem being negotiated upon that is the focus should be placed on the individuals identified above rather than the grading problem. Therefore, the key questions to consider here are:
What perceptions do the person or people involved in the negotiations have towards the grade negotiation?
What are the possible emotional challenges to be expected?
What communication challenges should be expected during the negotiation?
The key in this stage for this stage is, therefore:
Comprehending the other person’s point of view by placing oneself in the grader’s position.
Not assuming that you will get the worst grade through the actions of the other parties involved.
Do not blame or attack the other parties during the negotiation process.
Create appealing and convincing arguments.
Develop emotional intelligence and consider that all feelings are valid.
Defuse strong emotions through non-verbal communication.
Practice active listening during the negotiation process and always summarizing the speaker’s points to confirm understanding.
Avoid emotional reactions and outbursts.
Use “I” statements when expression opinions and emotions.
Consider the other parties to be partners rather than interviewers.
The focus as indicated above should be on interests. Therefore, to come to an appropriate conclusion that will satisfy both parties, the issues being negotiated upon should be defined on the underlying interests of the parties involved in the negotiation. In any negotiation, it is common that individuals will share specific interests and needs. Therefore, to ensure effective grade negotiation at this stage consider the underlying interests of the graders. Therefore, to identify, understand, and deal with these interests consider the following:
The reason why the grader(s) who a specific position and not any other possible position.
Provide a clear explanation of your interest.
Discuss any interests that you have with the grader(s) looking forward to the desired solution instead of focussing on past grades or mistakes in grading made in the past.
Focus on your key areas of argument for the improvement of your grade you are interested in, but remain open to the proposals and suggestions provided by the grader(s).
There are options for mutual gain in negotiating and at this stage, it is vital to consider all these options by generating options that solve problems. The key challenges in this area include:
Defining the grading problems in terms of win and lose situations.
Thinking that it is up to the grader to come up with a proper grade or to understand the grading issues.
Forcing a single answer with no other alternatives.
To develop options that will benefit the student and the grader the following actions should be undertaken:
All the possible solutions to the grading problem should be brainstormed on.
Conduct an evaluation of the interested parties with the most promising proposals then refine and improve the grading proposals.
Focus on shared opinions regarding grading and where there are possible points of difference consider any other possible options where compatibility can be attained in the possible areas of difference.
Develop arguments that are appealing to the graders to ease agreement.
In the negotiation, it is also vital to consider the objective criteria in the grading system. This due to the fact that the possibility of having conflicting interests exist. Therefore, considering an objective grading criterion will be key in dealing with such conflicts. Permitting such, differences to spark emotions and engage in a battle of ego will only work against the student, is inefficient, and will most likely destroy the relationship between the grader and the student. The solution, therefore, is basing the negotiation on specific objective criteria that is independent of either party’s will. In regards to negotiating for a better grade the parties should refer to the examinations marking scheme, the grading criteria, and conditions for changing grades. The key elements when employ such criteria include:
Frame each point of your negotiation as an element of the grading criteria.
Find out the most appropriate criteria that fit your arguments and think of how they can be applied to your argument.
Avoiding buckling under pressure and where the grader may be shifting the discussion, move the discussion for the subjective criteria to the objective criterion that is usually procedural.
The key questions in this regards while planning for the negotiation for a better grade one should consider the following questions:
Are your points of negotiation framed within the elements inherent in the grading criteria?
Which grading criteria will your negotiation points and how can they be applied during the negotiation process?
In what areas or situations may feel extremely pressured?
How can is shift the negotiation from a subjective point of the grader to an objective negotiation.
During the negotiation process, the other party (grader) has personal interests and goals and these are for varying outcomes. The common stereotypes students have about graders include the fact that they intend to fail students, they are too strict, they intend to frustrate students, or are act to get back on specific students. Therefore, it is vital to get rid of these stereotypical thoughts when planning to engage in negotiations that may interfere with the negotiation process and this can be achieved by gathering information directly from the grader. The questions here include:
What is the intention of the grader(s) while grading exams?
What is the perception of the grader(s) towards you?
Do the graders make subjective or objective decisions?
Which other parties are involved in the grading system?
In the grading process in institutions, even the graders are under authority and as indicated above guided by specific criteria of grading and hence the existing authorities and systems challenge their subjective opinions. They may also be representing the entire school’s philosophy. At this stage of planning it is, therefore, vital to take into considerations the powers/authorities of the graders, the authorities they are under, and the institutions that they represent. Hence, the key elements to consider while planning are:
What is the position of the grader(s) in the institution of the department?
What authority is the grader(s) under?
Who does the grader(s) represent in the institution?
Is the grader(s) expected to share the information with any other parties?
Does the grader(s) make the final grading decision?
This is essential for this stage as it will highlight any possible challenges from the existing authorities or individual and/or group the grader(s) represent. When these are taken into consideration, it will be helpful in planning the negotiation to ensure that the eventual outcome of the negotiations satisfies the needs of these authorities and the institution and hence ensure a better grade that will be holistically agreed upon.
Any convincing argument and negotiation should always be accompanied with evidence and this hence includes when negotiating for grade improvements. Before the engagement in negotiations for grade improvement, it is pertinent to gather all the possible evidence that will support the arguments during the negotiation process. This will be key in preparing to deal with any possible counterarguments that may be provided by the grader(s) against the grade improvement. This stage involves the compilation of the most appropriate evidence to support the arguments for grade improvement during the negotiation process. The key factors to consider while planning for the negotiation include:
The areas in the marking or grading criteria that support your arguments.
The possibility of existence of past negotiations on the matters being presented.
The integration of the facts to present them in the most convincing manner.
This stage may also require the involvement of specific parties who will provide the most appropriate guidelines and facts regarding the validity and reliability of the compiled evidence. Consultations should hence be made in this stage to ensure the validity and reliability of the evidence compiled and the issues to be taken into consideration include:
The consideration of the individuals to be consulted to provide clarifications and elaborations of the facts related to the grade negotiation.
The points of view of the consulted individuals including their interests in the outcome of the negotiation.
Consultation of individuals who have engaged in similar negotiations in the past that were successful and those who were not successful to identify the points of success and failure in their negotiations.
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
About Writedemy
We are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers.
How It Works
To make an Order you only need to click on “Order Now” and we will direct you to our Order Page. Fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Are there Discounts?
All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.