You Are Assigned To A Committee Of Three To Decide On A Dres

You Are Assigned To A Committee Of Three To Decide On A Dress Code For

You are assigned to a committee of three to decide on a dress code for University Staff and Faculty. All three committee members must agree to pass this policy. In this situation, you are one of the two agreeing to a dress code. What steps, as per multiparty negotiation, will you take to gain the cooperation of the third party after the policy has been initiated? This question does not require students to create a "Dress Code" or discuss the dress code for Faculty, Staff, or Students. All discussions must be completed on time and must include in-text citations and references in APA style formatting.

Paper For Above instruction

In the context of multiparty negotiation, securing cooperation from all members of a decision-making committee, particularly when only some members are initially aligned with the proposed policy, requires strategic and diplomatic efforts. As one of the members who agrees with implementing a dress code policy for university staff and faculty, my objective is to persuade the remaining member to support the policy to achieve consensus. This process involves understanding the concerns of the dissenting member, building trust, and employing negotiation strategies that emphasize mutual benefits and collaborative problem-solving.

The first step I would undertake is active listening and identifying the reservations the third member has regarding the dress code policy. Recognizing feedback without immediate defensiveness allows for understanding their underlying interests and concerns, such as potential impacts on professionalism, comfort, or perceived fairness (Lewicki, Barry, & Saunders, 2015). By demonstrating empathy and openness, I foster an environment where the dissenting party feels heard, which is crucial for effective negotiation.

Next, I would present factual data and examples illustrating how a designated dress code can enhance the university's professional image, boost staff morale, and create a consistent environment (Gelfand, Leslie, & Collins, 2018). Emphasizing shared goals, such as upholding institutional reputation and improving workplace cohesion, helps align interests and frames the dress code as mutually beneficial rather than as an imposition.

Additionally, I would explore options for flexibility within the dress code to accommodate concerns about comfort or personal expression. Negotiation literature suggests that offering workable compromises can facilitate agreement (Thompson, 2017). For instance, proposing a dress code with clear guidelines but allowing certain choices within those parameters can mitigate resistance and foster ownership among staff and faculty.

Building rapport through trust and transparency is another critical step. I would ensure ongoing communication, providing opportunities for feedback, and demonstrating a willingness to modify the policy if legitimate concerns are raised post-implementation (Shell, 2019). This participative approach can reduce perceptions of unilateral decision-making and encourage buy-in.

Finally, I would use positive reinforcement strategies, such as highlighting the potential benefits for the third member's own professional reputation and departmental goals, to motivate cooperation (Fisher & Ury, 2011). Recognizing shared interests and framing the dress code as a collective stride towards professionalism can galvanize support.

In conclusion, effective multiparty negotiation to gain cooperation involves active listening, framing shared goals, offering flexible options, building trust, and emphasizing mutual benefits. By systematically employing these strategies, I aim to persuade the dissenting member to support the dress code policy, ensuring a unified committee decision aligned with the university's organizational objectives.

References

• Fisher, R., & Ury, W. (2011). Getting to Yes: Negotiating Agreement Without Giving In. Penguin.
• Gelfand, M. J., Leslie, L. M., & Collins, B. (2018). The psychology of negotiation: Evidence from the literature. Journal of Organizational Behavior, 39(2), 183–204.
• Lewicki, R. J., Barry, B., & Saunders, D. M. (2015). Negotiation. McGraw-Hill Education.
• Shell, G. R. (2019). Bargaining for Advantage: Negotiation Strategies for Reasonable People. Penguin.
• Thompson, L. (2017). The mind and heart of the negotiator. Pearson.