Introduction to Negotiation Strategy
At Oak Spring University, we provide corporate level professional Negotiation Strategy and other business case study solution. Equal Opportunity Schools: Finding the Missing Students case study is a Harvard Business School (HBR) case study written by William F Meehan, Davina Drabkin. The Equal Opportunity Schools: Finding the Missing Students (referred as “Saaris Eos” from here on) case study provides evaluation & decision scenario in field of Strategy & Execution. It also touches upon business topics such as - negotiation strategy, negotiation framework, Branding, Growth strategy, Race, Sales.
Negotiation strategy solution for case study Equal Opportunity Schools: Finding the Missing Students ” provides a comprehensive framework to analyse all issues at hand and reach a unambiguous negotiated agreement. At Oak Spring University, we provide comprehensive negotiation strategies that have proven their worth both in the academic sphere and corporate world.
What’s my BATNA (Best Alternative To a Negotiated Agreement) – my walkaway option if the deal fails?
What are my most important interests, in ranked order?
What is the other side’s BATNA, and what are his interests?
During his second year as a high school teacher in South Carolina, Reid Saaris noticed that a highly academically capable student was not registered for advanced classes. The student was African American and Saaris observed that most African-American students at the school were enrolled in lower-level courses. As Saaris walked down the hallway, he could see "on one side a 12th grade English class playing an all-class game of hangman and half of the kids asleep with their teacher saying, 'Who wants to guess the next letter?' And on the other side, kids debating and discussing interesting literature and ideas about citizenship." He and the student went to the school office where Saaris switched the aspiring young man into advanced-level courses. The following year, Saaris was promoted to running the school's advanced programs. Inspired, he led an initiative to "find all the missing students" from the Advanced Placement (AP) and International Baccalaureate (IB) programs, meeting with every 10th grader at the school. The initiative had a stunning impact. Within one year, the school's AP and IB programs had doubled in size, with the number of African-American students in advanced classes tripling. At the same time, the success rate for all students on the AP and IB exams increased by 20 percent. This case recounts the subsequent path that Saaris followed to take his efforts to a national level. He established Equal Opportunity Schools (EOS) with the aim of closing the access gap to advanced courses for minority and low-income students. The case details the organization's outreach and application process as well as the successes that EOS achieved and the challenges that it faced. It culminates with the announcement of the Lead Higher Initiative for which EOS would dramatically increase the number of schools with which it partnered over the next three years. Students are asked to propose a growth strategy, consider whether EOS should modify its funding model, and articulate the messages and approaches it should employ to gain the attention of school districts.
By interests, we do not mean the preconceived demands or positions that you or the other party may have, but rather the underlying needs, aims, fears, and concerns that shape what you want. Negotiation is more than getting what you want. It is not winning at all cost. Number of times Win-Win is better option that outright winning or getting what you want.
Options are the solutions you generate that could meet your and your counterpart’s interests . Often people come to negotiations with very fixed ideas and things they want to achieve. This strategy leaves unexplored options which might be even better than the one that one party wanted to achieve. So always try to provide as many options as possible during the negotiation process. The best outcome should be out of many options rather than few options.
When soft bargainers meet hard bargainers there is always the danger of soft bargainers ceding more than what is necessary. To avoid this scenario you should always focus on legitimate standards or expectations. Standards are often external and objective measures to assess the fairness such as rules and regulations, financial values & resources , market prices etc. If the negotiated agreement is going beyond the industry norms or established standards of fairness then it is prudent to get out of the negotiation.
Every negotiators going into the negotiations should always work out the “what if” scenario. The negotiating parties in the “Equal Opportunity Schools: Finding the Missing Students” has three to four plausible scenarios. The negotiating protagonist needs to have clear idea of – what will happen if the negotiations fail. To put it in the negotiating literature – BATNA - Best Alternative to a Negotiated Agreement. If the negotiated agreement is not better than BATNA then there is no point in accepting the negotiated solution.
One of the biggest problems in implementing the negotiated agreements in corporate world is – the ambiguity in the negotiated agreement. Sometimes the negotiated agreements are not realistic or various parties interpret the outcomes based on their understanding of the situation. It is critical to do negotiations as water tight as possible so that there is less scope for ambiguity.
Many negotiators make the mistake of focusing only on the substance of the negotiation (interests, options, standards, and so on). How you communicate about that substance, however, can make all the difference. The language you use and the way that you build understanding, jointly solve problems, and together determine the process of the negotiation with your counterpart make your negotiation more efficient, yield clear agreements that each party understands, and help you build better relationships.
Another critical factor in the success of your negotiation is how you manage your relationship with your counterpart. According to “William F Meehan, Davina Drabkin”, the protagonist may want to establish a new connection or repair a damaged one; in any case, you want to build a strong working relationship built on mutual respect, well-established trust, and a side-by-side problem- solving approach.
According to
Harvard Business Review
, there are three types of negotiators – Hard Bargainers, Soft Bargainers, and Principled Bargainers.
Hard Bargainers – These people see negotiations as an activity that they need to win. They are less focused less on the real objectives of the negotiations but more on winning. In the “Equal Opportunity Schools: Finding the Missing Students ”, do you think a hard bargaining strategy will deliver desired results? Hard bargainers are easy to negotiate with as they often have a very
predictable strategy
Soft Bargainers – These people are focused on relationship rather than hard outcomes of the negotiations. It doesn’t mean they are pushovers. These negotiators often scribe to long term relationship rather than immediate bargain.
Principled Bargainers – As explained in the seven elemental tools of negotiations above, these negotiators are more concern about the standards and norms of fairness. They often have inclusive approach to negotiations and like to work on numerous solutions that can improve the BATNA of both parties.
Open lines of communication between parties in the case study “Equal Opportunity Schools: Finding the Missing Students” can make for an effective negotiation strategy and will make it easier to negotiate with this party the next time as well.
William F Meehan, Davina Drabkin (2018), "Equal Opportunity Schools: Finding the Missing Students Harvard Business Review Case Study. Published by HBR Publications.
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