1. Linda Mohamed Balboul
General Management Skills

2. “Our deepest fear is not that we are inadequate. Our
deepest fear is that we are powerful beyond measure. It is
our light, not our darkness, that most frightens us. We ask
ourselves, who am I to be brilliant, gorgeous, talented and
fabulous? Actually, who are you not to be?
Your playing small doesn’t serve the world. There is nothing
enlightened in shrinking so that other people might feel
insecure around you. We were all meant to shine as children.
It’s not just in some of us; it’s in everyone. And as we let our
own light shine, we unconsciously give other people
permission to do the same. As we are liberated from our own
fear, our presence automatically liberates others.”
Marianne Williamson
in Return to Love
Often mistakenly attributed to Nelson Mandela

3. LEADERSHIP SKILLS

4. A Leadership Story
(Story adapted from Stephen Covey (2004) “The Seven Habits of Highly Effective People” Simon & Schuster).

6. Leadership – The Definition
“Leadership is the process of influencing others to achieve the
organisational goals”
“Leadership is an interaction between the leader, the followers,
and the situation”
Manager says “Go!”,
leader says “Let’s go!”
Leader knows the way,
shows the way, &
goes the way.

7. Leader Vs. Manager
Leader
Manager
- Innovate
- Administer
- Develop
- Maintain
- Inspire
- Control
- Have long-term view
- Have short-term view
- Ask what and why
- Ask how and when
- Originate
- Imitate
- Challenge status quo
- Accept the status quo
- Do the right things
- Do things right

8. Discussion Question

9. Functions Performed by Managers

10. Are All Leaders Managers?

11. Quality of a Perfect Leader
 Creative and disciplined
 Visionary and detailed
 Motivational and
commanding
 Directing and empowering
 Ambitious and humble
 Reliable and risk-taking
 Intuitive and logical
 Intellectual and ethical
 Coaching and controlling
 Inspiring
Be not a perfect leader, only an effective one!
Be not a perfect leader, only an effective one!

13. Discussion Question

14. Leadership Theories
 Great Man Theory
 Trait Theory
 Behavioural Theories
 Contingency Theories

15. Great Man Theory
Assumptions
Leaders are born and not made.
Great leaders will arise when there is a great need.
Description
Early research on leadership was based on the study of people who
were already great leaders.
These people were often from the aristocracy, as few from lower
classes had the opportunity to lead.
This contributed to the notion that leadership had something to do
with breeding.
Discussion
The 'great man' theory was originally proposed by Thomas Carlyle.
Gender issues were not on the table when the 'Great Man' theory was
proposed. Most leaders were male and the thought of a Great Woman
was generally in areas other than leadership.

16. Trait Theory (1800s – 1940s)
Assumptions
People are born with inherited traits.
Some traits are particularly suited to leadership.
People who make good leaders have the right (or sufficient) combination of traits.
Description
Early research on leadership was based on the psychological focus of the day, which was of people
having inherited characteristics or traits. Attention was thus put on discovering these traits, often by
studying successful leaders, but with the underlying assumption that if other people could also be
found with these traits, then they, too, could also become great leaders.
Ralph Stogdill (Handbook of leadership,1974) identified the following traits and skills as critical to
leaders.

17. Behavioural Theory (1940s – 70s)
Assumptions
Leaders can be made, rather than are born.
Successful leadership is based in definable,
behaviour.
learnable
Description
If success can be defined in terms of describable actions, then
it should be relatively easy for other people to act in the same
way. This is easier to teach and learn then to adopt the more
temporary 'traits' or 'capabilities'.
Discussion
A behavioural theory is relatively easy to develop, as you
simply assess both leadership success and the actions of leaders.
With a large enough study, you can then correlate statistically
significant behaviours with success. You can also identify
behaviours which contribute to failure, thus adding a second
layer of understanding.

18. Contingency Theory
(Fred Fiedler)
Midas (Golden
touch) make
unsuccessful
decisions sometimes
Assumptions
The leader's ability to lead is contingent upon various situational factors, including
the leader's preferred style, the capabilities and behaviours of followers and also
various other situational factors.
Description
Contingency theories are a class of behavioural theory that contend that there is no
one best way of leading and that a leadership style that is effective in some situations
may not be successful in others.
An effect of this is that leaders who are very effective at one place and time may
become unsuccessful either when transplanted to another situation or when the
factors around them change.
Discussion
Contingency theory takes a broader view that includes contingent factors about
leader capability and other variables within the situation.

19. Leadership Styles
Leadership Style: the patterns of how a leader
interacts with his/her followers.
“Leadership style impacts the motivations of
employees, either positive or negative.”
The 6 leadership styles:
1.
2.
3.
4.
5.
6.
Coercive
Authoritative
Affiliative
Democratic
Pacesetting
Coaching

21. 1. Coercive Style
• Why:
– Obtaining immediate compliance
• How:
–
–
–
–
–
Provides clear directives – no empathy
Tightly control situations
Use occasional attention-getting strategies
Emphasises the negative
Focus on getting the job done
• Slogan:
“Do what I tell you!”
“You must do this NOW!”

22. 2. Authoritative Style
• Why:
– Mobilising people toward a
vision.
• How:
–
–
–
–
Develop a clear vision
Obtain people’s perspective
Empower and delegate
Set standards & monitor
performance
– Use balance of positive &
negative feedbacks
• Slogan:
“This is where we’re going &
why.”
“Come with me.”

23. 3. Affiliative Style
• Why:
– Promoting harmony and collaboration
among working groups.
• How:
–
–
–
–
Promote friendly interactions
Put people first & tasks second
Try to meet people’s emotional needs
Identifies opportunities for positive
feedback
– Provide job security & work/life balance
• Slogan:
“People come first.”
“Everyone must get along.”

24. 4. Democratic Style
• Why:
– Building group consensus & commitment
through group-management in making
decisions.
• How:
–
–
–
–
–
Give people full participation
Emphasise the importance of consensus
Include all view in the decision-making
Listen to group for ideas
Reward group rather than individual
• Slogan:
“What do you think”
“Let’s see what the group wants to do”

25. 5. Pacesetting Style
• Why:
– Setting high performance standards and
getting quick results from a highly motivated &
competent team.
• How:
– Lead by example
– Allow individual to work independently
– Delegates demanding tasks to only
outstanding performers
– Exert tight control over poor performers
– Promote individual effort rather than teamwork
• Slogan:
“Do as I do.”
“This is how it must be done! WATCH ME!”

26. 6. Coaching Style
• Why:
– Developing people for future
performance.
• How:
– Help employees identify their
performance
strengths & weaknesses
– Work with individuals to establish
long-range goals
– Encourage people to solve their own
work problem
– Treat mistakes as learning opportunities
• Slogan:
“Try this!”
“Let’s see how can I support you!”

27. Using the Right Style
“There is no certain guideline to be an effective
leader.”
“There is no a fixed way to fit all situations.”
•Effective leaders consider
– The skill level and experience of the team
– The work involved
– The organisational environment
– Your own preferred or natural style
A good leader will find him- or herself switching instinctively
A good leader will find him- or herself switching instinctively
between styles according to the people and work they are dealing
between styles according to the people and work they are dealing
with.
with.

28. Six steps of Charismatic Leadership Process
Mahatma Gandhi as an
example of his leadership in
India’s non-violent freedom
movement
Step 1: Identification
It is a stage where the aspiring leader is on the social horizon; the
followers are in distress and are looking forward to someone who
will identify himself with their problems. The social situation is
increasingly getting worsened in this stage. This is the time when
the leader establishes him as a potential leader but the followers,
by large, remain passive. In Gandhi’s leadership this can be said
to have taken place during the years 1915-1920 when Gandhi
was back to India from South Africa. India had no tall leader
whom it could depend on and Gandhi’s charisma was just
started showing its colors

29. Step 2: Activity Arousal
In this step the leader arouses the follower to become the part of the change.
Followers who were passive admirers of the leader till the earlier phase become
active supporters of the leader and the cause for which he is identifying himself.
The longer this stage lasts the longer is a span of the charismatic leadership. In
Gandhi’s case this step lasted from 1920 till 1930. Gandhi’s non-cooperation
movement in 1921 is a precise example of activity arousal stage where he
awakened the whole country to rise against the British rule
Step 3: Commitment
1. Demonstrating the extreme commitment of the leader towards the goal and
same commitment from the followers towards the leader.
2. This demonstration often takes the shape of some kind of sacrifice on the part
of the leader or impending danger on the leader. This sacrifice or danger
makes the image of the leader as courageous and dedicated in the eyes of
many followers.
3. Interestingly, this same act makes some of the elite followers disillusioned and
they start suspecting their leader as pompous and hypocrite.
4. This is the stage where the leadership can be split into two categories as a
personalized leadership and socialized leadership.
5. In either way, the personalized leader will become dictator and will lose his
charisma and the socialized type of leader will help routinizing the leadership!
6. The example for personalized leader can be of Hitler who ultimately became a
dictator. Gandhi can be seen as a socialized type of leadership.

30. Step 4: Disenchantment
This phase is quite unavoidable and sometimes even intentional on the
part of the leader. Sometimes, because the leaders themselves know that
they are not immortal, they try to bring the routinization in the leadership.
This routinization brings the feel of loss of goal to some followers. This step
may lose some of the strongest followers from the leader. This step is also
an outcome of the scenario when the leader seems to be failing. As the
charismatic leaders are not very good at the formal procedural
leadership
more routinization brings more failure and more
disenchantment of the followers. In Gandhi’s case disenchantment
started from 1933 and lasted till 1938 in which stage he lost many of his
old followers
Step 5: Depersonalisation
This step is a logical follower of the earlier step of disenchantment.
The leadership style becomes more and more like bureaucratic
leadership. The leader starts delegating his tasks to his followers.
This phase comes in Gandhi’s leadership during 1938-1942. This is
the period when he made it clear that Jawaharlal Nehru will be
his political heir. It is the time when he withdrew himself partly from
the active politics

31. Step 6: Alienation
1.
2.
3.
4.
In this step, due to the formalization and bureaucratization of the
leadership, charismatic leadership becomes increasingly redundant.
The followers feel that the organization and the leader are going
away from the initial goal and thus they start alienating themselves
from the organization and the charisma of the leader fades as the
social situation which has made him appeal to the masses has
changed.
This stage does not necessarily mean the failure of the leader. In
many cases, having achieved the goal for which the charismatic
leader had risen, the leader becomes redundant for his followers and
the goal itself becomes redundant for the leader. Years 1942-1948
show this phase in Gandhi’s leadership.
Though Gandhi remained popular and worshiped leader of India till
his assassination, his charisma faded gradually in his last years
Weber, Maximillan. Theory of Social and Economic Organization. Chapter: "The Nature of Charismatic Authority and its Routinization" translated
by A. R. Anderson and Talcott Parsons, 1947.

32. Sources of Power
This power comes from being the technical or
project management expert
This power comes from another person liking you,
respecting you or wanting to be like you

34. The Blake Mouton Managerial Grid

35. Blake & Mouton Managerial Grid
Best
Country Club
“Laissez-faire” type
Team management
type
The opportunistic style: exploit and manipulate. Individuals using this style,
which was added to the grid theory before 1999, do not have a fixed location
on the grid. They adopt whichever behavior offers the greatest personal
benefit.
The paternalistic style: prescribe and guide. This style was added to the grid
Produce or
theory before 1999. In The Power to Change, it was redefined to alternate perish
Middle-of-the-road
“Authority”
between the (1,9) and (9,1) locations on the grid. Managers using this style
type
praise and support, but discourage challenges to their thinking. type
C
) wo L(
Impoverished
type
(Low)
Concern for Production
(High)

36. Motivation
• Motivation:
A sort of tool that provides direction, intensity, and
persistence.
Key Elements
Direction: guidance for beneficial goal
Intensity: how hard a person tries
Persistence: how long a person tries

37. Motivation Theories
McGregor’s Theory X and Y
(Douglas McGregor 1960)
Theory Z: William
Ouchi
Theory X
Theory Y
Managers who accept this
theory believe that people need
to be watched all the time.
Employees are incapable, avoid
responsibility and avoid work
whenever possible
Managers who accept this
theory believe that people are
willing to work without
supervision and want to
achieve. Employees can direct
their own effort.

38. Maslow’s Hierarchy of Needs
Abraham Maslow: A
Theory of Human
Motivation 1943
Self-Actualisation
Esteem
Belonging
Safety
Physiological

39. McClelland’s Acquired-Needs Theory
David McClelland The Achievement Motive (1953): proposes that
.people acquire needs through their life experiences
Achievement - Power - Affiliation
Need for
Achievement
( (nAch
Need for Power
( (nPower
These people should be given projects that are challenging
but reachable
They like recognition
People whose needs for power is socially oriented rather than
personally oriented are effective leaders and should be allowed
to manage others
They like to organise & influence others
Need for
These people work best when cooperating with others
(Affiliation (nAff They seek approval rather than recognition

40. Herzberg’s Two-Factor Theory
)Fredrick Herzberg: “Motivation to Work” (1953
 Job-Content Factors = Motivators
 Job-Context Variables = Hygiene Factors
Hygiene Factors
Motivators
Salary
Achievement
Technical supervision
Recognition
Company policies and administration
Responsibility
Interpersonal relations
Advancement
Working conditions
The work itself
Adapted from Table 12–3: Herzberg’s Two-Factor Theory
McGraw-Hill/Irwin

41. Why Motivation?









Direct behaviour toward particular goals.
Lead to increased effort and energy.
Increase initiation of, and persistence in, activities.
Enhance rational processing.
Determine what consequences are reinforcing
Lead to improved performance.
Motivated employees always look for better ways to do a job.
Motivated employees are more quality oriented.
Motivated workers are more productive.

42. Delegation
Why:
Free time for other activities
Develop followers
Strengthen the organisation
Why not:
Delegation takes too much time
Delegation is risky
The job will not be done as well
The task is a desirable one
Other are already too busy

43. Team Vs. Group

44. Tuckman’s Stages of Group Development

45. Stages of Group Development (cont.)

47. Space Shuttle Challenger disaster
Because NASA had already that the Challenger explosion not
It is important to notedelayed the launch for weather, it waswas
One of the most well-known examples of groupthink can be
entertaining the idea of postponing of second rocket booster
caused by the hardware failure it a a solidtime for severe
found in the Space chose to Challenger disaster, which
weather conditions. NASAShuttle rely on test results on the o-rings
(SRB) o-ring, but the decision system was NASA on that
made by
despite Thiokol's warning that the on Januaryalso unreliable
occurred just after liftoff
28, 1986.
day was also flawed
Pressures were put on Thiokol engineers to conform to NASA's desire
to launch, so they deal to hold a private meeting. Within five
While you may not asked with life-or-death situations in the
minutes, Thiokol agreed, without please know that groupthink can
groups that you are a part of, any further objections, to proceed
with the launch
lead to ineffective decisions that can have negative
consequences.
The faulty from NASA to recommendeve of the Challenger in a
Pressure decision making on the a launch placed Thiokol launch
wouldthe day before a concerned Thiokol would brave men and
difficultsoon prove to be the launch, NASA had received from
On position; many were fatal mistake. Seven be expelled a
the women lost their lives do what NASA was groupthink.
program if they did not that day due to asking of them.
warning from Thiokol - the subcontractor directly
responsible forathe development of the group, o-rings SRB allowing
Finally, having private meeting isolated the
concerning the abnormally cold temperatures expected
groupthink to run its course in the group of Thiokol engineers. Up to
for the Thiokol the launch and the potential threat the
this point, day ofhad stayed with its recommendation to cancel to
launch, but once it wouldthat insistence diminished.
performance isolated, bring to the o-ring.

48. COMMUNICATION SKILLS

50. Interpersonal Communication
Oral Communication
– Advantages: Speed and feedback.
– Disadvantage: Distortion of the message.
Written Communication
– Advantages: Tangible and verifiable.
– Disadvantages: Time consuming and lacks feedback.
Nonverbal Communication
– Advantages: Supports other communications and provides observable
expression of emotions and feelings.
– Disadvantage: Misperception of body language or gestures can
influence receiver’s interpretation of message.

51. Communication Model (Theory)
The sender is responsible for making information clear and complete so that the
receiver can receive it correctly, and for confirming that it is properly understood.
Noise
Encode
Decode
Sender
Medium
Decode
Receiver
Encode
Noise

52. Intonations: It’s the Way You Say It!

53. Grapevine (gossip/rumour)
• Grapevine Characteristics
– Not controlled by management.
– Perceived by most employees as being more believable and
reliable than formal communications.
– Largely used to serve the self-interests of those who use it.
– Results from:
• Desire for information about important situations
• Ambiguous conditions
• Conditions that cause anxiety

54. Communication Types
Formal written
Formal verbal
Informal written
Informal verbal
•Complex problems
•Project management plans
•Project charter
•Memos
•Communication over long distances
•Making changes to a contract
•Informing a team member of poor performance (2 nd notice)
•Clarifying a work package
•Presentations
•Speeches
•Conducting a bidder conference
•E-mail
•Hand-written notes
•Meetings
•Conversations
•Milestone parties
•Requesting additional resources
•Trying to discover a root cause of a problem

55. Communication Methods
•
Interactive Communication
•
Push Communication
•
Pull communication
– Most efficient way to ensure a common understanding – one person provides info
and the other one receives it and respond.
– E.g. meetings, phone calls, video conferencing
– Does not certify that it is reached or understood – one way stream of info – one
person sends info to people who need and doesn’t expect feedback.
– E.g. letters, email, press release, faxes, voice mail
– Used for very large information volumes, very large audiences – the project
manager places the info in a central location for others to retrieve it; hence,
“pulling”.
– E.g. intranet site, e-learning

56. Communication Blockers
Many project managers UNKNOWINGLY introduce
communication blockers into their projects.
1.The use of slang, jargon, or phraseology that is
indigenous
to
one’s
culture
can
cause
miscommunication with other cultures.
2.“What’s your game plan?”
3.“The nuts and bolts of the…”
4.“Zero in on the problem”
5. Such negative comments, as “What a bad idea”,
“This is the most ridiculous thing I’ve ever heard”
ALSO can hamper effective communication.

57. CONFLICT RESOLUTION
&
NEGOTIATION
SKILLS

58. Conflict Defined
 A process that begins when
one party perceives that
another party has negatively
affected, or is about to
negatively affect, something
that the first party cares about.
 Encompasses a wide range of
conflicts
that
people
experience in organisations:
– Incompatibility of goals
– Differences over
interpretations of facts
– Disagreements based on
behavioural expectations

59. Conflict Management
According to one survey, managers
 Spend about 25% of their time dealing with
conflict
 Rates conflict management as important as
communication,
motivation, and decision
making
 Concept of loss: conflicts occur because
people fear losing something important.

60. Conflict Management
Is conflict bad? Should we spend time
preventing the root causes of conflict? Who
should resolve the conflict?
Reasons of conflict:
1.Schedules
2.Project priorities
3.Resources
4.Technical opinions
5.Administrative procedures
6.Cost
7.Personality

61. Functional vs. dysfunctional conflict
• Conflict is functional when it stimulates creativity,
challenges group-think, indifference
and
improves the quality of the decision.
• Conflict is dysfunctional when it delays
communication, reduces group cohesiveness,
subordinates group to individual goals or
threatens the group's survival.

62. Conflict
Management
Confronting (Problem Solving)
Compromising
Means solving the real problem so
that the problem goes away
Win-win situation
Finding solutions that bring a
degree of satisfaction to both
parties
Lose-lose situation
Withdrawal (Avoidance)
Smoothing (Accommodating)
The parties retreat or postpone the
decision. NOT the best choice in
solving conflict
Emphasises on the points of
agreement rather than the
difference in opinion
Collaborating
Forcing
Trying to incorporate multiple
viewpoints in order to lead to
consensus
Pushing one view at the expense of
others
(the WORST kind)

63. Negotiation
Negotiation: “Is the art, science & wisdom of
reaching an agreement by
differences through creativity”
resolving
(Creative Negotiating, Stephen Kozicki, Adams Press, 1998)
Text-book Definition: “A process in which two or more
parties exchange goods or services and attempt to
agree on the exchange rate for them.”

64. Five Negotiating Facts





You are negotiating all the time
Everything you want is owned or controlled by
someone else
There are predictable responses that you can
count on in the negotiating process
There are three critical factors in every
negotiation: power, information, time.
The proper “mesh” of personality types is
important to the negotiating success

66. Bargaining Strategies
Distributive Bargaining “positional”
Negotiation that seeks to divide up a fixed
amount of resources (fixed pie); a win-lose
situation; zero-sum game
The key question is:
“Who is going to get this
resource?”

67. Distributive Negotiation Example
“Car Buying”
When buying a car (Positional Bargaining) the buyer
buys car for less than dealer cost. Will this be
problematic for the buyer?
No, because the dealer accepts the deal (perhaps,
to reduce inventory and obtain cash flow).

68. Bargaining Strategies
Integrative Bargaining “principled/interestbased”
Negotiation that seeks one or more settlements that
can create a win-win solution.
The key question is:
“How can the resource be best
utilised?”
Is less confrontational than distributive
negotiation, and permits a broader
range of alternative solutions to be
considered.
Opportunity for a true win-win
solution

69. Integrative Negotiation Example
“Peace Treaty”
Egypt-Israel negotiated a peace in 1978
1. Egypt insisted on sole sovereignty of Sinai
2. Israel insisted on keeping some of Sinai
3. With each side only considering their own position, they
were unable to negotiate a deal
If positional bargaining doesn’t work, how can Israel and Egypt
make a deal?

70. Solution: Principled Negotiation
The 1978 Egypt-Israel Peace Negotiations was:
(Principled Negotiation)
Egypt insisted on sole sovereignty of Sinai
Israel insisted on keeping some of Sinai
By finding difference in underlying motivation
Egypt: territorial integrity; Israel: security
Solution: give land to Egypt; establish demilitarised
zone for Israel (creative option)

71. Bargaining Zone Model
Your Positions
Initial
Target
Resistance
Area of
Potential
Agreement
Resistance
Target
Initial
Opponent’s Positions

72. Fisher & Ury’s 1981
”Principled Negotiation”
 Separate the people from the
problem
 Focus on interests, not positions
 Invent options for mutual gain
 Insist on objective criteria

73. The Negotiation Process
Know the “BATNA”
The Best Alternative To a Negotiated
Agreement
The lowest acceptable value (outcome)
to an individual for
a negotiated
agreement
The “Bottom Line” for negotiations

74. 1. Preparation & Planning
Do your homework.
•
•
•
•
What are your interests? What are theirs? How can
you find out?
What’s your BATNA? What’s theirs? Any offer you
receive that is higher than your BATNA is better
than an impasse “deadlock”.
What do we know about their circumstances that
might affect the negotiations?
Once you have gathered your information, use it
to develop a strategy.

75. 2. Definition of Ground Rules
– Who will do the negotiating? Where
will it take place? What time
constraints, if any, will apply?
– To what issues will negotiation be
limited? Will there be a specific
procedure to follow if an impasse is
reached?
– During this phase, the parties will
also exchange their initial proposals
or demands.

76. 3. Clarification & Justification
– When initial positions have been
exchanged, explain, expand,
clarify, reinforce, and justify your
original demands
– This
need
not
be
confrontational.
– You might want to provide the
other
party
with
any
documentation
that
helps
support your position.

77. 4. Bargaining & Problem Solving
 The
essence
of
the
negotiation process is the
actual give and take in trying
to reach an agreement.
 Concessions will undoubtedly
need to be made by both
parties.

78. 5. Closure & Implementation
 The final step — formalising the
agreement Major negotiations
will require hammering out the
specifics in a formal contract.
 For most cases, however,
closure of the negotiation
process is nothing more formal
than a handshake.

79. ... defining roles within a team
Roles
Responsibilities
leader
•conducting the negotiation
•ruling on matters
good guy/girl
•showing understanding for the opposition
bad guy/girl
•intimidating the opposition
•stopping the negotiation
hardliner
•keeping the team focused
•emphasising difficulties
sweeper
•bringing all views together
•suggesting ways out of a deadlock
Comp. Hindle, T., 2001, Erfolgreich verhandeln,
München, p.21

80. ... using seating tactically
BAD GUY
GOOD
GUY
BOSS
HARDLINER
SWEEPER
Your team
Opposing team
Comp. Hindle, T., 2001, Erfolgreich verhandeln,
München, p.28

81. ... using seating tactically
GOOD
GUY
BOSS
HARDLINER
BAD GUY
SWEEPER
Comp. Hindle, T.,
2001, Erfolgreich
verhandeln,
München, p.28

82. Global Implications
Conflict and Culture
– Japanese and U.S. managers view conflict differently
– U.S. managers more likely to use competing tactics while
Japanese managers are likely to use compromise and avoidance
Cultural Differences in Negotiations
– Multiple cross-cultural studies on negotiation styles, for instance:
• American negotiators are more likely than Japanese bargainers to
make a first offer
• North Americans use facts to persuade, Arabs use emotion, and
Russians used asserted ideals
• Brazilians say “no” more often than Americans or Japanese
• Experience has shown that people from various cultural backgrounds
react very differently to silence: For example: If there is silence
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Americans assume the other party is angry with them
Japanese are simply evaluating what they have just heard

83. Unethical Negotiating Tactics
1.
2.
3.
4.
5.
6.
7.
8.
9.
Lies
The Decoy/The Red Herring
Cherry Picking
The Deliberate Mistake
The Erroneous Conclusion
The Default
Escalation/ Raising
demands
Planted information
Lock-in tactic

84. Negotiators as mediators

85. Ploys
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A is for Aristotle’s Appeals
B is for BATNA
C is for the Coquette Principle
D is for Dumb Is Smart
E is for Emotional Ambush
F is for Fait Accompli
G is for Gallipoli
H is for Hot Potato
I is for the Iroquois Preparation Method
J is for Just See If I Don’t…
K is for Knowing Your Opponents
L is for Later, or, I’ll Think About It And Get
Back To You Later

86. Ploys, continued..
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M is for Modest Diffidence
N is for Needs Not Positions
O is for Obligation
P is for Power Ploys
Q is for Questions
R is for Reluctant Player
S is for Salami
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T is for Tentative Overtures
U is for Uncertainty
V is for Variables
W is for Writing the Agreement
X is for Xchanging Concessions
Y is for Yikes, You’ve Got To Be
Kidding
• Z is for Zipped, or Keeping Your
Mouth Zipped

87. Questions?