When they don’t coincide, slow down and ask clarifying questions to uncover what isn’t being said. This part of the negotiation is similar to a dance: movements matter as much as words, with each stake- holder attempting to artfully glide about the space. It’s easy to get swept away in this part of the negotiation. Don’t. Remain pragmatic and bring the group back to the key points to keep the negotiation moving forward.


Communicate clearly. During closure, summarize the agreements made and seek clarity before ending the meeting. A widely cited comment attributed to writer Robert McCloskey explains why clear communication and checking for understanding are so important: “I know that you believe you understand what you think I said, but I’m not sure you realize that what you heard is not what I meant.”


Conduct a needs assessment for every stakeholder and make a commitment to incorporate their needs into the negotiation process.


It is worth the time to make sure that each point of agreement is written down and verbally repeated back to the group; then, check in with each individual to ensure that he or she agrees with the point. Before ending, sum- marize, confirm who is responsible for which next steps and by when, discuss who should attend the next meet- ing, and suggest a few dates and times to meet. After the meeting, take a day to let the conversation settle; then, send a summary email to all participants.


Use your resources. School districts are microcosms of society. They are filled with skilled individuals who represent most sectors of the economy. The majority of those individuals are dedicated to the organization and, whenever they are asked, are willing to help the people within it succeed. Many of those individuals, however, are not asked to contribute their ideas and knowledge nearly as often as they should be.


When tasked with negotiating an agreement, identify colleagues who will become end users of the agreement. Conduct a needs assessment for every stakeholder and make a commitment to incorporate their needs into the


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negotiation process. That commitment will help inspire a shared vision for the terms of the agreement because, as leadership gurus Jim Kouzes and Barry Posner (2012) say, “The best leaders understand it’s not their personal, idiosyncratic view of the future that is important; it’s the aspirations of all their constituents that matter most.” Bring in colleagues with specialized knowledge when


needed. When negotiating with city agencies, the agree- ment generally involves discussions of property and real assets. Rather than pretending to understand specialized aspects of the agreement that are outside my knowledge base, I bring in our senior planner, who can speak to property lines, easements, and construction history, or our facilities director, who can speak to grounds and capital improvements.


Throughout the negotiation process, I have solicited feedback from athletic directors, principals, and col- leagues in business services, operations, legal, infor- mation technology, communications, instruction, and human resources.


Understand the superintendent’s and the board’s vision and direction regarding a particular relationship or agreement. It would be unwise to enter a negotiation without their support and to negotiate an agreement without understanding how it intersects with established board policy and regulations and the district’s stra- tegic plan.


Be nice to others. Political scientists Charles Lindblom and Edward Woodhouse wrote extensively about incre- mentalism in policy and decision making, advocating for putting forth winnable proposals because doing otherwise would stir “adverse responses or retaliations from others.” This approach to change plays out in gov- ernment negotiations on legislation, funding, and special projects. When two parties come together, things get done. When they disagree, the government still moves along, but the result is akin to watching a dysfunctional family bicker over turkey legs and the Dallas Cowboys during Thanksgiving dinner.


Negotiating agreements is no different. It is wise to put forth reasonable proposals that are backed by data and policy and are aligned to the district’s needs over the next three to five years. Taking this approach shows a commitment to negotiating in good faith with reason- able metrics for success. From time to time, however, negotiations take place where the other party doesn’t play nice. The other party may deploy deliberate deception tactics, such as phony facts, ambiguous authority, psychological warfare, personal attacks, and extreme or escalating demands, no matter how unrealistic. Such tactics are designed to stress the negotiations and bend your will to the other party’s demands.


SCHOOL BUSINESS AFFAIRS | JULY/AUGUST 2021 17


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