Assignment
Interests vs. Positions Exercise: For each of the case studies, determine the positions and interests of each party. (The example of the two men arguing over the window that was presented at the beginning of the chapter on Focus on Interests, Not Positions in Getting to Yes is a good illustration of how to differentiate between positions and interests.)
Case I:
Matt: Lisa and I work together. She is the office manager and I take care of customer service. Dealing with customers is very stressful. I've told Lisa that I need to get up and walk around to relieve stress. Lisa wants me at my desk every second of the day. She often gives me dirty looks when I get back and she makes me feel very uncomfortable.
Lisa: I am the office manager and it is my job to make sure the office runs efficiently and that our clients are satisfied. Often I have to leave the office for meetings with outside vendors. When I am not in the office, Matt must cover the phones. I've told him this before. He gives me a hard time about it because he wants to be able to come and go as he pleases.
i. What is Matt's position? (What outcome or solution does he say he wants?)
ii. What are Matt's interests? (Why does he want that outcome? What does he really need and want?) Come up with two or three different interests.
iii. What is Lisa's position? (What outcome or solution does she say she wants?)
iv. What are Lisa's interests? (Why does she want that outcome? What does she really need and want?) Come up with two or three different interests.
Case II:
Trevor: I have known Mason since middle school and we thought it would be fun to live together in college. I never realized how annoying he is to live with. He watches TV until very late every night and always turns the volume on high. It is impossible to have friends visit my room because the TV is so distracting. I like to get up early, listen to the radio, clean up, eat breakfast in the room and just enjoy the morning. Mason likes to sleep in until early afternoon. I have told Mason to move out because it is not working out.
Mason: I like to watch TV to unwind at night and I like to sleep in late in the morning. I have asked Trevor to be more considerate in the morning because he can be so loud. He gets up at 5:00 am every morning. That's way too early. I like living on this floor because my friends all live here. I do not intend to move out. He can find a new place to live!
i. What is Trevor's position? (What outcome or solution does he say he wants?)
ii. What are Trevor's interests? (Why does he want that outcome? What does he really need and want?) Come up with two or three different interests.
iii. What is Mason's position? (What outcome or solution does he say he wants?)
iv. What are Mason's interests? (Why does he want that outcome? What does he really need and want?) Come up with two or three different interests.
Case III:
Kim: I am a university student who got a "C" in an upper level education course. I know I deserved an "A" or "B". I did all the work that was required, two papers and an exam and received an A, A-, and a B-. I am very diligent about the work that I completed. My education major is very important to me. Due to a medical condition, I had to be absent a lot. I confronted the professor and told him that I thought I deserved a better grade.
Professor: Kim earned a "C" in my course. She did not participate in class, and cut class a lot, often without any explanation. She received an A, B-, and an A- on the two papers and an exam; however, I believe class attendance and participation are important in order to gain and demonstrate an understanding of the material. It is also irresponsible of students to cut classes in upper level courses in their major area of study. Kim deserves the grade she received.
i. What is Kim's position? (What outcome or solution does she say she wants?)
ii. What are Kim's interests? (Why does she want that outcome? What does she really need and want? What is important to her?) Come up with two or three different interests. (Be careful on this one -- the natural tendency here is to present logical arguments or reasons why she thinks should get the outcome that she wants, rather than going deeper and looking at what's really important to her.)
iii. What is the Professor's position? (What outcome or solution does he say he wants?)
iv. What are the Professor's interests? (Why does he want that outcome? What does he really need and want? What is important to him?) Come up with two or three different interests. (Again, focus on what's really important to him, rather than arguments.)