NZQA Assessment Support Material
Unit standard
7124
Title
Demonstrate knowledge of one-to-one negotiation
Level
2
Vocational pathways
Credits
2
Version
5
Social and Community Services
Assessor guidelines
Introduction
The following guidelines are supplied to enable assessors to carry out valid and consistent
assessment using this internal assessment resource.
As with all assessment resources, education providers will need to follow their own quality control
processes. Assessors must manage authenticity for any assessment from a public source,
because learners may have access to the assessment schedule or exemplar material. Using this
assessment resource without modification may mean that learners' work is not authentic. The
assessor may need to change figures, measurements or data sources or set a different context or
topic. Assessors need to consider the local context in which learning is taking place and its
relevance for learners.
Assessors need to be very familiar with the outcome being assessed by the unit standard.
The evidence requirements and the explanatory notes contain information, definitions, and
requirements that are crucial when interpreting the standard and assessing learners against it.
Context/setting
This activity requires learners to show they can:

Describe own behaviours and response patterns in one-to-one negotiation;

Describe actions and strategies for achieving positive outcomes in one-to-one negotiation.
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Level of performance expected
This is a level 2 standard. This means learners should be:

Using factual and/or operational knowledge of a field of work or study.

Applying known solutions to familiar problems and applying standard processes relevant to the
field of work or study.

Working under general supervision, taking some responsibility for their own learning and
performance and collaborating with others.
Conditions of Assessment
There are no restrictions about where this assessment may occur.
Note that this assessment does not require actual negotiation to be observed or verified. However,
where simulated negotiations form part of the learning programme, assessors might consider using
the other participant (or peer) observation to verify and provide feedback on those behaviours and
responses described in outcome 1.
Resource requirements
Documented policies and procedures or established protocols for workplace performance.
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Assessment Schedule
Unit standard
7124
Title
Demonstrate knowledge of one-to-one negotiation
Level
2
Credits
Evidence requirements
Outcome 1
1.1
Version
Evidence for achieved
5
Judgements for achieved
Describe own behaviours and response patterns in one-to-one negotiation.
Own experience of one-to-one
negotiation is described in terms of the
steps taken.
Range negotiation initiated by self;
negotiation initiated by another;
where there was an element of
opposition.
1.2
2
Own behaviour and response patterns in
one-to-one negotiation are described in
terms of scenarios; and own beliefs,
values, and assumptions underlying the
patterns are identified.
Task 1
Task 1
Worksheet 1 – My behaviours and response
patterns during negotiation.
Learner describes at least two situations where
they have been involved in negotiation,
including the steps taken by both parties during
the negotiation, the final outcome of the
negotiation and how the outcome was achieved.
See sample answers for examples of
appropriate responses for three negotiations:

One negotiation initiated by the learner

One negotiation initiated by another party

One negotiation where there was an
element of opposition.
Range scenarios may include but are
not limited to – win-win, winlose, lose-win, lose-lose.
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Three situations must be described if there is no
clear element of opposition identified in either of
the self-or other-initiated negotiation.
The learner gives authentic examples of their
own behaviour and response patterns during
each negotiation described; and identifies a
belief, value and assumption underlying these
patterns for each scenario.
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Outcome 2
2.1
Describe actions and strategies for achieving positive outcomes in one-to-one negotiation.
Steps to prepare for negotiation are
described in relation to a defined
situation.
Range define own objective; define
most desired and ‘bottom line’
outcomes in relation to the
objective; identify BATNA (Best
Alternative To a Negotiated
Agreement); identify the most
appropriate person to negotiate
with; put together a case which
includes consideration of the
other party’s needs.
2.2
Task 2
Task 2
Worksheet 2 – Actions and strategies for
achieving positive outcomes in one-to-one
negotiation.
Learner describes a personal situation that
requires negotiation.
See sample answers for examples of
appropriate responses.
Learner describes five different actions from the
range that might contribute to a win-win
outcome.
Learner describes strategies to deal with three
unfair tactics in terms of how they contribute to
fair agreement being reached, and how they
preserve the relationship in terms of further
negotiation.
Actions consistent with win-win
negotiation are described in relation to
an actual or simulated negotiation.
The steps, actions and strategies described are
authentic and appropriate for the learner and
the situation described.
Range at least five of – seeking an
agreed negotiation process at
the outset; stating desired
outcome; presenting own case
clearly and briefly; identifying
and acknowledging points of
agreement and disagreement;
acknowledging other party’s
feelings and/or opinions;
focussing on interests rather
than positions; stating and
checking with other party on the
outcome and any follow-up
actions and responsibilities.
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Learner describes steps to prepare for
negotiation.
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2.3
Strategies for dealing with tactics used
by the other party to inhibit fair
negotiation are described in terms of
how they contribute to fair agreement
being reached, and how they preserve
the relationship in terms of further
negotiation.
Range in relation to at least three types
of unfair tactics, which may
include but are not limited to –
obstructiveness, offensiveness,
deception.
Judgements should be holistic, rather than based on a checklist approach.
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Sample answers for unit standard 7124 V4
Demonstrate knowledge of one-to-one negotiation
Task 1 – Own behaviours and response patterns in one-to-one
negotiation
Worksheet 1 – My behaviours and response patterns during
negotiation
Situations I have been involved with that required negotiation (Brainstorm)
I asked work for a week's unpaid leave
to take an extended overseas trip
A colleague left work and my boss
asked me to pick up extra duties until
that person was replaced but I thought
they had asked me to take on too
much.
Situations I have been
involved with that required
negotiation
My partner wants to go to Australia for
a week's holiday but I would rather
save the money.
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I am the parent of a Year 11 student
taking NCEA this year - they play sport
at the weekend and have a job in a
supermarket two nights a week. I want
them to give up their sport and spend
more time studying.
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Negotiation recording sheet
Situation 1
A negotiation started by me
Describe the situation being negotiated and your starting position in the negotiation

I asked work for a week's unpaid leave to take an extended overseas trip.

I said that my work is always up-to-date and the trip is really important to me.
Describe any steps taken by you during the negotiation

I emailed my boss and requested a meeting to discuss a week’s unpaid leave and explained
in the email that my cousin is getting married in London and my partner and I wanted to go to
a couple of other countries to make the most of our trip as we are going all that way.

In the discussion I really stressed hard how important to me this trip is.
What was the final outcome of the negotiation and how was it achieved?

Unpaid leave was agreed to and I agreed only to take statutory holidays over Christmas,
Waitangi Day and Easter so that other staff could take longer breaks then.
Is this an example of a win-win negotiation; a win-lose negotiation; a lose-win negotiation;
or a lose-lose negotiation (or another type of negotiation)?

Win-win: I got my extra week unpaid leave and my boss got agreed cover over days around
next statutory holidays.
How I behaved during the negotiation:

Tried to stay calm as I was really nervous.

Stayed polite - showed appreciation that my boss had agreed to meet me.

Made lots of eye contact and smiled a lot, staying positive and friendly.
How I responded during the negotiation:

My boss is worried about the workload on everyone else while I am away. I reminded my boss
that my work is always up-to-date and offered to get ahead on some work prior to going away.
An example of one of my beliefs that underlies my behaviour and responses in this
negotiation is:

I believe in being accommodating at work – so even though I wanted the extra leave I was
happy to agree only to take Statutory holidays over the next few public holiday periods.
An example of one of my values that underlies my behaviour and responses in this
negotiation is:
I value honesty in discussions so I thought it best to be up-front about the trip.
An example of one of my assumptions that underlies my behaviour and responses in this
negotiation is:
I had good feedback on my performance at my last performance review so I assumed my boss
would think that I am always up-to-date with my work and this would mean little impact on the
team while I am away.
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Negotiation recording sheet
Situation 2
A negotiation started by someone else
Describe the situation being negotiated and your starting position in the negotiation

A colleague has left and my boss wants me to take on extra duties until someone else is
appointed.

I think they should get temporary staff in as it might be a while before someone else gets
appointed.
Describe any steps taken by you during the negotiation

I reminded the boss what happened the last time someone left and we didn’t get a temporary
person and we got behind on quite a lot of our work.

I said that I thought my own work would suffer if I took on everything I was being asked to do.
What was the final outcome of the negotiation and how was it achieved?

The boss said they just want to wait and see how it goes and maybe if everyone gets behind
with their work we might get a temp in or offer over-time.
Is this an example of a win-win negotiation; a win-lose negotiation; a lose-win negotiation;
or a lose-lose negotiation (or another type of negotiation)?

Lose-win: My boss has just said “let’s see how it goes” so it is unclear if we will get any extra
help or overtime pay at all.
How I behaved during the negotiation:

I tried to take a hard line with my boss and say no to some of the extra duties I was being
asked to do and give a reason why not.

I got angry after a while.
How I responded during the negotiation:

At first I tried to be co-operative at first and listen to my boss’s point-of-view but after a while I
just gave up.
An example of one of my beliefs that underlies my behaviour and responses in this
negotiation is:

I believe everyone should be treated fairly at work and we shouldn’t be asked to take on extra
duties without something in return, so I get annoyed if I think I have to do extra duties and this
extra workload won’t be recognised.
An example of one of my values that underlies my behaviour and responses in this
negotiation is:

I value being acknowledged and appreciated at work for my efforts – and I didn’t feel that my
boss properly acknowledged the current workload.
An example of one of my assumptions that underlies my behaviour and responses in this
negotiation is:

I assumed the boss would take this position as this has happened before, that’s why I gave up
negotiating in the end. I didn’t think my boss would compromise.
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Negotiation recording sheet
Situation 3A negotiation where there was an element of opposition
Describe the situation being negotiated and any steps taken by you during the negotiation

My oldest child is doing NCEA this year and is busy after school and at weekends with a parttime job and sport and I want them to back off from one of these and focus a bit more on their
study.

I called a family meeting after dinner on Sunday before the start of term.

I said what my expectations were in terms of their achievement this year and how much work
would be involved in making sure they achieved at least Merit.

My child got angry and defensive and argumentative. They said they weren’t going to stop
working as they need money for clothes, going out etc and that they want to keep playing
sport as they would be letting their friends on the team down.
What was the final outcome of the negotiation and how was it achieved?

They have agreed to talk to their workplace and see if they can reduce their shifts to one night
only after school and if not they will give up work. They will carry on playing sport.
Is this an example of a win-win negotiation; a win-lose negotiation; a lose-win negotiation;
or a lose-lose negotiation (or another type of negotiation)?

I think it’s win-win but my child thinks it is win-lose as they don’t want to give up any shifts at
work.
How I behaved during the negotiation:

I was very firm from start to finish about my expectations for NCEA achievement this year.
How I responded during the negotiation:

I started off by asking them what they hoped to achieve in their NCEA this year and asked
their point of view.

In the end I have put my foot down and said – “you choose, one or the other”. They suggested
dropping shifts to one night only after school and I have agreed, otherwise they will give up
their part-time job.
An example of one of my beliefs that underlies my behaviour and responses in this
negotiation is:

I am the parent and I am in my rights to expect them to do well at school.
An example of one of my values that underlies my behaviour and responses in this
negotiation is:

Education is important and qualifications will give my children more choices in the future.
An example of one of my assumptions that underlies my behaviour and responses in this
negotiation is:

I assume that in the end they will do what I want them to do.
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Task 2 – Actions and strategies for achieving positive outcomes in one-to-one
negotiation
This task is about describing actions and strategies to achieve positive outcomes in one-to-one
negotiation.
Ideally you will be able to use an example of a negotiation that is important to you in your current
situation. If you are using your own situation, describe the situation below.
If not, some possible scenarios are provided for you to think about possible actions and strategies
you could use in one of these situations.
My negotiation scenario – either describe your own scenario below or indicate your choice
of scenario from Scenario 1, Scenario 2, or Scenario 3.
These responses are for Scenario 1 – The Youth Worker taking a group to the movies.
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Worksheet 2 – Actions and strategies for achieving positive outcomes
in one-to-one negotiation
1
Prepare to negotiate
Describe the steps you would take to prepare to negotiate in the situation your have described.
1
What is your objective?
To get the 15-year old to agree to come to the movie.
2
Who is the most appropriate person for you to negotiate with to achieve your objective?
The 15 year old.
3
What is your best, most desired outcome?
That the 15-year old will happily agree to come to the movie and that no other members of
the group get involved.
4
How far are you prepared to move from your objective? What’s your bottom line?
I can’t move from my objective – we are all supposed to go to the movies together.
5
What is your best alternative to a negotiated agreement?
If the 15-year old won’t come to the movie I will call my supervisor and suggest that I take
the others to the movie so that the trip can still go ahead. I will suggest that we deal with the
15-year old separately at a later date. I will also ask my supervisor to contact the caregiver
of the 15-year old so that they know that the child is not where they should be.
6
Put together a case which includes consideration of the other person’s potential needs.
I realise that you’re the oldest person in the group and that this movie might be a bit childish
for you.
We did talk about this outing a week ago where it was discussed that it had to be a movie
that everyone could go to.
I know that video games are good fun but this is supposed to be a group trip to the movies.
When we discussed the outing last week we reminded all of the group that we are
responsible for you during youth club outings. I realise your caregivers do allow you to come
here and meet your mates but I am responsible for you this afternoon.
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2
Negotiating a Win – Win outcome
Seven (7) possible actions you could take to negotiate a win-win outcome are given below.
Choose five (5) and describe -with particulars or details from your situation- what you could do to
negoitate a win-win outcome.
 Seek an agreed negotiation process at the start of the negotiation
Ask them to talk to you away from the group and explain why they’ve changed their mind about
going to the agreed movie.
 State your desired outcome at the start (think about how you should express yourself)
Say something along the lines of “I want the whole group to go to the movie together”.
 Present your case clearly and briefly
Remind them that everyone agreed to the movie a week ago so they knew what the rules were
last week.
 Identify and acknowledge points of agreement and disagreement.
Agree that their caregiver allows them out to play video games without supervision.
Disagree that it is appropriate for them to play video games while the rest of us are at the movie.
 Acknowledge the other party’s feelings and/or opinions.
Acknowledge that the movie might be a bit childish for them.
 Focus on interests rather than positions.
Remind them that I am responsible for the whole group.
 State and check with the other party on the final outcome, any follow-up actions that might be
taken and who will take responsibility for these actions.
At the end clarify exactly what we’ve agreed to do and why.
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3
Strategies for managing other people’s tactics
Not everyone “plays fair” in negotiations.
Describe a strategy for dealing with three (3) tactics used by the other party to inhibit fair
negotiation in terms of how the strategy will contribute to fair agreement being reached and will
preserve the relationship in terms of further negotiation:
The sorts of unfair tactics might include: Being obstructive, being offensive, being negative, being
aggressive, being deceptive.
Unfair tactic 1:
Being negative (e.g. the film is too childish)
What is the strategy?
Disagree with their perspective by saying that sometimes the simplest things are the most
entertaining; to give the movie a chance you might be surprises; you are a role model to the
younger kids so show them you can enjoy yourself in younger company.
How does the strategy contribute to fair agreement being reached?
Agrees that it might be a bit young for them but it still could be a good movie.
How does the strategy preserve the relationship in terms of further negotiation?
Offers the other party the chance to change their mind and acknowledges they are the oldest
person in the group so there is the opportunity to be a role model for the younger members of the
group.
Unfair tactic 2:
Being obstructive (e.g. I’m not coming to the move)
What is the strategy?
Hard bargaining eg re-inforce your own position as being in charge of the group and reminding
the movie was agreed to by everyone last week.
How does the strategy contribute to fair agreement being reached?
Reminds the other person that they had agreed to the movie a week ago.
How does the strategy preserve the relationship in terms of further negotiation?
Offers the other party the opportunity to opt back into the group.
Reminds the other party that the youth leader is the responsible adult for the whole group.
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Unfair tactic 3:
Being offensive (eg swearing about the film).
What is the strategy?
Stay calm, don’t rise to the situation – say very firmly straight away that the swearing isn’t
acceptable, they are part of a group and their behaviour will reflect on the Youth Centre.
How does the strategy contribute to fair agreement being reached?
Staying calm means that the situation does not escalate, makes it easiere for the other person to
calm down or back down and re-engage in discussion.
How does the strategy preserve the relationship in terms of further negotiation?
If one party stays calm and does not trade insults or use offensive behaviour then the relationship
will not get to the stage where agreement isn’t possible.
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