15: NEGOTIATION SKILLS ■ 361deep- seeded assumptions, such as self- promoting and a will to win are wrong. She
learned that expecting to be treated fairly if you do a great job was a myth and that she
needed to ask for interesting projects, promotional opportunities, and a higher salary.
Gallo (2015) interviewed two experts on their perspectives in negotiating salary— myth
versus reality. This article shatters some myths and provides women with six impor-
tant strategies in negotiating salary. For example, the “play hardball” myth is shat-
tered by advising to focus on the overall package and be prepared to justify the amount
requested.
Sandberg (2013) has popularized the movement to put women in top spots across
the organizational terrain. Her book has many supporters and critics, but the encour-
agement she gives women wins out (Adams, 2013; Alkon, 2015). The most controversial
part of the book, which stirred feminist ire, is her discussion on the internal obstacles that
hold woman back. She herself struggled with the need to be liked, which she believes
interferes with women’s ability to take a competing versus compromising style. She
scrutinizes why women’s progress in succeeding at leadership roles has stalled, enlight-
ens on the root causes, and proposes convincing, commonsense solutions that can
enable women to attain their full potential. She cautions women not to be relentlessly
pleasant in negotiation and to take their rightful seat at the uneven negotiation table.
In summary, the leadership needed for successful negotiation requires the DNP
to assess and balance the principles of the structural, human, political, and symbolic
frames of the organization. This means going beyond the organizational structure,
staff- reporting lines, and job descriptions to developing skills in the political dynamics
and understand cultural norms that have an often unseen but huge impact on negotia-
tion outcomes. The four frames also need to be balanced with an understanding of the
impact of gender and diversity on the issue at hand.
RANK AND PRIVILEGE
To delve deeper in the concept of rank and privilege requires distinguishing among
the rank, power, and privilege. Mindell (2012) describes rank as a way of a indicating a
level of status and is the amount of power that a person has relative to others in a given
situation. Privilege and power can be derived from different bases or sources, such as
educational, social, economic, or cultural. Therefore, a nurse with a doctoral degree has
greater inherent privilege and implied power than that of a nurse with a baccalaureate
degree. At present, society and organizational structures grant physicians greater rank
and privilege than that of nurses, regardless of education or other forms of standing. It
will be interesting to see if this will change when there are increased numbers of DNPs,
especially those functioning autonomously or specifically in clinical settings.
Dr. Bowman completed her DNP degree, where she also received a certificate
in clinical research for the four courses she completed in research. She was
interested in conducting research on the “Role Strain in Family Caregivers
of Persons Diagnosed with Alzheimer’s Dementia,” as her clinical focus was
with patients with Alzheimer’s disease. Up to this point, she had been the
nurse collecting information for many physician- led studies. After conduct-
ing this study, she was now ready to be the primary or co- investigator of
studies. She put forth research ideas and possible funding sources, but met
with resistance. Apparently, members on her interdisciplinary team were
having difficulty seeing her as the primary researcher and as a leader. What
ideas and skills can we offer Dr. Bowman in negotiation?