Influencing-Effectively

8/7/2019 Influencing-Effectively

1/45


2/45

Course Learning Objectives

By The end of this program, you will:

Better understand the dynamics of the influence

process

Be able to use a core influence model

Develop skills for use in a variety of situations

Increase your awareness of your current influencebehavior

Identify areas for your ongoing development


3/45

INFLUENCE

The ability to persuade other people to

accept a point of view, adopt a specific

agenda, or take a course of action.

Influence is not coercion or manipulation.

Influence is understanding the others needs

and points of view and working jointly to a

WIN-WIN outcome -- to what is best for

the organization and its customers.


4/45

Guidelines for Optimal Learning Be present

Manage your energy level

Be on time

Pay attention to your underlying patterns Speak for yourself

Listen to and respect all opinions

Promise confidentiality

Take responsibility for own learning

Sit beside different people each day Work with different partners in each activity

Stretch out of your zone of comfort

Turn off wireless devices

Keep a journal of learning


5/45

Subgroup Task -

Success Factors

Review your subgroups responses toquestions 1-4 and agree to your top five key

influence success factors

Write your groups conclusions on flip chart

sheet and be prepared to report to the large

group


6/45

Social

Styles The Driver

Get the job done

Task & results oriented

Emphasize urgency

Generate efficiency

Questions: WHAT? & WHEN?


7/45

Social

Styles -- Analytical

Do the job correctly

Details & facts oriented

Emphasize logic

Generate understanding

Questions: HOW? & WHERE?


8/45

Social

Styles --

Supportive

Work cooperatively

Build harmony

Focus on people

Generate teamwork

Question: WHO?


9/45

Social

Styles -- Expressive

Work enthusiastically

Build big picture

Focus on intuition

Generate commitment

Question: WHY?


10/45

Social

Styles Task

Develop a report that summarizes howoperating in this way would help an

influence attempt to be successful, and how

it would hinder the success of an influence

attempt.


11/45

Social

Styles Task

Develop a report that summarizes ideas forbecoming more proficient and comfortable

with this style of operating.


12/45

Social

Styles Task

Return to your original corner/group and preparetwo reports on flip chart paper:

1. How to recognize us as clients

2. How best to influence us


13/45

Guide Map: Influence Process OneI. MovingTogether

Contacting

Agreements

IV. MovingApart

Finishing

Following Up


14/45

I. Moving Together

Contacting: Process, Content, Emotions

Contracting: Time, Expectations, Agenda

(TEA)


15/45

IV. Moving Apart

Finishing: Summarizing agreements,Reflecting on process

Following Up:

Checking back, Progressreports


16/45

Guide Map: Influence Process Two

II. MovingOut

Diverging

Diagnosing

III. Moving In

Executing

Evaluating


17/45

II. Moving Out (Exploring)

Diverging: Exploring alternatives, seekingoptions

Diagnosing: Analyzing and reachingconclusions


18/45

III. Moving In (Converging)

Executing: Deciding on action

Evaluating: Monitoring and assessing


19/45

Guide Map: Influence Model

I. Moving

TogetherIV. Moving

Apart

II. Moving

Out

III. Moving In


20/45

S

ubgroup Task

Use the model to identify your present

strong and weak areas in how you approach

influencing with others


21/45

First Practice

Form trios with people you have not yet worked with.

Two Minutes: PersonA brief your partners on a real

Influencing situation you would like help on (See p. 50 forsome examples)

Ten Minutes: Person B influence Person A on her/hisapproach to the situation (Person C observe and make notes)

Five Minutes: PersonC lead an exploration of what worked

and what could be improved Repeat this cycle with each person in each role.

After three cycles, give each other feedback on what youperceive as each persons influencing strengths and what youthink each could improve on.


22/45

Day One Reflection

Notes forDay 1:

What worked best for me:

What I would change in the future:

Most important learning to remember about

todays experience


23/45

Influencing Without Authority


24/45

The Three Streams

of the Influence Process

CONTENT: WHAT you want to accomplish PROCESS: HOW you are actually approaching

the influence

EMOTIONS: FEELINGS are often generated by

influence attempts

Beware the EPIBWOT !!!


25/45

Transition Adjustment

VISION

LosingFocus

Minimizing

ThePit

Letting Go

Testing

Understand

ing

Integration


26/45

Contracts

Form trios and explore which contractingitems each person needs to pay moreattention to


27/45

Force Field analysis

In teams of four, create a real force fieldanalysis of an actual situation and prepare a

group presentation


28/45

STEPS IN LEARNING A NEW HABIT

OLDHABIT NEWHABIT

UNCONSCIOUS

CONSCIOUS


29/45

RedRed BlueBlue

Rose DaisyRose Daisy

Chair CouchChair Couch

HammerHammer

AppleApple


30/45

GreenGreen

Rose DaisyRose Daisy

Chair CouchChair Couch

HammerHammer

AppleApple


31/45

IV. Moving Apart

Factors promoting successful change

Trios identify one or more successful influence

cases and describe why each was successful in

that agreements were kept and actions were

taken. Develop a list of key Finishing andFollowing Up success factors to present to the

group


32/45

Research findings: Individual change

Understanding and acceptance of the need forchange

Belief that the change is both desirable and possible Sufficient passionate commitment

Specific deliverable / goal and a few first steps

Structures or mechanisms that require repetitions of

the new pattern Feeling Supported and Safe

Versatility of mental models

Patience and perseverance


33/45

Research findings: Organizational change

Clear accountability: visible, vocal, consistent,

persistent sponsors and stakeholders Explicit boundary management the role of

other people

Critical mass in alignment

Rewarding the new behavior & withdrawal ofrewards for the old behavior


34/45

Preparation for Practice Session

PRE-INFLUENCE PREPARATION

Belief change is Possible and DesirableDissatisfaction with present state

Understanding & Acceptance ofGoal

Awareness of first action steps

Role ofOther People


35/45

Preparation for Practice

DURING THE INFLUENCE INTERACTION

Build Rapport using Social Styles & Focus

Establish Contract (TEA)

Exploration of Alternatives

Summarize AgreementsSpecific Follow Up Plans


36/45

Second Practice

Form trios with people you have not yet worked with.

Three Minutes: PersonA brief your partners on a real consulting situation youwould like help on (See p. 50 for some examples)

Ten Minutes: Person B influence Person A on her/his approach to the

situation (Person C observe and make notes) Two Minutes: PersonC lead an exploration of what worked and what could

be improved Half time review

Ten Minutes: Person B continue influencing Person A on her/his approach tothe situation (Person C observe and make notes)

Ten Minutes: PersonC lead an exploration of what worked and what couldbe improved

Repeat this cycle with each person in each role.

After three cycles, give each other feedback on what you perceive as eachpersons influencing strengths and what you think each could improve on.


37/45

Building Critical mass for Change

Tendency to Accept

Tendency to RejectIMMEDIATE EARLY NEUTRAL WAIT & HARD CORE

ACCEPTORS ADOPTERS SEE RESISTORS


38/45

Day Two Reflection

Notes forDay 2:

What worked best for me:

What I would change in the future:

Most important learning to remember about

todays experience


39/45

Styles of thinking

C

O

N

TR

O

L

TIME PERSPECTIVE

SHORT TERM LONG TERM

REACTIVE

CREATIVE


40/45

Subgroup Activity

Trios use the Thinking Styles to analyze current

influence situations each of you are involved with.

In each of your cases, assess the percentages oftime presently spent in each of the cells by

yourself and by the other relative to the focus of

the influence; estimate the percentages of time that

should be spent in each cell; and identify waysto move towards the ideal allocations. Be

prepared to report back to the total group.


41/45

Managing Polarities (Barry Johnson)

+ +

CLEAR SENSE OFPRIORITIES

PREDICTION &POSSIBILITY

ShortTerm LongTerm

BANDAGES ONSYMPTOMS

IGNORE PRESSINGREALITIES

_ _


42/45

High Performance Qualities

Form trios and determine who will share their highperformance stories first.

10 minutes: First person give sufficient detail inall three stories. Partners listen and ask clarifyingand deepening questions.

5 Minutes: Partners feedback the qualities orthemes they have identified as being present in all

three stories. The storyteller should add her / hisown ideas about the common qualities, and writedown all that s/he agrees to in the space below.

Repeat for each person.


43/45

Third Practice

10 minutes: Individually prepare a moderately challenging realsituation (See p. 50 for some examples). Review all of the foregoingmodels and your personal learning goals in your preparation. (What toobserve and what behaviors to try out.)

3 minutes: A briefB on the situation and the person B is to role Play 10 minutes: Role Play: Apractices influencing B, C observes

5 minutes: Cfacilitates (influences) review ofBs work with A

Total group check in at the end of Round One

Rotate and repeat two more rounds

5 Minutes: Trios share ideas for each member what worked well andwhat would improve each persons influence technique (do more / start& do less / stop)


44/45

Propositions aboutSuccessful

Influence Without Authority

Subgroups of four develop lists of the top 10

key success factors for effective

influencing. Be prepared to share with the

total group.


45/45

Individual Follow Up Commitment

1 What am I doing well that helps my

influence effectiveness?

2 What do I need to do less or stop doing to be

a more effective influencer?

3 What do I need to do more or start doing to

be a more effective influencer?

4 The first new skill or approach I am

committed to developing is ______

Documents

Influencing-Effectively