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LEARNING & DEVELOPMENTNonVerbals
Consulting
INFLUENCING SKILLS
Participant WorkbookDesigned by the Learning & Development Team at Tata Teleservices
Developed by NonVerbals Consulting, Bangalore.
Document Control No.: V1.0
Dated: 16/07/2012
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LEARNING RECORD
Insights & ideas vanish in vain when not captured by pen & purpose
# Insight/Learning Application @
work/life
Actions
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Module 1
SETTING THE CONTEXT
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INTRODUCTION
Influencing others is not luck or magic it is science. In todays competitive work
environment, a professional who can better influence others, who can market his ideas,
who can persuade his followers(those who report to him) or higher ups(those to whom
he reports) is always in a better position to go up the ladder of success.
In a fast growing organization speed of response & agility is the prerequisite. This
accentuates the importance of use of influence while simultaneously reducing the role
of authority. Better influencing skills among the leaders and employees of an
organization also lead to better interpersonal relationships. This in turn has a salutary
effect on the organizational performance, innovation, output and ultimately bottom-
line.
INFLUENCING OTHERS - ACTIVITY
Influence your partner to take a particular course
Influence your partner to see a particular movie
Influence your partner to read a particular book
Influence your partner to dine at a particular restaurant
Influence your partner to attend a particular concert
Influence your partner to visit a particular country
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Notes:
Describe the approach/technique your partner utilized to try to influence you:
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When you were influencing your partner, what was challenging for you?
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WHAT IS INFLUENCING?
Influencing others means getting people to do things because they want to do them.
Influencing others includes making people feel involvedand respected, assured that
they are not being manipulated, and that there is something in it for them.
SOME EXAMPLES OF INFLUENCING SITUATIONS AT WORK
Implementing a change (process, procedure, etc)
Acquiring additional resources or support, etc.
Getting others to reach an agreement
Persuading others to take on additional work, tasks, activities, etc.
Obtaining buy in from customers
Gaining management, employee or peer support and buy in
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REAL-LIFE SITUATION
Write down a real-life situation:
Recall a situation in your real-life where you attempted to influence somebody in the recent
past but were not fully successful
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Whom were you trying to influence?
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What were the challenges ?
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Module 2
THREE STEPS TO INFLUENCING SKILLS
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3 TYPES OF MANAGING PEOPLE
Notes:
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MANAGING UP
MANAGINGSELF
MANAGINGACROSS
MANAGINGSELF
MANAGINGDOWN
MANAGINGSELF
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3 STEPS TO INFLUENCING SKILLS
UnderstandingSelf
Understanding others
Prerequisites
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CIRCLE OF INFLUENCE/CIRCLE OF CONCERN
All of us have a wide range of concerns in our livesour housing, our health, our friends and family,
the environment, the price of a pint of beer, how to lose weight, animal rights, how to put on
weight, sex and drugs and rock and roll, third world debt...
Within this whole universe of our concerns, there are some things we can influence and some
things we can only stay concerned
about.
Now we have a choice about where we focus our
attention
and energy.
We can choose to focus all our attention on the area
that is outside our influence. We can get annoyed
about
the shortcomings of other people, we can blame the
government, global capitalism, the weather, a rotten childhood, bad luck, or fluoride in toothpaste.
This focus leads to more and more blaming and accusing, to feelings of victimisation, poor me.
This negative way of thinking, accompanied by inaction to change things, results in the circle of
influence shrinking.
Alternately we can choose to focus on things that we can
influence. This does not mean just the more immediate or
trivial concerns. It might mean focusing on those aspects
of really huge problems that we can exert some influence
over. And influence does not mean direct control; we can
influence things in an indirect way, for example in our own
personal, daily behaviour.
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By focusing attention and energy on our circle of influence, we become increasingly proactive. The
energy we expend is enlarging; each little victory motivates us to find new ways of exerting
influence. We dont waste energy on things we can do nothing about, but direct it towards what we
can change. With each step we feel stronger and more creative. And so our circle of
influence expands.
It often happens that, in widening our circle of influence, we also widen our circle of concern. It
becomes worth caring about some of the really challenging things in our world if we learn we can
influence them.
It can be incredibly liberating to realize that, in choosing how to respond to circumstances, we
affect those circumstances.
NEEDS AND WANTS
Must have? Nice to have?
Knowing what you are willing to do without and what you cannot do without will
prepare you for being able to do some give and take in the influencing discussion
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Thinking about what the other person must have will also help you in knowing what
to say and what not to say, what to give in on and what is really important to the
influence
Must have/nice to have is not always just about the outcome, but can also be
important to think about in relationship to the process of influencing. For example, a
must have on your part, and/or the other person part might be that you simply
want to be included.
ANTICIPATED RESPONSE AND REACTION
Why is it important to think about how your influencee might respond and react to your
attempt at influencing him or her?
Notes:
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Culture?
Relationship?
Location?
ADDITIONAL CRITICAL CONSIDERATION
What other factors would you need to consider in order to fully
understand your influencing situation?
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FOUR STAGES OF TEAM DEVELOPMENT
TUCKMANS TEAM DEVELOPMENT MODEL
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EFFECTIVE DELEGATION
WHY DO PEOPLE NOT DELEGATE?
Why is it so hard to delegate? One possible reason: dark, irrational thoughts may block the
path. Here are six key reasons people give for not delegating a task. Ask yourself which ones
most often apply to you.
1. Ill lose control of the task.
2. Im the only person who can do it right.
3. Ill look bad for giving it to someone else.
4. Im afraid that I dont have the authority to delegate.
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5. If the person to whom I delegate the task succeeds, I may become dispensable.
6. I just never thought of it.
Once youve pinpointed the emotional barriers to delegating, you should feel freer to consider
the possibility of assigning duties to others. Only in very rare instances are the above reasons
for not delegating actually validand thats usually when youre the appropriate person for the
job.
One final point: some people tend to over-delegate. Its their way of shirking responsibility.
Thats poor motivation. Another sinto simply forget about a project once you assign it.
A reminder: delegate, dont abdicate.
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WHOM/HOW TO DELEGATE
Here are 12 steps for masterful delegation:
1. Identify the task to be delegated. Once youve freed your mindfrom thoughts that defeat
delegation, this step should become the easiest of all.
2. Trace out, on paper, the assigned projects flow. If the task is simple, this should be easy. If
its complicated, you may need to deploy a system similar to that is described below.
If you assign work to a number of employees (either as part of a team project or each working
on something different), be sure to track your task assignments. Keep a record of the task
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delegated and the date you made the assignment, as well as dates for status review and task
completion.
3. Find the right person. Once youve flowcharted the job, you should be in a better position to
assign it to the right person. Be open-minded. Dont be constrained by existing roles. For
example, the janitor might be just the right person to spearhead that new safety committee.
Its important to be aware of the unique talents and aptitudes of the people you work with and
who work for you. Very often, people are capable of performing tasks and would enjoy being
asked to perform themthat no one has ever asked them to do. Those things that you know
particular employees do well might serve as clues to those things that theyve never done but
for which they might have a hidden aptitude. The better you are at assessing the talents of
those you manageor of colleaguesthe more successful youll be at delegating.
4. Explain the assignment. Imagine trying to bake something with only half the recipe. Youre
virtually doomed to failure. And failure to lay out a careful and complete explanation of any
task represents a sure recipe for disaster. Sit down with the person to whom youve delegated
and walk through your flowcharts steps. Encourage questions. (A monologue rarely achieves
clear communication.)
5. Explain the benefits. Everyone is concerned with the WIIFMthe Whats in It for Me?
before buying something or buying into something. If you want to defuse resistance to the task
youre delegating (and the its-not-my-job syndrome), make liberal use of benefits language.
6. Specify your standards. Quality and accountability are two concepts that should guide all of
your delegating. As when you create goals, you must convince the person to whom you
delegate that you hold high expectations. Since youre sharing responsibility with him or her,
you expect the best effort. Until his or her performance meets your standards, the task will
remain incomplete.
7. Discuss deadlines. Has anyone ever given you a job to do without a completion date? Did it
somehow feel less important? Deadlines help firm up prioritization. When you delegate, always
set deadlines, including intermediary status review dates. Entertain input from the person you
delegate to. If you empower the person in the process, by sharing responsibility from the start,youll reinforce his or her motivation.
8. Establish a reporting method. To leave vague the reporting methods for intermediary and
final deadlines is dangerous. Must feedback be written? Oral? Lengthy? Summarized?
Articulate your expectations to the person you delegate to. Doing so will ensure professional,
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Module 3
BUILDING TRUST
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BUILDING TRUST - JOHARI WINDOW
Complete the test below. Ignore the type symbols. Put in a rating according to the scale given beforeeach section. Rate yourself based on what you are NOW and not what you want to be. Be honest in your
responses. This helps you become aware of your attitudes.
Part -A
INSTRUCTIONS: Readthe statements below and indicate in the right hand blank box, how much is true
of your behavior, by using the following guidelines:
Write 4if you always or most often behave or feel this way
Write 3if it is fairly true of you or you quite often behave or feel this way
Write 2if it is somewhat true in your case
Write 1if it is not true of you, or if you only occasionally feel or behave this way
Write 0if it is not at all characteristic of you or you seldom feel or behave this way
S.No StatementType
Ratin
g
1I listen carefully to others opinion about my behavior and
actionsOF
2I deliberately observe how a person will take what I am going
to tell and accordingly communicate to himPE
3I enjoy talking with others about my personal concerns and
mattersSD
4I value what people have to say about my style of working,
behavior etc.OF
5I take steps to find out how my behavior has been perceived
by the person with whom I have been interactingOF
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PART B
Write 0if you always or most often behave or feel this way
Write 1if it is fairly true of you or you quite often behave or feel this way
Write 2if it is somewhat true in your case
Write 3if it is not true of you, or if you only occasionally feel or behave this way
Write 4if it is not at all characteristic of you or you seldom feel or behave this way
S. No Statement Type Rating
6 I find it difficult to be frank with people unless I know them
very wellSD
7 I tend to say things that turn out to be out of place PE
8 Generally I hesitate to express my feelings to others SD
9 When someone directly tells me how he feels about my
behavior, I tend to close up and stop listeningOF
10 On hindsight I regret why I said something tactlessly PE
11 I am quite quick and strong in expressing my opinions in a
group or to a person, even if this may be unacceptable to
them
SD
12 When someone discusses his problems, I do not
spontaneously share my experiences and personal problems of
a similar nature with him
SD
13 If someone critics me I hear him at that time but do not bother
myself about it laterOF
14 I fail to pick up cues or signals about others feelings andreactions when I am involved in an argument or a conversation PE
15 I am often surprised to discover that people were put off,
bored or annoyed when I thought they were enjoying
interacting with me
PE
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What do your scores tell you about your attitudes?
GUIDE TO ATTITUDES SCORE SUMMARY
PERSONAL EFFECTIVENESS SCALE
SD OF PE TOTAL
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PERSONAL EFFECTIVENESS SCALE
Role or personal efficacy is positively correlated to the Arena of Johari Window. The conceptual frame
work is described as below:
Known to self Unknown to self
Known to
OthersARENA Blind Spot
Unknown
to othersFAADE UNKNOWN
Research indicates that the larger the arena, the better is Role & personal efficacy. P-E Scale is an
effective measure of the arena in three distinct orientation parameters.
Self DisclosureThe extent to which you are able to disclose your feelings to others
Openness to feedbackThe extent to which you initiate, receive and process feedback from others
Perceptiveness to cues & signals - The extent to which you perceive cues and signals from others and
interpret them effectively.
SD
Self
Disclosure
OF
Openness
to
feedback
PE
Perceptiveness
to cues
Your Personal
Effectiveness Score
Personal_
effectivene
ss_score
SD OF PE Greater than 38 is termed High
38 and below is termed Low
Greater than 12 is termed High
12 and below is termed Low
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Module 4
PERSUASIVE COMMUNICATION
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THE 3-DIMENSIONAL MODEL OF COMMUNICATION
TELL ASK
LISTEN TO
REFLECT
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ART OF EXTRACTING INFORMATION - QUESTIONING
Good questioning skills may be the world's most unsung talent. Ask the right questions in the right way,and you'll engage people; do it differently, and you'll put them off.
Types of Questions
Open questions-" Tell us a little about.." Keep in mind the selection criteria and your strengths.
Closed questions - Asked when the interviewer wants
specific information, often factual or technical in
nature, these questions can frequently be answered
with a yes or no
Ask for clarification and elaboration of past
experiences.
Require you to demonstrate your technical knowledge
in some area
Hypothetical questions-What would you do if These will assess your ability to think on your feet.
Leading questions- The answer seems logical
As a grower representative you will require good
communication skills - do you have good skills in this
area? Do not give a yes/no answer. Give examples to
support your response.
Multi-barrelled - two or more questions linked to the
same topic
Don't be afraid to ask to have the question repeated if
you can't recall the full question.
Behavioural questions - uses your past experiences to
predict future behaviours
Prepare examples of how your experiences have
allowed you to develop specific skills and how these
could benefit the employer. STAR: Situation, Tasks,
Action, Result
The STAR Approach for Answering a Question
S: Situationdescribe the situation
T: Task or problemwhat dilemma or problem did you face?A: Actionwhat action did you take?
R: Resultwhat was the result of your action?
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3. Provide feedback.
Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a
listener, your role is to understand what is being said. This may require you to reflect
what is being said and ask questions.
o Reflect what has been said by paraphrasing. What Im hearing is andSounds
like you are saying are great ways to reflect back.
o Ask questions to clarify certain points. What do you mean when you say Is
this what you mean?
o Summarize the speakers comments periodically.
4. Defer judgment.
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of
the message.o Allow the speaker to finish.
o Dont interrupt with counter-arguments.
5. Respond Appropriately.
Active listening is a model for respect and understanding. You are gaining information
and perspective. You add nothing by attacking the speaker or otherwise putting him or
her down.
o Be candid, open, and honest in your response.
o Assert your opinions respectfully.
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HANDLING DISAGREEMENTS
The HEAT Model:
TAKING THE HEAT
Hear them out
Empathize
Apologize
Take responsibility for action
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Module 5
SOCIAL STYLES
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1 1.5 2.0 2.5 3.0 3.5 4.0.0
ASSERTIVENESS
EXPRESSIVEAMIABLE
DRIVERANALYTICALRESPONSIVENESS
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WAYS OF IDENTIFYING PERSONALITY STYLES
AMIABLE EXPRESSIVE
DESK DISPLAYS FAMILY PICTURES DISORGANISED AND CLUTTERED DESK
WALLS CONTAIN FAMILY GROUP PICTURES OR
PASTORAL SETTINGS
WALL CONTAINS AWARDS, MOTIVATIONAL OR
PERSONAL SLOGANS OR STIMULATING POSTERS
INFORMAL OFFICE IN OPEN, AIRY, FRIENDLY
BRIGHT MANNER
OFFICE DECORATED IN OPEN, AIRY, FRIENDLY
MANNER
INFORMAL SEATING SEATING INDICATES OPENNESS AND CONTACT
WARM & FRIENDLY QUICK PACE
SLOW PACE TIME UNDISCIPLINED
SHARES PERSONAL FEELINGS STIMULATING
PREFERS FIRST NAMES SPONTANEOUS
ANALYTICAL DRIVER
ORGANISED DESK DESK APPEARS BUSY
WALLS CONTAIN CHARTS, GRAPHS, JOB RELATED
PICTURES
WALL CONTAINS ACHIEVEMENTS, AWARDS OR
PLANNING CALENDAR
FUNCTIONALLY DECORATIVE OFFICE OFFICE DECORATED TO SHOW POWER / CONTROL
FORMAL SEATING THAT PRECLUDES CONTACT SEATING FORMAL AND SUGGESTS DOMINANCE
DISPLAYS LITTLE EMOTIONS FIRM HANDSHAKE
EXPRESSES MEASURED OPINIONS STRONG OPINIONS
CAUTIOUS PACED FAST PACED
ASKS ABOUT DETAILS IMPATIENT
TIME-ORGANISED SERIOUS
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INTERPRETATION OF STYLE - DRIVER
Task - oriented.
Efficient is a common description for them.
They like to take control of people and situations.
Drivers find it difficult to communicate a warm, caring attitude. Often, they seem insensitive to the feelings of
others, evoking such adjectives as cold, dominating and pushy.
Like analyticals, they prefer facts.
Drivers are bottom-line oriented.
Concerned about the performance aspect of the product / service. They are interested in what a product /
service / relationship will do to lower costs, raise income / returns, streamline production / delivery schedules,
and achieve a quick return on the investment.
Attracted by things that give them greater independent control over their departments or domain of working
(Since they like independence).
Drivers are upwardly mobile, and if products / services / schemes / innovations help build their track record in
the corporation / network, so much the better.
In dealing with Drivers, people should be organized and to the point; Drivers are very time-disciplined.
Small talk is of limited value. Attempts made by salespeople to dominate Drivers are destined to backfire.
When drivers raise objections, they expect quick answers, since they expect to make quick decisions;
impatient is another description of them.
When asked for a decision / order, Drivers expect a direct, businesslike approach and a rapid follow-up.
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INTERPRETATION OF STYLE -ANALYTICALS
Technicians.
They are persistent, systematic, problem solvers.
Details of performance are their forte; they gather all the facts and then attempt to make
decisions free of personal and emotional considerations.
Because they are so preoccupied with the task at hand, Analyticals are often described as
quiet aloof
They prefer written proposals and agreements that nail down as many details as possible
and expect to have time to carefully weigh the decision.
Overall their actions and decisions tend to be extremely cautious and slow. When they raise
objections, they expect sales people to back up what they say with facts, and they are
willing to wait for those facts.
Price / Investment as measured against returns, dependability, etc., are important buying /
decision motives for Analyticals.
When at last ready to take a decision. Analyticals expect a direct, low pressure request from
the sales representative.
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INTERPRETATION OF STYLE -AMIABLES
Are highly responsive, unassertive and supportive.
Most people feel very comfortable with Amiables.
They dislike conflict so much that they might tell people what they do not want to hear,
rather than what is really going on in their minds.
In buying / investing / relationships, Amiables are concerned with the human aspect; they
require that the salesperson establish a personal relationship with them first, and they want
to know how new products / services / ideas will affect them, their employees, colleagues,
family.
Moving along slowly with personal guarantees of performance is a good idea.
Because Amiables are slow to take action and dislike risk, getting a decision or the order
from them may be problematic for salespeople, who must be patient and must minimize
the risk for Amiables.
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INTERPRETATION OF STYLE - EXPRESSIVE
Animated, intuitive, and lively. They thrive on involvement with others.
They like informality and prefer to deal with people on a first name basis.
Soon after meeting you, they are ready to begin sharing their personal points of view.
Unlike their opposites Analyticals, they are not interested in products / services /
relationship for its own sake, but rather as a means to achieve status and recognition for
themselves.
A Mercedes-Benz for expressives is less a means of transportation than a way of showing
that they have made it / arrived.
Expressives will rule out technical explanations; they prefer dramatic sales presentations
with creative ideas, showmanship. They prefer to be associated with highly placed
individuals, companies etc. For e.g. In an interaction mention of companies / individuals
already using the product or services - the greater the stature of those already using it the
better it is.
If IBM / APPLE / Hyundai ...... is what the winners have, then that is what Expressives want
too.
Expressives generally prefer an informal, relaxed request for the decision / order by the one
that appeals to their need / vision.
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Module 6
TECHNIQUES OF INFLUENCING
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FLEXING YOUR STYLE
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Style flexing is about you flexing in order to be able to present your point a view in a matter that enlists
others support. Specifically, its about modifying your behavior to encourage more productive behavior
from the other person. It is about meeting their needs in order for them to be open to your influence.
Steps to Style Flexing:
1. Recognize the Influencees Style:Identify where the influencee might fall on the action and emotion
dimension. Consider what is important to him or her.
2. Plan:Plan what to say and how to say it. Have a contingency plan.
3. Do:Flex to the other person
4. Evaluate:Ask yourself, Was I successful? What worked, what didnt, and what will you different next
time.
BALANCE OF POWER & CURRENCIES OF EXCHANGE
POWER & INFLUENCE :
Types of Power
Legitimate
Positional Authority
Policies and Procedures
Referent
Sponsor
Coalitions
Expert/Personal
Modeling Excellence
Rational PersuasionInformation
Insight
Reward
Exchanges
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PUSH, PULL, MOVE-AWAY TECHNIQUES
Push
Tell people what we think; try to persuade them by giving reasons and information that is
convincing.
When you have a specific agenda, such as wanting someone else to change or act in a specific
way, to make a decision you want made, or to take action on your behalf, you are using
push.
Examples of using push:
Advance your ideas, suggestions, and recommendations
Use reason, logic and data to make a persuasive case
Disagree with others ideas or casting doubt on their position
State expectations
Offer incentives or naming negative consequences
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Pull
Seek and emphasize areas of common ground and agreement.
When you seek, emphasize and show your excitement about
common ground, you are using pull.
Examples of using pull:
Involve others to develop proposals, ideas and so on
Encourage people to elaborate
Summarize for understanding or to emphasize common
ground
Point to shared values or shared goals
Share your view of exciting possibilities or ideal outcomes
Move Away
Either temporarily disengage from an interaction or decide to
avoid an issue altogether.
When you disengage, avoid orobserve, you are using move-
away.
Disengage:Step back from an unproductive situation or pause to
observe before deciding on action; buys time.
Avoid:Ignore irrelevant responses or avoid being distracted by tangent issues; maintains focus
on main issue.
Observe:Looks for patterns and impact on others
Examples of using move away:
Postpone or reschedule
Take a break or step back from the discussion
Let sarcastic remarks, side issues or distractions go by without responding
Change the subject or use humor to relieve stress
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Module 7
REFUSAL SKILLS
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TYPES OF BEHAVIOUR
Submissive behaviour is when we
fail to stand up for our rights or do so in such a way that others can easily disregard them,
express our thoughts, feelings and beliefs in apologetic, cautious or self-effacing ways
fail to express our views or feeling altogether
Submission is based on the belief that our own needs and wants will be seen by others to be
less important than their own. Typical of submissive behaviour are long, justifying explanationsoften putting ourselves down whilst attempting to accommodate the needs and views of
others.
Aggressive behaviour is when we
stand up for our own rights in such a way that we violate the rights of another person,
express thoughts, feelings and beliefs in unsuitable and inappropriate ways, even though
we may honestly believe those views to be right.
Aggression enhances us at the expense of others and can serve to put another person down. It
is based on the belief that our opinions are more important than other peoples. It is
characterised by blaming other people or outside factors, by showing contempt and being
hostile, attacking or patronising.
Assertive behaviour is when we -
stand up for our own rights in a way that does not violate another persons rights.
It leads to an honest, open and direct expression of our point of view which, at the same time,
shows that we understand the other persons position.
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Examples
Suppose Christmas is approaching and you are asked to take on some extra duties because of
the rush. It will mean working changed shifts and probably some extra ones, too. You are
already fully committed and feeling stretched and over-worked. Here are three answers you
might give in reply to your request :-
A submissive answer :
Well I don't really have any spare time at the moment, but I suppose I can fit it all in. Ill
manage to rearrange something, I expect, er....... OK, I dont mind
An aggressive answer :
You must be joking ! Just before Christmas ? Im up to my ears already here. Theres no way Ill
manage that as well. Youll have to find somebody else.
An assertive answer :
I quite understand that you need these jobs done, but I dont see how I can fit them in at the
moment. I would like to help so can we look at some alternate ways of tackling them ?
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ADVANTAGES OF ASSERTIVE BEHAVIOUR
Close working relationships : Assertion tends to breed assertion, so people work more happilywith us than against us. We are then, with their help, more likely to achieve our objectives in a
conflict situation.
Greater confidence in yourself : We develop a strong regard for ourselves and a high level of
self-esteem, reducing the chance of boastfulness (aggression) and hopelessness (submission)
Greater confidence in others : We have a healthy recognition of the capabilities and limitationsof others as opposed to seeing them as inferior (aggression) or superior (submission),
Increased self responsibility : We take responsibility for ourselves, our wants, opinions, needs,
etc., rather than blaming others (aggression) or excusing ourselves (submission).
Increased self control : We can channel our thoughts and feelings to produce the behaviour we
want, rather than being controlled by outside events or people, or inner emotions.
Savings in time and energy : We can take decisions more swiftly based on their individual merit
and save time when handling disputes. A lot of time and energy is wasted on worrying and
scheming. It we are not worried about upsetting people (submission) or scheming how not to
miss out (aggression) then we can save ourselves a lot of stress.
An increased chance of everyone winning : Assertiveness increases the likelihood that all
parties will see their needs met, their ideas and opinions heard and considered and theirabilities put to good use.
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Module 8
PUTTING ALL THE PIECES TOGETHER
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REAL LIFE SITUATION
PREPARE TO INFLUENCE
.Please write down:
Write down a real-life influencing situation(Refer page No.7)
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What are the questions you would like to ask?
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How is the Balance of power?
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How do you want to use Ask, Tell, Listen to Reflect?
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What is your: Must have, Nice to have?
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What are your influencees Must have, Nice to have?
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What is the Social Style of your influencee?
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How do you want to flex?
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My reflections at the end of the workshop
What do I want to START doing?
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My reflections at the end of the workshop
What do I want to STOP doing?
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