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INFLUENCING WITHOUT AUTHORITY

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10 minutes: Individually prepare a moderately challenging real ... Subgroups of four develop lists of the top 10 key success factors for effective influencing. ... – PowerPoint PPT presentation

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Title: INFLUENCING WITHOUT AUTHORITY


1
INFLUENCING WITHOUT AUTHORITY
  • NTL Institute
  • De Ruwenberg, The Netherlands
  • May 15 17, 2006

2
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 influence
    behavior
  • Identify areas for your ongoing development

3
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
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
Subgroup Task - Success Factors
  • Review your subgroups responses to questions 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
Social Styles The Driver
  • Get the job done
  • Task results oriented
  • Emphasize urgency
  • Generate efficiency
  • Questions WHAT? WHEN?

7
Social Styles -- Analytical
  • Do the job correctly
  • Details facts oriented
  • Emphasize logic
  • Generate understanding
  • Questions HOW? WHERE?

8
Social Styles -- Supportive
  • Work cooperatively
  • Build harmony
  • Focus on people
  • Generate teamwork
  • Question WHO?

9
Social Styles -- Expressive
  • Work enthusiastically
  • Build big picture
  • Focus on intuition
  • Generate commitment
  • Question WHY?

10
Social Styles Task
  • Develop a report that summarizes how operating
    in this way would help an influence attempt to be
    successful, and how it would hinder the success
    of an influence attempt.

11
Social Styles Task
  • Develop a report that summarizes ideas for
    becoming more proficient and comfortable with
    this style of operating.

12
Social Styles Task
  • Return to your original corner/group and
    prepare two reports on flip chart paper
  • How to recognize us as clients
  • How best to influence us

13
Guide Map Influence Process One
  • I. Moving Together
  • Contacting
  • Agreements
  • IV. Moving Apart
  • Finishing
  • Following Up

14
I. Moving Together
  • Contacting Process, Content, Emotions
  • Contracting Time, Expectations, Agenda (TEA)

15
IV. Moving Apart
  • Finishing Summarizing agreements, Reflecting on
    process
  • Following Up Checking back, Progress reports

16
Guide Map Influence Process Two
  • II. Moving Out
  • Diverging
  • Diagnosing
  • III. Moving In
  • Executing
  • Evaluating

17
II. Moving Out (Exploring)
  • Diverging Exploring alternatives, seeking
    options
  • Diagnosing Analyzing and reaching conclusions

18
III. Moving In (Converging)
  • Executing Deciding on action
  • Evaluating Monitoring and assessing

19
Guide Map Influence Model
II. Moving Out
I. Moving Together
IV. Moving Apart
III. Moving In
20
Subgroup Task
  • Use the model to identify your present strong
    and weak areas in how you approach influencing
    with others

21
First Practice
  • Form trios with people you have not yet worked
    with.
  • Two Minutes Person A brief your partners on a
    real Influencing situation you would 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)
  • Five Minutes Person C 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 you perceive as each persons influencing
    strengths and what you think each could improve
    on.

22
Day One Reflection
  • Notes for Day 1
  • What worked best for me
  • What I would change in the future
  • Most important learning to remember about todays
    experience

23
Influencing Without Authority
24
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
Transition Adjustment
VISION
Should Line
Integration
Minimizing
Understanding
Losing Focus
The Pit
Testing
Letting Go
26
Contracts
  • Form trios and explore which contracting items
    each person needs to pay more attention to

27
Force Field analysis
  • In teams of four, create a real force field
    analysis of an actual situation and prepare a
    group presentation

28
STEPS IN LEARNING A NEW HABIT

29
Red Blue Rose Daisy Chair
Couch Hammer Apple
30
Green Rose Daisy Chair
Couch Hammer Apple
31
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 and Following Up success factors to
    present to the group

32
Research findings Individual change
  • Understanding and acceptance of the need for
    change
  • 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
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 of
    rewards for the old behavior

34
Preparation for Practice Session
  • PRE-INFLUENCE PREPARATION
  • Belief change is Possible and Desirable
  • Dissatisfaction with present state
  • Understanding Acceptance of Goal
  • Awareness of first action steps
  • Role of Other People

35
Preparation for Practice
  • DURING THE INFLUENCE INTERACTION
  • Build Rapport using Social Styles Focus
  • Establish Contract (TEA)
  • Exploration of Alternatives
  • Summarize Agreements
  • Specific Follow Up Plans

36
Second Practice
  • Form trios with people you have not yet worked
    with.
  • Three Minutes Person A brief your partners on a
    real consulting situation you would 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 Person C 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 to the situation (Person C
    observe and make notes)
  • Ten Minutes Person C 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 you perceive as each persons influencing
    strengths and what you think each could improve
    on.

37
Building Critical mass for Change
38
Day Two Reflection
  • Notes for Day 2
  • What worked best for me
  • What I would change in the future
  • Most important learning to remember about todays
    experience

39
Styles of thinking
40
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 of time 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 ways to move towards the
    ideal allocations. Be prepared to report back to
    the total group.

41
Managing Polarities (Barry Johnson)
42
High Performance Qualities
  • Form trios and determine who will share their
    high performance stories first.
  • 10 minutes First person give sufficient detail
    in all three stories. Partners listen and ask
    clarifying and deepening questions.
  • 5 Minutes Partners feedback the qualities or
    themes they have identified as being present in
    all three stories. The storyteller should add
    her / his own ideas about the common qualities,
    and write down all that s/he agrees to in the
    space below.
  • Repeat for each person.

43
Third Practice
  • 10 minutes Individually prepare a moderately
    challenging real situation (See p. 50 for some
    examples). Review all of the foregoing models
    and your personal learning goals in your
    preparation. (What to observe and what behaviors
    to try out.)
  • 3 minutes A brief B on the situation and the
    person B is to role Play
  • 10 minutes Role Play A practices influencing
    B, C observes
  • 5 minutes C facilitates (influences) review
    of Bs 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 and what would improve each
    persons influence technique (do more / start
    do less / stop)

44
Propositions about Successful 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
Individual Follow Up Commitment
  • What am I doing well that helps my influence
    effectiveness?
  • What do I need to do less or stop doing to be a
    more effective influencer?
  • What do I need to do more or start doing to be a
    more effective influencer?
  • The first new skill or approach I am committed to
    developing is ______
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