Cw Influencing Skills TTSL v1

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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 & DEVELOPMENT

INFLUENCING SKILLS P a g e | 2This document is the property of NonVerbals Consulting and is copyright protected.

NonVerbals

Consulting

Tata Teleservices Limited

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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Consulting


Module 8

PUTTING ALL THE PIECES TOGETHER


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Consulting


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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Consulting


My reflections at the end of the workshop

What do I want to START doing?


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NonVerbals

Consulting


My reflections at the end of the workshop

What do I want to STOP doing?


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Cw Influencing Skills TTSL v1

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Transcript of Cw Influencing Skills TTSL v1