Session 1.5Influence Without Authority
/ Total Session Time:1 hour, 15 minutes (40 minutes for lecture/discussion, 35 minutes for learning activities)Learning Objectives:
By the end of this session, participants will be able to:
- Distinguish between personal and positional sources of power.
- Apply an influence model to increase personal potency in an organization.
Session Overview
Step / Time / Activity/Method / Content / Resources
Needed
1 / 05 minutes / Presentation / Introduction to Session, Presentation of Learning Objectives (Slides 1-2) / LCD or Overhead Projector
2 / 20 minutes / Presentation, Discussion / Influence vs. Authority (Slides 3-7) / LCD or Overhead Projector
3 / 10 minutes / Presentation, Others? / Art of Give and Take (Slides 8-9) / LCD or Overhead Projector, Handout1.5.1
4 / 35minutes / Presentation,
Individual Activity / Currency, Using the Influence Model (Slides 10-17) / LCD or Overhead Projector, Handout 1.5.2
Worksheet 1.5.1
Trainer Tool 1.5.1
5 / 05 minutes / Presentation / Key Points (Slide18) / LCD or Overhead Projector
/ Resources Needed
- Flip Chart, paper, and markers
- LCD or Overhead Projector
- Slides
- Handout 1.5.1: Currencies Frequently Valued in Organizations
- Handout 1.5.2 Model of Influence Without Authority and
- Worksheet 1.5.1: Influence Worksheet
- Trainer Tool 1.5.1: Influence Worksheet Example
/ Advance Preparation
- Review the entire session prior to facilitating, to familiarize yourself with the slides, speaker’s notes, learning activities, and supporting materials.
Sources/Bibliography:
Refer to these materials for additional background reading, as needed.
- Cohen, A.R. and Bradford, D.L.Influence without Authority. Hoboken: John Wiley & Sons, Inc.2005.
- Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80. Available at
Beginning the Session
/ Trainer Instructions: Step 1 (5 minutes)Present Slides 1-2 using trainer notes to guide the presentation.
Slide 1 / / INTRODUCE Session 1.5 to participants.EXPLAIN to participants that this unit is scheduled to take about 1 hour, 15minutes.
ENCOURAGE participants to ask questions at any time.
Slide 2 / / ASK a volunteer to read the learning objectives aloud to the group.
ASK participants if they have any questions before continuing.
/ Trainer Instructions: Step 2 (20 minutes)
Present Slides 3-7 using the trainer notesto guide the presentation, brainstorm, and partner activity.
Slide 3 / / INTRODUCE the topic:•One of the ways in which people demonstrate leadership is by exercising influence.
ASK participants:
•“What do you think of when you hear the word ‘influence’?”
ALLOW time for a few responses.
WRITE participant responses on a flipchart.
Slide 4 / / ASK a volunteer to read the definitions of “influence” out loud.
ALLOW participants to reflect on this definition for a moment.
ASK participants:
- “How do we move a person to action?”
WRITE ideas on a flipchart.
Ideas may include:
Persuasion, threats, promises, appeal on moral grounds, appeal on intellectual grounds, reputation, friendship, return a favour, wealth, etc.
Slide 5 / / PRESENT the slide, using the following points:
•This session is based on the work of Allan Cohen and David Bradford. They wrote a book called “Influence without Authority” and developed a model for how to effectively influence others.
• Here are some key points from their work.
•Sometimes, we think “if only I had the authority, if only I were the boss, if only I were in charge, then I would have influence.”
• The truth is, even when you are the boss, it still does not mean you can actually influence what will happen next.
• Improving your ability to influence others, regardless of your formal authority, is a useful skill to develop.
•Being in a position of authority (such as a manager or director) confers positional power; however, you do not need positional power or formal authority to influence others.
• You can develop your own capacity and skill at influencing others, and you can use it whether or not you are in a position of authority. You can influence others without authority.
Source:
•Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80.
Slide 6 / / PRESENTthe slide, using the following points:
•Influence can happen directly or indirectly.
•It can happen in many different settings, both formal and informal.
•When you want to influence someone, choosing the setting (phone call, meeting, etc.) is one of the last steps in the process.
•Remember, it is more important to prepare well for influencing others, than to choose the “perfect” setting for influence to take place.
Source:
•Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80.
Slide 7 / / FACILITATE the activity using the instructions below. This partner activity will take approximately 10 minutes.
INSTRUCT participants to partner up with someone who they do not usually work with.
ASK participants to discuss the following question in pairs:
•In your work setting, what is one thing that you would like to effectively influence?
ALLOW 5 minutes for discussion.
ASK participants to return their attention to the large group.
ASK the group to share some responses from their discussion.
ALLOW time for a few responses.
WRITE responses on a flipchart or board.
Examples may include:
• Role clarity
• Effective communication and listening
• Allocation of resources (money, supplies, etc.)
• Improve collaboration
• Improve employee productivity
/ Trainer Instructions: Step 3 (10 minutes)
Present Slides 8-9 using the trainer notes to guide the presentation, brainstorm, and discussion.
Slide 8 / / ASK participants:•What does the term reciprocity mean?
- Answer: A mutual or cooperative exchange of favors or privileges.
•Did you do something good or provide something to someone else that had a positive result for both the other person and yourself?
ALLOW time for a few responses.
PRESENT slide using the following talking points.
•Cohen and Bradford talk about The Law of Reciprocity
•This is the belief that people should be paid back for what they do.
• Essentially, it means that one good turn deserves another. (Or, one bad turn deserves another – it can be positive or negative.)
• In general, people tend to expect that when they do things for others, those people “owe” them something in return. One act (positive or negative) is repaid with an equally valuable act in return.
•Ideas of reciprocity are closely linked to the concept of influence.
Source:
Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80.
Slide 9 / / PRESENT the slide, using the following talking points:
•To be able to influence someone, the receiver must see a benefit of some kind.
• Basically, you are offering something valued in return for what you want or need.
• Give and take can be positive or negative.
• In a positive exchange, the “trade” you offer can be an offer to share information, assist with a project, etc.
•For example, a negative exchange could result be the loss of a benefit, or a lack of cooperation, or a cost that results from an undesirable response. This negative exchange might start by withholding something valued or needed, or giving someone something that they do not want.
•Normally we are using this approach of positive exchange without even thinking about it.
•For example, we try to make good relationships with our colleagues, managers, and stakeholders.
•Learning more about this process can help us when we are dealing with people who are more difficult to influence.
Source:
Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80.
/ Trainer Instructions: Step 4 (35 minutes)
Present Slides 10-17 using the trainer notes, Handout 1.5.1: Currencies Frequently Valued in Organizations, Handout 1.5.2 Model of Influence Without Authority, Worksheet 1.5.1: Influence Worksheet, and Trainer Tool 1.5.1: Influence Worksheet Example to guide the presentation, discussion, and activities.
Slide 10 / / EXPLAIN that- The term currency describes what is traded under the Law of Reciprocity.
ASK participants:
- What are some things that are valued in your workplace, by you or your colleagues?
WRITE responses on a flipchart or chalkboard.
(Examples may include such things as compensation/payment, recognition, promotion, cooperation, collaboration, fairness, reliability, information, loyalty, trust, etc.)
Slide 11 /
Source:
•Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80. / REFER participants to Handout 1.5.1: Currencies Frequently Valued in Organizations on page137 in the
Participant Handbook. .
PRESENT the slide, using the following talking points:
•Influence becomes possible when you have something that others want.
•The concept of “currencies” can help you figure out what you might have to offer that you could offer in exchange for cooperation, or something that you want or need.
•If you are not in a position of great power, then you have to think creatively to figure out what you can give that may be useful or valuable to your colleagues.
•You need to be aware of the many different things that people care about in your workplace.
•Many of the most valuable currencies are things that do not cost you anything to give, like gratitude, recognition, information sharing, etc.
•You may not be in a position where you control some of the currencies that are valued by the person you are trying to influence; however, you can think creatively to find some common ground.
•We have already mentioned that exchanges can be positive or negative.
•Negative currencies are things that people do not value, or wish to avoid.
•Use caution when employing a negative currency. Although sometimes negative currencies are necessary, they may spark undesirable chain reactions and do damage to relationships.
Slide 12 / / PRESENT the slide, using the following points:
•The answers to these questions are usually complicated – it is much easier to complain about what is wrong than to think of a realistic goal that would make something better.
•To influence, you must have a goal in mind.
ASK if participants have any questions or comments before continuing.
Source:
•Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80.
Slide 13 / / EXPLAIN that it is important to sort out our personal desires and ambitions from goals that benefit the organization.
•Personal career advancement is not a goal that will help you influence others.
•Strategic thinking about goals and priorities is useful for gaining clarity.
•Try to determine what the primary objective is, and what is secondary.
•For example, promotion or recognition may be your secondary goal, but your primary goal should be something that will benefit your organization, stakeholders, or the people you serve.
•Try to determine: What are short-term objectives and long-term goals?
•Try to separate critical needs from preferences – what is critical to achieving the goal?
Slide 14 / / ALLOW a few moments for participants to look at the model.
REFER participants to Handout1.5.2: Model of Influence Without Authority on page 139 of Participant Handbook.
ASK participants to recall their partner discussions, and what they would like to influence in their own work setting. Ask participants to keep this in the back of their mind as they review the model.
ASK a volunteer to read each step in the model aloud, beginning at “start.”
PRESENT each step in the model below using the explanations for each point found in Handout 1.5.2:
- Assume everyone is a potential ally
- Clarify goals and priorities
- Diagnose the world of the other
- Identify relevant currencies
- Deal well with relationships
- Influence via give and take
Source: Cohen, A.R. and Bradford, D.L. 2005.
Slide 15 / / ASK participants:
•What makes it difficult to influence other people?
ALLOW a few minutes for participants to respond.
WRITE responses on flipchart.
(Responses may include: lack of information, time constraints, distance, mistrust, hierarchy, conflicting priorities, etc.)
PRESENT the slide, using the following points:
•Often, we use the influence model instinctively;
•However, it can be extremely beneficial to take a systematic approach to influencing others in particular situations.
•For example, you might consider using this under these situations listed on the slide.
ASK a volunteer to read the situations listed on the slide.
Slide 16 / / REFER participants to Worksheet 1.5.1: Influence Worksheet on page 141of Participant Handbook.
EXPLAIN that this worksheet can be used to strategically think through your goals and prepare you to influence others.
ASK participants to remember their partner discussion: In your work setting, what is one thing that would be worthwhile for you to be more effective at influencing?
ALLOW participants 5-10 minutes to begin filling in the worksheet.
After participants have been working for at least 5 minutes, READ the example completed worksheet in Trainer Tool 1.5.1 found on page 203of Facilitator Guideto help guide them through the exercise.
ALLOW for some questions, and
INSTRUCT participants to complete the worksheet as homework if they do not finish it during the training session.
Slide 17 / / REVIEW using the following key points:
•Influence is a skill that can be learned and practiced strategically
•All influence operates based on principles of exchange. It is the art of give and take.
•Strategic influence requires advance preparation
•It is important to consider potential costs to you, as well as to the other party, for cooperating with your idea or project
•You have a wide range of currencies at your disposal
• Influence requires thoughtful communication at every stage
• Influence happens over time – do not think you have failed if you have not convinced someone to cooperate with you in one meeting or interaction!
• Influence will work best if you are working toward a goal that will benefit the organization
• Trust, reputation, and good relationships are the foundation for successful influence; good relationships are the means for accomplishing your goals.
ASK if participants have any comments or questions before continuing.
/
Handout 1.5.1: Currencies Frequently Valued in Organizations
In a variety of workplaces and professional settings, at least five types of currencies come into play. Although this list is not comprehensive, it provides a view of possible currencies that may be useful when thinking about the things people care about, and what you have to offer.
Inspiration-Related CurrenciesReflect inspirational goals that provide meaning to the work that a person does.
Vision / Being involved in a task that has larger significance for unit, organization, customers/clients, or society
Excellence / Having a chance to do important things really well
Moral/ethical Correctness / Doing what is “right” by a higher standard than efficiency
Task-Related Currencies
Relate to a person’s ability to perform assigned tasks, or to the satisfaction that arises from accomplishment.
New Resources / Obtaining money, budget increases, personnel, space, equipment, etc.
Challenge/learning / Getting to do tasks that increase skills and abilities; opportunities to participate in “stretch assignments”
Assistance / Receiving help with existing projects or unwanted tasks
Organizational Support / Receiving overt or subtle backing or direct assistance with implementation
Rapid Response / Getting something more quickly
Information / Obtaining access to organizational or technical knowledge
Position-Related Currencies
Enhance a person’s position in the organization, and indirectly aid the person’s ability to accomplish tasks and advance their career.
Recognition / Acknowledgment of effort, accomplishment, or abilities
Visibility / The chance to be known by higher-ups or significant others in the organization
Reputation / Being seen as competent, committed
Insiderness/Importance / A sense of centrality, of belonging
Contacts / Opportunities for linking with others
Relationship-Related Currencies
Connected to strengthening the relationship with someone.
Acceptance/inclusion / Feeling closeness and friendship
Understanding / Having concerns and issues listened to
Personal support / Receiving personal and emotional backing
Personal-Related Currencies
Valued because they enhance the individual’s sense of self.
Gratitude / Appreciation or expression of indebtedness
Ownership/involvement / Ownership of and influence over important tasks
Self-concept / Affirmation of values, self-esteems, and identity
Comfort / Avoidance of hassles
Continued on next page.
Common Negative Currencies
Negative currencies are things that people do not value, and often wish to avoid. Use these with caution in your practice of influence. Although they are sometimes necessary, they may result in additional negative chain reactions (such as retaliation) and/or damage to relationships.
When using negative currencies, try to use positive framing. For example, a statement such as “I know you wouldn’t want to be left out” is likely to be better received than a direct threat (i.e., “If you do not cooperate, I will see to it that you are left out.”)
Withholding “Payments” of a valued currencyNot giving recognition
Not offering support
Not providing challenge
Threatening to quit the situation
Creating undesirable situations
Raising voice, yelling
Refusing to cooperate when asked
Escalating issue upwards to common boss
Going public with issue, making lack of cooperation visible
Attacking a person’s reputation, integrity
Source: Cohen, A.R. and Bradford, D.L. 2005. “The Influence Model: Using Reciprocity and Exchange to Get What You Need.” in Journal of Organizational Excellence. Vol 25, No 1. pp 57-80.
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