INFLUENCING WITHOUT AUTHORITY

Jaimon Jacob

Instructor Handbook

Lesson

1

I N F L U E N C I N G W I T H O U T A U T H O R I T Y

Instructor Handbook

Table of Contents

Introduction .............................................................................. 1

Lesson Overview ...................................................................... 1

Target Audience ....................................................................... 1

Lesson Goal and Outcomes ..................................................... 1

Lesson Goal .................................................................................... 1

Lesson Outcomes ........................................................................... 1

Hardware Requirements .......................................................... 1

Room Requirements ................................................................ 2

Lesson Agenda ........................................................................ 3

Lesson 1: Influencing Without Authority ................................... 4

Introducing the instructor and the participants .................................... 5

Icebreaker ....................................................................................... 6

Lesson objectives ........................................................................... 8

What is influence? ........................................................................... 9

What do you know about influence? ............................................. 11

External barriers to influence ........................................................ 12

Internal barriers to influence .......................................................... 14

Overcoming the barriers ................................................................ 16

Step 1: Assume all are potential allies .......................................... 17

Step 2: Clarify your goals and priorities ......................................... 18

Step 3: Diagnose the world of the other person ............................ 19

Step 4: Identify the relevant currencies; theirs and yours.............. 20

Step 5: Deal with relationships ...................................................... 22

Step 6: Influence through give and take ........................................ 23

Case study .................................................................................... 24

Problem ......................................................................................... 25

Step 1: Assume all are potential allies .......................................... 26

Step 2: Clarify your goals and priorities ......................................... 27

Step 3: Diagnose the world of the other person ........................... 28

Step 4: Identify relevant currencies; theirs and yours ................... 29

Step 5: Deal with relationships ..................................................... 30

Step 6: Influence through give and take ....................................... 31

Introduction to simulation .............................................................. 32

References .................................................................................... 33

D E S I G N C U S T O M I Z A T I O N

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Introduction

Corporate employees always come across situations where they have no real authority over key stakeholders but have to influence them to get their work done. They know what needs to be done and know how to do it, but they can’t get their boss, colleagues, and even the people who report to them to do “the right thing.” This lesson prepares them to do just that, “making people do what they want them to do.”

Lesson Overview

This lesson is delivered as a blended training program which is divided into two parts. The first part is an instructor-led session which is followed by an online assessment. The lesson is designed for 2 hours with 10 minutes buffer provided at the end.

Target Audience

This lesson provides essential influencing skills for all types of employees in an organization. They can be business analysts, sponsors, managers, or executives.

Lesson Goal and Outcomes

Lesson Goal

When presented with a situation where an individual must get his/her work done by another individual with a higher authority, he/she will be able to influence or persuade the individual to do it with a step-by-step influence strategy.

Lesson Outcomes

After completing this lesson, participants will be able to:

Explain the purpose of influence.

Identify the barriers to influence.

Influence their colleagues using an influence strategy.

Hardware Requirements

The following hardware equipment is necessary for delivery of this course:

Lesson

1

2

LCD projector compatible with a notebook computer and cables for proper connection

Laptops or desktops with internet connection for all the participants.

Room Requirements

The room should be large enough to accommodate workspace and chairs for up to 20 participants and 1 instructor plus the aforementioned equipment.

Instructors should be able to arrange the classroom as they deem most appropriate given the exact number of participants. The ideal arrangement allows participants to interact with the instructors and each other; e.g., a U- or V-shape arrangement. Avoid “lecture hall” type of arrangements. All participants should be able to see the screen and instructors; however, participants and instructors should be able to move about the room without obstruction.

A preparation table and presentation table should be provided for the instructors. The room should be in a quiet area and have a lighting system that permits convenient dimming of the lights, especially where the screen is located.

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Lesson Agenda

Time Slide

5 minutes Introducing the instructor and the participants

20 minutes Icebreaker activity

2 minutes Lesson objectives

5 minutes What is influence?

5 minutes What do you know about influence?

5 minutes External barriers to influence

5 minutes Internal barriers to influence

5 minutes Overcoming the barriers

5 minutes Step 1: Assume all are potential allies

5 minutes Step 2: Clarify your goals and priorities

5 minutes Step 3: Diagnose the world of the other person

10 minutes Step 4: Identify the relevant currencies; theirs and yours

5 minutes Step 5: Deal with relationships

5 minutes Step 6: Influence through give and take

Case study

1 minute Problem

1 minute Step 1: Assume all are potential allies

1 minute Step 2: Clarify your goals and priorities

1 minute Step 3: Diagnose the world of the other person

1 minute Step 4: Identify relevant currencies; theirs and yours

1 minute Step 5: Deal with relationships

1 minute Step 6: Influence through give and take

2 minutes Introduction to simulation

30 minutes Simulation

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Lesson 1: Influencing Without Authority

Influencing Without

Authority

Jaimon Jacob

5

Introducing the instructor and the participants

Let us introduce each other!

Introduce yourself and have the participants introduce themselves.

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Icebreaker

Icebreaker

Purpose:

Use different methods of persuasion.

Objective:

Each team has to persuade a neural person to join their team.

Setup:

Group the learners into two teams with the exception of one person who

volunteers as a neutral entity.

Have each team occupy one side of the room while the independent person

sits on a chair in the middle of the room between the two teams.

Give each team has 5 minutes to brainstorm and build their case to present to

the independent person to join their team.

Finally, give one representative from each team 2.5 minutes to present their

case to the independent person and pursue him or her to join their team.

After the activity, discuss within the group which method of persuasion

worked better and why.

Time allocated to explain the activity:

5 minutes.

Time allocated for brainstorming between the team members:

5 minutes

Time allocated for presenting the case:

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5 minutes

Time allocated for discussion post the activity:

5 minutes.

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Lesson objectives

After completing this training, you

should be able to:

Explain the purpose of influence.

Identify the barriers to influence.

Influence your colleagues using an influence

strategy.

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What is influence?

What is influence?

The power to get your work

done.

You influence:

Friends

Colleagues

Managers

What is influence?

Influence is the power to get your work done.

Teaching Tips:

You live in a global village. There are very few jobs where a person works completely

alone. Most of you are dependent upon others, and you are important to your

colleagues as well. Hence, there will be scenarios where you need to influence your

friends and employees from other departments, that is, people you can not order or

control. You will also come across situations where you need to influence your

manager and others above you.

Some common scenarios where you may need to influence others are:

• To sell important projects

• To persuade colleagues to provide needed resources

To the team that won: You used this power to convince the individual to join your team.

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• To convince your boss to respond to issues that may not appear important to

him

Teaching Tips:

Ask if the learners maybe able to give examples for each scenario as you explain each. Examples

for each scenario could be:

Sales personnel selling a product. He/she must influence the customers to buy the

product.

A team manager of a development team requesting the help of some experts from the

design team to solve an issue. He/she must convince the team member of the design team

to relieve some of his/her team members.

A team member trying to convince the boss that his idea for the product is better than

his colleagues.

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What do you know about influence?

What do you know about

influence?

Ask and get it

Think how to get it

Give and get it

You already know a lot more about influence than you realize!

Sometimes, you just ask what you need, and if the other person or group can

respond, they will.

Sometimes, you have to work a little harder to figure out how to get what you

want.

Sometimes, you instinctively understand that when someone helps you, you

are expected sooner or later to somehow pay them back.

Teaching Tips:

Ask if the learners could give examples for each instance as you explain each instance. Examples

for each instance could be:

Asking a favor from your close friend or a family member.

Asking a favor from somebody who you does not know.

Asking a favor from somebody to your competitor.

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External barriers to influence

External barriers to influence

Power differential

Different goals and objectives

Incompatible performance measures

Rivalry

Convincing a friend is easy, but how about convincing somebody you do not know?

You may feel lost when you think of ways to convince somebody you does not know

or who is superior than you. There are barriers to influence which are external to you;

that exist in your business environment:

The people that you want to influence and you are separated by a large power

differential.

The people that you want to influence have different objectives from yours,

leading to different priorities, and you cannot find a common ground.

The people that you want to influence have incompatible performance

measures and rewards.

The people that you want to influence are your rivals or feel competitive and

don’t want you to succeed.

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Teaching Tips:

Extra information on each barrier:

Usually, you find that it is easy to influence your subordinates. However, you feel that

you need to work harder when you are not in a position that gives you the right to give

orders in relation to those you want to influence.

Some people just do not care about what you are trying to accomplish, because they have

such different expectations due to their organizational roles. Sometimes they just have

completely incompatible personal goals.

Some people may be held accountable for things that will not let them respond to what

you want. This is, again, due to their organizational roles.

Finally, some people will be thinking that your success will interfere with their success. In

such cases, they may not be able to help you even if they know it would be good for the

company. In addition, they might have strong personal animosity toward you that clouds

their judgment.

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Internal barriers to influence

Internal barriers to influence

Lack of knowledge

Attitudes

Fear

No focus

However, more than often, the barriers are inside the person who wants to influence

others.

Lack of knowledge on how to go about influencing when you are not sure of

the objectives

Presence of attitudes that may blind you to important objective information

Fear of the other person or group and how they might react

Inability to focus on what you need and how the other person could benefit

from that

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Teaching Tips:

Extra information on each barrier:

Many people do not know how to go about influencing when the other person or group is

not responsive. They do not understand how important it is to deliver something of value

to the other person, rather than what they themselves value. They go on emphasizing how

wonderful what they want is and forget that it has to appeal to something the other

person or group cares about.

Some people think that they do not have to try to influence others; they should just

recognize the truth and give in. In addition, they quickly write off anyone who does not

quickly go along with a request, assuming that they are deficient in some important way.

Another handicap is knowing what would move the other person but you cannot stand

people who want that, so you back off or become hostile.

Frequently, people recognize that to have influence they would have to say something that

might get the other person or group angry, or wanting to retaliate. Out of fear, usually

even before trying the idea, they decide they cannot go ahead. Also, the idea that pushing

might make the other person not like you can paralyze some people.

Sometimes, people who want influence are not very clear about exactly what their goals

are and who they have to influence to accomplish their goals. This leads to stressing the

wrong things and getting hung up on secondary, often symbolic, issues.

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Overcoming the barriers

Overcoming the barriers

Relationship exists

Relationship does not exist

How do you overcome these barriers?

We will start from the assumption that influences are about the person being

influenced getting something valued in return or avoiding something disliked for

willingness to give what is requested.

Teaching Tips:

This give and take concept is not so much easy as it sounds. When you already have a

good relationship with the another person, you just ask, and if the colleague can

respond, he or she will. There is no need for a conscious diagnosis of the situation and

thinking through the appropriate approach. But there are other times when it is not so

easy to influence the other person (for example, influencing your superiors), and a

more deliberate and conscious approach is needed.

For example, you are willing to work on weekend to complete project. Boss praises you and

mentions extra effort to higher-ups and may even suggest you extend vacation. You help a

colleague not in your area carry out a difficult analysis, and the colleague tells your boss how terrific

you are.

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Step 1: Assume all are potential allies

Step 1: Assume all are potential

allies

Influencing someone else – especially someone who seems to be "being difficult" – can

make you feel upset, nervous, or unsure. Begin by assessing whether you could form an

alliance with the person. Try to discover where there might be overlapping interests.

This same mind-set of assuming the other person is a potential ally also applies to your

manager.

Failure to do that by assuming the other person will be an adversary rather than an ally

prevents accurate understanding, leading to misperceptions, stereotypes, and

miscommunication, and can create a self-fulfilling prophecy.

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Step 2: Clarify your goals and priorities

Step 2: Clarify your goals and

priorities

You need to think hard about your objectives, so you won’t get side tracked into

pursuing secondary goals:

What do you require?

What are your priorities among several possibilities?

What are you willing to trade off to get the minimum you need?

Do you want a particular form of cooperation on a specific item or would you

settle for a better relationship in the future?

Would a short-term victory be worth the creation of hard feelings, or is the

ability to come back to the person in the future more important?

Too often, the person desiring influence does not sort personal desires from what is

truly necessary on the job, and creates confusion or resistance.

Teaching Tips:

For example, if you are only concerned about being right at all costs, humiliating the other person,

or always having the last word, your personal concerns can become central and interfere with other

more important organizational goals.

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Step 3: Diagnose the world of the other person

Step 3: Diagnose the world of the

other person

Determine the organizational situation of the potential ally that drives much of what he

or she cares about. These forces usually play an even greater role in shaping what is

important to them than their personality. If for any reason you can’t ask that person

directly, examine the organizational forces that might shape goals, concerns, or needs.

Teaching Tips:

For example, how a person is measured and rewarded, the manager’s and peer’s expectations,

where the person is in his or her career, and so on, have a powerful effect on what the person might

want in exchange for cooperation, and what the costs would be for giving what you want.

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Step 4: Identify the relevant currencies; theirs and yours

Step 4: Identify the relevant

currencies; theirs and yours

This is most important part of our influence strategy. Identify the things that people

care about. We will call them currencies. To make trades, you need to be aware of as

many things as people care about and all the valuables you have to offer. There are 5

types of currencies:

Inspiration-related currencies

Task-related currencies

Position-related currencies

Relationship-related currencies

Personal-related currencies

Most people care about more than one thing (for example, prestige, money, being

liked). If you can identify several applicable currencies, you will have a wider range of

possibilities to offer in exchange.

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Teaching Tips:

Further information on the currencies:

These currencies are all related to inspiration, vision, morality, and strength. You can

appeal to these people by explaining the significance of your project or request, and by

showing that it's the right thing to do.

These currencies relate to the task at hand and to getting the job done. Here, you will

want to exchange resources such as money, personnel, or supplies. You could offer to help

these people on a current project they are working on. You could also offer your expertise

or your organization's expertise, in exchange for their help.

People who value this currency focus on recognition, reputation, and visibility. They want

to climb the organizational ladder, and to be recognized for the work they are doing.

Here, you will want to appeal to this sense of recognition by publicly acknowledging their

efforts. You could offer them lunch with your CEO or the opportunity to work with a

high-profile team. You can also convince them that the project or task will be recognized

by respected people in your industry.

People who value relationships want to belong. They want strong relationships with their

team and colleagues. So, make these people feel they are connected to you or your

organization on a personal level. Offer them emotional support and understanding. Use

active listening, so that they can talk about their problems. And say "thank you" to

show gratitude for the good work they are doing for you or have done for you in the past.

This is probably the simplest currency of the five. These currencies relate to the other

person on a personal level. You can appeal to this person by showing them sincere

gratitude for their help. Allow them the freedom to make their own decisions if they are

helping you on a team. Keep things simple for them, so they do not feel hassled helping

you.

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Step 5: Deal with relationships

Step 5: Deal with relationships

In this step, you need to analyze what kind of relationship you have with this person. If

you know him or her well and you are on good terms, you can directly ask him or her

for what you need.

If you are not on good terms or you are a complete stranger, then you need to focus

on building trust and building a good relationship before you move on to the final step.

To do this, take time to get to know the person you are interacting with. Make sure you

use active listening techniques when you are speaking with him or her. Also, develop

your emotional intelligence skills, which will help you recognize not only your own

feelings but the feelings of those around you.

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Step 6: Influence through give and take

Step 6: Influence through give and

take

Once you feel you know what your ally wants or needs and you have determined what

you have to offer, you can make "the exchange" and put your findings into action. You

can use a win-win negotiation to do this.

Make sure that when you make the offer or exchange, it is done in a way that builds

trust. Show respect, empathy, and understanding to the other person. Show your

gratitude to them for helping you, and keep looking for ways to help others.

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Case study

Case study

Now, we will see a real-life application of this influence strategy.

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Problem

Problem

Eric is the head of the CRM function of his organization. He wants implement a new

software package that will streamline the customer feedbacks, recording, and response

processes. However, he needs the help from his colleague, John, to solve a problem.

John is the lead software developer.

The problem is that John is extremely busy with his own projects, and has so far been

unwilling to help.

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Step 1: Assume all are potential allies

Step 1:

Assume all are

potential allies

Eric knows that John could be an ally; they've always gotten along in the past. The only

reason that Rob is unwilling to help is because he's "snowed under" with his own

projects, most of which have tight deadlines.

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Step 2: Clarify your goals and priorities

Step 2:

Clarify your

goals and

priorities

Need

John’s

help for

half a day!

Eric takes a moment to clarify his goals. Why does he need to influence John?

This is simple: John has the expertise that Eric needs to overcome a problem he's stuck

with. His goal is to gain John 's help, perhaps for half a day, to solve the problem.

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Step 3: Diagnose the world of the other person

Step 3:

Diagnose the

world of the

other person

Eric looks at the professional world that John, who works full time in IT, works in

daily.

Eric knows the IT department is deadline driven. John is often under immense

pressure to troubleshoot problems as they come up but also to deliver major projects

that have quick turnaround times. As a result, John frequently stays late and comes in

early to meet all his demands.

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Step 4: Identify relevant currencies; theirs and yours

Step 4:

Identify relevant

currencies;

theirs and yours

I need more

resources to

help me!

Eric believes that John's currency is task-related. What he needs most is another set of

hands to help him complete some of his current projects. If he could catch up, he

would probably be willing to help Eric with his own project.

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Step 5: Deal with relationships

Step 5: Deal

with

relationships

Eric is already on good terms with John. They do not talk often since they work in

different departments, but they have chatted a few times in the hallway, and Eric would

consider John a friend.

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Step 6: Influence through give and take

Step 6:

Influence

through give

and take

Eric decides on his exchange. He is going to offer John a full day of his own time to

help him catch on his projects. In return, he will ask for half a day of John's time to

help him with his own project.

When he approaches John, John looks surprised at the offer. But, he accepts

immediately. Eric shows his appreciation by showing up early on his day to help John,

and working hard the entire day. When the time comes for John to help Eric, the same

holds true: John shows up early, and the two get the problem figured out by lunchtime.

Eric then takes John out for lunch to show his gratitude.

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Introduction to simulation

It’s your turn now…

What follows is a simulation where you try to influence and make your idea accepted in

a real-world situation. Good luck!

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References

References

Cohen, A. R., & Bradford, D. L. (2012). Influencing up. Hoboken, N.J.: Wiley.

Fisher, R., & Sharp, A. (1999). Getting it done: how to lead when you're not in

charge. New York: HarperPerennial.

Cohen, A. R., & Bradford, D. L. (1990). Influence without authority. New York: J.

Wiley.

The Influence Model. (n.d.). - Communication Skills Training From

MindTools.com. Retrieved August 21, 2013, from

http://www.mindtools.com/pages/article/influence-model.htm