Effective influencing behaviours
How do we influence others?
On this page we examine the key characteristics displayed by effective influencers. We look at two models: Alan Vengel's 'Push-Pull' model and Robert Dilts model of neurological levels.
Effective influence focuses not only on getting us what we want but on improving the relationship with the people we need to influence. Communication needs to be honest and sincere and, as leaders, we need to be aware (and take account) that the people we are seeking to influence have their own goals and priorities.
Push-Pull Model
Alan Vengel (The Influence Edge: How to persuade others to help you achieve your goals) states that knowing how to harness the two types of energy that flows from communication (Push and Pull) is ‘the key that drives this influence model’.
‘Push’ behaviors are ‘direct, forceful and persuasive’: Remember a time when someone made a real effort to impress upon you the necessity or urgency of doing something. That's Push energy. Rational persuasion is reason based whilst stating expectations is to be assertive and make something explicit. When a person uses push energy she is being very specific about what she wants, why she wants it and when she needs it. It can be a very effective influence tool when used correctly, but Vengel warns that people may resist, withdraw, or even push back.
‘Pull’ behaviors are inclusive and involving. Remember a time when you felt really drawn to people or their ideas because they showed they really understood your point of view. That's Pull energy. One such behavior is listening to others to understand their ideas and feelings and to build explicitly on that. Another is to be open by sharing relevant facts, thoughts and feelings. When a person uses pull energy he is building a relationship with the other person, asking questions and seeking information to engage someone and pull them into the situation. Vengel says that pull energy is good at breaking down resistance, gaining support, and building relationships.
Overuse of the push-pull model can be counter-productive. Too much push = aggression. Too much pull = passivity. People often over-favour one side – but it is worth practising both ‘push’ and ‘pull’.
Click here for the link to Alan Vengel's book.
Activity 1: Applying push-pull
When considering the following two scenarios consider how to prepare to influence the person in question by thinking through their needs and goals as well as your own. It is important to tailor your influence strategy to both sides of the influence fence. Try putting yourself in the other person's shoes. Does the other person trust your intentions? How valuable to the other person is his relationship with you?
Scenario 1: Head of School
You are Head of secondary and you want to encourage a team member to provide schemes of work. What are the push and pull influencing behaviors you could use?
Scenario 2: Director
You are Director of the school and you want your faculty to support a new parental initiative. What are the push and pull influencing behaviors you could use?
Activity 2: Influencing styles questionnaire
Click here to access an influencing styles questionnaire.The purpose of this ‘diagnostic tool’ is to help you assess your influencing skills and create awareness of two particular styles of influencing, Push and Pull.
Neurological levels model - Understanding motivations when influencing behavior
Why are some changes so much easier to achieve than others? And once achieved why do some last longer? It is all to do with the different logical levels of learning and change.
Robert Dilts developed the neurological levels as a model for change, and thus provided a helpful structure for looking at what's happening in any individual, group or organization. He used the term neurological because each of these levels in experienced differently in the neurology of the individual The model suggests that the processes of learning problem-solving, change and communication happens at six different hierarchical levels. Each level is more abstract but also has a greater degree of impact on the individual. The hierarchy of the six levels can be represented by a pyramid in which all levels are related to each other. Making a change at a lower level may not necessarily affect a higher level. However, a change at an upper level will have an impact on the levels below it.
This model helps us gain a deeper understanding of the person we are working with in order to be more empathetic and sensitive in our own influencing behaviour.The logical levels model is a way of thinking about what is directing people’s behavior and how to intervene to bring about change. The levels form a hierarchy, with changers at one level likely to ripple through the other levels. There are five basic levels, each more abstract then the level below. When influencing someone, it is worth identifying where the person is in the hierarchy of logical levels.
Activity 3
- Think of a person at work whom you particularly need to influence. Briefly describe the situation.
- What are the benefits of influencing this person? What are the implications of not successfully influencing this person?
- Try to provide a well-researched and thought-out rationale for your argument and a clear vision of how it will lead to future success.
- What factors will most help you influence this person? Ask what kind of communicator is the other person? How do you believe the other person wishes to be approached or responded to? Understanding the other person's communication style can provide valuable help in choosing which influence behaviours will be most effective.
- What difficulties exist and what concerns do you have about influencing this person?
- What do you know about this person especially in relation to how you wish to influence this person? Use Dilts' neurological level pyramid to analyze where your influence must start.
- Try putting yourself in the other person's shoes.Does the other person trust your intentions? How valuable to the other person is his relationship with you?
You may find it helpful to use the following planning template:
Influencing in a strategic way
An enormous amount of influencing activity takes place at school on an individual level. However, there are situations when you are dealing with major changes where a more planned and strategic approach to influencing is required.
When trying to influence a whole organization a strategic model such as the force-field analysis is a useful tool. It was developed by social psychologist Kurt Lewin. It acts as a diagnostic reality check on whether you can change a situation and uses the idea of the energy of competing forces – driving forces that will help a change occur and restraining forces that will prevent or inhibit the desired change. Force-field analysis can be worked through either individually or in a group.
How it works:
- Describe in a single sentence what you wish to achieve.
- On the left hand side of a page list all the driving forces that are around that will help you achieve that change.
- On the right hand side of the paper do the same for all the restraining forces.
- Note: in each of these lists include everything you can think of, major and minor, fact based and intuitive.
- Now review the list and underline the major items on each side.
- Now look at the balance sheet. If the restraining forces are stronger than the driving forces seriously review whether the change is realistic.If the action is to go ahead you will need to discuss how you can strengthen the driving forces and eradicate or reduce the restraining forces. This can then become your action plan.
- Once you have looked at the balance sheet you can decide is this a change that is possible? If I want to go ahead, how can I increase or leverage the benefits of the driving factors? How can I inhibit – or even eliminate – the restraining factors?
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