Influencing People

Contribute confidently to discussions in a clear, engaging and informed way to influence others.

Drawing on work or personal examples ,analyze how you would have made an engaging and well-informed contribution to discussions to support the application of good people Practice.

Assessment Guidance;
• You need to identify an example (real or imagined) that is based on a workplace scenario (that they were involved with or could have been involved with)
• The scenario – discussion subject – should be related to a people professional subject
• You should explain how you were well-informed (how did they prepare?)
• You should explain how you engaged (what communication techniques did you use?) – what behaviours did you exhibit e.g. courage to challenge?

Contributing to discussions – Examples could be, being well informed, courageous in speaking up and championing better work and working lives (quoting the CIPD).

Effective communication – how to engage with others and gain their attention through:
• Volume, tone & pace.
• Application of listening skills.
• Adapting the content to the audience.
• Skills of summarising.
• Presentation skills.
• Influencing skills.

Strong answers will also link to the CIPD Profession Map and highlight both specialist and generalist contributions.

INDICATIVE CONTENT, WHICH IS REFLECTED IN THE SLIDES THAT FOLLOW:
Contribution to discussions: the need for people professionals to be well informed and courageous in speaking up and making their contribution so that people practice expertise is applied and HR/L&D/OD purpose is fulfilled; the HR/L&D/OD purpose and value for organizations and for workers (for example as defined by the CIPD (‘champions better work and working lives’ and ‘improves practices in people and organisation development to ensure that work benefits individuals, businesses, economies and society’); the different specialist and generalist contributions (for example as defined by the CIPD Profession Map). How to engage: influence in oral communication: effective communication styles (for example using volume, tone and pace; gaining attention; using listening skills; adapting content to audience; skills of summarizing and precis; presentation skills; making an evidence-based argument)

HOW TO CONTRIBUTE TO DISCUSSION EFFECTIVELY
The literal definition of a group discussion is obvious: a critical conversation about a particular topic, or perhaps a range of topics, conducted in a group of a size that allows participation by all members. A group of two or three generally doesn’t need a leader to have a good discussion, but once the number reaches five or six, a leader or facilitator can often be helpful. When the group numbers eight or more, a leader or facilitator, whether formal or informal, is almost always helpful in ensuring an effective discussion.

A group discussion is a type of meeting, but it differs from the formal meetings in a number of ways:
• It may not have a specific goal – many group discussions are just that: a group kicking
around ideas on a particular topic. That may lead to a goal ultimately…but it may not.
• It’s less formal, and may have no time constraints, or structured order, or agenda.
• Its leadership is usually less directive than that of a meeting.
• It emphasizes process (the consideration of ideas) over product (specific tasks to be accomplished within the confines of the meeting itself.
• Leading a discussion group is not the same as running a meeting. It’s much closer to
acting as a facilitator, but not exactly the same as that either.

An effective group discussion generally has a number of elements:
• All members of the group have a chance to speak, expressing their own ideas and feelings freely, and to pursue and finish out their thoughts
• All members of the group can hear others’ ideas and feelings stated openly
• Group members can safely test out ideas that are not yet fully formed
• Group members can receive and respond to respectful but honest and constructive feedback. Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all cases delivered respectfully.
• A variety of points of view are put forward and discussed
• The discussion is not dominated by any one person
• Arguments, while they may be spirited, are based on the content of ideas and opinions, not on personalities
• Even in disagreement, there’s an understanding that the group is working together to
resolve a dispute, solve a problem, create a plan, make a decision, find principles all can agree on, or come to a conclusion from which it can move on to further discussion

Source: Chapter 16. Group Facilitation and Problem-Solving | Section 4. Techniques for Leading Group Discussions | Main Section | Community Tool Box (ku.edu)

INFLUENCING SKILLS
There are several theories on what effective communication means – and models to use to influence effectively. Here is a summary explanation of just one of these, the Cohen Bradford Influence Model:

The Influence Model, also known as the Cohen-Bradford Influence Model, was created by Allan
R. Cohen and David L. Bradford, both leadership experts and distinguished professors. The model was originally published in their 2005 book, “Influence Without Authority.”

Cohen and Bradford believe that authority can be problematic. It doesn’t always guarantee that you’ll get support and commitment from those around you, and it can create fear, and motivate people to act for the wrong reasons. This is why it’s so useful to learn how to influence others without using authority.

The Influence Model is based on the law of reciprocity – the belief that all of the positive and negative things we do for (or to) others will be paid back over time. For example, if you give your boss a tip that cuts hours off her workload, you might expect, perhaps subconsciously, that she’ll do something nice for you in the future.

Source: The Influence Model – Using Reciprocity to Gain Influence (mindtools.com)