MASTERING THE SKILL OF INFLUENCE

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1 MASTERING THE SKILL OF INFLUENCE 45 minutes I. Intentional Influence A. Leadership is intentional influence. JOSEPH GRENNY Co-Founder, VitalSmarts; Best-Selling Business Author Business strategy expert who has developed a proven method for driving sustainable and measurable change in human behavior Founded corporate training company, VitalSmarts one of the fastest growing companies in America with programs in 300 of the Fortune 500 companies Utilizing a research-based approach to organizational effectiveness, he is author of four best-selling books. II. B. Many Americans say religion is losing influence in their lives. An Influence Problem A. Jane, a woman in the Mathare slum in Nairobi, Kenya, left an abusive home and found no alterative to support herself other than the sex trade. B. If you wanted to influence change in this situation, how would you do it? C. If Jane made and kept weekly commitments to increase her income and savings, it would dramatically improve her situation. III. An Influence Experiment A. Joseph s team brought sixth and seventh graders into the lab and gave them the opportunity to earn $40. B. To encourage the kids to save their earnings, they asked them to anchor their commitments to a goal. This handout may be printed, photocopied and electronically mailed as needed for use in the purchaser s church or organization so long as no fee of any kind is charged and the resource is not used, in whole or in part, for Internet viewing or posting, conferences, fundraising or commercial purposes.

2 C. They then offered the kids the opportunity to buy candy at inflated prices. D. The kids took home on average only $13 of the original $40. E. We assume people do things because they lack commitment; we attribute the problem to personal motivation. F. The kids weren t sure why they spent their money. G. In the control condition, there were intentional influence systems put in place to encourage the kids to spend the money. 1. As the kids came in, they were given a taste of their favorite candy. 2. The kids had no skills they were in novel circumstances. 3. The kids experienced social influences. 4. Confederates made suggestions to the kids. 5. The team manipulated structural incentives, offering credit to the kids. 2

3 6. The room was surrounded with decorations depicting kids enjoying candy. H. In the experimental condition, these systems were different. 1. The kids were not given a taste of candy. 2. The kids were given a 60-second opportunity to practice keeping track of saving and spending. 3. The social influences changed. 4. The confederates said they were going to save their money. 5. The kids were not offered credit; they had to pay in cash. 6. There were no decorations. I. These kids went home with $34 a 270% difference. IV. Personal Motivation A. Personal motivation problems occur when the good behavior feels bad, and the bad behavior feels good. 3

4 B. We assume behavior is accompanied with intrinsic emotions; it s not. People can profoundly change the way they feel about almost any choice. C. Your job as an influencer is to influence the frame. D. Don t just teach abstract principles but connect them to people s values. E. Help people frame the choices they re making in godly, moral or values-centered ways. F. At Jamii Bora, the organization working with Jane, they don t tell her to save more money. They ask her about her aspirations. As Jane works on increasing savings, it s anchored to that frame. V. Personal Ability A. We don t realize that ability is a profound factor in influence. B. Motivation and inspiration are not enough; skills are needed. C. If we want more influence, we need to involve people in more experiences of deliberate practice. The practice setting has to approximate the real world. D. Jamii Bora has classes, not only about financial literacy, but also impulse control. 4

5 VI. Social Motivation and Ability A. The state of Washington put in high-occupancy vehicle (HOV) lanes, but just a couple weeks later, they found one in five cars were cheating. B. To fix a situation like that, most of us would tend to lean on more coercive sources like more police patrols or fines. C. Instead, they used a modest intervention: they wrote three letters and posted a sign: Report HOV violations by dialing 921-HERO. If someone is reported, they get a letter reminding them that someone saw them. D. The decision to misuse the lane was reframed from an economic or strategic decision to a social one. E. Learn to employ social motivation and social ability. F. If you train people and put them in the same social systems, nothing will change. G. At Jamii Bora, Jane is surrounded by colleagues who are positive influences. VII. Structural Motivation and Ability A. At Jamii Bora, there are incentives for increasing savings. 5

6 B. Just a sign saying, Want to burn seven calories? can make more people take the stairs. C. The space we inhabit affects our choices. D. Make good behavior more unconscious. E. At Jamii Bora, a passbook helps Jane track her savings. VIII. Using the Six Sources A. These six sources of influence are there, and they can work for us or against us. B. If all you do is try to motivate people to change, the other five sources are working against you. C. When you use all six, results improve 1,000 percent. 6

7 PROCESS QUESTIONS 55 minutes We have provided the following questions for you to use as discussion starters with your team. (If you re working through this tool on your own, you can use them for reflection and journaling.) Our hope is these questions serve God s purposes in growing you and your team. Suggested discussion times are indicated, but feel free to spend the time however you feel led, being sensitive to God s promptings and focusing on what you think is most important for you and your team to glean from the message. If your team has more than eight people, we suggest dividing into groups of four to seven people so everyone has an opportunity to participate. 20 min 1. Joseph described the six sources of influence that leaders can use to influence behavior in others. Personal Motivation Social Motivation Structural Motivation Personal Ability Social Ability Structural Ability As a team, think about your organization and share your responses to these questions: Which source(s) of influence do you or your organization tend to use the most? Which source(s) of influence do you tend to use the least? How might adding one or more additional sources of influence change outcomes in your organization? 7

8 35 min 2. As a team, think of a way that your church or organization is trying to influence or change behavior in others. It could be something internal or external. If nothing leaps to mind, use a past change your team or organization implemented. Then, come up with how you might apply each of the six sources of influence, and record your ideas in the chart below. Some prompts are provided to get you started. Personal Motivation How can you change the frame so the good behavior is more desirable and the bad behavior less so? Ability What skills and practice opportunities are needed? Social How could you use positive peer pressure? How can you promote strength in numbers? Structural What rewards can you put in place? How can you adjust the environment to make the good behavior more unconscious and the bad behavior more difficult? When you re finished, talk about the process and how easy or difficult you found it to come up with ideas for each source. Identify which of the above strategies you would like to implement in the next week. Commit to following up with your team on your progress. SKILLS IN ACTION To help you dig deeper into the topic of influence over the next week, a Skills in Action exercise has been provided for you on the Team Edition DVD. It contains an introductory video, a How to Conduct a Motivational Interview worksheet, and a debrief video. Find it on Disc D. 8

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