Professional Documents
Culture Documents
DVD
Trainers Guide
Terry Gillen
Contents
Overview 3
Section 1
Introduction 5
Section 2
Persuading 6
Section 3
Influencing 8
Section 4
Negotiating 10
Section 5
Meetings 12
Overview
This DVD will boost the effectiveness of your training.
The nature of work has changed dramatically in less than a generation. Not long ago, the main
wealth producers were manufacturers and the model of a successful organisation was one with
de-skilled jobs, standardised products, obligatory processes, economies of scale, silo organisation
and central management control. Nowadays, the model of a successful organisation is one with
flexibility, responsiveness, product/service customisation, matrix working and devolved
responsibility.
As a result, these skills and the characteristics that lead to their positive use, feature in many
organisations values, competencies and performance management processes. Consequently, the
DVD will be applicable to people in a wide range of jobs and at a wide range of levels.
The DVD demonstrates communication skills in face to face situations in the following four
categories:
persuading
influencing
negotiating
meetings.
These categories contain discreet skills that can be covered in the appropriate depth. Other skills
such as coaching and handling difficult people require different skills and are covered in other
DVDs produced by the CIPD.
By focusing on face to face situations, the DVD covers complete communication enabling you to
fine-tune the learning points when discussing communication by telephone, e-mail, written report,
etc.
The DVD also demonstrates the skills clearly without the fogging of unnecessary drama, colourful
characters or a story line. This makes it easier for you to focus on specific skills according to the
training session you are running. There are also handouts available to download from the CIPDs
website that will help you.
2009 CIPD 3
The Trainers Guide
This Trainers Guide provides:
An overview of each section.
The learning points illustrated in each section.
Handouts and exercises for each section.
A list of essential further resources available from CIPD.
You can use the DVD for courses, workshops, bite size sessions, team meetings and self study in
selection interviewing and general people management training.
This flexibility and application makes the DVD an invaluable tool for HR and Training specialists,
consultants and managers who want a resource with which to deliver valuable learning
experiences that will add to their reputations and credibility.
1 Introduction
2 Persuading
3 Influencing
4 Negotiating
5 Meetings.
4 CIPD 2009
Section 1 - Introduction
Overview
A short scene with which you can introduce the following key learning points.
Positive persuading, influencing and negotiating skills enable people to perform better.
Positive communication skills are different from manipulative communication skills. In the
former, people are treated openly, honestly and respectfully to achieve an outcome satisfactory to
all concerned. In the latter, they are treated dishonestly and disrespectfully to achieve a onesided
outcome.
Persuading, influencing and negotiating are all slightly different. Persuading is making your
point in a way that appeals to other peoples logic. Influencing means making your point in a
way that sounds natural and easy to agree with. Negotiating means trading concessions to
reach an outcome beneficial to both parties.
People interact with each other to achieve their goals. Where they interact negatively or
manipulatively, friction, bad feeling and lack of co-operation detract from organisational
performance. Positive communication, however, translates into better organisational
performance.
Few people think about their communication skills. This section will help you raise participants
understanding of its importance and the benefits of learning how to improve it. It has one scene:
Scene 1.1
In addition to the DVD scene, there are the following additional resources to help you:
Handout 1.1: Quiz - Persuading, influencing and negotiating. Illustrates and stimulates a
discussion on the learning points.
Handout 1.1: Trainers notes. Contains questions and points with which to stimulate discussion.
2009 CIPD 5
Section 2 - Persuading
Overview
This section illustrates how we often undermine our chances of successfully persuading someone
by using negative behaviours that trigger a negative response. This is illustrated with a series of
clips demonstrating the main negative trigger behaviours and their effects followed by the same
clips demonstrating corresponding positive trigger behaviours and their results.
This section goes on to combine positive trigger behaviours with a simple, effective and proven
model that dramatically improves our chances of persuading successfully. This is demonstrated
with two scenes:
the first with negative trigger behaviours and no persuasive funnel; and
the second with positive trigger behaviours and the persuasive funnel.
When trying to persuade someone, we often use the reasoning that makes sense to us instead
of the reasoning that makes sense to them.
Behaviour exists in a series of triggers and responses.
Using our reasoning makes it easy for us to use behaviours that increase the chances of
triggering a negative response from the very person whose co-operation we need - thus
getting farther away from our goal.
Using a simple, effective and proven model combined with positive skills, tends to trigger
positive responses, dramatically improving our chances of success.
Using probing and active listening to facilitate genuine understanding.
Skilled persuading uses probing and active listening so that you can understand the other
persons needs better and, therefore, present your idea so that they can more easily appreciate
the benefits.
This section illustrates the significance of negative behaviours that people do not often realise they
use. It will help them understand and use positive behaviours which become even more effective
when combined with a proven persuasive model. It has five scenes:
Scene 2.1
6 CIPD 2009
Scene 2.2
Scene 2.3
Probing and active listening. A scene showing the use and benefits of probing and active listening.
Scene 2.4
Scene 2.5
Powerful persuading - The persuasive funnel. A scene demonstrating use of the persuasive
funnel model.
In addition to the DVD scenes, there are the following additional resources to help you:
Handout 2.1: Trigger behaviours. Explains each behaviour and typical response behaviour.
Handout 2.2: Exercise - Applying persuasive skills to other communication methods. Asks
participants to review the techniques illustrated and list ways to apply them by telephone, e-
mail and report/proposal.
Handout 2.2: Trainers notes.
Handout 2.3: The persuasive funnel. Introduces the benefits of using this framework.
Handout 2.4: Exercise - The persuasive funnel. Asks participants to examine the script and
identify the three parts of the persuasive funnel.
Handout 2.4: Trainers notes.
Handout 2.5: Quick exercises - Persuasion skills. Asks participants to practice their persuasive
skills using the persuasive funnel.
2009 CIPD 7
Section 3 - Influencing
Overview
This section illustrates how to influence people more easily, and fine tune the persuasive funnel,
referred to above, with subtle and effective behaviours that facilitate agreement.
You can help people to be more persuasive to your point by introducing, or framing it the right
way.
Using away from and towards motivation highlights relevant points in ways that register with
the other person.
Using the right words highlights positive rather than negative aspects of an idea or suggestion.
Chunking up and down helps find a point of commonality on which to build agreement.
Sequencing information makes it easier to appreciate the point were making.
Positive influencing behaviours can be very subtle. This section illustrates subtleties clearly by
demonstrating the behaviours individually and shows how they can be combined in a conversation
and in the introduction to a presentation. It has three scenes:
Scene 3.1
Scene 3.2
Using influencing techniques in conversation. A scene showing how the techniques can be used
naturally in a complete conversation.
Scene 3.3
Using influencing techniques in a presentation. A scene showing how the techniques can enhance
the beginning of a presentation to a meeting.
8 CIPD 2009
In addition to the DVD scenes, there are the following additional resources to help you:
Handout 3.1: Exercise - Influencing techniques. Describes influencing techniques and why
they work, with examples.
Handout 3.2: Exercise - Influencing skills. Asks participants to examine some of the scenes
and identify the influencing techniques used.
Handout 3.2: Trainers notes.
Handout 3.3: Exercise - Applying influencing skills to other communication methods Exercise.
Asks participants to review the techniques illustrated and list ways to apply them by telephone,
e-mail and report/proposal.
Handout 3.3: Trainers notes.
2009 CIPD 9
Section 4 - Negotiating
Overview
This section illustrates how negotiating is relevant to many everyday situations at work and can be
used to enhance persuading and influencing skills, especially in situations in which one has
relatively little bargaining power. It also illustrates how effective negotiating can result in an
outcome genuinely beneficial to both parties.
Trading ensures that you only make a concession in return for a concession from the other
party.
Be prepared to trade not only tangibles, eg cost and quantity, but also intangibles, eg time,
quality, reliability, ease of agreement, reputation, prestige, etc.
Use if to test proposals and facilitate trading.
By probing you can distinguish between what the other party says they want and the reasons
why they need it. This enables you to find alternative (and sometimes easier) ways of satisfying
their goals.
Distinguishing between cost and value enables you to offer something that costs you little but is
of value to the other party. Similarly, you can identify something of value to you but which will
cost them little. This way, negotiating results is a true win/win outcome.
It is too easy to reserve negotiating skills solely for buying or selling situations. Negotiating skills are
also very useful in other situations. This section demonstrates the most positive and beneficial
negotiating skills, encouraging people to use them more often. It consists of five scenes:
Scene 4.1
Poor negotiating. Shows how not to respond when faced with poor bargaining power. The next
three scenes follow the same conversation illustrating the negotiators improving success as a new
negotiating technique is introduced in each clip.
Scene 4.2
10 CIPD 2009
Scene 4.3
Trading.
Scene 4.4
Cost v value.
Scene 4.5
Negotiating with colleagues. The fifth scene shows all the negotiating techniques in a more
everyday workplace conversation.
In addition to the DVD scenes, there are the following additional resources to help you:
Handout 4.1: Negotiating skills. Explains the key concepts in negotiating relevant to a win-win
outcome.
Handout 4.2: Exercise - Negotiating techniques. Asks participants to examine some of the
scenes and identify the negotiating techniques used.
Handout 4.2: Trainers notes.
Handout 4.3: Quick exercises - Negotiating skills. Asks participants to practice their negotiating
skills using the persuasive funnel.
2009 CIPD 11
Section 5 - Meetings
Overview
A substantial amount of persuading, influencing and negotiating takes place in meetings. So, while
the previous sections will have used one-to-one conversations as the clearest way of
demonstrating the skills, this section illustrates the skills being used in a meeting.
When you agree and refer to a chunked up goal for the discussion, you help everyone focus
on the same outcome.
When you agree and refer to the process by which the subject will be discussed to achieve the
goal you establish a clear structure that keeps people on track.
When you use skills such as probing, active listening, framing, and sequencing you facilitate
understanding amongst the meeting participants.
When you use skills such as summarising and suggesting, to facilitate cohesion amongst the
meeting participants, you subtly control the discussion and to progress towards a decision.
People spend a lot of time in meetings where decisions affecting expenditure, resources,
timescales and workload, etc are made. The more skilfully attendees discuss these issues, the
more time they save and the better the quality of their decisions. It consists of three scenes.
Scene 5.1
Unproductive meetings. Shows a poor meeting in which no one uses the skills.
Scene 5.2
Making meetings productive. Introduces effective meeting skills showing the difference they make to
the conversation started in scene 5.1.
Scene 5.3
Persuading, influencing and negotiating in meetings. Contains more aggressive participants and
shows how, in addition to meeting skills, the persuading, influencing and negotiating skills
covered earlier in the DVD can be used to great effect in a meeting.
12 CIPD 2009
In addition to the DVD scenes, there are the additional resources to help you:
Handout 5.1: Effective meetings. Explains the use of goal, process, understanding and
cohesion in meetings and how to facilitate these.
Handout 5.2: Exercise - Scene observation 1. Asks participants to review the script and identify
the various behaviours.
Handout 5.2: Trainers notes.
Handout 5.3: Exercise - Scene observation 2. Asks participants to review the script and identify
the various behaviours.
Handout 5.3: Trainers notes.
Handout 5.4: Exercise - Group discussion. Encourages participants to think about, practice,
and receive feedback on their own meetings skills.
Handout 5.4: Observers sheet.
2009 CIPD 13
Handout 1.1
Quiz - Persuading,
influencing and negotiating
1 Having something to say and saying it in a way that people will listen are two
separate things. True or false? Why?
2 What are the benefits of being skilled at persuading and influencing other people?
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Quiz - Persuading, influencing and
negotiating
Trainers notes
Question Answer
1 Having something to say and saying it True. The first person on the DVD
in a way that people will listen are two illustrated this point. People arent mind
separate things. True or false? Why? readers; they dont know whats in our
minds until we communicate it to them.
So, the first step is having something to
say and the second step is saying it in a
way that makes it easy for people to listen.
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Questions with which to stimulate discussion
How much of our success at work It depends on the job and the situation.
depends on your technical/professional Some jobs require a high degree of
skills and how much depends on your technical/professional skills, eg a surgeon
communication skills? in an operating theatre. However, when
that surgeon is talking to the patient
afterwards or discussing resource
allocation with hospital management,
communication skills will become much
more important. One thing is certain -
very few people work as professional
hermits; doing our job requires the help
and co-operation of other people.
What are communication skills? Communication skills are many and varied
- they give us the ability to ask for what
we want, state how we feel, say no,
genuinely listen to others, reach
agreement, handle manipulative people,
present a proposal, participate in a
meeting, compose an e-mail, etc.
When are those skills most tested? Either when dealing with emotionally
difficult conversations (the subject of
another DVD produced by the CIPD) or
when trying to reach agreement with
people whose viewpoints differ - hence
the need to be skilled at persuading,
influencing and negotiating.
How easy is it to change the way we It is difficult. Everyone has many different
communicate? ways of communicating, but the
communicating choices we make are
mostly made subconsciously. In other
words we behave by habit and habits can
be tricky to change. Also, emotions affect
the way we communicate, eg listen to the
way someones tone of voice changes as
they become more emotional.
That is why this DVD divides the subject
into separate subjects so that each one
can be learned more easily.
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Useful questions Points you can make
As you continue to develop your People agree with you more easily and
communication skills, how will you more quickly. This saves time. It also
benefit? benefits relationships; as people listen to
you, they feel that what you say makes
sense. Consequently, they listen to you
more in the future and ask your opinion
more. As good persuading, influencing
and negotiating involves genuine listening,
the solutions you reach tend to be better
quality. This affects your credibility and
reputation.
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Handout 2.1
Trigger behaviours
Many behaviours trigger a reasonably predictable response. You can improve
your ability to persuade, influence and negotiate, therefore, by avoiding negative
trigger behaviours and, instead, getting into the habit of using positive trigger
behaviours.
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Trigger behaviours Typical response behaviours
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Handout 2.2
Exercise - Applying
persuasive skills to other
communication methods
Review the positive persuasion techniques illustrated in the DVD and list ways
you could use them to facilitate understanding and agreement when
communicating by telephone, e-mail and report/proposal.
Factual language
Inviting
consideration
Building
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Exercise - Applying persuasive skills to
other communication methods
Trainers notes
Telephones, e-mails and reports/proposals
Probing Telephone - probe/listen before responding.
E-mail - probe and wait for answer before responding;
telephone or visit them instead.
Report/proposal - more probing and information gathering
during preparation stage.
Factual language Telephone, e-mail and report/proposal - avoid expressing
opinion as fact; express information rationally, not emotionally.
Inviting Telephone, e-mail, report/proposal - make suggestions, ask
consideration for views on your suggestions.
Report/proposal - ask rhetorical questions.
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Handout 2.3
The persuasive funnel
More and more of us need persuasion skills to be effective in our jobs. We have to
sell proposals, ideas and suggestions to our managers, staff, colleagues, customers
and suppliers. You can increase your chances of successful persuasion dramatically by
using the persuasive funnel.
It enables you to find out what is important to the other person and then use the
reasoning that makes sense to them.
Summarise
It is not enough to understand, you have to prove
you understand. So summarise. As you summarise,
use terminology and emphases that smooth the way
for the points you are about to make.
Suggest
Suggest (dont insist) on a solution that leads naturally
from the points made in your summary.
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Handout 2.4
Exercise - The persuasive
funnel
Here is the dialogue between the Trainer and the Manager. Examine it and
identify the Trainers use of the three parts of the persuasive funnel - Probe
and listen, Summarise and Suggest. To start you off, the first two have been
marked for you.
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Character Script Probe and listen,
Summarise,
Suggest
Trainer How much difference does that experience make?
Manager Exactly.
Manager I'm not sure anyone can say that they're getting
exactly the right experience.
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Character Script Probe and listen,
Summarise,
Suggest
Trainer And what's the staff situation like?
Trainer I'd be glad to. Let's start with your business needs . .
.[fade]
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Exercise - The persuasive funnel
Trainers notes
Here is your version of the exercise. As you run through it with the participants,
you will find it useful to emphasise:
You might also ask the participants to speculate on the future working
relationship between the Trainer and Manager.
Manager OK, but Im a bit pushed for time. What do you want
to know?
Trainer Why don't we start with those other priorities? What Probe and listen
takes up most of your time at the moment?
Trainer It wasnt always like that. How is the competition Probe and listen
changing?
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Character Script Probe and listen,
Summarise,
Suggest
revenue but as they still receive some state funding,
they can generally undercut us.
Trainer How are you and your team responding to that? Probe and listen
Trainer How much difference does that experience make? Probe and listen
Trainer In what way will things change in the future? Probe and listen
Trainer And what is the best way of competing for those? Probe and listen
Trainer So you need to present the knowledge, skills and Probe and listen
experience of your staff as a competitive advantage?
Manager Exactly.
Trainer And what are you doing to ensure that their Probe and listen
knowledge, skills and experience develops the way
you want it to go to give you that competitive
advantage in the future?
Trainer Are people getting the right experience? Probe and listen
Manager I'm not sure anyone can say that they're getting
exactly the right experience.
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Character Script Probe and listen,
Summarise,
Suggest
Trainer And what's the staff situation like? Probe and listen
Trainer I'd be glad to. Let's start with your business needs . . Suggest
.[fade]
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Handout 2.5
Quick exercises - Persuasion
skills
Working in small groups, you have an opportunity to practice your persuasive
skills using the persuasive funnel.
When you are the partner, choose from one of the following subjects:
a house/apartment to buy/rent
a new car
gym membership
a new job or career direction
a weekend away
any other appropriate subject.
When you are the observer, your role is to observe the persuader and provide
the following feedback on their persuasive skills:
The extent to which they followed the persuasive funnel.
The extent to which they probed and listened.
The accuracy of the summary.
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The extent to which the summary led naturally to the suggestion.
The overall feel of the conversation. How natural did it feel? Was the
persuader asking more closed than open questions? The extent to which
the persuader was helping the partner or leading them by the nose? (If you
are in any doubt about these points, ask your Trainer to explain.)
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Handout 3.1
Exercise - Influencing
techniques
Some behaviours can be very subtle yet their influencing effect can be significant.
Here is a list of some of the most important positive influencing behaviours.
Behaviour
Sequencing
Peoples thoughts often follow a logical progression - from situation to request, from
reason to decision, etc. If, for example when asking for something, we follow the right
progression, our request sounds logical and is, therefore, more easily accepted. If, on the
other hand, we go in the reverse direction (This is what I want because... or Ive
decided to...because...) the other person may not even listen to our reasons before
deciding how to respond.
Examples
Because of...Ive decided to...
Our director has given me a large project so I need to ask if you could...
Framing
In the same way that a glass can be half full or half empty depending on how you see it,
different words can alter our perception of a situation.
Examples
Some of the staff are resisting modernisation/The management wants to make
cuts.
Lets do some role plays/Lets have some fun practicing these skills.
Examples
That could be very expensive, but if we tried...instead.
This course will give you skills that will make your job easier.
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Behaviour
Positive/negative words
Similarly, we dont feel OK about what sounds bad, but we do feel OK about what
sounds good.
Examples
Cost/investment
Difficult/challenging.
Chunking
A chunk is a piece of information. That information can be overview (chunked up) or detail
(chunked down). A helicopter view (chunked up) gives us the big picture. It
contains overview, principles, concepts and reasons. A microscope view (chunked down)
gives us small details such as plans, costs, dates, etc. In most influencing
situations, people will agree on concepts and principles so if you begin there and chunk
down to detail, more people will go along with you.
Examples
On the principle that good performance should be recognised, Id like to suggest
that we give managers more flexibility with bonus distribution.
Our teams part of this corporate project is crucial so to make sure we deliver on
time, can I suggest you reserve these dates in your diary?
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Handout 3.2
Influencing skills exercise
Here are the scripts for two of the DVD scenes. As directed by your Trainer,
see if you can identify the influencing techniques used by Actor 1. The first
couple have been identified already to start you off.
Scene 1
Actor 2 Well...I dont know exactly. But its only six months
since the last procedural change. Cant this one
be deferred a bit?
Actor 1 How much have you been told about this new Checking in readiness
procedure? for chunking
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Script Influencing technique
Scene 2
Please do the same with this scene but, this time, write the influencing techniques in
the brackets.
Script
Actor 1 And so to the next item on our agenda. Richard has come along to tell us
about it.
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Script
Actor 2 Thanks Jo. And thank you all for including this important item [ ]
on the agenda and giving me an opportunity [ ] to speak to
you. Youre probably aware that, as global competition is becoming ever more
intense, one of our key corporate goals is to work more closely with our
European partners [ ]. Inevitably, that involves some
investment of time and effort on our part [ ] and my role as
our representative on the joint working party is to ensure that we get the best
return on that investment [ ]. Youre probably keen to know
[ ] how this will affect you and your staff so Ill focus on the
key points of the roll out, explaining them quickly so that youll have maximum
opportunity [ ] to ask any fine-tuning [ ]
questions. Let me begin by ......
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Handout 3.2
Trainers notes
Here is your version of the script annotated with the influencing techniques used by
Actor 1. Please note that Actor 1 also uses a lot of probing to understand Actor
2. Probing is a positive trigger behaviour that features significantly in the previous
section - hence, while it is an important aspect of influencing, it hasnt been
annotated here.
Scene 1
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Script Influencing technique
Actor 1 And how about if we also built in some kind of Towards motivation
regular feedback mechanism so that your staff
could actually see how the information they
provide is being used?
Scene 2
Script
Actor 1 And so to the next item on our agenda. Richard has come along to tell us
about it.
Actor 2 Thanks Jo. And thank you all for including this important item [Framing] on
the agenda and giving me an opportunity [Positive words] to speak to you.
Youre probably aware that, as global competition is becoming ever more
intense, one of our key corporate goals is to work more closely with our
2009 CIPD Please use or adapt this document in line with our terms of use www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Script
European partners [Chunking]. Inevitably, that involves some investment of
time and effort on our part [Sequencing] and my role as our representative
on the joint working party is to ensure that we get the best return on that
investment [Positive words]. Youre probably keen to know [Towards
motivation] how this will affect you and your staff so Ill focus on the key
points of the roll out, explaining them quickly so that youll have maximum
opportunity [Positive words] to ask any fine-tuning [Framing] questions.
Let me begin by....
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Handout 3.3
Exercise - Applying
influencing skills to other
communication methods
Review the positive persuasion techniques illustrated in the DVD and list
ways you could use them to facilitate understanding and agreement when
communicating by telephone, e-mail and report/proposal.
Framing
Away
from/Towards
Positive/Negative
words
Chunking
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Exercise - Applying influencing skills to
other communication methods
Trainers notes
Telephones, e-mails and reports/proposals
Sequencing Telephone, e-mail - relate your request to a sound reason and
give the reason before the request.
Report/proposal - relate conclusions/recommendations to an
earlier decision or fact central to the report/proposal.
Framing E-mail - use subject line to orientate reader to what you want.
Telephone - use brief opening statement to orientate other
person to what you want.
Report/proposal - use introduction to orientate readers to the
issue, problem, recommendation, etc. Use title or strap line to
associate report/proposal with something they already agree with
or want.
Away Telephone, e-mail - listen to other person (before telephone
from/Towards call or e-mail, if necessary), see if dominant motivation is away
from or towards and pitch your point accordingly.
Report/proposal - gain information during preparation stage,
see if decision makers dominant motivation is away from or
towards and pitch your point accordingly. If both away from
and towards, include both, eg By doing...we could avoid...but
achieve...
Positive/Negative Telephone, e-mail, report/proposal - use negative words for
words anything they want to avoid that your idea, proposal or request
will help them avoid. Use positive words for anything they
want to achieve that your idea, proposal or request will help
them achieve. Avoid negative words associated with your
request, eg I know youre really busy at the moment, but...
Chunking Telephone, e-mail, report/proposal - relate your point,
request, recommendation, etc to a larger whole.
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Handout 4.1
Negotiating skills
Where two or more people want different things yet need to reach agreement it is
likely that one or both of them will have to make concessions. Exactly what
concessions they make, and whether the outcome is beneficial, will depend on
their negotiating skills. An ideal negotiation is where all parties are winners -
gaining more than they concede. This handout explains key concepts in
negotiating relevant to a win/win outcome.
Concept Explanation
Wants and When negotiating, people will tell you what they want. If you probe,
needs you can explore and understand why they want it - the underlying
need. Understanding their needs benefits you because, while there
might only be one way of giving them what they want, there might be
several ways of meeting their need. That flexibility makes it
easier for you to trade.
Trading Trading basically means swapping - Ill give you one of these if
you give me one of those. Using your probing skills to understand both
wants and needs gives you more trading flexibility - especially when
you realise that peoples needs often include intangibles as well as
tangibles.
Tangibles and Cost, quantity, delivery dates, etc are tangibles and often relate to
intangibles wants. Reassurance, speed of decision, peace of mind, future
opportunity, confidence, prestige, etc are all intangibles and often
relate to needs. So, again, being prepared to trade intangibles as
well as tangibles improves your negotiating ability and leads to an
outcome in which the value of concessions is greater than their
cost.
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Concept Explanation
Cost/value A genuine win/win solution in which both parties are better off than
they were before the negotiation began is the ideal negotiating
outcome.
Win/win outcomes rely on the difference between cost and value. If
party A gives party B something of great value to party B even
though it cost party A little; and if party B gives party A something of
great value to party A even though it cost party B little, the
negotiating has benefited both of them.
By probing, distinguishing between wants and needs, trading
intangibles as well as tangibles and understanding the difference
between cost and value, you are much more likely to achieve a
genuine win/win outcome.
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Handout 4.2
Exercise - Negotiating
techniques
Here is a script for one of the DVD scenes. As directed by your Trainer,
identify the negotiating techniques used by Actor 1. The first couple have been
done to start you off.
Negotiating techniques
Actor 1 So thats the gist of it Nicola, weve researched
what other organisations like ours are doing
and believe we can improve on it but we need
to test our plans in a live situation. So I need to
ask if youll help with that process like youve
done before.
Actor 2 Were not far off one of our most critical periods
and, in addition to several staff off sick, Ive lost
Jean, one of my most experienced people, to a
project team. Cant you ask one of the other
team leaders?
Actor 1 I could, but the issues were looking at require
good judgement and you have the most
experienced team. That means we can get a
better assessment of its value. The results from
other teams wouldnt be as accurate without some
training beforehand.
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Negotiating techniques
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Exercise - Negotiating techniques
Trainers notes
Negotiating techniques
Actor 1 So thats the gist of it Nicola, weve researched
what other organisations like ours are doing
and believe we can improve on it but we need
to test our plans in a live situation. So I need to
ask if youll help with that process like youve
done before.
Actor 2 Were not far off one of our most critical periods
and, in addition to several staff off sick, Ive lost
Jean, one of my most experienced people, to a
project team. Cant you ask one of the other
team leaders?
Actor 1 I could, but the issues were looking at require
good judgement and you have the most
experienced team. That means we can get a
better assessment of its value. The results from
other teams wouldnt be as accurate without some
training beforehand.
Actor 2 One looks like long term sick. The other two just
have a seasonal bug so Im hoping theyll be
back next week or the week after. The sooner
the better. I need them to help shift the backlog.
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Negotiating techniques
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Handout 4.3
Quick exercises - Negotiating
skills
Working in small groups, you have an opportunity to practice your negotiating
skills using the persuasive funnel.
When you are one of the negotiating partners, choose from one of the
following subjects:
Buying/selling an item, eg a car or other second hand item.
A discussion between landlord and tenant about property maintenance.
A discussion between two neighbours about one of them lighting a garden
bonfire.
A discussion between manager and staff member about a salary bonus,
appraisal rating, secondment, etc.
A discussion between a hotel resident and the hotels manager resolving a
complaint.
Any other subject suitable for negotiating.
When you are the observer, your role is to observe the negotiators and provide
the following feedback on their negotiating skills:
The extent to which they probed to understand the other partyies wants and
needs.
The extent to which they traded rather than demanded or conceded.
Their use of tangibles and intangibles and the differences between cost and
value.
The overall feel of the conversation. How natural did it feel? To what extent
did they achieve a win/win outcome?
If you are in any doubt about these points, ask your Trainer to explain.
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Handout 5.1
Effective meetings
A lot of persuading, influencing and negotiating takes place in meetings and
discussions. Some are prearranged and have a planned agenda and others are
spontaneous, informal corridor conversations. If you need to influence the
decisions made in the discussion you need appropriate skills.
The skills used to influence meetings fall into three broad categories:
Making an input relating to your subject expertise.
Affecting outcomes by persuading, influencing and negotiating.
Affecting the discussion using appropriate facilitating skills.
The person who uses appropriate facilitating skills to keep the group together,
understanding one another and following the agreed process to achieve the
commonly understood goal always comes across well. The credibility of their
facilitating behaviour augments the credibility of their subject expertise and
increases their chances of influencing the decisions made by the group.
The following table describes the facilitation skills of greatest benefit to goal,
process, understanding and cohesion.
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Group needs Facilitating behaviours
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Handout 5.2
Exercise - Scene
observation 1
Here is a script for the first DVD scene. As directed by your Trainer, review it
and annotate it appropriately wherever you see behaviours relating to goal,
process, understanding or cohesion. If behaviour does not fall into one of
these four categories, leave it blank.
Behaviour
Actor 1 Thank you all for attending. As you know, last years bonus Goal
allocation seemed to create more trouble than it was worth
and the recent staff survey confirms that it demotivates as
much as it motivates. So we need to decide if were going to
change it for this coming year and, if so, how.
Actor 5 Can I check something? What exactly did the staff survey Understanding
say about the bonus system?
Actor 1 There were several points. One was that it was inflexible,
another was that the lack of published criteria made staff
suspect some managers of favouritism. Others felt it didnt
recognise achievements that werent easily quantified.
Some actually felt that linking it solely to individual
objectives had a negative effect on teamwork.
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Behaviour
Actor 1 Several years ago a detailed staff survey said that managers
wanted a more direct way of recognising good performance and
many staff felt that the old appraisal system didnt
distinguish enough between the rewards given to good
performers and those given to poor performers.
Actor 1 Of course.
Actor 3 Are you saying that youd base the bonus on Sales against
targets?
Actor 2 To a large extent, but not totally. Sometimes a salesperson
will cultivate a customer but will pass them over to another
salesperson with more appropriate technical experience.
Sometimes they go in as a team. There are also support staff
who dont have sales targets but they help the
salespeople enormously.
Actor 3 Research is like exploring. You can target how many miles
youll travel a day but youve no idea if youll discover
something on day one, day ninety or not at all so if we
rewarded people only on deliverables everyone would
want the safe projects not the risky ones. Yet, sometimes,
thats where the real progress is made.
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Behaviour
Actor 4 You mean like with that crazy idea three years ago that
turned into our biggest cash cow?
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Exercise - Scene observation 1
Trainers notes
Behaviour
Actor 1 Thank you all for attending. As you know, last years bonus Goal
allocation seemed to create more trouble than it was worth
and the recent staff survey confirms that it demotivates as
much as it motivates. So we need to decide if were going to
change it for this coming year and, if so, how.
Actor 5 Can I check something? What exactly did the staff survey Understanding
say about the bonus system?
Actor 1 There were several points. One was that it was inflexible,
another was that the lack of published criteria made staff
suspect some managers of favouritism. Others felt it didnt
recognise achievements that werent easily quantified.
Some actually felt that linking it solely to individual
objectives had a negative effect on teamwork.
Actor 1 Of course.
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Behaviour
Actor 3 Are you saying that youd base the bonus on Sales against Understanding
targets?
Actor 2 To a large extent, but not totally. Sometimes a salesperson
will cultivate a customer but will pass them over to another
salesperson with more appropriate technical experience.
Sometimes they go in as a team. There are also support staff
who dont have sales targets but they help the
salespeople enormously.
Actor 3 Research is like exploring. You can target how many miles
youll travel a day but youve no idea if youll discover
something on day one, day ninety or not at all so if we
rewarded people only on deliverables everyone would
want the safe projects not the risky ones. Yet, sometimes,
thats where the real progress is made.
Actor 4 You mean like with that crazy idea three years ago that Understanding
turned into our biggest cash cow?
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Behaviour
Actor 5 I think thats what we have to look at next. If were to avoid Process
the problems people experienced last year, we have to Goal
come up with something thats as objective as possible but
which allows managers in different functions to tailor the
system to the work their staff do.
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Handout 5.3
Exercise - Scene
observation 2
Here is a script for the second DVD scene. As directed by your Trainer, review it
and annotate as many of the behaviours as you can.
The first few have been done for you to start you off.
Behaviour
Actor 2 Look, if were going to have any kind of bonus system Irritating phrases
its pretty obvious that it has to be based on measurable
deliverables.
Actor 3 That wont work. What youve obviously forgotten is that Disagreeing the
Research doesnt work that way. When were... wrong way
Irritating phrases
Actor 2 [Interrupting] Well maybe it should. Times are getting Disagreeing the
tough and I dont see why my Sales team should wrong way
subsidise your people.
Actor 2 Why not? If any department should be good with Disagreeing the
numbers it ought to be yours. wrong way
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Behaviour
Actor 1 Of course.
Actor 5 And are there any other criteria a bonus system needs
to fulfil? George, you seem keen that one of the criteria
relates to measurable deliverables. What did you mean
by that?
Actor 3 Three years ago one of my team had what, at the time,
seemed like a crazy idea. I let her pursue it and now the
product is one of our biggest cash cows. If we had a bonus
system just based on deliverables that project wouldnt
have seen the light of day.
Actor 2 Mmmm...thats a fair point. We love that product. It really
gives us the edge over the competition. If you could give us
some more like that Id be happy.
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Behaviour
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Behaviour
performance criteria and train managers to tailor their
application, we can design an effective bonus system that
meets our needs as managers, staff needs for
fairness and transparency and the companys needs to
encourage high performance.
Actor How much? All of it. Its the tailoring aspect I like. OK,
Im in. Lets go for it.
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Exercise - Scene observation 2
Trainers notes
Behaviour
Actor 2 Look, if were going to have any kind of bonus system Irritating phrases
its pretty obvious that it has to be based on measurable
deliverables.
Actor 3 That wont work. What youve obviously forgotten is that Disagreeing the
Research doesnt work that way. When were... wrong way
Irritating phrases
Actor 2 [Interrupting] Well maybe it should. Times are getting Disagreeing the
tough and I dont see why my Sales team should wrong way
subsidise your people.
Actor 2 Why not? If any department should be good with Disagreeing the
numbers it ought to be yours. wrong way
Actor 1 Of course.
Actor 5 And are there any other criteria a bonus system needs Understanding
to fulfil? George you seem keen that one of the criteria Cohesion
relates to measurable deliverables. What did you mean Understanding
by that?
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Behaviour
Actor 5 I can understand that, however, Hannah you said that Building
Research doesnt work that way. What constitutes good Understanding
performance in Research? Cohesion
Actor 3 Three years ago one of my team had what, at the time,
seemed like a crazy idea. I let her pursue it and now the
product is one of our biggest cash cows. If we had a bonus
system just based on deliverables that project wouldnt
have seen the light of day.
Actor 3 And if you could give us more customer feedback we Formal speak
might be able to. Ive requested it on several occasions
but to date it hasnt materialised.
Actor 5 Sorry George, Avtar made a point a moment ago that Cohesion
Im keen to clarify. You had some concerns about Understanding
Accounts too?
Actor 4 A lot of work in our area is procedural, producing
financial management and statutory reports to
prescribed formats at prescribed times. A lot of my staff
can under-perform by making mistakes or not delivering
what theyre supposed to but, for many of them, its
virtually impossible to exceed performance
requirements. If a report is accurate and on time theyve
done what theyre supposed to. Thats why I often judge
their performance on using initiative, spotting potential
problems, helping others meet deadlines and so on.
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Behaviour
Actor 1 And that kind of stuff is important in all our departments. Building
George what youve got to realise is that soft aspects of Irritating phrases
performance are just as valuable as hard aspects.
Actor 2 Look, if you want a bonus system to have any credibility, Disagreeing the
it needs objectivity. wrong way
Actor 5 The salespeople have targets, the research people have Summarising
milestones, once a project is agreed, and the Accounts Factual language
team have reporting timetables. Underpinning those Understanding
deliverables, we also have soft aspects of performance Chunking
such as the Accounts teams support for each other, the Cohesion
researchers use of initiative and the Sales teams
willingness to pass customer feedback to the Research
department. Id like to suggest that we examine a bonus
system that includes both hard and soft aspects of
performance and that allows managers the flexibility to
adjust the balance between the various aspects.
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Behaviour
Actor How much? All of it. Its the tailoring aspect I like. OK, Building
Im in. Lets go for it.
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Handout 5.4
Exercise - Group discussion
Here are suggestions for a group discussion exercise so that you can practice,
and receive feedback on your meetings skills.
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Handout 5.4
Observers sheet
Your role is to:
1. Act as timekeeper, reminding the group of the time halfway through and five
minutes from the deadline. The exercise duration will be specified by your
Trainer.
2. Observe each individuals behaviour and identify a minimum of two
feedback points from the list below. You can help your colleagues gain
most from your feedback by keeping it positive. So, when you spot some
positive behaviour, make a note of it. If you spot some negative behaviour,
identify the positive version and suggest they do more of that instead.
3. To give feedback to each individual after the discussion. Space is provided
below for you to make notes.
Process
Exploring
processes.
Reminding others
of the processes.
Understanding
Probing.
Summarising.
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Behaviour Name Name Name Name
Cohesion
Focusing the
group.
Bringing in
quieter members.
Suggesting ways
forward.
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