The document provides tips and strategies for influencing people effectively. It discusses determining what you want from an interaction and what the other person wants to give them what they really want while achieving your own goals. It also addresses dealing with resistance, focusing on understanding motivations and asking the right questions. The document emphasizes using an appreciative approach, building relationships, and focusing on positivity to influence outcomes.
Communications and Negotiations, especially in a cross-cultural environment, can be improved dramatically by developing the foundational soft skills of Empathy and Self-Awareness.
This keynote presentation was delivered in Shanghai, China to a group of financial executives. It introduces Cross-Cultural Performance concepts developed by EME Career Consultants (www.emecareer.com).
The art of feedback: e-learning module: What's feedback? Why feedback? How to...Yvan Dierckxsens
This presentation is about the Art of feedback realised by Yvan Dierckxsens of www.idea4U.be Experts in the Art of Motivation.
What's feedback?
Why feedback?
How to give feedback?
How to receive feedback?
You want to master the Art of Feedback follow our workshop http://www.yd4u.be/IDEA4U/feedbacknl.html
Communications and Negotiations, especially in a cross-cultural environment, can be improved dramatically by developing the foundational soft skills of Empathy and Self-Awareness.
This keynote presentation was delivered in Shanghai, China to a group of financial executives. It introduces Cross-Cultural Performance concepts developed by EME Career Consultants (www.emecareer.com).
The art of feedback: e-learning module: What's feedback? Why feedback? How to...Yvan Dierckxsens
This presentation is about the Art of feedback realised by Yvan Dierckxsens of www.idea4U.be Experts in the Art of Motivation.
What's feedback?
Why feedback?
How to give feedback?
How to receive feedback?
You want to master the Art of Feedback follow our workshop http://www.yd4u.be/IDEA4U/feedbacknl.html
Book V helps you find ways to overcome procrastination and other forms of writer's block by teaching you to honor your natural approach to writing and editing so you can produce high-quality material and complete your applications in advance of your deadlines.
This book helps you to identify and describe your in-born theoretical orientation and discuss how it influences your case conceptualization and approach to intervention.
How you interact with your clients in the first couple of sessions with them sets the tone for entire coaching relationship. That's why building rapport with new clients is so important. Building rapport helps you get and keep clients. Without great rapport-building skills, you'll be held back from having a successful coaching practice.
Fortunately, most coaches naturally excel at building rapport. Most coaches are warm, caring, and give potential clients the sense that they are driven to help others and have the skills to help them reach their goals. But even the most charming, charismatic coaches can use some help to build stronger rapport, or to increase their ability to do so quickly, with certain kinds of clients.
This extended cheat sheet lists of the most essential tips I know to help coaches build rapport and do it quickly. It's by no means a complete list. And I'm focusing primarily on coaches who work over the phone, so I haven't included tips for face-to-face meetings. Most of those tips, like making eye contact, are universal to building rapport with anyone. Most of my students work with clients on the phone, which makes building rapport a little more challenging. But with the right skills, you can easily make up for the fact that you and your clients can't see each other.
Book I offers you guidance on how to write an autobiographical essay that tells your personal story of becoming a psychologist and helps you to distinguish yourself from other applicants.
Book III helps you to describe your experience and training with diverse populations and articulate multicultural and individual differences influence your approach to case conceptualization and therapeutic intervention.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Asking Questions".
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
Giving and receiving feedback are tough for everyone. Who wants to criticize others or be criticized? Although managers have a duty to give honest feedback to staff and peers, many people resist change or differ on how to change—leading to interpersonal conflicts and impacting deliverables.
Feedback with a deck of cards and a pile of emotionsPedro Vicente
Why do companies call themselves family? Can a family member be fired?
People still seem to have 2 lives: personal and work life.
We tend to accept that as the correct way to do thing. But why is that? Probably you don't know your colleagues well enough (trust) to be comfortable doing it differently.
What does all of this have to do with feedback?
This is my story on how I followed my gut and implemented empathy based feedback to tackle all this...
Book V helps you find ways to overcome procrastination and other forms of writer's block by teaching you to honor your natural approach to writing and editing so you can produce high-quality material and complete your applications in advance of your deadlines.
This book helps you to identify and describe your in-born theoretical orientation and discuss how it influences your case conceptualization and approach to intervention.
How you interact with your clients in the first couple of sessions with them sets the tone for entire coaching relationship. That's why building rapport with new clients is so important. Building rapport helps you get and keep clients. Without great rapport-building skills, you'll be held back from having a successful coaching practice.
Fortunately, most coaches naturally excel at building rapport. Most coaches are warm, caring, and give potential clients the sense that they are driven to help others and have the skills to help them reach their goals. But even the most charming, charismatic coaches can use some help to build stronger rapport, or to increase their ability to do so quickly, with certain kinds of clients.
This extended cheat sheet lists of the most essential tips I know to help coaches build rapport and do it quickly. It's by no means a complete list. And I'm focusing primarily on coaches who work over the phone, so I haven't included tips for face-to-face meetings. Most of those tips, like making eye contact, are universal to building rapport with anyone. Most of my students work with clients on the phone, which makes building rapport a little more challenging. But with the right skills, you can easily make up for the fact that you and your clients can't see each other.
Book I offers you guidance on how to write an autobiographical essay that tells your personal story of becoming a psychologist and helps you to distinguish yourself from other applicants.
Book III helps you to describe your experience and training with diverse populations and articulate multicultural and individual differences influence your approach to case conceptualization and therapeutic intervention.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Asking Questions".
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
Giving and receiving feedback are tough for everyone. Who wants to criticize others or be criticized? Although managers have a duty to give honest feedback to staff and peers, many people resist change or differ on how to change—leading to interpersonal conflicts and impacting deliverables.
Feedback with a deck of cards and a pile of emotionsPedro Vicente
Why do companies call themselves family? Can a family member be fired?
People still seem to have 2 lives: personal and work life.
We tend to accept that as the correct way to do thing. But why is that? Probably you don't know your colleagues well enough (trust) to be comfortable doing it differently.
What does all of this have to do with feedback?
This is my story on how I followed my gut and implemented empathy based feedback to tackle all this...
Stephanie Cooper - Genuine Curiosity - Conversations for ChangeAgileNZ Conference
People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
Presentation at SoftShake Conference 2016. Why we don't learn enough? What are the right people and right environment for learning? Which processes must be in place to facilitate learning?
Now you're asking for it! A Culture of Continuous FeedbackJason Schreuder
Agile has feedback loops on the products we build, and on the process we use to do it, but people feedback is really hard! Studies have shown that people have a negative physiological reaction to just the thought of having to give or receive feedback. But are we conditioned to be terrible at feedback from our experiences in traditional work environments, with all of their power dynamics and political undercurrents? In this talk, we will explore the science behind giving and receiving feedback, and how you can create a culture where everyone actually asks for feedback, continually, and celebrates it as a cultural norm. Even the best agilists struggle working with teams on safety, trust, and feedback. This is a crucial leadership skill, and leaders at all levels should be well versed in this topic.
Learning Outcomes:
Interpret the science behind giving and receiving feedback
Compare various elements of effective feedback
Discuss models of kind, human-centered feedback that you can use in your teams
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. What we aim for
Applicable knowledge of and
experience with:
1. Persuasion
2. People skills
3. Dealing with resistance
3. My real life application(s)…
Situation in which you would
have wanted your new and
improved influencing skills:
Ø Who? (Anonymous)
Ø What? (Result, actual and desired)
I was negotiating my wage with my
future boss. I feel I have left something
on the table.
4. Gustaaf Vocking MSc MBA
Ø Master of Econometrics
Ø Bachelor of Business information science
Ø Psychology and post Doc didactic skills
Ø Executive MBA (Nyenrode, Kellogg and Stellenbosch)
Ø Entrepreneur since age of 15
Ø Management Coach/Consultant/Trainer
Ø Leadership/Communications/Brain skills
Ø Managers/Professionals/Experts
Ø Europe & USA
Ø >20 years of Change management experience
Ø >10.000 (senior) managers and experts
5. The three steps to influencing people
Determine what you want and why
Determine what the other(s) wants
and why
Give what they really want while
getting what you want
0.
1.
2.
6. What drives people… you in particular?
Answer the following questions
for yourself:
Ø What makes people do what they
do?
Ø What makes you do what you
do?
Ø What keeps you going when you
lack motivation?
16. Poiesz (1999) on behavior management
üMotivation: the degree of a
persons interest in (the result of) this
behavior
üAbility: the degree of a persons
skills, capacity, experience and
instruments to show this behavior
üOpportunity: the degree to
which time and circumstances
stimulate or obstruct this behavior
18. The three steps to influencing people
Determine what you want and why
Determine what the other(s) wants
and why
Give what they really want while
getting what you want
0.
1.
2.
20. How do you steer (your) thinking?
Answer:
Ø How do you influence your
thinking (in)directly? I.e. What do
you do?
Ø How do you influence someone
else's’ thinking (in)directly? I.e.
What do you do?
21. How to steer with questions?
ü What/How/When/Who…?
ü Why?
ü What else can you think of…?
ü What can you do/think of to get more
ideas?
ü Who can help you get more ideas?
apreciatively
22. How to steer with questions?
ü What/How/When/Who…?
ü Why?
ü What can you conclude/solve …?
ü What can you do/think to
conclude/solve…?
ü Who can help you conclude/solve…?
apreciatively
23. Monitoring for Changeable behavior
Motivation
Opportunity Capacity
Want to change?
Ability to change?
Permission to change?
24. My real life application(s)…
Situation in which took a hard
and important, maybe costly:
Ø What did you think and feel after taking
the decision, but before the results were
active.
After I signed the contract for my new
job, I was surprised to feel insecure
and restless even though I knew this
was a great job in every possible way…
25. Mental process of change
No need Needs Change wanted Change decided
(and doubting)
Critical
customer
26. Asking the right questions
ü Open question: requires
a long answer, usually
involves someone’s
opinion.
ü Closed question: can be
answered in a brief way,
such as ‘yes’, ‘no’, ’blue’
or ‘high’.
Open questions
Closed
questions
Yes/no
questions
28. Follow up questions
ü Steer the other person’s
thinking
ü Use a sequence of questions:
build depth and complexity
ü Follow up ‘yes-or- no’
questions
29. My real life application(s)…
What is the last thing that you
bought of significant value?
Why did you buy it?
I bought a new Macbook Pro. As I use
it for all my work it is an elaborate
and pricy laptop. I like how simple
and straightforward it is, compared to
Micro$oft computers. Moreover it looks
good and cool.
43. Quality questions: motivation
Ø What should … hold for you?
CRITERIA
Ø Why is CRITERIUM important?
Away from/Towards (ask 3x Why)
Ø How do you know you do … well?
Internal/External validation
Ø Why did you choose …?
Procedures/Options
Ø What is the relationship between … (last year
and now)?
Change preference (same/change)
Pro-active/Reactive
Details/Head lines
Self/Other focus
44. Quality questions: pain/pleasure
Ø Tell about CONTEXT + SITUATION you
disliked?
Feeling/Choice/Thinking
Ø Tell about SITUATION that met CRITERIUM?
Independent/Proximity/Collaborative
What did you like about it?
Person/Task focus
45. Quality questions: rules
Ø How can you increase success CONTEXT?
How can X increase her/his success CONTEXT?
My rules/My rules
My rules/.
No rules/My rules
My rules/Your rules
Ø How do you know Y is good at CONTEXT?
See/Hear/Read/Do/Sense
How often do you need to OBSERVE to be
convinced?
x times/Automaticallly/Continously/Period
46. My real life application(s)…
Situation in which you would
have experienced resistance
while you were (attempting to)
influencing(/influence):
Ø Who? (Anonymous)
Ø What? (Result, actual and desired)
I was negotiating the price for a
second hand bike and the seller just
said “No!”.
57. Influencing: give FRE often
ü Frequent Recognition and Encouragement
« Regularly recognize accomplishments (big or small)
« Regularly recognize (project) milestones
« Be an enthusiastic supporter (encourage learning)
« Regularly encourage and/or praise
61. My real life application(s)…
Situation in which you
experienced conflict:
Ø Who? (Anonymous)
Ø What? (Process + Result, actual and
desired future)
I had a fall out with a friend who took
for granted that I arranged for
everything on our golf day. We both
got angry, thihgs from the past were
dragged in. We didn’t speak for a
month afterwards.
62. Dealing with resistance: conflict
Rational
phase
Anihilation through self sacrification
Anihilation of enemy
Limited damage doing
Threathening
Damaged self image
Image and coalitions
Deeds
Debate
Toughening
Emotional
phase
Battle
phase
64. Influence: basic mechanisms
Robert Cialdini :
‘Commonalities create
a level of shared trust
and likeability.’
Do watch this video! https://youtu.be/cFdCzN7RYbw
87. WIRMI (What I really mean is)
ü More concrete and concise.
ü Helps thinking.
ü Lessens stuttering, stammering and “ehm”-ing.
1. Stop speaking
2. Think up the answer to WIRMI?
3. Only speak in proper full sentences
93. Co-creative decision making
ØDo you support this decision? Yes/No
ØWhat level of agreement are you at?
ØWhat alterations to the agreement would better serve
your needs?
95. What is the ROI of happiness?
Research says:
üMore engagement
üLower churn
üHigher employee satisfaction
üHigher productivity
üPreventing burn out
üMore sales
üHigher client satisfaction
http://youtu.be/fLJsdqxnZb0
96. Change your habits… interruptively
1. Be aware of the pattern
2. Be aware of the rewards
3. Interrupt your pattern
consciously
4. Replace it with a new pattern
with better rewards
97. Keys to making people like you
Make them feel good
Ø Show sincere interest
Ø Connect
Ø ask questions
Ø listen actively
Ø follow up questions
Ø (Empathic) statements
Ø save face
Ø Story tell
98. Keys to making people like you
Make them feel good
Ø Show sincere interest
Ø Connect
Ø ask questions
Ø listen actively
Ø follow up questions
Ø (Empathic) statements
Ø save face
Ø Story tell
99. The ‘magic’ Friendship formula
𝐹𝑟𝑖𝑒𝑛𝑑𝑠ℎ𝑖𝑝 = 𝑝 + 𝑓 + 𝑑 + 𝑖
1. Proximity
2. Frequency
3. Duration
4. Intensity