1.2       Staff

The most appropriate contact is your teacher. If necessary they will contact the Course Coordinator at the University of Ballarat.

 

	Coordinator	Lecturer  and	Tutor
Name:	Peter Osman	Maria Zenaida Mullin
Phone:
Fax:
Email:	p.osman@ballarat.edu.au	mmullin@academic.mit.edu.au
Office:	Sessional Off. – Mt Helen
Web:

 

1.3       Consultation Hours

Please check with your local lecturer when they will be available.

Day:                                                 Time:

 

1.4       Prescribed Text

This subject will be conducted on the presumption that students have a copy of:

De Janasz, S.C., Wood, G.J., Gottschalk, L., Dowd, K., & Schneider, B. (2006). Interpersonal skills in organisations. Sydney, N.S.W.: McGraw-Hill.

 

1.5       Plagiarism

Plagiarism is presenting someone else work as your own and is a serious offence with serious consequences. As set out in the University Regulation 6.1.1, students who are caught plagiarising will, for a first offence, be given a zero mark for that task. A second offence will result in a failing grade for the course(s) involved and any subsequent offence will be referred to the Student Discipline Committee. Student must be aware of the University Regulation 6.1.1 Student Plagiarism, available at http://www.ballarat.edu.au/legislation/6.1.1-plagiarism. The link to the library website for more information is:   http://www.ballarat.edu.au/library/assignment-and-research-help/referencing

 

Students must:

• fully reference the source(s) of all material, even if you have re-expressed the ideas, facts or descriptions;
• acknowledge all direct quotations; and
• not submit work that has been researched and written by another person

 

Turnitin – Turnitin is a software application that allows students to check their assignments for referencing and citation omission or incorrect paraphrasing.

 

You will be informed by your lecturer to submit your assignments through the task assessment drop box in UBOnline.

 

1.6       UBOnline

UBOnline is used to host course resources for all courses. Students can download lecture and tutorial notes to support class participation. Students login to the UBOnline at https://ubonline.ballarat.edu.au/login/index.php.

 

Managerial Skills will give students the opportunity to put into practical application some of the theoretical concepts learned in the general management course, Management Principles (BUMGT1501). This course aims to equip students with actual skills to assist them in functioning appropriately in managerial roles, and to:

 

• gain an appreciation of some of the essential skills required in managerial roles
• develop managerial skills in the areas of communication skills, effective and ethical decision making, supervising, and group interaction and influencing skills
• comprehend the way in which such skills can influence individuals and groups within an organisational setting.

 

This course is designed to enable students to:

Knowledge

• understand the role of managerial skills in achieving optimal management of employees
• understand the role of managerial skills in enabling employees to reach their maximum potential
• understand the significance of effective communication skills within the managerial role.

 

Skills

• apply the knowledge gained in experiential workshops
• enhance skills in verbal and non-verbal
• improve personal skill levels in various managerial functions
• develop insight into personal behaviour and the behaviour of others in the organisational setting.

 

Attitudes

• appreciate the role of managerial skills in effective management practice
• appreciate the interrelationship of theory and practice in management
• value diversity in the workplace
• appreciate that the changes taking place in organisational structures require specialised management and communication skills.

 

 

Topics and sub-topics may include:

• Communication skills (Communicating effectively with staff; conveying verbal messages accurately; Understanding and working with diverse others; Networking and Politicking)
• Effective and ethical decision making (Creative problem solving; effective and ethical decision making)
• Supervisory skills (Delegation and Feedback; Handling staff stress)
• Group interacting and influencing skills (Coaching and mentoring for improved performance; Conflict management; Negotiation; Team facilitation; Planning and Running effective meetings).

 

Teaching and Learning Methods

This course will involve lectures, interactive experiential tutorials/workshops, group work with a case study, and a significant block of private study which will focus on enhancement of a specific managerial skill.

 

Summary

It is emphasised that this course requires a significant commitment outside of formal class contact.  The learning tasks in this course may include classes (lectures, tutorials or seminars), required reading, the preparation of answers to set questions, exercises and problems, and self-study. In addition, students may be required to complete an assignment, test or examination.

 

Summary of suggested time allocations for this course

 

Classes	3 hours per topic for 12 topics	36 hours
Reading	3 hours per topic for 12 topics	36 hours
Preparation of set questions, exercises and problems	3 hours per topic for 12 topics	36 hours
Preparation of assignments		20 hours
Study and revision for test and end of semester examination		22 hours
TOTAL		150 hours

 

Attendance and Participation

It is in students’ interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. It is our experience that those students who do not attend class or carry out the associated activities are more likely to do poorly or to fail the course completely.

 

Learning Task	Assessment	Weighting
1. Development of learning contract & action plan for personal skill development	Individual presentation and written contract & plan   Written Learning contract submitted on 11 April,  Week 4, Wednesday ,  Level 7   Individual presentation on week 5, tutorial class	10%
2. Skill development, research, reflection & writing	Individual report based on learning contract outcome   23  May, Wednesday , Week 10, Level 7	20%
3. Group Project	Group Presentation of case study (a) Group grade (b) Individual grade   Week 7,  8  tutorial workshop	(20% in total) 10% 10%
4. Review material studied in the course and successfully complete examination	Exam	50%

 

In order to pass this course, students must accumulate a minimum of 50% of the total marks available. Students are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the Business School Handbooks) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.

 

Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.

 

Summary of Assessment and criteria

Learning Task 1: Presentation, Learning Contract/Action Plan for personal skill development

 

Due Date                       Week 4 tutorial/workshop

Weight                           10%

Length                           3 minute presentation on the key points of the Learning Contract & Action Plan (LC/AP)

Purpose

The intention of learning tasks 1 and 2 is to improve personal performance in a chosen managerial skill area. Ideally, the development and application of this skill should benefit you in a future management role.

 

Learning task 1 – the development of a learning contract and action plan for personal skill development – is the first step in this learning process. The specific purpose of this learning task is to assist you in effective planning for achieving your development objectives and managing your personal performance. The Learning Contract / Action plan you develop will then form the basis of the work you undertake on the second learning and assessment task in this course (the enhancement of a managerial skill and the written report you submit describing the experience in Week 10).  PLEASE NOTE: In order to do well on this assessment, you will need to start preparing for this task in Weeks 1 and 2.

 

Students may choose for their area of skill development any one of the topics in the lecture outline. Reading and researching this skill should commence immediately.  NB: It may be of benefit to speak to your friends, peers, and fellow students before choosing a skill area for your Learning Contract.  Students will devise an action plan made up of a number of steps (or actions) based on specific academic theories which will enable them to improve their personal performance in their chosen skill.  Time will be made available in the first two tutorials to work on this planning task.  To facilitate this goal, please ensure that you speak with your tutor during Weeks 1 and 2 to discuss your skill choice and an appropriate Learning Contract.

 

The following guidelines are provided to assist you to obtain the maximum benefit from this assessable task.  The Learning Contract and action plan should include the following:

 

(1) The Learning Contract Aim should describe desired changes in behaviour or attitude in the skill area chosen, and should include a time-frame.  For example:

“By …………I will have developed my ability to give feedback to members of my tutorial group, or colleagues at work, to a point where I am able to convey both positive and negative feedback to others”.

(2)  The Rationale should detail WHY you have chosen the skill.

(3)  Consideration will need to be given to pre-test and post-test measures.  These requirements will be clarified by your tutor in Weeks 1 and 2.

(4)  The Action Plan should set out exactly HOW you intend to bring about the desired changes in attitude or behaviour by implementing the specific academic theories you have identified.

 

• IMPORTANT: Please note: You will be expected to set out your steps VERY SPECIFICALLY when you write up your Action Plan.

 

For example:

   “In Week 2, I plan to work out what my current skill levels are.  I will do this by assessing how well I have done on last year’s presentations in various units.  I will measure this by analysing evaluations from various lecturers/tutors in previous units.  The expected outcomes will be an improvement in my presentation skills through analysing the feedback received, and focussing on my weak areas”.

 

 (Then detail the steps to be taken in the Action Plan).

 

The Action plan sets out the step by step activities to be undertaken specificallyto achieve the learning contract, and these will typically cover a period from Week 2-9.  When writing up your Action Plan, consider what you will need to do in order to reach your objective.  Remember that if required, support will be available from both tutors and students in your tutorial group.  Feel free to request any assistance you may require.  

 

The Learning Contract / Action Plan (LC/AP) will be delivered to the tutorial in Week 4.  Each student will be allocated a 3 minute segment to outline their Rationale, Aim, and Action steps to the class as an overhead.  Your presentation should be a summary of what you intend to do over the next six weeks.

 

A handout of the Learning Contract / Action Plan is to be given to the tutor before the presentation, and feedback will be provided by the tutor in the following tutorial, which should be used as the basis for working on learning and assessment task 2 (see notes on Learning Task 2 below).  In addition, please present a one page summary to your tutor detailing the reference material you have used in the preparation of your LC/AP.  You will be required to resubmit your learning contract / action plan if it is not assessed as satisfactory.

 

Assessment criteria:  In assessing the LC/AP, consideration will be given to:

• evidence of personal assessment of need for the chosen skill
• appropriateness of Rationale and Aim
• level of specific detail provided in the Action Plan steps
• evidence of reading and researching the topic (minimum of five (5) academic sources required).

 

Learning Task 2: Individual assignment (Report)

 

Due Date                       Week 10 – Wednesday, Level 7

Weight                           20%

Length                           3,000 words

Purpose

Learning task 2 continues and builds on the work undertaken for Learning task 1 in your chosen managerial skill area. Specifically, with learning task 2 you will research theoretical concepts relevant to your selected skill area, describe the action you undertook in the action plan (from learning task 1) and reflect on your efforts over the semester to develop your personal performance in your chosen managerial skill area.

                                   

Students will research their chosen skill area, consider their experiences relating to the actioning of their Learning Contract/Action Plan and write a report of approximately 3000 words.  The structure of the report should take the following form.

 

Approximately half of the report should cover an outline of theoretical concepts relevant to your skill area, and a discussion of the implications of these skill areas in effective management practices.  That is, the report should do more than describe the skill area you have chosen in your Learning Contract.

 

The second half of your report should address your action plan outcomes and measures of achievement.  Successful completion of this assessment is dependent on the ability to describe the outcomes of your pre and post measures, and demonstrated learning achievements.  Focus on the actual learning outcomes or changes in skill level that you are able to demonstrate you have achieved.

 

In writing the report, it may be helpful to consider areas such as – what evidence would demonstrate to yourself and to others that you have increased your competence in the chosen area of learning?, how has your understanding of the skill broadened (or not)?, what have you learnt from your successes or ‘failures’?, what would/could you have done differently? etc.

 

The report is to be approximately 3,000 words in length. Please be aware that you will be required to attach to your report any supporting documentation, such as journals, audio tapes, questionnaires, survey responses etc. in the form of appendices as well as the Learning Contract/Action Plan with the original feedback from your tutor. Submission of the individual assignment is to be made via the School of Business submission box.

 

Assessment criteria:  In assessing the report, consideration will be given to:

• demonstration of the required structure (as outlined above)
• reading and research in your topic area (minimum of five (5) academic sources required)
• ability to consider and reflect on the outcomes of the Learning Contract and Action Plan
• the quality of the written expression and writing style, i.e. spelling, grammar, proof-reading, neatness, and correct citation methods.

 

Learning Task  3:      Group Presentation of case study

 

Due Date                       Weeks 7 and 8 tutorial / workshop

Total Weight                 20% (Group Grade 10%, Individual Grade 10%)

Length                           30 minutes

 

Purpose

This assessment will be structured as a group task.  Groups will be formed and will be presented with a case study about a common problem scenario found in management.

 

Description

Students will form into small groups (approx. 5 members) in the first two weeks of tutorials / workshops. A case study for each group to work on will be made available in Week 2. Over subsequent weeks, outside of class time, groups are expected to analyse their case, undertake research, and prepare a 30 minute presentation that covers the four areas detailed below. There will be two group presentations in each of Weeks 7 & 8. The group presentation should be in four parts:

 

(1)  Case Study:

It is recommended that groups initially present a brief summary outline of their case.  The group will then be expected to come up with an appropriate resolution to the problem presented in the case study, which will include selection of the Management skills required to solve the problem, and details of how these skills will be used to address the problem.

 

 

(2) Theoretical overview:

In the theoretical overview, the group will need to summarise the theoretical information about the key issues raised in the case study, and reflect on lectures and reading on the topic.

 

(3)  Skill Demonstration:

Students will be required to demonstrate one managerial skill (related to their case) within their presentation.  This may take the form of a Role-play or other style of interactive delivery, and should last no longer than 10 minutes (please note, a self-assessment tool will not be considered appropriate).

 

(4) Reflection:

Groups will be required to present to the class what learning and insights were gained from both content and process in their preparation and presentation of this assignment.  Consideration may be given to the process of working together as a group, and the effect this had on this particular assignment.

 

A detailed handout for each student in the tutorial is expected from each group prior to the presentation.  This is to include a summary of all points covered during the presentation. In addition, the group should invite and answer questions from the class in relation to your topic. The total duration of the presentation should be approximately 30 minutes. Each student should present for approximately the same amount of time, which should be a minimum of 5 minutes.

 

Allocation of marks (20% in total) will be as follows:

 

Assessment criteria: 

Part A: Group Grade (10%)

Assessment of the Group Presentation will be based on two components, the group grade and the individual grade.  The group mark will be allocated on the basis of:

• an appropriate analysis of the case study and theoretical overview
• creativity and appropriateness of skill presentation
• the ability to convey information in an interesting, professional manner to the class
• the ability to adequately address the questions posed in the case study.

 

Part B:  Individual Grade (10%)

As well as assessing the overall quality of each group’s presentation, your tutor will also assign each student an individual mark. This grade will be assessed in relation to:

• An individual’s presentation skills (appropriate platform skills – standing, looking, gestures, smiling, and voice tone).

 

Learning Task  4: Exam

Due Date                       Exam period

Weight                           50%

Length                           3 hours

 

A three hour examination will be conducted during the examination period.  The examination will consist of short answer questions, an essay question, and either a case study or in basket exercise.  On the latter tasks, you will be required to answer questions on how you would resolve the issues if you were the Manager in charge of the individual/group/department. The format of the exam will be discussed by your tutor in Week 12.

 

Assessment Criteria:  Assessment will be in terms of:

• the completeness and quality of response to the questions
• demonstrated understanding of issues and concepts
• clarity of expression.

 

 

As semesters and contact hours vary between UB locations, delivery is usually scheduled across three hours a week for 12 weeks. As the University offers many programs in a variety of formats please contact local lecturers for further information about the schedule.

 

Please note that the sequence and content of lectures and tutorials may need to be changed and the following information should be used as a guide.

WEEK COMMENCING	TOPIC	READING
Week 1	Intro to managerial skills; Self-awareness	Ch 1, 2
Week 2	Establishing goals	Ch 3
Week 3	Effective communication (1) Making effective presentations; Conveying accurate verbal messages	Ch 7, 8
Week 4	Effective communication (2) Listening. LC/AP Presentations	Ch  6.
Week 5	Planning and running effective meetings; Working with diverse others	Ch 12, 5
Week 6	Handling staff stress; Time management	Ch 4
Week 7	Politicking, Networking and Mentoring. Group Presentations	Ch 15, 16
Week 8	Coaching and providing feedback for improved performance. Group Presentations	Ch 17
Week 9	Team building and facilitation	Ch 10, 13
Week 10	Negotiation and managing conflict. Individual Report due	Ch 9, 11
Week 11	Making effective and ethical decisions; Creative problem solving	Ch 14
Week 12	Empowerment and effective delegation	Ch 18
	SWOT VAC
	Examination Period

 

Additional useful references:

The reference list below is intended to provide a range of entry points into the literature on Managerial Skills. Your attention will also be drawn to additional sources throughout the semester.

 

Carlopio, J., Andrewartha, G. & Armstrong, H. (2001). Developing management skills: A comprehensive guide for leaders (2nd ed.). Frenchs Forest NSW: Pearson Education Australia.

 

Dwyer, J. (2009). Communication in business. Strategies and skills (4th ed.). Frenchs Forest, N.S.W.: Pearson Education.

 

Hunsaker, P.L. (2005). Management: A skills approach (2nd ed.). New Jersey: Pearson: Prentice Hall.

 

Rees, W.D. & Porter, C. (2008). The skills of management (6th ed.). London : South-Western/Cengage Learning.

 

NOTE: You should not restrict your reading to the listed texts. To successfully complete this course you are strongly encouraged to also read Management and related peer reviewed journals and peruse daily newspapers for issues relevant to Management issues.

 

Persuasion Skills:

Theory and Implications for Management Practices

And

Discussion ofAction Plan Outcomes

 

 

Contents

Part 1: Persuasion Skills: Theory and Implications on Management Practices. 3

Literature Review.. 3

Aristotle’s Theory of Persuasion. 3

Principles of Persuasion. 4

Principal Theories affecting Persuasion. 5

Implications of Persuasion Skills on Management Practices. 5

Importance of Persuasion Skill for Managers. 5

Selling Ideas to Top Management 6

Steps for Effective Persuasion Process. 6

Persuasion and Ethics in Workplace. 6

Part 2: Discussion of Action Plan Outcomes. 7

Aim and Rationale. 7

Analyzing my Actions and Expected and Actual Outcomes. 7

Learning. 8

Works Cited. 10

Appendix. 11

 

 

 

 

Part 1: Persuasion Skills: Theory and Implications on Management Practices

The lines by German writer Johann Wolfgang von Goethe, “Few are open to conviction, but the majority of men are open to persuasion” aptly define the power of persuasion. Persuasion can be defined as convincing another person to accept a particular view point or influence his behavior. An example is a car salesperson persuading a consumer to make a buy. Persuasion is involved in our day-to-day activities, some we recognize as persuasion and some we don’t. For example, persuading your parents to give you more pocket money, persuading your teacher to give you fewer assignments, persuading a shopkeeper to give you discount and so on. The process of effective persuasion involves influencing the audience’s thinking, a give and take of beliefs, and sometimes a reasonable negotiation resulting in a shared solution/ view. This part consists of two sections: literature review and discussion of persuasion skills’ implications on effective management practices.

Literature Review

Aristotle’s Theory of Persuasion

Theories related to persuasion skills can be dated back to Aristotle. Most of the modern theories are based on the principles given by Aristotle (Axelrod, 2007)(Cooper, 1960). According to Aristotle, the success of persuasion depends on three critical factors: ethos (credibility), pathos (emotions and experience of the audience) and logos (logic of the message). A description of these three factors is provided below:

Ethos:Ethos in Greek means ‘character’. The credibility of the speaker is the first thing that the audience looks for before deciding to believe anything. The speaker needs to demonstrate that he is credible with high levels of expertise for the audience to take him seriously ((Lease, 2007). In order to establish credibility, the speaker has to show that he is competent in his subject and has strong knowledge required to give opinions. Establishing credibility is not as easy as it sounds. The audience needs proof and confidence. Proven expertise, sincerity, willingness to listen, honest character etc. go a long way in establishing credibility(Lease, 2007). For example, clients of a lawyer are reassured of the credibility of the lawyer by looking at the various medals and degrees hanging on his wall, and through stories of his expertise from their peers and friends.

Pathos: Pathos in Greek means ‘experience’ or ‘suffering’. This attribute believes in appealing to the emotions of the audience. Common experience tells that it is hard to say no to people you like, or to things that touch you emotionally. Even if the speaker is able to establish his credibility, he may not be able to persuade his audience without appealing to their emotions.

Logos: Logos in Greek means ‘logic’. This component makes a connection with the thought and reasoning process of the audience. The facts and figures put in the message, consistency of the facts within the message, construction of the message and supporting evidence are essential to satisfy and persuade an audience who prefer rational thinking(Fudold). In this regard, understanding the audience is very important. Trying to woo a practical-thinking audience with emotional appeal may not work. What works is providing logic and evidence. Sometimes the logical approach taken by a speaker along with the providing of facts helps in establishing the credibility of the speaker. Stories and analogies work well for justifying arguments.

These three areas are not independent, rather, interdependent, and effective persuasion depends on utilizing all the three areas.

Principles of Persuasion

Persuasion has been considered as an art throughout history. However, research over the years have established that Persuasion is a skill, and can be taught, learned and applied(Cialdini, 2001). In his article on ‘Harnessing the Science of Persuasion’, Robert Cialdini describes the six principles of persuasion as follows:

Liking: Compliments and similarity are two ways of getting people to like you. It is easier to persuade people who like you, rather than people who don’t. Establishing friendship through shared interests, bestowing the target person with compliments and such pleasantries can help in making the target person/group like you.

Reciprocity: People are generally obligated to reciprocate a good deed by someone. For instance, dinner party guests generally bring some presents for the hosts. Similarly, if you have done something for someone, they may find it difficult to say no to your requests. Gifts have an amazing persuasive effect.

Social Proof:Human beings being social creatures tend to look out for established social behaviors when in doubt. Peers influence the cognitive process of human beings. If your argument has been accepted by the person’s peers, he is very likely to accept it too.

Consistency: Walking the talk is essential to the concept of persuasion. People need to get the feeling that you are committed to your argument, and are consistent about your beliefs throughout.

Authority: Establishing your credibility, showing your expertise and knowledge goes a long way in the cause of persuasion. People believe experts and people in authority.

Scarcity: People want things that they can’t have. Exclusive information is readily believed (Fudold). An example is when shopkeepers are told that oil is going to be scarce next month and they should buy it now, they increase their buying; but this buying is increased much more when they think that this information is exclusively known to them.

 

Principal Theories affecting Persuasion

Some principal theories that affect persuasion are discussed in this section:

Social Judgment Theory: This theory says that people have categories of judgment through which they assess persuasive positions. Selection of particular level of judgment depends on ego of the person.When ego involvement is more, people select the level of judgment which has greater chance of rejection (Fudold). Even they distort the incoming information in order to fit their judgment levels.

Cognitive Dissonance: This theory states that people often have conflicts between their belief system and actions that they finally take. Dissonance is stronger when the gap between their beliefs and actions is more. Cognitive dissonance is the mechanism by which a person experiences new differences and hence can be a powerful persuasion tool (Fudold).

Reinforcement Theory: Reinforcement Theory states that a person’s behavior is a function of consequences associated with the action. Positive reinforcement as well as negative reinforcement can be very well used for persuading people by informing them about the consequences if they do the particular thing or don’t do it.

Balance Theory: This theory states that people like balance in their lives, and whenever they feel out-of-balance, they are motivated to restore the balance(Heider, 1946). For effective persuasion, one can show the other person when he is inconsistent and provide arguments as to how he can gain balance by doing the particular action.

Implications of Persuasion Skills on Management Practices

Importance of Persuasion Skill for Managers

For managers, persuasion is an important tool in their kit of essential management skills. Managers require the skill of persuasion in their day-to-day operations for changing behavior and getting results. Negotiating pay, dealing with suppliers, and working in team all require persuasion skills to some extent or other. The dynamic businessworld of today has made persuasion a must-have management skill because of the following reasons(Harvard Business Essentials, 2005):

• Hierarchical control structures are giving way to cross-functional teams, virtual teams, and joint ventures which do not have the traditional command and control structures.
• People today are motivated through positive reinforcement techniques, by giving them respect and considering them responsible employees. They no more respond well to orders when they don’t know why they are doing it.

Thus, managers do not have the luxury of using their authority to get a job done; they need persuasion skills to do it.

Selling Ideas to Top Management

One of the challenges that people face in their workplace is selling their ideas to the higher management. ‘Internal selling’ is difficult due to many reasons: lack of information about internal competition, inconsistency between what the management needs and what we think they need and miscommunication (Aubuchon, 1997). Persuasion can be useful in addressing problems like these. Through establishing credibility, friendships with peers as well as seniors, and providing logical arguments, selling ideas to the management can be easy.

Steps for Effective Persuasion Process

The various steps that management should follow for efficient persuasion process are(Harvard Business Essentials, 2005):

1. Establish Credibility
2. Understand the Audience
3. Provide Solid Argument
4. Communicate Effectively

Credibility manifests in two forms: ideas and the person himself(Harvard Business Essentials, 2005). Credibility is earned through expertise and establishing trust relationships with the target persons, who can be subordinates or peers or superiors. Generally this comes with time by always delivering on promises, keeping confidences and being consistent in your values.

Understanding the audience is important. This gives manager information about who are centers of influence among the audience and the decision making styles of the audience.

Solid Argument should be provided to grab the attention of the audience. Supporting evidence, facts, contributing stories and analogies can be used to provide a solid argument.

All the above steps may fail without proper communication. Message should be constructed properly and delivered in accordance with the receptive styles of the audience. The ability to connect emotionally can be an advantage here. The manager should be empathetic, and open to listening the other side’s views and opinions.

Persuasion and Ethics in Workplace

There is a thin line separating persuasion and manipulation. While persuasion is a positive skill, manipulation is unethical. Using the persuasion skills to manipulate superiors, peers and subordinates is unethical and should be avoided. Communication should be transparent in the process of persuasion. Deliberately providing false information can harm the reputation in the long run. Manipulations may give results in the short run, but in the long run, their effectiveness fizzles out as people get to know the person’s tactics eventually.

 

 

 

Part 2: Discussion of Action Plan Outcomes

Aim and Rationale

As part of Learning Contract, I had drawn up my action plan for week 2 to week 10, which I followed strictly and monitored the outcomes. My action plan was mainly centered on my part-time job as a sales person in a Chinese clothing shop. I chose persuasion skill as my area of research and learning because I was initially very shy and lacked persuasive skills. My commissions were not good as a result of my inability to get more sales done. My aim for the Learning Contract was to be expert of Persuasion skills. I aimed at being able to persuade my customers to make purchases and persuade the members of my tutorial effectively by Week 10.

Analyzing my Actions and Expected and Actual Outcomes

Refer Table 1 in Appendix.

Week 2: The 2^nd week was aimed at building confidence that I can be an expert of persuasion skills in time. I had to plan out how I will progressively improve on my persuasion skills. By the end of week 2, I was confident that I can learn to persuade my customers to buy things.

Week 3: The 3^rd week was aimed at showing my commitment and passion. I started on this by reading articles on persuasion. I slowly tried to build my commitment and passion towards the Learning Contract. In this week, my plan was to show passion while communicating with my customers. However, I couldn’t get the desired result. I decided to act on it continuously for improvement.

Week 4: The plan for 4^th week was to understand my audience. I read books to learn tips for understanding the audience. I observed the type of people coming to the shop, their general demands, and their general attitude. My expected outcome was to know my customers’ needs and service them accordingly. I tried to do that. For example, when a couple came for buying a dress for their daughter, I politely asked them what were their requirements rather than going on showing random clothes. After getting their requirements, I could easily show the clothes they will like, and hence was able to sell to them.

Week 5: Week 5 was aimed at providing useful information through incorporating facts and logic in my speech. As I had done some research on principles of persuasion, I found that providing evidence and facts to support your argument can help in persuading the audience. Accordingly, my target outcome was to provide data and gain trust of my customers. In most cases, when I gave information regarding where the product was sourced from or what material was the product made of, customers got interested and bought it. But, in some cases, the customers were not so trusting.

Week 6: In the 6^th week, my aim was to establish personal touch in my communication. Instead of using complicated technical terms, I planned to use simple terms, and add personal touch through compliments and smile.Whenever a customer entered, I moved towards him first and greeted him. Then, with a smile I asked him what he needed and what were his requirements. While showing the items, I discussed with him what would be a better choice, without forcing anything on him. Eventually, I could see the difference. My customers reciprocated my behavior, and talked nicely to me. My sales were slowly increasing.

Week 7: This week was dedicated to improving my body language. I tried to be alert once a customer entered the shop. I tried to use my facials expressions to show my confidence in a product. Customers’ attentiveness was improved as a result of this. I realized, persuasion skills involved more than just verbal communication. Non-verbal communication plays an important role too.

Week 8:The 8^th week was aimed at learning to maintain my composure at all times. I easily got tensed when I faced some new situation. I wanted to remove that. I kept this thing in my mind always “Be calm”. Whenever customers were not persuaded by usual techniques, I tried to think up newer ones like generating their interest in some new product/fabric that has arrived, providing them information about newer products, so that at least one grabs their attention.

Week 9: My aim for the 9^th week was to learn from others in my workplace. I observed how my co-workers persuaded the customers. I observed different styles of persuasion. Some used reinforcement techniques, whereby they constantly pointed out what the customer will gain by buying the product, or what he will lose out on if he doesn’t buy it. I found one person using the technique of creating needs to persuade the customers. For example, when a customer had purchased something, this boy would tell him if he needed bags and that new collection of bags had arrived recently. This would somehow create a need for bags in the mind of the customer and he asked for seeing bags.

I too experimented with a number of persuasion techniques that I had learned from research. When a particular product’s stock was getting over, I would highlight it to my customers, saying that the stock is getting over, and it is in great demand. It worked sometimes. Another technique that I tried was using the principle of social proof(Cialdini, 2001). When I said some known customers that their friends had bought the particular product, they were persuaded to buy it.

By the end of these 9 weeks, I had gained confidence and was surer of what to say and how to approach a customer. I understood persuasion much better. My sales went up. I received praise from my boss as well.

Learning

I got a number of learnings from this course and project. These have helped me improve my performance in the classroom as well as my workplace. These learnings will also aid me when I become an employee in an organization and will help me in my dealings with my superiors, peers and subordinates. Some of the key lessons that I learned through this project are:

• Persuasion is an important managerial skill; however, it is not required to be born with it; persuasion skills can be learnt.
• The first step to persuading someone is being confident that you can do it. Confidence increases the probability of success.
• I found that there are several factors which will make persuasion easier. For instance, familiarity. Known customers who had earlier purchased from me were easily persuaded rather than strangers. Getting to know the customers actually helps in building a familiarity base and helps subsequently in successful persuasion.
• It is difficult to establish credibility in a sales profile as it is general belief that sales people will deceive for their own benefits. I was challenged by this factor. In the ten weeks, I learnt that credibility can be shown by giving them information about products which they may not know or by giving examples of other customers’ experience with the product.
• There are so many methods of persuasion, but the method should be in accordance to the audience. Some customers were persuaded when I used emotional appeal, while others did not respond well to it. I cannot use the same technique for everyone; hence, I need to know my audience.
• For my future managerial job, I learnt that when I enter an organization I should start building rapport and camaraderie with people early so that I form a liking base. This will help me eventually when I need to persuade anyone. Moreover, it’s better to tell my acquaintances of my experience and expertise through informal talks or while chatting up while taking care that it does not sound like boasting.
• I should be careful of mistakes like: being adamant over a particular though/view point; resisting compromise; and coming on force on the audience. What I learnt from my research and application of my learning at workplace, persuasion is successful when the persuader is sincere and empathetic.

 

Works Cited

 

Aubuchon, N. (1997). The Anatomy of Persuasion. New york: AMACOM books.

Axelrod, A. (2007). Getting your Way Every Day. New York: American Management Association.

Cialdini, R. B. (2001). Harnessing the Science of Persuasion. Harvard Business Review.

Cooper, L. (1960). The rhetoric of Aristotle. Prentis Hall.

Fudold, L. L. (n.d.). Handbook on Persuasion Skills. Retrieved May 17, 2012, from http://www.cgg.gov.in/publicationdownloads/mar03/Persuation%20Skills.pdf

Harvard Business Essentials. (2005). Power, Influence and Persuasion. Boston: Harvard Business Press.

Heider, F. (1946). Attitudes and cognitive organization. Journal of Psychology, 107-112.

Lease, A. J. (2007). Persuasion: a skill for today’s leaders. Retrieved May 17, 2012, from Findarticles: http://findarticles.com/p/articles/mi_hb3325/is_2_11/ai_n29397997/

 

 

 

 

Appendix

Table 1: Action Plan

 LC23

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