This page contains a Flash digital edition of a book.
INFLUENCING SKILLS


Four influencing strategies


In the second of three articles on influence Tim Baker looks how L&D professionals can boost their capacity to influence learners


to persuade her executive team, who were a pretty staid bunch, that the standard performance review system needed changing.


F


She decided to interview 25 people (out of a total of 100 employees) – a mix of managers and employees – anonymously. She asked them each to consider the current system and their attitudes to it in a series of carefully thought-out and structured questions. Their responses confirmed her view that the current system was not working. Fiona wanted to replace this system with the Five Conversations Framework1


. She carefully and


methodically collated the data and identified several key themes of the views of negative aspects of the


iona is the HR manager for a government department. She wanted to change the performance review system in her organisation. The current approach was not working, but she had


current system, such as there being no appreciable increase in employee performance. She considered how the five conversations could improve things. In particular, Fiona carefully thought through how the new system would improve on the specific deficiencies identified. Fiona then thought about the stated vision of the business: ‘To be responsive to customer demands, decisive, and innovative’. She considered how she could link the new system to the vision statement of the business. Fiona put fingers to keyboard and produced a


thorough, methodical, and concise report she was justifiably proud of. At the next management meeting she shared the report with her colleagues and invited them to participate in a discussion on performance and, in particular, the performance review system. The management team agreed to run a pilot programme for the following year based on the Five Conversations Framework.


12


September 2015 www.trainingjournal.com


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64