Persuasion \u0026 Influence ppt

$Page 1: Persuasion \u0026 Influence ppt$
PERSUASION: PERSUASION: The Science and Art of Effective InfluenceThe Science and Art of Effective Influence

Professor Gary Orren Professor Gary Orren John F. Kennedy School of GovernmentJohn F. Kennedy School of Government

Harvard UniversityHarvard University

Copyright © 2005 by Gary Orren

““What is distinctively What is distinctively human at the most human at the most

fundamental level is the fundamental level is the capacity to persuade and capacity to persuade and

be persuaded.”be persuaded.”

Bertrand RussellBertrand Russell Outline of PhilosophyOutline of Philosophy (1927) (1927)


• Persuasion:Persuasion:• To effectively & ethically get people to change their behavior or To effectively & ethically get people to change their behavior or

attitude to align with what we want.attitude to align with what we want.

• ““Given a hammer, everything else becomes a nail”Given a hammer, everything else becomes a nail”

• Persuasion is a form of social influence.Persuasion is a form of social influence.

• Persuasion is the key to leadership.Persuasion is the key to leadership.

• Two Responsibilities of persuasion: Be effective & Be ethical Two Responsibilities of persuasion: Be effective & Be ethical

• Persuasion includes counseling, teaching, advertising, ….Persuasion includes counseling, teaching, advertising, ….

Managers and leaders Managers and leaders who fail generally do so who fail generally do so not because of things not because of things they don’t know, but they don’t know, but because of things they because of things they know perfectly well that know perfectly well that they just aren’t doing.they just aren’t doing.


““Learning is when you Learning is when you suddenly understand suddenly understand something you have something you have

understood all your life, understood all your life, but in a new way.”but in a new way.”

Doris LessingDoris Lessing British AuthorBritish Author


The “Four P’s" of Social InfluenceThe “Four P’s" of Social Influence

PERSUASION PERSUASION Communicating with others in a way Communicating with others in a way that induces them to voluntarily that induces them to voluntarily think or act think or act differently differently

PNEGOTIATION (silent p) Negotiation, trading, exchange, PNEGOTIATION (silent p) Negotiation, trading, exchange, bargaining, communication back & bargaining, communication back & forth forth in order to reach a joint decisionin order to reach a joint decision

POWERPOWER Command, assertion, force, coercion, Command, assertion, force, coercion, threatthreat

PAYMENTPAYMENT Material incentives, reward, Material incentives, reward, compensation, negotiation, exchange, compensation, negotiation, exchange, bargaining, transactionbargaining, transaction


• Orren has a set of the top 20 principles of Orren has a set of the top 20 principles of persuasion:persuasion:

• All are self-evident, except in their use.All are self-evident, except in their use.

• We use them everyday, except when we are under stress.We use them everyday, except when we are under stress.

• We need to use them in a strategic, planned way.We need to use them in a strategic, planned way.

• By labeling them, we can convert something we know into a tool By labeling them, we can convert something we know into a tool that we can use that we can use

Principles of Persuasion:Principles of Persuasion:

• Principles of Persuasion (continued)Principles of Persuasion (continued)

3 Biggest Challenges to Persuasion, 3 Biggest Challenges to Persuasion, (& they are all wrong)(& they are all wrong)

1.1. Persuasion principles are self-evident. Persuasion is too Persuasion principles are self-evident. Persuasion is too easy.easy.

(Answer: Conceptually that is true, but not in practice.)(Answer: Conceptually that is true, but not in practice.)

2.2. Persuasion is unethical. It is mere manipulation.Persuasion is unethical. It is mere manipulation.

(Answer: The techniques of persuasion, like many other (Answer: The techniques of persuasion, like many other technologies, are neither inherently good nor evil. They technologies, are neither inherently good nor evil. They can be used to advance noble or pernicious purposes.)can be used to advance noble or pernicious purposes.)

3.3. Persuasion is an innate skill. Persuasion is too hard. Some Persuasion is an innate skill. Persuasion is too hard. Some people are natural born persuaders, most are not.people are natural born persuaders, most are not.

(Answer: That is true. However with sustained practice (Answer: That is true. However with sustained practice most of us can improve our persuasion skills, & that may most of us can improve our persuasion skills, & that may be decisive.)be decisive.)

2. Logos, Ethos, Pathos, Agora, 2. Logos, Ethos, Pathos, Agora, SyzygySyzygyAristotle’s Aristotle’s Rhetoric Rhetoric : :

• Logos: logical, coherent, cogent argument.Logos: logical, coherent, cogent argument.

• Ethos: the characteristics of the messenger. Ethos: the characteristics of the messenger.

• Pathos: the motives, feelings, attitudes, and knowledge of Pathos: the motives, feelings, attitudes, and knowledge of the audience the audience

Logos:Logos:

• Necessary but not sufficientNecessary but not sufficient

• Frequent failure of good logos argumentFrequent failure of good logos argument

• Cognitive & affective attitudesCognitive & affective attitudes

• Agora:Agora:A gathering place, especially the marketplace in ancient Greece.A gathering place, especially the marketplace in ancient Greece.

The The contextcontext::

a. Where? The physical milieu: a. Where? The physical milieu:

setting or venue (place, culture), channels, rules, setting or venue (place, culture), channels, rules,

b. When? Timing b. When? Timing of the message (e.g. mood)of the message (e.g. mood)

* * Syzygy:Syzygy:

Persuasion goal: Persuasion goal:

Combining & balancing logos, ethos, Combining & balancing logos, ethos, pathos, & agora. pathos, & agora.

Aligning the key elements of the message.Aligning the key elements of the message.

L E A P S

LEAPS Framework LEAPS Framework LogosLogos MessageMessage Content of the argument, Content of the argument,

reasons, datareasons, dataEthosEthos MessengerMessenger Character, credibility, Character, credibility,

plusplus other characteristics other characteristicsPathosPathos AudienceAudience Emotions Emotions plusplus other other

predispositions (affective predispositions (affective and cognitive)and cognitive)

AgoraAgora ContextContext Where or when (setting, Where or when (setting, channels, rules, timing)channels, rules, timing)

SyzygySyzygy AlignmentAlignment Reasonable balance Reasonable balance among the other elementsamong the other elements

2. Simplicity/Clarity2. Simplicity/Clarity• Keep your message simple and comprehensible (No big Keep your message simple and comprehensible (No big

words.) words.)

* Keep it Simple Stupid (KISS) principle.* Keep it Simple Stupid (KISS) principle.

The challenge: our subjects are complex and we are The challenge: our subjects are complex and we are logos-oriented → logos-oriented →

This principle is challenging for school leaders because the This principle is challenging for school leaders because the subject of our work (educational reform) is complex & we subject of our work (educational reform) is complex & we are complexifiers. We work with the power of reason & are complexifiers. We work with the power of reason & the power of proof- people are NOT like that.the power of proof- people are NOT like that.


**Tip of the icebergTip of the iceberg: :

What we need to do is to remember the iceberg & show only the What we need to do is to remember the iceberg & show only the basic or tip of our argument & hold the rest in reserve. basic or tip of our argument & hold the rest in reserve.

People are busy & will not remember very much of what we say in People are busy & will not remember very much of what we say in 1-3 weeks time.1-3 weeks time.

*Question: what is the one thing the audience will remember?*Question: what is the one thing the audience will remember?

How many points should we make in an argument?How many points should we make in an argument?

→→No > than 3 or people will not remember them laterNo > than 3 or people will not remember them later

*Recall & number of points in the argument: Do you know your *Recall & number of points in the argument: Do you know your “ABC”? & “123”“ABC”? & “123”

Recall & Number of PointsRecall & Number of Points

Number of Points in an Argument

Recall

1 432 5 n


3) Know the Audience3) Know the Audience* Use the power of predispositions. The audience * Use the power of predispositions. The audience

has patterns from their past experience.has patterns from their past experience.

(e.g. Cognitive conservatism, Confirmatory bias).(e.g. Cognitive conservatism, Confirmatory bias).

* Need to use all available resources to know the * Need to use all available resources to know the audience (Listening, empathy, skills, time, people, audience (Listening, empathy, skills, time, people, energy) rather than knowing our audiences in a energy) rather than knowing our audiences in a half-baked way or half-hearted efforts which is half-baked way or half-hearted efforts which is usually the case.usually the case.


• Know the AudienceKnow the Audience: : (cont.)(cont.)• The fundamental idea is that the audience has ultimate control The fundamental idea is that the audience has ultimate control

over whether they are persuaded or not.over whether they are persuaded or not.

• Try to activate their thinking about your issue in terms of their Try to activate their thinking about your issue in terms of their patterns.patterns.

• This principle is derived from Aristotle’s “The Rhetoric” where he This principle is derived from Aristotle’s “The Rhetoric” where he wrote about the 3 aspects of persuasion:wrote about the 3 aspects of persuasion:

1) 1) The Logos: The Logos: the logical messagethe logical message2) 2) The Ethos: The Ethos: the messenger’s skill & credibilitythe messenger’s skill & credibility3) 3) The Pathos: The Pathos: the audience the audience

4) Salience4) Salience• The importance, relevance of an issue.The importance, relevance of an issue.

• This principle requires us to know the audienceThis principle requires us to know the audience

• We need to talk about the things that are important We need to talk about the things that are important to both ourselves & the audienceto both ourselves & the audience

Not just us (self-indulgence) & not just them Not just us (self-indulgence) & not just them (pandering) (pandering)

SI P


5) Analogies/Metaphors:5) Analogies/Metaphors:•Using (tap into) existing categories in people’s minds Using (tap into) existing categories in people’s minds (recall selective perception exercise).(recall selective perception exercise).

•Metaphors have good stickiness-people remember Metaphors have good stickiness-people remember them. them.

•Religious texts – arguably the most persuasive of all Religious texts – arguably the most persuasive of all texts-are full of metaphors.texts-are full of metaphors.

•Metaphor is a vehicle through which data can be Metaphor is a vehicle through which data can be delivereddelivered

•Must get metaphor “right.”Must get metaphor “right.” e.g., Don’t use baseball e.g., Don’t use baseball metaphors to a non-US audiencemetaphors to a non-US audience

• Example of a metaphor:Example of a metaphor:• Abraham Lincoln- “ A house divided against itself can not Abraham Lincoln- “ A house divided against itself can not

stand” stand” Talking about the effects of civil war on the states of the USATalking about the effects of civil war on the states of the USA

6) Storytelling:6) Storytelling:•““The key to leadership is effective persuasion through stories.” The key to leadership is effective persuasion through stories.”

•Narratives are the most powerful currency of persuasion.Narratives are the most powerful currency of persuasion.

→→Students remember your stories more than your facts- Students remember your stories more than your facts-

especially personal ones (Retention by students).especially personal ones (Retention by students).

•Stories:Stories:

* Have an intrinsic reality & credibility - the opposite of * Have an intrinsic reality & credibility - the opposite of

statistics/data. We tend to assume that they are true, where statistics/data. We tend to assume that they are true, where

statistics are assumed to be misleading.statistics are assumed to be misleading.

* * Capture attention & engage the mind of the audience.Capture attention & engage the mind of the audience.

* Let the audience interpret the message in their own terms. * Let the audience interpret the message in their own terms.

• StorytellingStorytelling (cont.):(cont.):

• Religious TextsReligious Texts

• Never a statistic without a story, never a story without a Never a statistic without a story, never a story without a statistic.statistic.

• Stories give life; statistics give generalizability.Stories give life; statistics give generalizability.

• ““In dreams begin responsibilities”In dreams begin responsibilities”

• The 2 responsibilities of persuasion:The 2 responsibilities of persuasion:

1. To be ethical1. To be ethical

&& 2. To be effective 2. To be effective

7) Counter-intuitive & arguments:7) Counter-intuitive & arguments:

•Novel, fresh, surprising information Novel, fresh, surprising information may be necessary to cause people to may be necessary to cause people to modify their predispositions & beliefs.modify their predispositions & beliefs.

•Surprise is persuasive.Surprise is persuasive.

•Try to identify the most unlikely Try to identify the most unlikely messenger to carry the message.messenger to carry the message.

8) Active vs. Passive Audience:8) Active vs. Passive Audience:•Commitment Principle Commitment Principle

•Capturing attention vs. engaging the mind.Capturing attention vs. engaging the mind.

•An active audience is more open to persuasion.An active audience is more open to persuasion.

→ → Ask them questions Ask them questions

9) Repetition9) Repetition

• More learning & more retention More learning & more retention with repetition.with repetition.

• “ “Double your pleasure….”Double your pleasure….”

10. Personalizing:10. Personalizing:•There was a shift in communication style from 19There was a shift in communication style from 19 thth - 20 - 20thth century from rhetoric which is hot, impassioned, fiery & century from rhetoric which is hot, impassioned, fiery & contentious to a cooler , more intimate, conversational, contentious to a cooler , more intimate, conversational, autobiographical type of communication.autobiographical type of communication.•Personalizing works because:Personalizing works because: * gift of self-disclosure.* gift of self-disclosure. * raises credibility (truth & knowledge).* raises credibility (truth & knowledge). *audience craves “intimacy”.*audience craves “intimacy”. *The hallmark of mass media – “up close & personal”*The hallmark of mass media – “up close & personal”•Personalize your request rather than send out mass e- Personalize your request rather than send out mass e- mailmail

11) Authority/Credibility:11) Authority/Credibility:*We are more likely to be persuaded (even without the *We are more likely to be persuaded (even without the

inclination to do so) by someone who is perceived to be an inclination to do so) by someone who is perceived to be an

authority or is authoritative.authority or is authoritative.

* The person does not have to hold a formal position, although * The person does not have to hold a formal position, although

sometimes the position can confer authority on the person. sometimes the position can confer authority on the person.

AuthorityAuthority (cont.): (cont.):

The two key elements of credible authority The two key elements of credible authority : :

a) knowledge/expertise a) knowledge/expertise

& b) trustworthiness.& b) trustworthiness.

..

Action Questions:Action Questions:

Why should the audience accept my word? Especially if I am not Why should the audience accept my word? Especially if I am not well known to the audience: How can I convey my expertise and well known to the audience: How can I convey my expertise and integrity? Who else/what else can vouch for my credibility? Can integrity? Who else/what else can vouch for my credibility? Can I say something which is apparently contrary to my self-interest?I say something which is apparently contrary to my self-interest?

12) Conformity/Social Proof:12) Conformity/Social Proof:*People are often persuaded to change their attitudes or *People are often persuaded to change their attitudes or

behavior in response to real or imagined group pressure.behavior in response to real or imagined group pressure.

*Following others’ actions as an indication of what is true or *Following others’ actions as an indication of what is true or

right.right.

*The power of social norms.*The power of social norms.

*Conformity is a time-saving device, increases chances of being *Conformity is a time-saving device, increases chances of being

correct, yields social approval or avoids disapproval.correct, yields social approval or avoids disapproval.


Who else can speak for me or my cause? Who else can speak for me or my cause?

Who can better invoke peer pressure than me?Who can better invoke peer pressure than me?

13) Reciprocity/Concession:13) Reciprocity/Concession:• We are more likely to persuade someone if we have given We are more likely to persuade someone if we have given

them something (tangible: free sample, or intangible: ideas, them something (tangible: free sample, or intangible: ideas,

information, expression of appreciation, acknowledgement).information, expression of appreciation, acknowledgement).

• We feel obliged to repay what another person has provided us We feel obliged to repay what another person has provided us (to avoid feeling indebted).(to avoid feeling indebted).

• Concessions: * what can I afford to give away?Concessions: * what can I afford to give away?

* one type of reciprocation* one type of reciprocation

* they stimulate return concessions* they stimulate return concessions

a) Substantive: ex: Recommendations (conveys objectivity, a) Substantive: ex: Recommendations (conveys objectivity, honesty) honesty)

& b) Stylistic concessions: Verbal & Non-Verbal& b) Stylistic concessions: Verbal & Non-VerbalCopyright © 2005 by Gary Orren

Reciprocation (Reciprocation (cont.cont.):):•Use concessionary language which does not compromise your Use concessionary language which does not compromise your authoritativeness.authoritativeness.

•Compare “You may be right, have you considered…”Compare “You may be right, have you considered…”

with “Now look – I’ve had enough – here is the answer – with “Now look – I’ve had enough – here is the answer –

mine!”mine!”

* Balance between authority(esp. principles) & reciprocation. * Balance between authority(esp. principles) & reciprocation.

•Listening is not only essential in knowing the audience, but Listening is not only essential in knowing the audience, but

listening can be persuasive in and of itself.listening can be persuasive in and of itself.

•An audience who is listened to will tend to reciprocate & be An audience who is listened to will tend to reciprocate & be

more receptive. more receptive.

* “Listening is the cheapest concession you can make.”* “Listening is the cheapest concession you can make.”

What Reciprocity (Concessionary) What Reciprocity (Concessionary) Language Is and Is NotLanguage Is and Is Not

Know It AllsKnow It Alls ““Reciprocators”Reciprocators” Know NothingsKnow Nothings

ImperiousImperiousDogmaticDogmaticCondescendingCondescendingArrogantArrogantInfallibleInfallibleSmugSmugDisdainful/ Disdainful/ DisparagingDisparagingContemptuousContemptuous

Respectful (of others Respectful (of others and their views)and their views)Acknowledge (other Acknowledge (other possible viewpoints)possible viewpoints)EmpatheticEmpathetic

IndecisiveIndecisiveDoubtfulDoubtfulMeekMeekTimidTimidWeakWeakEquivocalEquivocalMousyMousyWishy-WashyWishy-Washy


• Tips on Listening:Tips on Listening:1.1. Suspend judgment.Suspend judgment.2.2. Paraphrase your understanding of speaker's words.Paraphrase your understanding of speaker's words.3.3. Ask questions for clarification (with genuine intent to learn).Ask questions for clarification (with genuine intent to learn).4.4. Acknowledge the speaker's concerns, strengths, feelings, Acknowledge the speaker's concerns, strengths, feelings,

efforts.efforts.5.5. Be an active listener. Avoid rehearsing your next response Be an active listener. Avoid rehearsing your next response

while "listening." People can usually tell when someone is while "listening." People can usually tell when someone is listening with their full attention.listening with their full attention.

6.6. Good body language (e.g., eye contact, empathetic noises, Good body language (e.g., eye contact, empathetic noises, nods).nods).

14) Humor:14) Humor:Humor evokes:Humor evokes:

1.1. The Reciprocation principle.The Reciprocation principle.

2.2. The Liking principle.The Liking principle.

3.3. Interestingness.Interestingness.

** Humor which is self-deprecating, self-mocking, self-parody is ** Humor which is self-deprecating, self-mocking, self-parody is effective (reciprocation, concession, & vulnerability) →effective (reciprocation, concession, & vulnerability) →

It is very endearing.It is very endearing.

15) Liking / Association: Similarity & Empathy15) Liking / Association: Similarity & Empathy

• We are more likely to be influenced by people we know We are more likely to be influenced by people we know

& like.& like.

* We like people:* We like people:

1. Who are similar to us (Similarity Principle)1. Who are similar to us (Similarity Principle) 2. Who 2. Who like us.like us.

3. Who have cooperated with us for common goals3. Who have cooperated with us for common goals

4. With whom we have pleasant associations 4. With whom we have pleasant associations

(the basis of advertising-connect the idea with (the basis of advertising-connect the idea with

something we value)something we value)

Liking: Similarity and Empathy (cont.)Liking: Similarity and Empathy (cont.)

*“Like” = We like people who are positive, respectful, *“Like” = We like people who are positive, respectful, appreciative, empathetic. appreciative, empathetic.

* Compare the power of genuine praise, compliments * Compare the power of genuine praise, compliments

versus flattery. versus flattery.


What genuinely admirable qualities does my audience What genuinely admirable qualities does my audience have? have?

Is there a genuine similarity between me and my Is there a genuine similarity between me and my audience? audience?


Liking: Similarity & Empathy (cont.)Liking: Similarity & Empathy (cont.)

* People may be effective but not likeable.* People may be effective but not likeable.

* Likeability & assertiveness are not two ends of the * Likeability & assertiveness are not two ends of the

same single dimension.same single dimension.

* To be likable, we need NOT relinquish our critical * To be likable, we need NOT relinquish our critical

faculties.faculties.

*Emotional Intelligence: substantial overlap with *Emotional Intelligence: substantial overlap with

Liking.Liking.

•The Association principle: connecting a person, The Association principle: connecting a person,

product, or idea to something we feel positive about.product, or idea to something we feel positive about.

Assertiveness and EmpathyAssertiveness and Empathy1.1. Conventional understanding: this is one dimensionConventional understanding: this is one dimension..

Likable/EmotionallyLikable/Emotionally Assertiveness Assertiveness Intelligent Intelligent

AssertivenessAssertiveness

Standing up for your views Standing up for your views and principlesand principlesStrongStrongConvictionConvictionDecisiveDecisiveHigh standardsHigh standardsAnalyticalAnalyticalFocus on the argument, Focus on the argument, the data (logos oriented)the data (logos oriented)

Likable/EILikable/EI

EmpatheticEmpatheticListening Listening Concern for process andConcern for process and interpersonal relationshipsinterpersonal relationshipsRespectfulRespectfulCare and concernCare and concernAppreciativeAppreciativeComplimentaryComplimentaryPositive/upbeatPositive/upbeat


Assertiveness & Empathy (cont.)Assertiveness & Empathy (cont.)

2. This is a false choice. There are really two dimensions.2. This is a false choice. There are really two dimensions.

highhigh

highhigh

lowlow

lowlow

AssertivenessAssertiveness

Likable/EILikable/EI


16) Scarcity:16) Scarcity:* * People want what they (think) they can’t have. People want what they (think) they can’t have. •Opportunities seem more valuable when their availability is Opportunities seem more valuable when their availability is limited.limited.

•Applies to information & ideas, not just commodities.Applies to information & ideas, not just commodities.

•Present your persuasion argument in terms of what an audience Present your persuasion argument in terms of what an audience stands to stands to loselose, not just in terms of the anticipated benefits (since , not just in terms of the anticipated benefits (since loss appears to be a more motivating concept than gain).loss appears to be a more motivating concept than gain).

•Information that is scarce, new, or exclusive should be stated Information that is scarce, new, or exclusive should be stated early in a persuasion message (establishing a strong reason for early in a persuasion message (establishing a strong reason for people to listen). people to listen).


Can I tell my audience something that is scarce, new, or exclusive? Can I tell my audience something that is scarce, new, or exclusive? Can I help my audience avoid a loss? Can I help my audience avoid a loss?

17) Commitment/Consistency17) Commitment/Consistency*People feel personal & interpersonal pressures to honor & to behave *People feel personal & interpersonal pressures to honor & to behave consistently with their prior commitments. People wish to be (& to appear to consistently with their prior commitments. People wish to be (& to appear to be) consistent with what they have already said & done.be) consistent with what they have already said & done.

*Small initial commitments (foot in the door) can be leveraged into much *Small initial commitments (foot in the door) can be leveraged into much larger commitments.larger commitments.

*Commitments are most powerful when they are:*Commitments are most powerful when they are:1.1. Active (ex. written vs. oral)Active (ex. written vs. oral)2.2. PublicPublic3.3. EffortfulEffortful4.4. Felt to be an inner responsibility (one has voluntarily chosen to make Felt to be an inner responsibility (one has voluntarily chosen to make

commitment without strong outside pressure)commitment without strong outside pressure)

*Procuring a commitment creates obligation (the person will then act in a *Procuring a commitment creates obligation (the person will then act in a way that is consistent with that commitment) way that is consistent with that commitment)


18) Contrast:18) Contrast:•What we see & believe in a situation depends, to a great extent, on What we see & believe in a situation depends, to a great extent, on what we have encountered immediately prior to that situation. This is what we have encountered immediately prior to that situation. This is true not just of heat , brightness, loudness, weight, but also of social true not just of heat , brightness, loudness, weight, but also of social relationship & perceptions.relationship & perceptions.•We tend to exaggerate the differences between 2 adjacent events(i.e. We tend to exaggerate the differences between 2 adjacent events(i.e. different things next to each other seem > different)different things next to each other seem > different)•We perceive phenomena from the standpoint of a reference point .We perceive phenomena from the standpoint of a reference point .•““Persuasion professionals” often spend more time structuring what Persuasion professionals” often spend more time structuring what happens before a request than crafting the actual request.happens before a request than crafting the actual request.•The Contrast principle is a corollary of Context. How can we change The Contrast principle is a corollary of Context. How can we change the context or at least take advantage of an existing context so as to the context or at least take advantage of an existing context so as to improve the chances of persuading someone?improve the chances of persuading someone?•Give concessions – never say “we must be the best”; say “we must be Give concessions – never say “we must be the best”; say “we must be very good at a very good price”. very good at a very good price”.

Coins (of the Realm) and Their Flip SidesCoins (of the Realm) and Their Flip SidesPrinciplesPrinciples:: When They Go WrongWhen They Go Wrong::

KISSKISS Over-simplifyingOver-simplifyingStorytellingStorytelling Mere storytelling, war storiesMere storytelling, war storiesRepetitionRepetition Ad NauseumAd NauseumPersonalizingPersonalizing Over-personalizingOver-personalizingAuthorityAuthority AuthoritarianAuthoritarian

“smarty-pants,” “know it all”“smarty-pants,” “know it all”ConvictionConviction Excessive certitudeExcessive certitude

blind zealotryblind zealotry


Learning and Developing the Artistry of Learning and Developing the Artistry of Persuasion (Mostly Good News)Persuasion (Mostly Good News)

1. Persuasiveness is not entirely innate.

2. We can learn, acquire, develop, cultivate new habits and skills of persuasion and improve old ones.

3. Other personal talents (e.g. intelligence) are more difficult to nurture and change.

4. Success in adult life (professional & personal) probably depends more on persuasion skills than on native intelligence.

5. It is extremely unlikely that a person will totally transform his/her persuasion skills.

6. Rather, people can make marginal improvements in their persuasion skills.

7. But these marginal improvements can be decisive in how successful people are in persuasion.


Four Types of Attitude ChangeFour Types of Attitude Change

1.1. ConversionConversion

2.2. ReinforcementReinforcement

3.3. ActivationActivation

4.4. De-activationDe-activation

*Have your strategic objective clearly in mind. Which *Have your strategic objective clearly in mind. Which type of attitude change is most appropriate for your type of attitude change is most appropriate for your persuasion situation?persuasion situation?

*We tend to assume that conversion is always our goal.*We tend to assume that conversion is always our goal.

X = Your viewX = Your viewY = Opposing ViewY = Opposing View

XX

Y Y X X

Y Y DK? DK?

DK? XDK? X


C A R DC A R D

C = ConversionC = Conversion

A = ActivationA = Activation

R = ReinforcementR = Reinforcement

D = De-ActivationD = De-Activation


Targeting StrategiesTargeting Strategies

Unmovable Unmovable Opponents Opponents

No EffortNo Effort

OpponentsOpponents

De-activate De-activate

ororConvertConvert

Uncommitted Uncommitted and and

UninvolvedUninvolved

No EfforNo Effortt

Uncommitted Uncommitted and Involvedand Involved

ActivateActivate

AlliesAllies

ReinforceReinforce

Hard-core Hard-core AlliesAllies

No EffortNo Effort


Three Persuasion ClustersThree Persuasion Clusters LogosLogosSimplicity/ClaritySimplicity/Clarity Analogies/Metaphors Analogies/Metaphors Counter-intuitiveCounter-intuitive StorytellingStorytellingSalienceSalienceScarcityScarcityContrastContrastRepetitionRepetition

EthosEthosAuthority/CredibilityAuthority/CredibilityLiking/AssociationLiking/AssociationReciprocationReciprocationListening Listening Personalizing Personalizing HumorHumor

PathosPathosKnow the audienceKnow the audienceKnow the contextKnow the contextConformityConformityCommitmentCommitmentActive vs. PassiveActive vs. PassiveCARDCARD


Attribution ErrorsAttribution ErrorsWhen trying to explain why someone behaved in a particular way, we can When trying to explain why someone behaved in a particular way, we can attribute the causes of that behavior either to:attribute the causes of that behavior either to:

1.1. Dispositional causesDispositional causes: something : something withinwithin the individual (e.g. personal the individual (e.g. personal attitudes, beliefs, character, personality traits), factors mostly within attitudes, beliefs, character, personality traits), factors mostly within the individual’s control the individual’s control

OROR

2.2. Situational causesSituational causes: something : something outsideoutside the person in the social or the person in the social or physical environment, factors mostly beyond the individual’s control. physical environment, factors mostly beyond the individual’s control.

Two common biases:Two common biases:

1.1. When explaining When explaining others’others’ behavior behavior

We tend to overestimate dispositional causes and We tend to overestimate dispositional causes and underestimate situational causes. (Accuser bias)underestimate situational causes. (Accuser bias)

2.2. When explaining our When explaining our ownown behavior behavior

We tend to overestimate situational causes and underestimate We tend to overestimate situational causes and underestimate dispositional causes. (Bias of the accused)dispositional causes. (Bias of the accused)


In management, 2 percent of In management, 2 percent of the problem is making a the problem is making a decision, 98 percent is decision, 98 percent is persuading others to accept persuading others to accept the decision.the decision.


Persuasion \u0026 Influence ppt

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