fbpx

Practical Eloquence Blog

Leadership Communication - Persuasive communication

Leading Without Authority, Especially When You Have Plenty

Do you wear your authority for all to see?

Congratulations, you’re now in charge. Maybe you’ve been promoted to sales manager; or maybe you’re now a general manager or even CEO. With all that newly-issued authority, things are going to be much easier—no more selling for you; now you can just tell people what to do and it will get done, right? You get to set the vision, craft the strategy, and make the big decisions; everyone else’s job is to get on board and make it happen.

If so, you’re making the same mistaken assumption that Dwight Eisenhower did. After a lifetime in the military, he was used to issuing orders and being reasonably confident that they would be followed. As President, he found that the order was only the beginning, not the end. If so, you’re making the same mistake that I’ve seen in some sales organizations I work with. When I warn sales leadership that implementing a new sales methodology can be difficult, most of them confidently tell me that they will mandate its use, as if that is all that needs to be done.

Authority is like a life jacket. It will keep you afloat in a pinch, but if you need it, you’re already in trouble. And when you’re not in trouble, it just slows you down. Although safety experts recommend that you keep an actual life jacket on or nearby at all times while on the water, leaders should reach for their authority only as a last resort.

The old “Because I said so” model just does not work anymore. It might have worked when managers did the thinking and employees did the manual labor (and even then it had its limitations), but today almost everyone is a knowledge worker, and often they know more than you do about their jobs. Smart bosses surround themselves with even smarter people, but smart people don’t want to be led by you or anyone else—they want you to create the conditions where they can do their thing without being bothered.[1]

There’s also a big generational shift going on. Millenials are much more likely to question why they should do something. With jobs being scarce, they might keep their questions to themselves, but you can be sure that if the question is rattling around in their minds it can drag down their performance.

Finally, in today’s business environment things are too complex, and are moving and changing too fast for any one person to know and control everything. You simply can’t be there to exercise your authority when people need to decide and act; you have to trust them to act on their own initiative, in line with your strategies, intentions, and values.

Authority may in the short run get you the performance and effort you demand, but only persuasion gets you discretionary effort, where people do more than asked because they want to, not because they have to. Only persuasion works when you’re not around, or when you run out of sticks and carrots.

So, what does this mean to you? In short, you still need to sell, explain, and inspire. The tools that you use to persuade are more important than ever.

Listening: If you’re the boss, you need to listen more, not less. Research shows that people in authority tend to discount others’ advice[2], and 360° feedback programs show that leaders rate themselves as much better listeners than their subordinates do. Are you learning from others, or do you think you know it all? Are you making it safe for others to disagree or to bring bad news?

Asking: Are you immediately solving problems, or are you asking questions to help people solve the problems themselves? Are your questions driven by genuine curiosity, or are they directives dressed as questions? (Leading questions are bad, don’t you agree?)

Telling: Are you communicating frequently? Are you framing your communications in terms that tap into intrinsic motivation? Are you clear? Do people know where they stand with you? Are you consistent?

Acting: Do your actions match your words? Are you setting the example that you want others to follow? Do you follow up on what subordinates tell you?

 

 


[1] See the excellent article, “Leading Clever People”, by Rob Goffee and Gareth Jones, Harvard Business Review, March, 2007.

[2] “Power, competitiveness, and advice taking: Why the powerful don’t listen,” Tost, Gino, Larrick, 2012.

Read More
Persuasive communication

Why Communication Is a Hard Skill

Where did the failure occur?

Communication is often viewed as one of those “soft” skills that every reasonably educated person should already be good at, especially managers and senior leaders who have been around for a while. If that is true, why do so many management strategies and plans go undone? Why do so many good ideas and great products go unsold? Why do we have so many failures to communicate?

I recently came across the following, which was attributed to Konrad Lorenz. It’s quite profound, and is itself a wonderful example of clear and concise communication.

 

 

 

  1. What is thought is not said
  2. What is said is not heard
  3. What is heard is not understood
  4. What is understood is not believed
  5. What is believed is not yet advocated
  6. What is advocated is not yet acted on
  7. What is acted on is not yet completed

Is it possible that communication is actually one of the hardest skills of all?

Read More
Persuasive communication - Presentations

Your Message Does Not Belong to You Anymore

Clueless

Tom Morello, the guitarist for Rage Against the Machine, is not happy that Paul Ryan likes his band. Morello says Ryan “is clueless” about the band and what its lyrics stand for.

I’m even more clueless, because until today I had barely heard of RATM, and had never heard of Morello.

But the most clueless in this scenario is Morello, along with so many other entertainers who get upset when “the wrong people” like their music or when they take meaning form their lyrics that was never intended. Springsteen is embarrassed that Chris Christie is one of his most ardent fans, and while I love Jimmy Buffett and would love to sit down and have a margarita with him, I would be very careful not to discuss politics. (Although we do agree on manatees.)

Here’s a newsflash for musicians—and for everyone else: once the message leaves your lips, it doesn’t belong to you anymore.

Your message does not belong to you anymore. Once your message hits your listeners’ brains, it ricochets wildly around their existing attitudes, models and memories, finally coming to rest who knows where. Communication is about your listener. Every listener is different from you in some way, so there is always a certainty that they will interpret your message at least slightly differently than you intended. Multiply that by thousands of fans, and you have an almost infinite number of varied interpretations.

Would Jesus recognize the interpretation of his message today? Would Lincoln, or Gandhi?

So, what does this mean to you as a communicator?

  • Unlike a rock star, you can make the effort to learn and understand as much as possible about your audience to make sure your message is tailored for the best fit.
  • Unlike a rock star, you have the advantage of being able to pay attention to your listener, to ask questions, or to reframe or rephrase your message as necessary.
  • Unlike a musician, you’re not solely in transmission mode all the time—or are you?
Read More
Sales

The Relationship between Selling and Teaching

I was running a class for sales training facilitators last week, when the conversation turned to the similarities between teaching and selling. Good salespeople do a lot of teaching, and good teachers do a lot of selling. Both professionals only succeed if their customers or pupils do—you can’t be a teacher unless someone learns, and you can’t sell without someone buying.

Churchill said, “Personally, I’m always ready to learn, although I do not always like to be taught”, a phrase which mirrors the old sales adage that people like to buy but don’t like to be sold, and the skills required to get them to this point are the same for both professions.

Both professions know that their success hinges on commanding attention, and both know they have to tune in to WIFM (What’s in it for me?) to get the attention of their listeners. My brother-in-law, a high school math teacher, is always asked by his students why they need to learn some formulas or operations that they will probably never use. He tells them it’s like mental weightlifting: you won’t do those exact movements in sports or in daily life, but it strengthens your muscles for the movements you do make.

Except for transactional sales that can be closed in one call, both professions rely on the listener taking appropriate action based on the information they receive. It’s not enough that they get it; you have to ensure that they act on it. For example, when I run a training session I always tell the students that I see it as a sales call, in which my purpose is to gain their willing commitment to use the processes and techniques they learn during the session. The best way to ensure that they will act on what you tell them is to make it their idea. That’s why salespeople and teachers both use questions to draw the right thinking out of the customer or the pupil. Whether it’s SPIN selling or the Socratic method, both approaches recognize that when the other person discovers something for themselves, compliance or learning are much more likely.

With teachers as well as salespeople, their listeners may question or object to what they are telling them, and that is a good thing. The poor ones in each profession want to get through their sales or lesson plan as efficiently as possible, with a minimum of interruptions, but the good ones know that the lack of questions is a bad thing, because it means that the other person just does not care enough to put up a fuss. Besides, the toughest objection to handle is the one you don’t get. The best teachers encourage healthy debate and have the humility to learn from the pupil; excellent salespeople listen far more than they speak. But both also have the confidence in their message that they are willing to challenge the other when they just don’t get it.

Persuasion often requires teaching, and teaching often requires persuasion. If you teach, think about doing a little more selling; if you sell, think about doing a little more teaching.

 

Read More
1 142 143 144 145 146 197