Competencies and development tips: Influencing ability

In this domain, the focus is on influencing others through behaviour. Each competency has a description. You can use these for a Personal Development Plan (PDP).

Also read about the other Competencies and Development tips: Communicative ability, Conceptual ability, Organisation orientation, Organisational ability, Personal orientation & Relational ability.

Negotiation skills

Competency

Being able to explore mutual interests and positions in order to reach an agreement that is acceptable to all parties.

Developability

The ability to develop negotiation skills depends on several factors. It is important to be able to see through the interests of the parties involved, which requires a businesslike or critical attitude. Intellectual level also plays a role: the ability to keep sight of the bigger picture in conversations and to quickly gain insight into the situation. In addition, it is of course helpful to have communicative skills.

Goal

In which situations do you want to be able to negotiate well? State concretely for yourself what you want to have achieved and within what timeframe. How will you measure that? For example, draw up an evaluation form with questions about aspects on which you want to receive feedback, such as your way of asking questions, your arguments, and the impression you make.

Development actions

Which concrete actions will you take and when, broken down into the four ways of learning?

Learning through knowledge

There is a lot of information available on negotiation skills in books, on the internet, or through courses. There is always something to find that appeals in tone and content. A few examples are:

Books

Onderhandelen by W.F.G. Mastenbroek
Commercieel onderhandelen. A practical workbook by Paul Steele, Tom Beasor

Internet

www.vacature.com

Courses

Negotiation skills, influence tactics, etc.

Learning through imitation

Develop this competency by watching how others do it. Join colleagues who master this process in conversations in which negotiation plays a role. Think of customer, sales, or purchasing conversations. Look at which negotiation styles others use, which questions they ask, how they respond to the interests of their conversation partner, and how they put forward and argue their own interests.

Learning through experimentation

Try to get into as many situations as possible in which negotiation plays a role; actively seek out negotiation yourself. Opportunities to experiment with negotiating exist in salary discussions, work allocation, in shops, at the market, when booking a holiday, or for example about household tasks with your partner or outings with friends. Start with situations that are not too complex and do not involve too much risk. Then gradually take on greater challenges.

Learning through insight

After experimenting, ask yourself questions. What worked well, what worked less well? Ask colleagues for evaluations and be open to feedback. Follow the recommendations in a subsequent experiment. Where possible, it can also be very useful to ask the parties involved which strategy or arguments convinced them, or which ones actually caused resistance.

Statements

Responds to the other person's interests; names the benefits for the other person.
Strives for a good balance between own interests and those of the other person.
Points out weak arguments to the other person.
Limits argumentation to the most important arguments.
Takes the initiative for a consultation process and guides the consultation process tactfully.
Uses different negotiation styles in a consultation process.
Responds to situations that call for active negotiation.
Identifies and achieves an acceptable solution for all parties involved.
Creates win/win situations when looking for solutions to problems.
Uses strengths and weaknesses in the different positions of those involved.
Asks questions before negotiating.
Asks about the interests of the other party.
Gives the right information at the right moment.
Achieves a good result for themselves.
Does not go into too much detail.
Is willing to reach a compromise.
Holds on to important positions.

Leading groups

Competency

Being able to lead a group.

Developability

The degree of talent for this competency depends among other things on the extent to which someone is inclined to take the lead, is sensitive, and is good at coordinating and monitoring work. People who have some talent in these areas can develop and sharpen management skills.

Goal

State your goal in terms of which group you want to lead. How will you measure what you have achieved? Your development on this competency is best measured by asking for feedback from your environment (the people you lead, your own manager, colleagues, your secretary, etc.).

Development actions

Which concrete actions will you take and when, broken down into the four ways of learning?

Learning through knowledge

There is a lot of information available on leading groups in books, on the internet, or through courses. There is always something to find that appeals in tone and content. A few examples are:

Books

Becoming a Master Manager by Robert E. Quinn, Sue R. Faerman, Michael P. Thompson & Michael R. McGrath
Tips en Tools voor Managers by Jolanda Bouman

Courses

Depending on need: Conflict management, Management skills, Time management, Personal impact, etc.

Learning through imitation

Develop this competency by watching how others do it. Examples include: fellow managers, your own managers, project managers, etc. Which people stand out as naturally being accepted as leaders? These do not necessarily have to be people who formally hold a managerial position. What qualities do they have? How do they exert influence, how do they ensure that processes run smoothly, how do they respond to conflicts, problems, and the like?

Learning through experimentation

Experiment with giving direction. Try different ways of influencing. How do people respond to this; what works well and what works less well? Seek out situations in which you can experiment: for example leading projects, facilitating a working conference with clients, chairing a meeting, facilitating peer consultation at work, holding a prominent position in an association, captaining a football team, coaching a sports team, etc.

Learning through insight

After experimenting, ask yourself and others questions. What worked well, what worked less well? When was someone convinced, and in which situation did you encounter resistance? Also ask yourself the following questions: In which situations do you find it difficult to give direction? What do you find difficult in that situation? Which of your own characteristics underlie that? It is also very useful to make use of 360° feedback, in which various people in your environment complete a questionnaire about your management qualities. Through a Management Development Assessment you can also gain insight into your strengths and development areas in this field.

Statements

Distributes work fairly and realistically among employees.
Coordinates the activities within the department.
Takes the interests of team members into account.
Obtains the necessary facilities and preconditions so that the team can function effectively.
Monitors the effectiveness of the team and takes action where necessary.
Gives team members the confidence to take on new tasks.
Involves team members in exploring problems and thinking of solutions.
Involves team members in decision-making.
Shares management information with the group and group members.
Holds regular one-on-one meetings with team members.
Communicates vision; makes clear to team members what the goal is.
Creates team spirit by binding team members to the goal.
Knows how to motivate the group by showing enthusiasm themselves.
Discusses differences of opinion openly; mediates when the situation requires it.
Stands up for the group; defends the interests of the team towards higher management and externally.
Expresses appreciation for the team's performance.
Deals fairly with the interests of team members.
Clarifies the responsibilities and roles of team members.
Holds effective meetings; takes a directing role.
Encourages group members to make their contribution.

Leading individuals

Competency

Being able to lead an individual.

Developability

In directing an employee, clarity is important — about task assignments, expectations, timeline, and approach in general. What an individual carries out logically aligns with the interests of the organisation and requires mutual alignment. Can the person giving direction empathise and put themselves in the other person's position, and are they able to influence and persuade the other person? Factors such as the way feedback is given, clarity in communication, and the strength of argumentation play a role here.

Goal

State your goal in terms of points on which you want to clearly indicate what you expect from an employee. Which concrete agreements will you make, how will you give instructions, and how will you give feedback?

Development actions

Which concrete actions will you take and when, broken down into the four ways of learning?

Learning through knowledge

There is a lot of information available on leading individuals in books, on the internet, or through courses. There is always something to find that appeals in tone and content. A few examples are:

Books

Leidinggeven en het pinguïnprincipe by W. Omloo
Leidinggeven tussen professionals by M. Wanrooy
Je zult maar baas zijn by Th. IJzermans, T. Dijkstra

CoursesThere are various courses on leading individuals and groups, often with links to coaching. You can also consider spending a day on an assessment with an assessment agency, where you receive feedback on your behaviour, your influencing style, your role in a team, etc.

Learning through imitation

Seek out situations in which an individual or a group is being led. You may be able to assess your direct manager; put their way of directing next to yours and see what they do differently. What do you not do, and what do you do? How do you experience their approach yourself? Are they clear and task-oriented? Talk to other managers, for example from a peer group or training, and ask them about their ways of directing and their pitfalls.

Learning through experimentation

Get started yourself and begin by clearly formulating assignments; for example, first work out your expectations and tasks, authorities and responsibilities on paper. Present this to your employee(s) and check with them whether you have come across clearly. If you are used to a more relationship-oriented style of directing, force yourself to put tasks first and make agreements about progress monitoring. Agree interim evaluation moments; for example, schedule performance reviews twice a year.

Learning through insight

After experimenting, ask your employee(s) questions: Was I sufficiently clear and concrete? What do you think of my way of directing and the feedback I give? Am I also open to ideas from your side? Take their comments and those of other colleagues into account next time.

Statements

Gives clear instructions and guidance when carrying out work.
Provides guidance and support when carrying out work.
Correctly assesses when the other person needs support, guidance or instruction.
Consults regularly with employees when defining tasks.
Monitors the progress of assignments and intervenes in time when goals are not being achieved.
Is receptive to ideas and suggestions from others.
Gives employees room to take initiative themselves and to express their views.
Involves employees in decision-making when this is functional.
Is fair and critical in assessing employees.
Openly acknowledges performance delivered.
Gives recognition and appreciation for efforts and results achieved.
Corrects employees for insufficient performance; holds performance reviews.
Makes clear which activities and results are expected of employees.
Communicates to those concerned.
Creates a working environment that contributes to enjoyable work and good productivity.
Adapts leadership style to the personality, knowledge and experience of the employee.
Gives others confidence.
Sets the example; demonstrates the behaviour expected of employees.

Coaching employees

Competency

Being able, in the role of manager, to stimulate and guide employees in their development.

Developability

Coaching is a developable competency, because skill forms an important component of it. It is more difficult to increase the personal orientation towards coaching. This may be due to a tendency to be directive, or to a little stimulating approach to others. Sometimes it is also necessary as a person to flip a certain 'switch' in order to be able to coach. The skills that make coaching possible include: listening, giving feedback, sensitivity, openness and patience.

Goal

State for yourself situations in which you want to coach better. Why do you want that? With whom do you want that? Why do you want to strengthen this competency? Also determine when you will feel for yourself that you have truly improved your coaching skills and how you will 'measure' that. (Think of (360-degree) feedback, evaluations, etc.)

Development actions

Which concrete actions will you take and when, broken down into the four ways of learning?

Learning through knowledge

There is a lot of information available on coaching in books, on the internet, or through courses. There is always something to find that appeals in tone and content. A few examples are:

Books

The Tao of Coaching by Max Landsberg
Coaching for Performance by John Whitmore
Coachen op competentieontwikkeling by Marijke Lingsma & Marcel Scholten

Internet

http://coaching.startkabel.nl/

Courses
There is also a wide range of training and education available. For example, look at 'de school voor coaching' or 'de Baak'.

Learning through imitation

Look at people in your environment who know how to inspire and motivate others; perhaps your own boss is such a person, or there may belose others in your organisation who coach well. Look at how they coach, observe them, but also ask questions about their approach and what they do to stimulate others. Then try to put these ideas into practice as well.

Learning through experimentation

Experiment by choosing a new approach in your way of coaching. You may have picked up ideas from literature, from feedback from others, or by watching and talking to people in your environment who are known as good coaches. Try out different approaches and see what the effect is on you as coach and on the other person as coachee. Ask for feedback. That way you can learn most efficiently from your experiments. Do not be afraid to do things differently, but do pay attention to reactions.

Learning through insight

It is important that after learning — whether through knowledge, imitation or experimentation — you put things in order for yourself. What worked well and what did not? What have I made my own, what do I still need to make my own, and possibly also: what do I need to unlearn?

Statements

Is available when there are problems; is open to consultation.
Stimulates and challenges employees to better performance.
Encourages others to develop new ideas and skills.
Makes space and time available for an employee's development.
Motivates an employee in a way they are receptive to.
Enthuses others by outlining suitable perspectives for them.
Ensures that employees receive the necessary training; does this themselves if needed.
Makes clear what employees do well and what they can do better; gives constructive feedback.
Gives recognition and appreciation for personal development.
Compliments employees and gives them attention.
Gives employees sufficient space and resources to take decisions and initiatives.
Sets challenging goals for individual employees.
Recognises strengths and weaknesses of others and makes these discussable.
Holds regular conversations with employees; gives suggestions; discusses problems.
Determines a development path together with the employee.
Gives space to make mistakes and learn from them.
Gives the confidence to carry out new tasks.
Stimulates employees' self-confidence by naming qualities and having them put to use.

Persuasiveness

Competency

Being able to get others on board with a particular viewpoint, proposal or idea.

Developability

Persuasiveness is related to attitude and skill, especially in the area of conversation technique and presentation technique. These are skills that can be learned well. It is more difficult to develop the courage to convince others, although that courage often comes naturally with increased skill.

Goal

Determine for yourself in which situations you have shown insufficient persuasiveness — where you failed to get others on board with your viewpoint, proposal or idea — and in which you do want to be able to show persuasiveness in the future. Check to what extent you have convinced others; ask questions about this.

Development actions

Which concrete actions will you take and when, broken down into the four ways of learning?

Learning through knowledge

There is a lot of information available on persuasiveness in books, on the internet, or through courses. There is always something to find that appeals in tone and content. A few examples are:

Books

Waarom? Daarom! by Jolanda Bouman, Johannes de Geus
Persoonlijke uitstraling by Ellen Kuners

Internet

http://www.rug.nl/noordster/mondelingevaardigheden/voorstudenten/argumenteren

CoursesThere are various courses that cover presentation skills or conversation techniques. These courses can help increase persuasiveness. For example the 'Personal Impact' training by ORGA.

Learning through imitation

Look for people in your environment who easily get others on board with their ideas, viewpoints and proposals. Look at what they do and try to find out what it is that enables them to convince others. You can also use television, film or video for this, because you can find inspiring examples there as well. For example, look at successful politicians or leaders, but also at successful colleagues. Ask them yourself what they do to persuade, and also ask people in the 'audience' what convinced them.

Learning through experimentation

Try out the elements you discovered above yourself when you want to convince others. Where possible, ask for feedback. Build this up gradually. Start for example by convincing your partner, then direct colleagues, and then also others, such as customers or strangers.

Learning through insight

Take the time to think about what can work for you. A particular way of persuading naturally has to fit you; otherwise it will not work well, especially at the beginning. Try to learn from your experiences.

Statements

Uses good and relevant arguments to convince the other person.
Supports proposals mainly with arguments and benefits that the other person is receptive to.
Incorporates the arguments and interests of others into own argumentation.
Puts advantages and disadvantages side by side in a measured way.
Refutes the other person's objections by calmly putting forward arguments.
Listens patiently to counter-arguments and calmly puts own arguments against them.
Puts forward arguments in a discussion in a measured way, without causing resistance.
Shows enthusiasm about own viewpoint, products, services and proposals.
Uses various conversation skills and styles to convince the other person.
Makes an honest, reliable impression.
Sees solutions for the disadvantages the other person puts forward.
Shows persistence in argumentation; continues to argue realistically.
Clearly explains why a particular matter has priority.
Ensures a good atmosphere during the conversation, thereby gaining trust.
Convinces from own field of expertise by explaining clearly to non-specialists.
Does not make concessions when facing opposition, but holds firm.
When making concessions, asks for counter-concessions from the other side.
Leaves silences at the right moments in a conversation.
Does not let themselves be convinced too quickly; is critical of the other person's arguments.
Puts forward arguments in an expressive way.
Packages disadvantages of own proposal in advantages, thereby gaining trust.