To achieve Step 13, individuals will show that they can influence others by changing the structure of their points to be as persuasive as possible.
In the most recent steps, the focus was on how to be an adaptive speaker, able to plan for different responses from an audience, and then being able to implement that by changing content in response to audience reactions. This step, and those that follow, focus on how to be an influence other through speaking. This starts with changing the structure of points to be more influential.
The building blocks of this step are learning:
The opportunity to influence others in school or college can be limiting as students tend to be the listeners. However, mastery at this skill will ensure you are in demand as a speaker. The ability to read, react and respond to an audience is a very strong skill to possess as a student. The listeners may not even be aware why you have such a good reputation as a speaker, but will find they are engaged and influenced by what you say, perhaps without even realising how much you are relying on their reaction to adapt and change your content.
In the workplace, the ability to influence others will place you in demand as a presenter, negotiator and representative of others. The ability to read the reactions of your listeners will ensure that you are aware of the need to adapt and change the content or order of what you are saying to re-engage or energise your listener. The ability to take a senior manager, potential client or customer on a journey and to influence them, will lead to success – new clients and customers, increased sales or even acceptance of your workplace demands.
Negotiations and the need to influence someone in the wider world can be very demanding if it is something you do not do regularly as part of our job or education. However, the ability to proactively respond to the reaction of your listeners will enable you to adapt and change your content. This could be extremely useful when negotiating the sale or purchase of a car, a house or even equipment. When seeking acceptance of anything from club membership, to charity funding or even a role as a volunteer, the skills of this step will allow you to influence others with confidence.
To best practise this step of Speaking, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step,and have a go!
To teach this step:
This step can be reinforced when learners have the opportunity to share their ideas in class through formal presentations. Learners could be reminded to think about their audience’s reaction and to make sure that they adapt to keep the audience engaged and to influence them to take the action they want.
This step is best assessed through the observation of a presentation, as suggested above. This can be complemented with a reflection that can be used to gauge whether learners accurately perceived the reaction of their audiences. Then, what adjustments they made to the structure of their points as a result.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through observation. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: