To achieve Step 14, individuals will show that they can be selective in how they use examples and facts to better persuade their listeners.
In the previous step, the focus was on how to be influential, and how to change the structure of points in response to listeners. This step builds closely on this by focusing on how to change examples and facts that are used to better persuade listeners.
The building blocks of this step are learning:
To teach this step:
This step can be reinforced in written and verbal communication, by encouraging learners to present examples and facts at appropriate points to back up their arguments and to make them engaging and credible.
This step is best assessed through an observed activity where learners have to give a talk or presentation that encourages them to use facts and examples to back up their points. Depending on the audience reaction (which can be real, or simulated and articulated by the teacher) they should change the balance of examples and facts that they use. This activity can be reinforced by a reflection activity with the learner to gauge that they were thoughtful and deliberate in the approach they took.
This step will be relevant to those who will speak to others in order to change their sentiment towards a person, idea or proposal.
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 by observing an individual’s performance during an observed activity:
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 school or college, you maybe required to persuade and influence others, perhaps convincing other students to vote for you in a position of responsibility, to persuade the senior leaders that a project or event should go ahead or to persuade your teacher or lecturer that you have studied your particular topic thoroughly and effectively. If you can have more facts, figures and case studies to hand than you originally plan to use then you will be able to draw on alternative material as you see the opportunity and respond to the reaction of your audience.
In the workplace, the people you are trying to persuade are likely to be familiar with your area of expertise or the theme of your conversation, for example, persuading a customer to purchase additional products or persuading your manager to amend the way items are processed. In these situations, it is particularly important that all the relevant facts, figures, examples and case studies are very familiar to you so you can use or quote them with confidence. Client or manager trust or belief will be threatened if they think what you are saying is not accurate or true.
Social conversation with friends can often involve political or social debate, in such situations it can be enjoyable or challenging to persuade or influence people. Mastery at this step will enable you to use facts, figures, examples and case studies to convince your listeners of your point. However, it will be important that the date utilised is factually correct.
Likewise, any conflict with retailers is more likely to be successful if you are capable to putting forward a convincing and persuasive case, reacting to their responses as necessary.
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!
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.