The final course aims to build learners’ confidence and adaptability when communicating in cross-cultural environments as they assume leadership responsibility to communicate influence in persuasive workplace contexts. The course focuses on enhancing learners’ professional persona for skilful engagement and intercultural communication with stakeholders within and beyond the organization, including cross-departmental work teams, clients and external partners. Learners will also discover and apply good practices in organising information, using visual aids and body language for presentations while demonstrating a heightened sense of cultural sensitivity in a given context. In all, learners will acquire skills to demonstrate persuasive verbal and intercultural communication in workplace contexts which may include dialogues and presentations to critical stakeholders and effective task delegation to team members. At the end of this course, learners will be able to: - Analyse factors of motivation among workplace counterparts. - Recognise the impact of culture on factors of motivation. - Critique and craft persuasive verbal communication products (i.e. script of dialogue) for exchanges with work teams and critical stakeholders. - Apply principles of effective PowerPoint slide design with consideration for cultural sensitivity. - Identify and adopt strategies on the use of voice and body language for engaging presentations.
Communicate to Motivate
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Из курса от партнера National University of Singapore
Becoming Part of the Globalised Workplace
10 оценок
National University of Singapore
10 оценок
Курс 4 из 5 — Specialization Effective Communication in the Globalised Workplace
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Module 1: Communicating Influence in the Workplace
This module identifies the causes of motivation, the impact of culture on factors of motivation and the structure of persuasive communication carried out with workplace counterparts.
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Susan LeeLecturer
Centre for English Language Communication
Hi, I'm Susan Lee.
Welcome to Becoming Part of the Globalized Organization.
Welcome to lesson two, Communicating Influence.
In today's lesson, we will focus on communicating to motivate and persuade.
In today's lesson, we will review the structure of persuasive communication.
We will analyze persuasive conversations in the workplace context.
We will discuss the importance of empathy in workplace conversations.
We will consider the relevance of Hofstede's cultural dimensions
in the workplace.
In course three, you've looked at how to craft the persuasive message.
When you've identified your target audience and
you're prepared to send the message, you need to structure it in a certain way.
Do you remember this four letters, A-I-D-A?
A stands for attention to draw audiences attention.
I stands for interest to generate interest in your target audience.
D refers to the word desire.
When you are persuading, you need to create a desire in your target audience.
You want to create in them the desire to take action.
Yes, the last A word is action.
Now recalling what we've discussed in lesson one on sources of motivation and
the review on the elements of AIDA.
A-I-D-A, let's look at a persuasive conversation
that takes place in the workplace.
In reading this conversation, let's look at the four elements of AIDA.
At the same time, try and analyze the factor or
factors of motivation that is brought up in the conversation.
Here's the dialogue between a team leader and a member and
the conversation has to do with work scheduling for a weekend duty.
Can you see how this statement Ben has made draws attention?
Ben tries to draw Mark's attention with the idea by highlighting
the point that he has obtained permission from the boss.
He also shows confidence by stating that the permission has been obtained.
He then enthusiastically engages Mark to take the action that he needs to do.
Ben also highlights a specific point of interest.
He shows confidence that the idea will work and
he describes the action Mark needs to take if he agrees.
The language or the way he communicates to generate interest.
He starts with action words, like bring.
These are what we call imperatives.
He lends weight to the instruction or the directions
you are giving to the other party in motivating the other party to take action.
We do that by starting a sentence with action words, which we call imperatives.
He also uses modal verbs to show a sense of certainty.
We will have magic shows, the use of the modal verb will shows a great
sense of certainty about how the activity will be interesting to the family.
Wouldn't your children love this?
Again, another word that exemplifies how he is very certain and
confident that the children will love these activities.
And again, the use of the modal verb will in the last line.
Following on after the action and interest, we have the desire.
How does Ben get Mark to seriously take up his suggestion in this line?
He identifies with Mark by using the pronoun I.
I am sure, I will do the same.
He also injects energy in his enthusiasm as
seen in the tone conveyed by the exclamation mark.
He then uses modal verbs to convey his sense of certainty and
to advise Mark about his message to the family.
Finally, Ben requests Mark to take an action.
In this case, to indicate the dates where he will work on those weekends.
Can you see the buildup in the A-I-D-A or
AIDA persuasive communication structure in the verbal communication process here?
The solution to the weekend duty was presented using the AIDA framework.
What is Mark's source of motivation?
Let's recap what we've discussed in lesson one.
Yes, Mark's source of motivation is family time or personal life.
He also has a sense of responsibility to his work.
If you recall Herzberg's factors of motivation in lesson one.
The theory on what base motivation talks about these various factors.
How about Ben?
What motivates the team leader?
Ensuring that his team members's need and wants are met.
Ben cares about interpersonal relations, as well as his responsibility.
If you recall Hofstede's cultural dimensions can see that
Ben adopts a collectivist approach instead of simply delegating tasks and
duty without discussion with his team member.
That would be considered individualistic.
He also creates a caring an supportive or feminine workplace culture.
Consider the approach Ben, the team leader adopted.
Beyond weaving the AIDA structure in the conversation,
Ben also shows an understanding for Mark's concerns.
He expresses empathy.
The Merriam-Webster Dictionary defines that word empathy as the feeling
that you understand and share another person's experiences and
emotions: the ability to share someone else's feelings.
How do we show empathy?
And how does empathy help enhance the effectiveness in persuasive conversation?
Empathy allows the other party to feel understood.
Empathize by being open and willing to find out another person's concerns.
These include understanding the sources of motivation,
be personal, work related or culturally motivated.
Use the pronoun I to express specific areas of understanding.
In this short expression, Ben shows his understanding.
When we tell someone that we understand, we need to be sure that we sincerely do.
In this case, Ben possibly has family with children, just like Mark for
his words to be credible and to express empathy sincerely and effectively.
In this example, one again, he identifies by indicating the action he will take,
even as he recommends it to Mark.
Note, the use of the of the pronoun I
to show his commitment to why he's identifying this, and recommending.
Moving on from Ben and Mark's conversation,
let's now eavesdrop on the conversation between Ben and his manager, Abel.
Let's analyze Ben's approach and look for evidence of the AIDA structure and
his expression of empathy in this conversation.
Here is the dialogue between Ben and Abel,
his manager about the staff working over the weekends at the road show.
To draw attention,
Ben starts by highlighting a point they've discussed before, work-life balance.
This is a good way of couching or framing the conversation by providing
a relevant preamble that would draw interest to the topic at hand,
then he goes on to confidently bring in the topic into their conversation.
To generate interest,
Ben gives a suggestion instead of informing Abel on what to do.
Consider the fact that Abel is Ben's manager, it is wise to present his
suggestion, gently by using a rhetorical question to make the suggestion.
Immediately after making the suggestion, Ben supports it with a reason.
A suitable modal verb, can, is used to affirm and
indicate his confidence that his idea will be welcomed by the staff.
Lastly, he checks with Abel for agreement or consent.
How does Ben engage Abel to agree?
How does he create desire?
Note the tone in this line through the use of the exclamation mark.
Also, the modal verbs, will.
He sounds confident and certain that his suggestion will be welcomed,
propelling Abel to agree.
Note the use of modern verbs, will and would?
Will gives a strong sense of certainty.
Would engages Abel to consider his options and weigh his decisions.
He phrases his rhetorical question in a way
to get Abel to think about the benefits of having happy staff.
To generate interest,
Ben gives a suggestion instead of informing Abel on what to do.
Consider the fact that Abel is Ben's manager.
It is wise to present his suggestion
gently by posing a rhetorical question instead.
Immediately after making the suggestion, Ben supports it with reasons.
Again, a suitable modal verb, can, is used to affirm and
indicate his confidence that his idea will be welcomed by his staff.
Lastly, he checks with Abel for agreement or consent.
How does Ben engage Abel to agree?
How does he create desire?
Note the tone in this line.
Through the use of the exclamation mark, he sounds confident and
certain that his suggestion will be welcome, propelling Abel to agree.
Note the use of modal verbs will and would.
Will gives a strong sense of certainty and
would engages Abel to consider his options and weigh his decisions.
He phrases the rhetorical question
in a way to get Abel to think about the benefits of having happy staff.
How's that for creating desire?
Lastly, of course, Ben wants an immediate specific action to be taken.
Can you recall or find that in the conversation?
Yes, he proposes to make an announcement on email now immediately.
Although he's still one taking the action,
it will be the action taken as a result of gaining Abel's agreement.
Other than the AIDA structure can you find
Ben's show of empathy to Abel in the conversation?
In this statement, Ben indicates his agreement with Abel's concern.
And lastly, he assures Abel that he understands his point of view or
concern about the shadowing.
There's more to a persuasive conversation besides having a good structure,
an expression of empathy.
Often in the persuasive process, some form of negotiation takes place.
The negotiation process includes acknowledging,
what you are prepared to give and stating the must have or
what you must obtain from the discussion outcome, openly and clearly.
In the conversation, between Ben and Abel we see this example.
Abel states the must have.
A concern he wants Ben to take care off when he does the shadowing.
We will discuss more about the process and skills of negotiation in module three.
I hope you have picked up to have some tips and
insights on planning a persuasive conversation to date.
When are you going to have the next persuasive conversation in your workplace?
Do plan and structure the conversation using the AIDA framework or structure.
Don't forget the importance of expressing empathy and
understanding your target audiences sources of motivation while communicating.
In this lesson, we have reviewed the structure of persuasive communication.
We have discussed the importance of empathy in workplace conversations.
We have considered the relevance of Hofstede's
multicultural dimensions in the workplace.
We have analyzed persuasive conversations in the workplace context.
Hi, I'm Susan Lee.
Thank you for joining me in the second lesson of module one,
Communicating Influence in the Workplace for
the course Becoming Part of the Globalized Organization.
See you in lesson three.
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