The art of persuasion, or consensus-building includes not just communicating to inform, but to expand the understanding of the issue for all communication participants. Much of the communication related to tasks in the workplace is handled by “information processors”. These are efficient communicators of critical factual information at the hub of workflow and process. These communicators are skilled and essential. Leadership communication, however, requires a different approach. Information transfer can be part of the goal of the “communication champion”, but the fulsome goal of the communication champion is to persuade the communication partner(s) to build trust, engender commitment, enhance assimilation of the vision and unite the listeners around a common purpose (Djordjevic, 2010).
Djordjevic (2010) highlights four key elements that communication champions must master to be effective:
- Establish credibility – by demonstrating knowledge and sound-decision making, as well as establishing relationship with the communication partner(s).
- Build goals on common ground – by describing what’s in it for the listener.
- Make your position compelling – using stories and metaphor to illustrate the point.
- Connect emotionally – be aware of the emotional experience of the listener, both in the moment and given their background. Change your approach based upon this awareness.
In my experience providing education sessions to home care clients and their families about a program that might help them in their day-to-day challenges, I was teaching people from varying backgrounds, language abilities and education. Often these individuals were attempting to learn a new system while managing a situation with a great deal of associated stress. From the front of the room, a facilitator can perceive when there are those in the audience experiencing frustration, resentment or outright hostility. One person with this mindset, especially if they are vocal and seeking an airing of their issues, can shift the tone of the group. Ultimately, if this person is not managed positively, they can alter the experience for the group and sabotage the goal of providing them with the understanding they need. It is critical for the facilitator to notice these individuals and seek to help them to feel heard, but also to prevent them from dominating the discussion. This requires sensitivity and compassion for their emotional state. It is surprising how much you can read the emotions of a group from the lectern! As described by Djordjevic (2010), it is essential that the facilitator shift response to meet participants’ needs. I would always give a participant the opportunity to speak, but then reframe and invite them to speak to me directly after the session. Matching my response to their emotional needs helped them to feel valued and understood, while also ensuring the learning needs of the group were not sacrificed.
References
Djordjevic, B. (March, 2010). Leadership Communication. International Scientific Conference Management 2010, p. 105-113.