Handout of session 2 and 3 in the series of How to change the world for Delft University students (Bachelor, Master and PhD)

1. How to change the world

2. The series consists of 3 sessions
1. Finding
what
you
want
to
and
can
change
2. Learning
how
to
make
change
happen
3. Learning
from
change
in
real
life

3. How to change the world
Making change happen

4. Three steps to convincing
Determine
what
you
really
want,
why
and
how
Determine
what
(s)he/they
really
want,
why
and
how
Present
0.
in
line
with
1.
0.
1.
2.

5. The iceberg
Observable behavior
Underlying causes

6. What drives us people?
Team
up
with
someone
you
don’t
know
yet
l Pick
someone
you
admire
l Talk
on
what
drives
him/her
l The
other:
pick
someone
you
detest
l Talk
on
what
drives
him/her

7. What drives us people?
I started writing music at
the age of 14… oh, and
drugs too.
I cheated myself, like I
knew I would. I told you I
was trouble. You know
that I'm no good.

8. What drives us people?
My father was a
management genius. But
what I really wanted was
a dad.
When you just look out
over the stage, as far as
the naked eye could see,
you see people. And it’s
a wonderful feeling, but
it came with a lot of pain,
a lot of pain.

9. The driving forces

10. How to motivate people to change?

11. How to motivate people to change?

12. Well…
http://www.youtube.com/watch?v=ddrGOjZ5W6U http://www.youtube.com/watch?v=u6XAPnuFjJc

13. What drives behavior?
Motivation

14. Triad model
Desire
Poiesz, 1999

15. Maslow

16. Goals of employees?
Career
Legacy
Money

17. The iceberg and the P2I model
Content
Process
Relationship
Personal Program
Emotions

18. Observation versus Diagnosis
Content
Process
Relationship
Personal Program
Emotions

19. Observing the body: what to look out for
ü PosiGoning
ü Posture
ü Arms
&
Legs
ü Hands
&
Feet
ü Face
ü Brows
ü Nose
ü Mouth
ü Eyes
ü Normal?
ü For
the
person
ü For
the
context
ü HolisGc:
(All
in
sync?)
ü Content
ü Voice
ü Tonality
ü Speed
ü Consitency
ü All
in
sync?
ü Dynamics
https://youtu.be/AQENwD-QlRA

20. More than meets the eye…

21. Inspiration and home work you like

22. Preference
Content
Process
Relationship
Personal Program
Emotions

23. Information channel preference and learning

24. Learning: the Kolb cycle

25. Learning styles
Content
Process
Relationship
Personal Program
Emotions
"Doers" (accommodators) enjoy learning
situations where they are involved with people.
They like to do things, implement plans and try
new experiences. They prefer an unstructured
learning environment with small group work.
They learn best when actively engaged with
teachers and other learners.
"Thinkers" (assimilators) like a more structured
learning environment where they can watch
people, think about what they see and hear and
draw conclusions on their observations. They are
very logical thinkers and prefer lecture style
teaching over small group work.
"Dreamers" (divergers) enjoy looking at things
from many angles while using their imagination
to the fullest. They are explorers and ask many
questions before they are satisfied with their own
conclusions. They prefer an unstructured
environment where they can spend time learning
from and with others.
”Decision makers" (convergers) learn best in
structured environments where the learning
objectives are clearly defined and the practical
application of ideas is more important than the
process of getting the idea. They prefer action
over discussion and therefore dislike small group
work.

26. 7 basic emotions and their micro expressions

27. Inspiration and home work you like

28. Reading minds
ü General
stuff
ü Feed
ü Read
the
body
https://youtu.be/haP7Ys9ocTk
https://youtu.be/UQ4uBqdLaXI
https://youtu.be/MDdQ4THh8R4

29. Good question (series)
ü Open
with
an
open
(How?
What?
When?
Who?)
quesGon
that
springs
from
an
open
mind
ü Listen
without
prejudice
and
judgement
ü Close
with
a
closed
(Do
I
understand
correctly
that…?)
quesGon

30. Demand versus request

31. Focus on… what you want versus what you don’t want

32. Quality questions: motivation
Ø What should … hold for you?
CRITERIA
Ø Why is CRITERIUM important?
Away from/Towards (ask 3x Why)
Ø How do you know you do … well?
Internal/External validation
Ø Why did you choose …?
Procedures/Options
Ø What is the relationship between … (last year and
now)?
Change preference (same/change)
Pro-active/Reactive
Details/Head lines
Self/Other focus

33. Quality questions: pain/pleasure
Ø Tell about CONTEXT + SITUATION you disliked?
Feeling/Choice/Thinking
Ø Tell about SITUATION that met CRITERIUM?
Independent/Proximity/Collaborative
What did you like about it?
Person/Task focus

34. Quality questions: rules
Ø How can you increase success CONTEXT?
How can X increase her/his success CONTEXT?
My rules/My rules
My rules/.
No rules/My rules
My rules/Your rules
Ø How do you know Y is good at CONTEXT?
See/Hear/Read/Do/Sense
How often do you need to OBSERVE to be convinced?
x times/Automaticallly/Continously/Period

35. Persuasive power words
① You
② Results
③ Health
④ Love
⑤ Discover
⑥ New
① Free
② Easy
③ Simple
④ Guarantee
⑤ Proven
⑥ Save/Safety

36. Mental mechanisms of influence
Ø Reciprocity
Ø Commitment and consistency
Ø Social proof
Ø Liking
Ø Authority
Ø Scarcity
Ø Contrast and projection
https://youtu.be/cFdCzN7RYbw

37. How to change the world
Change in real life

38. Part 3
Rational
phase
Anihilation through self sacrification
Anihilation of enemy
Limited damage doing
Threathening
Damaged self image
Image and coalitions
Deeds
Debate
Toughening
Emotional
phase
Battle
phase
Normal
behavior
Whiner
No
Nothing
Nothing
Yes
Maybe
Tank
Professor
Sniper
Sniper
Grenade
Fake Professor

39. Three steps to convincing
Determine
what
you
really
want,
why
and
how
Determine
what
(s)he/they
really
want,
why
and
how
Present
0.
in
line
with
1.
0.
1.
2.

41. Five stages of Culture

42. Five stages of Culture
http://about.zappos.com/tribal

43. Appreciative inquiry

44. Failure?!

45. Rational
phase
Anihilation through self sacrification
Anihilation of enemy
Limited damage doing
Threathening
Damaged self image
Image and coalitions
Deeds
Debate
Glasl Conflict ladder
Toughening
Emotional
phase
Battle
phase

46. Resistance does not exist…

47. Transactional Analysis: Ego states

48. Transactional Analysis: more ego states

49. Transactional Analysis: Ego states behaviors

50. Transactional Analysis: Ego states behaviors + and -

51. Transactional Analysis: Ego states cross interactions

52. Transactional Analysis: Ego states complementary interactions

53. Transactional Analysis: Ego states complementary interactions

54. Transactional Analysis: Ego states Ulterior interactions

55. Homework: study transactional analysis
l Study
TransacGonal
analysis
1. hbp://youtu.be/nKNyFSLJy6o
2. hbp://youtu.be/YOqJ4sc9TAc
3. hbp://youtu.be/58F2qYyAzME
4. hbp://en.wikipedia.org/wiki/TransacGonal_analysis
l Create
your
own
examples,
from
your
own
life,
of
all
ü Complementary
interacGons
ü Cross
interacGons
ü Ulterior
interacGons
l Use
TA
to
reflect
on:
ü 1
situaGon
in
which
you
encountered
resistance
ü 1
situaGon
in
which
put
up
resistance

56. The bigger the resistance, the greater your potential

57. Brick Walls?
http://youtu.be/ji5_MqicxSo

58. Obstacles?

59. Look where you want to go

60. Dimensions
&
Personas
Task Focus
P
a
s
s
i
v
e
People Focus
A
c
t
i
v
e
Normal
behavior
Whiner
No
Nothing
Nothing
Yes
Maybe
Tank
Professor
Sniper
Sniper
Grenade
Fake Professor

61. Dealing with the Tank
l Goal:
Command
respect
l Strategy:
1.
Hold
your
ground.
2.
Interrupt
the
assault.
3.
Immediately
go
back
to
the
core.
4.
Aim
for
the
outcome
and
fire.
5.
Peace
with
honor.
©
Gustaaf.Vo

62. Dealing with the Sniper
l Goal: Uncover the Sniper
l Strategy:
1. Stop, look, track back.
2. Use search light questions.
3. Use Tank Strategy if needed.
4. Go on a blame patrol.
5. Propose a civil future.
©
Gustaaf.Vo

63. Dealing with the Grenade
l Goal: Control the situation
l Strategy:
1. Grab attention.
2. Aim for the heart.
3. Reduce intensity.
4. Allow time for good behavior.
0. Grenade prevention.
©
Gustaaf.Vo

64. Dealing with the Professor
l Goal: Open for new ideas
l Strategy:
1. Be prepared and know your case.
2. Track back respectfully.
3. Mix with their doubts and desires.
4. Present indirectly.
5. Make the Professor a mentor.
©
Gustaaf.Vo

65. Dealing with the Fake Professor
l Goal:
Disarm
the
bad
ideas
l Strategy:
1.
Give
some
personal
abenGon.
2.
Clear
up
the
details.
3.
Tell
how
it
(really)
is.
4.
Be
sop
on
the
person.
5.
Interrupt
the
pabern.
Know
it
all
©
Gustaaf.Vo

66. Dealing with the Yes
l Goal: Get real commitment
l Strategy:
1. Make honest through safety.
2. Be honest.
3. Help the person (learn to) plan.
4. Create commitment.
5. Improve the relationship.
©
Gustaaf.Vo

67. Dealing with the Maybe
Maybe
l Goal: Help (learning) to chose
l Strategy:
1. Create a comfort zone.
2. Clarify conflicts and options.
3. Use decision making proces.
4. Put at ease.. and then move on.
5. Improve the relationship.
©
Gustaaf.Vo

68. Dealing with the Nothing
l Goal: Seduction to talk.
l Strategy:
1. Plan for enough time.
2. Pose expecting questions.
3. Make/keep it light.
4. Guess.
5. Show the future.
©
Gustaaf.Vo

69. Dealing with the No
l Goal: Move to problemsolving
l Strategy:
1. ‘Go with the flow’.
2. Use the person as resource.
3. Leave the door open.
4. Polarize and flip it around.
5. Recognize and note the good intentions.
©
Gustaaf.Vo

70. Dealing with the Whiner
l Goal: Problem solving alliance
l Strategy:
1. Listen for main themes and core.
2. Interrupt and make specific.
3. Shift focus to solutions.
4. Show the future.
5. Draw a line.
©
Gustaaf.Vo

71. Suggested home work

72. Inspiration and home work you like

73. Inspiration and home work you like

74. Inspiration and home work you like

75. Inspiration and home work you like

76. Inspiration and home work you like

77. Inspiration and home work you want