Consequences for Managers of Using Single Influence Tactics and Combinations of Tactics

Falbe, Cecilia M.; Yukl, Gary

doi:10.5465/256490

Cited by 211 publications

(445 citation statements)

References 18 publications

(29 reference statements)

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“…Their results show that both ingratiation and rational persuasion have positive effects on work outcomes, such as supervisory ratings of leader effectiveness. In contrast, Falbe and Yukl (1992) found inspirational appeals, consultation, personal appeals, and exchange to be the most effective tactics. These varied results highlight the fact that the effectiveness of an influence tactic is situationally dependent.…”

Section: Interactionmentioning

confidence: 86%

“…Numerous researchers have attempted to identify and evaluate the effectiveness of common influence tactics (Cialdini, 1995;Falbe & Yukl, 1992;Horey, et al, 2005;Kipnis, Schmidt, & Wilkerson;Schresheim & Hinkin, 1990;Yang, Cerverom, Valnetine, & Benson, 1998;Yukl, Chavez, & Seifert, n.d.;Yukl & Falbe, 1991;Yukl & Tracey, 1992). From this body of research it is possible to identify seventeen unique influence tactics 2 :…”

Section: Interactionmentioning

confidence: 99%

“…However, additional information about the effectiveness of influence tactics can be gained by treating the criterion as multidimensional. For example, Falbe and Yukl (1992) evaluated nine influence tactics against three criteria specified by Yukl (1989): ♦ Commitment -"Occurs when a target person agrees internally with an action or decision, is enthusiastic about it, and is likely to exercise initiative and demonstrate unusual effort and persistence in order to carry out the request successfully" (p. 639, Falbe & Yukl, 1992). ♦ Compliance -"Occurs when the target person carries out the requested action but is apathetic about it rather than enthusiastic, makes only a minimal or average effort, and does not show any initiative" (p. 639-640, Falbe & Yukl, 1992).…”

Section: Interactionmentioning

confidence: 99%

“…For example, Falbe and Yukl (1992) evaluated nine influence tactics against three criteria specified by Yukl (1989): ♦ Commitment -"Occurs when a target person agrees internally with an action or decision, is enthusiastic about it, and is likely to exercise initiative and demonstrate unusual effort and persistence in order to carry out the request successfully" (p. 639, Falbe & Yukl, 1992). ♦ Compliance -"Occurs when the target person carries out the requested action but is apathetic about it rather than enthusiastic, makes only a minimal or average effort, and does not show any initiative" (p. 639-640, Falbe & Yukl, 1992). ♦ Resistance -"Occurs when the target person is opposed to the requested action and tries to avoid doing it by refusing, arguing, delaying, or seeking to have the request nullified" (p. 640, Falbe & Yukl, 1992).…”

Section: Interactionmentioning

confidence: 99%

“…♦ Compliance -"Occurs when the target person carries out the requested action but is apathetic about it rather than enthusiastic, makes only a minimal or average effort, and does not show any initiative" (p. 639-640, Falbe & Yukl, 1992). ♦ Resistance -"Occurs when the target person is opposed to the requested action and tries to avoid doing it by refusing, arguing, delaying, or seeking to have the request nullified" (p. 640, Falbe & Yukl, 1992).…”

Section: Interactionmentioning

confidence: 99%

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Social Awareness and Leader Influence: A Proposed Model and Training Intervention

Mueller-Hanson¹,

Swartout²,

Morewitz³

et al. 2007

PsycEXTRA Dataset

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A leader's ability to influence others is likely related to the leader's level of social awareness (knowing how one is perceived by others in that environment.) Based on perceptions of the social environment, a leader must also alter behaviors as needed to more effectively relate to others, a process which has been termed "interpersonal adaptability". Interpersonal adaptability is central to the role of the leader who must use influence and persuasion to successfully accomplish the mission through the work of subordinates. The objectives of this research are to develop a model of social influence, to propose training, and to pilot test the concepts. To meet these objectives, we first provide an overview of the relationship between social awareness and influence. Second, we describe a model of social awareness and influence. Third, we describe how these concepts link to the leader competencies defined in FM 6-22. Next, we discuss implications of this research for training leaders to enhance their social awareness and influence skills, and we present the concepts that were developed for training these skills. Finally, we describe how these concepts were pilot tested, and we present the results and our conclusions from the pilot. Procedure:Based on a review of relevant research, a model of social awareness and influence was developed and the factors hypothesized to impact the model were identified. The results of an expert rating task revealed that experience influencing others, knowledge of non-verbal behavior and cultural norms, communication/persuasion skills, political skills, social intelligence, metacognition, and self-awareness were the factors that were most likely to have a high impact on the social awareness and influence process and that could potentially be improved through training. Consequently several training concepts were identified: knowledge of the social awareness and influence process, knowledge of/skill in reading verbal and non-verbal cues of others, and knowledge of/skill in using influence tactics. Using a combination of commercially available tools and customized content, we developed and pilot tested a six-hour social awareness and influence training program with 72 NCOs and Company-grade officers.viiiThe pilot test served a dual purpose: (1) to test the various training concepts to determine their suitability for ongoing use and (2) to make some initial determinations about whether social awareness and influence skills could be improved through training. Evaluation data were collected at two levels to assess the effectiveness of the training: participant reactions (level 1) and acquisition of new knowledge and skills (level 2). The level 1 evaluation was conducted using a survey administered at the end of each training session. A pre/post test design was used to conduct the level 2 evaluation -participants were assessed via a test of nonverbal sensitivity and a role-play exercise both before and after the training on their ability to read verbal and nonverbal cues and on adjusting their...

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Section: Interactionmentioning

confidence: 86%

Section: Interactionmentioning

confidence: 99%

Section: Interactionmentioning

confidence: 99%

Section: Interactionmentioning

confidence: 99%

Section: Interactionmentioning

confidence: 99%

See 3 more Smart Citations

Social Awareness and Leader Influence: A Proposed Model and Training Intervention

Mueller-Hanson¹,

Swartout²,

Morewitz³

et al. 2007

PsycEXTRA Dataset

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Putting upward influence strategies in context

et al. 1997

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SummaryResearchers have noted that upward in¯uence tactics are often used in varying patterns and combinations (e.g. Yukl and Falbe, 1990). This study investigated whether in¯uence strategies representing hard, soft, or rational approaches to in¯uence behavior would emerge in relation to upward in¯uence tactics of assertiveness, rationality, coalition, upward appeal, ingratiation, and exchange. Hypotheses were oered concerning the relations of selected demographic, individual dierence, relational, and opportunity factors to these strategies. The 225 participants were full-time employees of a national non-pro®t organization. Second-order factor analysis provided some support for the dimensionalization of upward in¯uence tactics as representing hard, soft, and rational strategies. Each strategy was related to a unique set of predictors. The results suggest a higher level of complexity for in¯uence strategies than previously expected. The implications of this study, as well as fruitful areas for future research, are discussed.

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Constructive conflict at work

et al. 1999

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SummaryTwo ®eld studies of interpersonal con¯ict in organizations and a simulated dyadic negotiation show that problem solving and forcing are frequently combined simultaneously and sequentially. As a robust ®nding, conglomerations of problem solving and forcing appear to enhance the parties' joint eectiveness. The best substantive and relational outcomes for the organization are reached through forcing followed by problem solving. Copyright # 1999 John Wiley & Sons, Ltd. IntroductionCon¯ict behavior is so omnipresent in organizational life that we too easily take it for granted. Con¯ict arises at work when an employee is obstructed or irritated by another person or a group. The con¯ict can be handled in either a constructive or a destructive way. Workers usually react by choosing a well-trodden path: they ignore a reproach, they accommodate a poor plan, they compromise on a price or solve a problem, and sometimes they force an opponent to yield to their demands (e.g. Blake and Mouton, 1964;Rahim, 1992;Rubin, Pruitt and Kim, 1994;Thomas, 1992;Van de Vliert and Kabano, 1990). The present article addresses the question of how these daily con¯ict behaviors relate to organizational eectiveness. It focuses on the eectiveness of two reactions, problem solving and forcing, in situations of dyadic interpersonal con¯ict and negotiation. Speci®cally, it challenges both the classic assumption that problem solving is the most constructive reaction (e.g. Mouton, 1970, 1981) as well as the modern contingency assumption that the eectiveness of both problem solving and forcing depends on situational characteristics (e.g. Rahim, 1992). The ®rst section provides de®nitions of problem solving, forcing and eectiveness, and an overview of four perspectives on dyadic eectiveness. In the next section, three studies are presented that demonstrate the usefulness of a`complexity perspective' by examining the dyadic eectiveness of simultaneous and sequential combinations of problem solving and forcing. Journal of Organizational Behavior J. Organiz. Behav. 20, 475±491 (1999) Theoretical Background De®nitionsCon¯icting or negotiating parties attempt to further their own interests, their opponent's interests, or both. Problem solving is reconciling both parties' basic interests. Forcing is furthering one's own interests by contending the opponent in a direct way. Whereas problem solving appears to be a very agreeable, de-escalative, and eective mode of handling con¯ict at work, forcing is a very disagreeable, escalative, and ineective alternative (Andrews and Tjosvold, 1983;Burke, 1970;Likert and Likert, 1976;Rahim, 1983;Tjosvold, 1991;Volkema and Bergmann, 1989;Van de Vliert and Euwema, 1994;Van de Vliert, Euwema and Huismans, 1995).Con¯ict behavior is viewed as personally eective to the extent that an individual succeeds in realizing the bene®ts desired for oneself. Personal eectiveness may or may not be in accord with dyadic eectiveness. Dyadic eectiveness, or constructiveness, is the extent to which con¯ict behavior produces better...

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Consequences for Managers of Using Single Influence Tactics and Combinations of Tactics

Cited by 211 publications

References 18 publications

Social Awareness and Leader Influence: A Proposed Model and Training Intervention

Social Awareness and Leader Influence: A Proposed Model and Training Intervention

Putting upward influence strategies in context

Constructive conflict at work

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