Please Read Interpersonal Influence In The Workplace Part On

Please Readinterpersonal Influence In The Workplace Part One An In

Please Read: Interpersonal influence in the workplace – part one: an introduction to concepts and a theoretical model Reflection Essay Directions · Utilizing the class discussions, readings and videos, please provide your reflective insight on how the concepts can be applied in the real world or a time that you experienced the concepts in operation. · The reflection essay should be 2.5-page minimum be in APA format (no abstract page required), include a reference page, “Times New Roman” font, size 12, and the format for paragraphs is “double-spaced” and “left-aligned.” Please watch the 5 videos: 1. Using Influence; 2. Making a request; 3. Making small talk; 4. Asking at work; 5. Building consensus.

Paper For Above instruction

Interpersonal influence in the workplace is a vital aspect of professional relationships, affecting communication, collaboration, and overall organizational effectiveness. The theoretical models and concepts presented in the course provide insight into how individuals can ethically and effectively influence others, whether to persuade, request, or build consensus. Reflecting on these concepts, I recognize both their practical applications and instances where I experienced these influences in action.

One core concept from the course is the principle of reciprocity, which suggests that people tend to respond positively when they receive favors or acknowledgment first. In a real-world context, I observed this during a project at my previous job, where I offered to assist a colleague with their workload. This act of kindness was met with a reciprocal willingness to support my tasks later, illustrating how influence can operate through mutual cooperation. This aligns with Cialdini’s (2009) influence principles, emphasizing that genuine gestures foster trust and openness.

The videos also highlighted the importance of making requests in a respectful and contextual manner. For example, during a team meeting, I learned to frame my requests by emphasizing mutual benefits and shared goals. This approach made team members more receptive and cooperative. Applying the technique of asking at work, I approached my supervisor with a proposal for process improvement, framing my request in a way that aligned with organizational priorities. This demonstrated effective influence through strategic communication—knowing when and how to ask to maximize positive response.

Building consensus, another key concept, involves fostering agreement among stakeholders with diverse perspectives. I experienced this during a community project where I acted as a mediator between conflicting opinions. By actively listening, acknowledging concerns, and finding common ground, I helped facilitate a consensus that satisfied multiple parties. This process reflects the transformational leadership idea that effective influencers inspire collaboration and shared vision, as discussed by Bass and Riggio (2006).

Making small talk, though seemingly trivial, plays a role in establishing rapport and trust, which are prerequisites for influence. In my workplace, engaging in casual conversations with colleagues helped build a cooperative environment. This aligns with the social influence theory (Kelman, 1958), which emphasizes the importance of interpersonal relationships in persuasion. Trust developed through genuine interaction creates a fertile ground for influence to take root.

The theoretical models in the course, such as the dual-process model of influence—central and peripheral routes—explain how influence can operate both through logical arguments or emotional appeals. In my experience, combining these approaches has been effective; for example, when convincing a team to adopt a new technology, I provided data-based advantages (central route) while also highlighting how it would make their work easier (peripheral route). This dual strategy aligns with Petty and Cacioppo’s (1986) elaboration likelihood model.

In conclusion, the course concepts on interpersonal influence offer valuable insights applicable in the workplace and beyond. My personal experiences emphasize the importance of ethical influence, relationship building, and strategic communication. Recognizing the underlying psychological principles enhances my ability to navigate workplace dynamics effectively, fostering a collaborative and positive environment.

References

• Cialdini, R. B. (2009). Influence: Science and practice. Pearson Education.
• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Psychology Press.
• Kelman, H. C. (1958). Compliance, identification, and internalization: Three processes of attitude change. Journal of Conflict Resolution, 2(1), 51-60.
• Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. Advances in Experimental Social Psychology, 19, 123-205.
• Additional references would be included based on further course materials and scholarly sources.