INFLUENCING PEOPLE IN WORD AND DEED Course number : PSD05 Lecturer:

1. INFLUENCING PEOPLEIN WORD AND DEED Course number: PSD05 Lecturer:

2. INFLUENCING PEOPLEIN WORD AND DEED Improving effectiveness in writing and speaking around the table

3. People are story tellers: what is your story?

4. Determining a policy • We focus on the sphere of concern, analysing the problem and possible responses • Then determining the effect which each response would have and the costs • And so recommend a policy to (potentially) pursue (Covey’s spheres of control/influence/concern)

5. Reasoning in policy analysis Normative: applies values or ethical principles Legal: considers legislative consistency Logical: determines internal coherence and “sense” Empirical: analyzes impact/effects, costs, etc. After: Leslie Pal, 2014. Beyond Policy Analysis.

6. Your assignment • Plastic is harmful to the environment. nonetheless I read in a newspaper that • a Danish Environmental Protection Agency studyrecently concluded that • plastic bags • have less environmental impact • than organic cotton bags • Please Advise

7. Danish carrier bags case • Read the executive summary • Do not try to summarize it. • Answer the key questions: • What is their conclusion/message? • What are the policy implications? * • What do you recommend we do next? * Given the fact that we are about to introduce a regulation for shops to charge a small amount for each single-use plastic bag offered to customers.

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9. List from Eóin Young and Lisa Quinn: Writing Effective Public Policy Papers What are typical elements of a Policy Paper? Title Table of Contents Abstract or Executive Summary Introduction [Issue] Problem Description [Analysis] Policy Options [Considerations] Conclusion Recommendations Endnotes Bibliography Appendices

10. Mark Schacter C O N S U L T I N G "The Worth of a Garden" Performance Measurement and Policy Advice in the Public Service [A Discussion Paper] A “poetic” title Needs an explanatory subtitle Measuring Quality Prepared by: Mark Schacter March 7, 2006 Prepared for: Results Management and Reporting Directorate Treasury Board Secretariat www.schacterconsulting.com

11. Policy advice is effective when it is: • timely – ready when Ministers and other decision-makers need it; • based on adequate consultation with stakeholders inside and outside government; • clear what the purpose of the advice is; • logically sound – clear what facts and assumptions it is basedon; clear what the links are between facts/assumptions and conclusions/recommendations; • backed up by evidence – the underlying evidence is accurate and complete; • balanced – presents a representative range of viewpoints; • clear about viable options for action; • relevant to the current situation faced by decision-makers – takes into account current (political) realities and anticipates related developments; • well presented – concise prose; well-organized text; • pragmatic – bears in mind implementation issues. Mark Schacter, 2006. Discussion Paper: “The Worth of a Garden”, Performance Measurement and Policy Advice in the Public Service.

12. Some suggested steps (see also Catherine Smith on Writing Public Policy) • Preparatory analysis • What is the issue/problem? • Is there an existing policy on this issue? • Who is involved (actors, roles)? • What are their interests? • Who are the influential parties? • What are areas of conflict or agreement? • Plan the drafting • Who do you wish to influence? • What are the main messages? • What are supporting or conflicting messages? • What should they know and do next? • When will their next actions take place? • How will the message(s) be delivered? • Write, review and revise • How will the arguments be structured? • What is the contents list / annexed documents? • Who/when will feedback be secured? • When will the draft be revised? • When will the paper be delivered?

13. Danish carrier bags case: 2 • Take your copy of the summary again • Look at Catherine Smith’s questions. • Who is involved (stakeholders & other parties)? • What are areas of conflict/agreement? • What are ideas about policy alternatives?

14. Some suggested steps (see also Catherine Smith on Writing Public Policy) • Preparatory analysis • What is the issue/problem? • Is there an existing policy on this issue? • Who is involved (actors, roles)? • What are their interests? • Who are the influential parties? • What are areas of conflict or agreement? • Plan the drafting • Who do you wish to influence? • What are the main messages? • What are supporting or conflicting messages? • What should they know and do next? • When will their next actions take place? • How will the message(s) be delivered? • Write, review and revise • How will the arguments be structured? • What is the contents list / annexed documents? • Who/when will feedback be secured? • When will the draft be revised? • When will the paper be delivered?

15. Danish carrier bags case: 2 • Take your copy of the summary again • Look at Catherine Smith’s questions. • Who is involved (stakeholders & other parties)? • What are areas of conflict/agreement? • What are policy alternatives? • What is the next concrete step? • Now look at the handout Example of a Briefing Note • Which sections of the briefing note need more analysis to support your ideas?

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18. Readers’expectations(by Gopen & Swan) : • Reading is about stories; we all like to hear stories. It’s deeply human. Stories may be true (not fiction). • Readers expect the “story” you tell to be about whoever shows up first (the “topic”). • Readers expect a grammatical subject to be followed immediately by the verb. Don’t put too much in between. • Readers expect the action of a sentence to be articulated by the verb. • Let your section, paragraph, or sentence make a single point. In a sentence, that point is expected to appear at the end (the “stress” position). • Ensure that each sentence proceeds logically from its predecessor. • Put the “old information” (already given) at the beginning; • Put “new information” at the end.

19. The carrier bag case

20. Thinking in Deltas

22. Deductive reasoning (Because) Therefore

23. The classical argument of the philosopher Aristotle: Socrates is mortal Why do you say: (Because) Therefore Socrates is a man All men are mortal Premiss

24. A conclusion from the carrier-bag study: Overall, non-textile carrier bags have lower environmental impacts. (Because) Therefore One factor determining impact is the cost of production to the environment The environmental production cost of textile bags is much higher than for non-textile bags.

25. How is the conclusion supported? LDPE carrier bags have the lowest overall impact on the environment Overall, non-textile carrier bags have lower environmental impacts. Other non-textile carrier bags do not score as well as LDPE on most environmental factors. ? One factor determining impact is the cost of production to the environment The environmental production cost of textile bags is higher than for non-textile bags. ?

26. Inductive reasoning: 1. Whole and Parts Fruit Citrus Oranges Lemons Limes Other fruit “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.” (Sherlock Holmes)

27. Rules for Whole & Parts Inductive Logic • The elements are mutually exclusive (no overlap) • They together comprise all relevant elements under the heading • The elements in the base of the delta have the same common denominator (i.e. the “whole” of which they form a part) Note that listings are part-of-whole reasoning.

28. considered Environmental indicators ? … Climatechange Ozone depletion Human toxicity Ionizing radiation Acidification Particulate matter Eutrophication Resource depletion

29. Inductive reasoning: 2.By sequence 3rd 1st 2nd Past Present Future

30. The environmental assessment of the carrier bag alternatives was carried out with Life Cycle Assessment (LCA) which is a standardized methodology that takes into account the potential environmental impact associated with resources necessary to produce, use and dispose the product, and also the potential emissions that may occur during its disposal. When materials and energy resources are recovered, the system is credited with the avoided potential emissions that would have been necessary in order to produce these resources.

31. Carrier-bag case Life Cycle Assessment (LCA) calculates environmental impact from emissions environmental impact savings (if re-used) when disposing of the product when using the product ? when producing the product because of effort spent when disposing Because of emissions during disposal

32. When materials and energy resources are recovered, the system is credited with the avoided potential emissions that would have been necessary in order to produce these resources. (if re-used) environmental impact savings from avoided emissions from ? Production [of rubbish bags] ? Extraction of Raw materials Transport of Raw materials Production of Rubbish bags Transport of rubbish bags to point of sale Transport of rubbish bags by customer

33. Inductive reasoning: 3. By class Cotton clothing Wholly Organic Wholly Conventional Composite/ mix with other

34. Carrier-bag case: materials Note: this is just a starter; add items/ symbols as needed

35. Casework: Decide the main messages of your briefing note

36. Casework: Decide the main messages of your briefing note Use the Delta method to sketch this logic Discuss your sketch with your partner Be ready to present it to the group

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38. Own assignment Take a topic from your own work (or life) which you want to influence people Prepare a delta sketch for that topic Be ready to present it at a round-table discussion

40. End of day 1

41. Day 2 INFLUENCING PEOPLEIN WORD AND DEED

42. Being persuasive starts with thinking like a mediator Not that story Not this story The “Third” Story

43. “Perhaps we have different ideas about how to present these difficult issues.” Every difficult conversation includes an invisible Third Story. … what a keen observer would tell, someone with no stake in your particular problem … Stone, Patton and Heen

44. A B C ^ “Mediator” role

45. Next steps • Describe the issue in a way both parties will understand (like a mediator) • Offer a simple invitation to look at the issue together. • In order to solve the problem • you want to understand their perspective better, • share your own perspective, and • talk about how to go forward together Yes, … And

46. Practicing “Yes … And” Groups, A B C Each take a die A rolls their die and starts a story based on their die B,rolls their die and ADDSto the story based on their die C, rolls their die and ADDS to the story based on their die

47. Inquiry not Advocacy Inquiry: Exploring why people think what they think and believe what they believe Advocacy: Explaining what people think (in a good way) and what they believe to be important

48. Some tips for starting up Inquiry: Try replacing “I think” with “I’d like to explore whether …” Talk about talking about it Explain why it bothers you Share the impact it has on you Accept your own responsibility Describe your own feelings Reflect on why it matters to you

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50. Listen from the inside out Ask questions Paraphrase to check understanding Acknowledge feelings But most of all Be interested in what they have to say Be curious Be authentic