Persuasion Chapter Six Persuasion J S ORourke University

Human Beliefs What we believe defines, in so many important ways, who we are.

Human Beliefs The human attitudinal system is a rich and interesting mixture of education,

Two Schools of Thought Behaviorism contends that human behavior will most clearly reveal what

Two Schools of Thought Cognitivism, on the other hand, has argued that it is

The Work of Milton Rokeach In a book entitled The Open and Closed Mind

The Human Attitudinal System Opinions Attitudes Beliefs Copyright © 2013 Pearson Education, Inc. Publishing

The Human Attitudinal System Beliefs are at the core of the system, are acquired

Key Principles Change in one layer may expose a more fundamental layer to re-examination,

Key Principles The less rational the basis for adoption, the more difficult is the

The Objectives of Persuasion Conserving positive opinion. Crystallizing latent opinion. Neutralizing hostile opinion. Copyright

Outcomes of the Attitudinal Formation Process Reinforcement of existing attitudes. Modification or shifting of

The Conditions Under Which Attitudes May Be Influenced Generalization. Differentiation. Imitation. Trauma. Copyright ©

The Principles of Influence Liking Reciprocity Social Proof Consistency Authority Scarcity Copyright © 2013

Liking The principle: People like those who like them. The application: Uncover real similarities

Reciprocity The principle: People repay in kind. The application: Give what you want to

Social Proof The principle: People follow the lead of similar others. The application: Use

Consistency The principle: People align with their clear commitments. The application: Make their commitments

Authority The principle: People defer to experts. The application: Expose your expertise. Don’t assume

Scarcity The principle: People want more of what they can have less of. The

Four Steps in Successful Attempts at Influence Gaining the attention of the audience. Motivating

Gaining the Attention of the Audience Physiological stimuli: color, motion, sound, scent, and other

Motivating the Audience Basic needs as motivators. Rationality and consistency. Social conformity. Copyright ©

Channeling the Audience Your audience must have good reasons to do as you ask.

Inducing Resistance to Counter-Persuasion Cite opposing arguments and refute them. Encourage audience commitment in

One-Sided Arguments Seem to Work Best When: The audience initially agrees with your position

Two-Sided Arguments Seem to Work Best When: The audience initially disagrees with your proposal.

Two-Sided Arguments Seem to Work Best When: The audience has a low level of

Being Persuasive Keep the argument simple. Make the message real for your audience. Listen

References Robert Cialdini, Influence: The Psychology of Persuasion. Boston: Wm. Morrow and Co. ,

Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -37

Slides: 31

Download presentation

Human Beliefs What we believe defines, in so many important ways, who we are. Yet, what we believe -- or hold to be true -- is not simply a function of what we know. It’s a product of how we were raised, who educated us, and the lives we led when we were young. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -2

Human Beliefs The human attitudinal system is a rich and interesting mixture of education, experience, and inventiveness. Our attitudinal systems are constantly undergoing re-evaluation and change. We add new information, reinforce existing beliefs, remove old ideas and concepts, and challenge assumptions. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -3

Two Schools of Thought Behaviorism contends that human behavior will most clearly reveal what a person is thinking and that persuasion is most effectively exercised at the behavioral level. Learning is indicated by a measurable change in the frequency of observable events. Behaviorists included B. F. Skinner, Ivan Pavlov, and Stanley Milgram. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -4

Two Schools of Thought Cognitivism, on the other hand, has argued that it is possible to learn something without changing observable behavior. Influence, according to this view, is most effectively exercised at the cognitive level. Win their hearts and minds, and the behavior will follow. Important cognitivists have included Howard Gardner, Robert Cialdini, and Milton Rokeach. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -5

The Work of Milton Rokeach In a book entitled The Open and Closed Mind (1960), psychologist Milton Rokeach explored research about dogmatism and human belief. In explaining his research, Rokeach describes the human attitudinal system as a series of concentric, related concepts. He expanded on those concepts in a 1968 book, entitled Beliefs, Attitudes, and Values. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -6

The Human Attitudinal System Beliefs are at the core of the system, are acquired early in life and are the most fundamental of our values. Attitudes are outgrowths of our beliefs, are dependent on them and tend to be consistent with them. Opinions are at the fringes of our belief system and are the least stable. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -8

Key Principles Change in one layer may expose a more fundamental layer to re-examination, but will require no change in the more basic layer. Change in a basic layer will require change in all higher attitudinal layers. The more basic the change, the more profound the reordering through the system. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -9

Key Principles The less rational the basis for adoption, the more difficult is the basis for change in a given belief or attitude group. Emotionally-charged attitudes are especially difficult to change. The closer a structure is to the center of one’s belief system, the more central it becomes to one’s selfconcept. Zero-order beliefs, thus, become self-defining. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -10

Outcomes of the Attitudinal Formation Process Reinforcement of existing attitudes. Modification or shifting of existing attitudes. Creation of new attitudes. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -12

Social Proof The principle: People follow the lead of similar others. The application: Use peer power whenever it’s available. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -17

Consistency The principle: People align with their clear commitments. The application: Make their commitments active, public, and voluntary. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -18

Scarcity The principle: People want more of what they can have less of. The application: Highlight unique benefits and exclusive information. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -20

Four Steps in Successful Attempts at Influence Gaining the attention of the audience. Motivating the audience to action. Channeling the motivation of the audience. Inducing resistance to counterpersuasion. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -21

Gaining the Attention of the Audience Physiological stimuli: color, motion, sound, scent, and other appeals to the senses. Psychological stimuli: appeals to human wants or needs. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -22

Channeling the Audience Your audience must have good reasons to do as you ask. They must also know specifically how to obtain the satisfactions you promise or avoid the penalties you threaten. You must tell them what to do, when to do it, and perhaps, how. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -24

Inducing Resistance to Counter-Persuasion Cite opposing arguments and refute them. Encourage audience commitment in some tangible or visible way. Warn audience members that others will attempt to change their minds. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -25

One-Sided Arguments Seem to Work Best When: The audience initially agrees with your position and your aim is simply to intensify agreement. The audience is not well-educated or has relatively low self-esteem. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -26

Two-Sided Arguments Seem to Work Best When: The audience initially disagrees with your proposal. You know the audience will be exposed to subsequent counterpersuasion or propaganda. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -27

Two-Sided Arguments Seem to Work Best When: The audience has a low level of involvement with or knowledge of the topic. You hope to produce more enduring results. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -28

Being Persuasive Keep the argument simple. Make the message real for your audience. Listen before you speak. Channel fear into excitement. Repeat the message personally. Choose your words carefully. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -35

References Robert Cialdini, Influence: The Psychology of Persuasion. Boston: Wm. Morrow and Co. , 1993. Milton Rokeach, The Open and Closed Mind. New York: The Free Press, 1960. Jeffrey Pfeffer, Managing with Power: Politics and Influence in Organizations. Boston: HBS Press, 1992. Todd Jick, Rosabeth Moss Kanter, and Barry Stein, The Challenge of Organizational Change. New York: Mac. Millan, 1992. Robert Cialdini, “Harnessing the Science of Persuasion, ” Harvard Business Review, October 2001, pp. 72 -79. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 6 -36