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Chapter 8
Using Power and Influence
CHAPTER OVERVIEW
Effective managers are able to navigate within the political reality of their environments and
utilize the power available to them to influence their superiors (“managing up”) and get things
accomplished. The models and frameworks in this chapter are designed to help students
understand the sources of power and how to increase their own influence and empower others.
Models and specific tactics for building professionalism and establishing trust and respect in a
management role are also highlighted.
LEARNING OBJECTIVES
KNOWING OBJECTIVES
1. Differentiate the concepts of power, influence, and authority.
2. Explain how patterns of dependence in organizations act as sources of influence.
3. Describe the role of norms and conformity on behavior.
4. Recognize the effectiveness of various forms of influence tactics.
5. Explain the key influence principle for each type of social influence weapon.
6. Articulate methods for fostering a good relationship with one’s manager.
7. Describe at least five professionalism tactics for improving your impression.
DOING OBJECTIVES
1. Use influence tactics and “weapons of social influence” to influence others informally.
2. Influence your boss to adopt a given idea.
3. Demonstrate competence and consistency in professional behavior.
4. Build positive relationships with employees and coworkers.
5. Create a memorable and positive first impression.
6. Expand your personal network.
KEY STUDENT QUESTIONS
Students are likely to see power and influence differently. “Power” is seen from the perspective
of the subordinate – students think about those who have power over them – and it typically has
a vaguely negative connotation. On the other hand, “influence” refers to influencing others, and
students want to know how they can do this more effectively. One student recently combined
these two perspectives into one question:
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1. What are the best ways to gain power and influence in the workplace without being a
dictator?
The material in this chapter on social influence is very useful in answering this question, and it is
not often covered in management textbooks. Take the time to cover it carefully with students.
went up dramatically!
Obviously, a Boy Scout has little power over the people he wants to give him money. He can’t
Once you have had this conversation with students, you may find them asking a follow-up
question:
2. But is it ethical to use influence tactics to get people to do what you want them to do?
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CHAPTER OUTLINE
I. Introduction
A. Definitions
1. Power = The ability to exert influence to control others or events
B. Dependence and Networks
1. Dependence
a. Power is based on dependence
b. Dependence leads us to do things we might not otherwise do
2. To diagnose interdependence ask the following questions:
a. Whose cooperation will I need to accomplish what I am attempting?
b. Whose support will be necessary?
c. Whose opposition could delay or derail what I am trying to do?
d. Who will be impacted by what I am trying to accomplish?
e. Who are the friends and allies of the people I have identified as influential?
3. Having and using power effectively is associated with the following outcomes:
a. Getting jobs faster
b. Making more money
c. Getting promoted faster
4. Strength of network ties
C. Myths of Power and Influence
1. Power and influence are inherently “slimy”
a. Power can be used for good or evil
b. Great managers exert influence to accomplish positive change
2. Rationality is the best form of influence
a. Emotional approaches often win the day
b. People want to be inspired, challenged and moved
3. Power stems solely from one’s position
a. Title does not guarantee success toward influence others
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b. Some unimpressive titles often have great organization influence (secretary, help-
desk specialist)
4. Involving others and sharing power weakens your own position
a. Sharing power increases your own ability to influence
b. Increases credibility and future influence potential
5. First impressions and good manners are old fashioned
yourself to key clients or your boss’s boss
II. Sources of Power and Influence
A. Bases of Power (French and Raven’s model of 5 bases of power)
1. Reward Power
a. The ability to provide others with rewards they desire in exchange for work you
need accomplished
2. Legitimate power
a. Invested in a role or job position (authority)
b. Usually connected to the position, not the person
c. One way to build legitimate power is to take on a leadership role of a high profile
project
3. Referent power
a. Stems from another person admiring you or wanting to be like you
b. Associated with respect and a good working relationship
c. Connected to the person, not the position
d. To increase referent power act in a way that will make others perceive you as
approachable, fair, friendly, and competent
4. Expert power
a. Possession of knowledge or skill others require
b. Connected with a person and not closely with the rank or the position
c. Most common way to build expert power is through education or technical
expertise
5. Coercive power
a. Power to force someone to do something against his or her will
.
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B. Norms and Conformity
1. Norms are a code of conduct about what constitutes acceptable behavior
a. Norms have a significant influence on behavior in organizations
i. Clothing
ii. Language
b. Sanctions (disapproval) from the group are applied when deviations occur
c. Many norms are implicit making it difficult for new group members
d. Managers need to understand the norms and the difficulty in influencing people to
break norms
2. Conformity is the tendency to believe, behave and perceive in ways that are
consistent with group norms
a. Enables people to “fit in”, feel comfortable with others and to have well
understood codes of conduct in society at large
b. Has an important influence on the actions of people
c. Sherif study on conformity
d. Asch study on conformity
III. Influencing Without Authority
A. Different Influence Tactics
1. Rational persuasion uses logical arguments and facts
2. Consultation seeks participation in planning or developing
3. Inspirational appeal arouses enthusiasm by appealing to values, ideals and aspirations
4. Ingratiation tries to get someone in a good mood prior to making a request.
5. Exchange offers an exchange of favors
6. Coalition seeks the help of others
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7. Legitimizing establishes the legitimacy of a request by appealing to authority or
pointing out its consistency with values or norms
8. Pressure uses demands or threats
9. The relative effectiveness of tactics is the reaction of the influence target.
B. Effectiveness and frequency of influence tactics
1. Rational persuasion and pressure are the most frequently used influence tactics
2. With regard to the targets of influence attempts
3. Reactions of the influence target
a. Resistance: occurs when the influence target is opposed to carrying out requests
b. Compliance: occurs when the target is willing to do what is asked but is not
enthusiastic about it
c. Commitment: occurs when the target agrees and is fully engaged in achieving the
desired outcome
d. Most frequently used tactics are often not the most effective
iv. Research suggests that managers tend to invest most influence efforts on the
rational even though the emotional most often leads to change
4. Political skills combine the most effective influence tactics and play an important role
in the work environment
influencing without direct authority
C. Social Influence Weapons (Robert Cialdini) can induce either good or undesirable
outcomes
1. Principle 1: Friendship/Liking
a. Tactics involved with friendship or liking someone: People are more likely to be
religion, politics and even cigarette smoking have an impact on liking
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2. Principle 2: Commitment and Consistency
a. Once a personal stand or decision is made, people feel the need to act in a way
that is consistent with that stance or decision
b. Commitment and consistency tactics include:
ends up buying higher quality/priced item
3. Principle 3: Scarcity
a. People want what they perceive to be in short supply
Scarcity tactics include:
i. Hard to Get: Because the item is prized as being rare, you desire it even more
wish
c. By developing skills that are scarce, you increase your value and potential
influence to the organization
4. Principle 4: Reciprocity
a. Reciprocity involves the desire to “pay back” – doing something for someone who
has done something for you
5. Principle 5: Social Proof
a. We tend to view actions as more acceptable when we see others performing them
in the same or similar situations
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b. Social proof is most influential under two conditions
6. Principle 6: Appeals to Authority
a. People generally defer judgment to people who are experts or authorities
b. Tactics include:
i. Snob appeal – appealing to people’s sense they are somehow better than
others
c. Appeals to authority are most powerful if requests are from genuine authorities
that possess recognized knowledge and wisdom
d. Research has shown three kinds of symbols can create a dangerous “artificial
authority”
IV. Managing Your Boss
A. You can help manager become a better boss by providing constructive feedback and
he/she is willing to hear and act on
B. General strategies for managing your boss
1. Important to understand your boss’s mindset and see the world through his/her lens
4. Manage your boss’s time effectively – don’t waste his/her time on minor issues
C. Managing your boss through effective communication
1. Begin with the end in mind with a clear vision of your recommendations, including
its strategic importance and say it up front
2. Do not confuse raw data with useful information – you need to integrate data in a
meaningful way
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3. Outline both costs and benefits
4. Ask for input
V. Professionalism: A Source of Trust and Respect
A. Professionalism = the ability to build relationships that bring out the best in people and to
B. Building Positive Relationships
1. Getting to Know Your People: Showing Genuine Interest in Others
a. Practice MBWA: Management By Walking Around
2. Get Your Hands Dirty
a. First-line workers feel managers don’t understand what they do
b. Do some of the work to show your interest in it and to understand how it is done
c. You will understand their circumstances, relate much better and gain workers’
appreciation
3. Arrive Early to Work and Meetings.
a. Arrive 10-15 minutes early and visit; stay after meetings and events
b. Time spent in building relationships is often the most productive of managerial
work
4. Regularly Talk a Little about Yourself
a. People are more willing to share their journeys with someone who has proven
willing to share his or her own
b. Be careful not to talk too much about yourself – that can lead others to think you
are self-involved and narcissistic
5. Be Authentic, Do Not Fake It
a. Seek to learn about others with enthusiasm and a desire to know them as they are
b. Without authentic curiosity and interest in others, you will have a difficult time
building relationships
6. Show Appreciation
a. The easiest and most neglected tool for good relationships
b. Great managers know that appreciation is the lubricant of positive relationships
ii. Always speak well of your people and point out their accomplishments
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7. Under-promise and Over-deliver
exceed
C. Power Etiquette and First Impressions
1. Assumptions are made about professional credibility and potential performance based
upon appearance and behavior during your first meeting(s)
a. Much of first business impression based on handshake, introductions and clothing
a.) Aim to help facilitate easy conversation
2. Learn and Use Names
a. Remembering names is a priceless and rare commodity
b. Remembering names is a skill that can be developed
1. Important to have a positive outlook on needing help and soliciting support.
a. Not a sign of weakness
b. Ask for a little and it will often lead to greater support
2. Go beyond your organization and become active in industry or other professional
events
a. Talk to a few new people each month and get business cards
b. Follow-up with e-mail so they will remember you next time you contact them
3. Manage the contacts you have made
a. Use PDA or other organizer to keep names and contact information
b. Keep in touch to be sure information is up-to-date and you are not forgotten
4. A consulting firm study showed that personal networks differentiated average and
high performers
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E. Managing Facebook and other Social Media Sites
1. Many employers conduct online searches of job applicants
2. Keeping a positive image online:
e. Do not mention your job search if you are still employed
CASES
Klout
1. Influence is power in action; it is the use of power. The fundamental premise of a system
like Klout is that certain people possess more power and are better able to use it than are
2. Social media has allowed us to network with people who are located in a different
physical locality. In some ways social media is an “equalizer” that allows us to interact
with people we might otherwise never had the opportunity to meet (e.g., politicians,
3. Answers will vary. Influence online is likely to be based on factors like someone’s
Are 5001 Facebook Friends One too Many?
1. Answers will vary. Certainly, a person with 5000 “friends” has more potential
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very well have more friends volunteering for the job than the person with 5000 “friends.”
2. Answers will vary. Another consideration is not only the limitations of the human brain
our coffee black or with cream and sugar?
3. It is important to note the difference between strong ties (the people we are directly
“MANAGE WHAT” SCENARIOS
1. Influencing Without Formal Authority
Debrief is found at the end of the chapter.
2. Selling an Idea to Your Boss
Debrief is found at the end of the chapter.
3. Making a Positive First Impression
Debrief is found at the end of the chapter.
MANAGEMENT LIVE
8.1 Successful Uses of Personal Networks Through LinkedIn
Class Discussion Questions:
1. How is LinkedIn different from other social media sources like Facebook?
2. Do you think LinkedIn is more effective than other online ways of finding jobs (e.g.,
http://www.Monster.com)? Why or why not?
3. How many people do you have in your social networks online? How many of those are
strong ties and how many of those are weak ties?
4. Do you think your online social network could be improved? If so, how?
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8.2 Do Looks Really Matter?
A companion resource to this Management Live is a recent article called “Do Animated Disney
Characters Portray and Promote the Beauty-Goodness Stereotype?” (full citation below).
Instructions for Students:
1. Watch one of the following Disney movies that show human characters (The Little
Mermaid, Aladdin, Beauty and the Beast, 101 Dalmations, Cinderella, Snow White,
Sleeping Beauty, Peter Pan, Pinocchio, Pocahontas). Take notes about each character: be
sure to comment on physical attractiveness/appearance, personality traits, morals (was the
character portrayed as “good” or “evil”?) and outcomes (what happened to the
character?).
2. Was there an association in the portrayal of attractiveness and personality/moral
character/outcomes? Explain. If you have seen other Disney movies you can also
comment on whether the same trend was observed in other movies.
Debriefing Information for Instructor
The Instructor should lead a discussion based on the student comments and observations about
the movies. Then the Instructor can discuss findings from the study “Do Animated Disney
Characters Portray and Promote the Beauty-Goodness Stereotype?”
Major findings from the research:
3. Study 2 included children between the ages of 6-12. The children were randomly
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Full article citation:
Bazzini, D., Curtin, L., Joslin, S., Regan, S., & Martz, D. (2010). Do animated Disney
8.3 Managers Relating Badly
This Management Live discusses mistakes that managers frequently make which can damage
relationships.
Instructions to Students:
Read Management Live 8.3 and try to practice the opposite of the mistakes listed here
using the suggestions below.
1. Managers sometimes make the mistake of taking credit for someone else’s work. This
can lead to resentment. Practice doing the opposite by bragging about someone else’s
work in front of him or her. For example, tell your instructor what a great job your
classmate did on your group project. If you tell your instructor in person, make sure your
classmate is present to hear the praise. Alternatively, you could send an email to your
instructor and copy your classmate on it. Note the response of the instructor and your
classmate. Did it build the relationship with your classmate?
2. Before you make a commitment to something – whether it is driving your friend to the
airport or telling your boss that you will have that big project done by Friday – stop and
3. Practice apologizing for something. We all make mistakes – whether it is forgetting to
put your rent check in the mail or making an error on a client account. During the next
4. Practice asking for help from others – students, instructors, coworkers, or family
5. Practice proving yourself through your actions. Competence and persistence speak louder
than words.
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8.4 “Old Girls Network” Helps Bring Young Women into Technology Jobs
Class Discussion Questions:
1. What is meant by the “Old Boys Network”?
2. How might an “Old Girls Network” help women who want to go into technology and
other careers that are traditionally male-dominated?
3. Do you have a network of mentors and connections in your field of study that you think
can help you advance your career? Explain. If you do not have a network, describe what
you can do to build this network.
TOOL KIT APPLICATION EXERCISE
6.1 Steps for “Managing Your Boss”
Instructions for Students
1. Read Tool Kit 8.1
2. Read the scenario below and write a plan of action for how you would handle the
situation using the tips from the Tool Kit.
Scenario:
You work in the Human Resources Department at a large commercial bank. One of your
responsibilities is employee benefits managements. Currently, your company pays the entire
premium on employees’ health care plans. As with many companies, your bank has seen the
You are very concerned about the increased premium quote. You know you need to talk to
the Vice-President of Human Resources, but first you need to put together an action plan for
that discussion so that you are fully prepared. What data should you present to the Vice-
President? What suggestions can you make to solve the problem? Use the tips from Tool Kit
8.1 to formulate a plan.
8.2 Making Introductions
This Tool Kit can be paired with Tool Kit 8.3 for an in-class activity. The activity is a “business
networking reception” to be held during the first 20-30 minutes of a class session. You might
wish to serve refreshments and arrange the classroom to be conducive to mingling.
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Instructions:
1. Discuss the Tool Kit 8.2 tips for making introductions (e.g., weave in information about
the people’s backgrounds, state each name at least a couple of times). Then discuss the
FACE technique for remembering names (see Tool Kit 8:3).
• Focus. Pay close attention to the person’s name. Most people will say their name one,
and that’s the only opportunity you have to learn it. Concentrate intently.
• Ask. Ask the person if you have heard the name correctly, and repeat it to make sure you
are saying it right. This involves you in the process and lets the other person know you
care about them.
• Comment. Make a comment to help cement the name in your memory. By tying the
name back to something that creates some discussion, such as “Am I right to conclude
that you have some Irish heritage?” you will lock the name in your memory.
• Employ. Use the name as quickly as you can, preferably by teaching it to someone else.
2. Next, have students find someone in the class they haven’t met before, and learn their
name, using the FACE technique. Students should also learn at least one other thing
about each person in addition to their name. Students should also practicing introducing
each other to other students in the class using the techniques from Tool Kit 8.2
3. At the end of class, ask students to list all the people they met including their names and
any relevant information they learned. Students should also note how many students they
introduced to someone else in the class.
CLASS EXERCISES
Lobbying for Influence
(Adapted from “Voting for Dollars” which appears in the Instructor’s Manual for Developing
Management Skills (7th ed.) by David A. Whetten and Kim S. Cameron, Prentice Hall, 2007.)
Background
In this exercise, students use influence techniques to lobby other students for points. The student
with the most points after several rounds of lobbying, wins a cash prize (typically around $10.)
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Prior to class, create a list of the students who will be participating in the exercise. Each student
should receive a different number of points – for example, give Student 1 ten points, Student 2
twenty points, etc. Be sure to also create a list of everyone’s assigned points for the students –
this can be done on an overhead or powerpoint as necessary. The total number of points should
appear at the bottom of the list. You will also want to get stacks of index cards (or slips of scrap
paper) that can serve as ballots during the exercise. I also distribute slips of paper for memos,
but if students typically bring notebooks to class, that may not be necessary.
When going over instructions with the students, tell them about all five voting periods. Also, tell
them that you will insist on silence during the writing periods of the exercise, and that no memos
can be distributed until the end of the writing period. When voting, tell the students to be sure to
put the name of the person who is getting votes on the ballot, and then collect ballots by name.
That will make counting up the points easier.
Instructions
During this exercise, your objective is to get other people in the class to give you their points. If
you get over 50% of the total number of points distributed to the whole class, you will win $10.
Each person in the class has a different number of points, as shown in class list. You can keep or
give away your points in whatever manner you choose, as long as you follow the rules for each
round of the process. There are five rounds, which are described below:
Round 1. In this round, you will write memos to your classmates. You can say whatever you
Round 2. In this round, you will respond in writing to the messages you received in the first
Round 3. In Round 3, you can talk as much as you like. You will have 15 minutes to talk with
anyone about anything.
Round 4. In this round, you will create ballots to distribute your points any way you see fit. To
distribute your points, put a person’s name on an index card, along with the number of points you
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Discussion Questions
• What kinds of social influence attempts did you make during this exercise?
• How successful were you at influencing others to go along with you?
• What kinds of influence did others use on you?
• What was the most successful way you saw someone else use influence during the
memo-writing and discussion sections?
• What other factors determined how you voted?
Influencing Others
Instructions:
You are to attempt to positively influence someone; that is use your power of persuasion to
accomplish something good. This can be a friend, family member, or complete stranger. Here are
some examples of things to achieve, but what you choose to do is entirely up to you (NOTE:
YOU SHOULD NOT DO ANYTHING ILLEGAL OR THAT MAY IN SOME WAY CAUSE
PHYSICAL OR MENTAL HARM TO OTHERS):
▪ Persuade someone to give (not lend) you some amount of money greater than .25 and no
more than $1.00 that you will give to a charity or person in need.
▪ Convince a retail salesperson to give you some form of a discount or added bonus.
▪ Persuade someone to read a particularly good book.
▪ Convince a friend to donate to your favorite charity.
Discussion Questions
1. What did you attempt to achieve? And what was the outcome (i.e., where you successful?)
2. Describe your approach or tactic you used? Describe the person’s reaction to your tactic?
3. In hindsight, would you take a different approach? Why or why not?