Managing Stakeholder Relationships

“Influencing Stakeholders”
Making sure that those who count
are aware that you count
Roelf Woldring
1- 416-427-1567
roelf@knowthatknowhowknowwhy.com
Version 3
www.knowthatknowhowknowwhy.com
Soft Skill Development For Working Professionals
Be the best team player
and manager of others you can be
© Roelf Woldring and Workplace Competence International
2011 - 2015

Spring 2015 2
What is this?
Answers to the following questions:
1. What are stakeholders?
2. What is in it for me = you?
3. Who is Roelf Woldring? What presence does he have on the Web?
4. What frameworks help us think about how to influence them?
– The Diffusion of Innovations – Everett Rogers
– Development Styles – Roelf Woldring
– Influencing Elected Stakeholders – Roelf Woldring
1. How do these frameworks interact?
2. How do we use them to think through our interaction with key stakeholders?

Spring 2015 3
What is in it for me = you?
• Sync a team’s thinking about how to influencing key stakeholders
positively
– A framework that allows a management team to get on the “same wavelength”
about how to manage stakeholder messaging.
• Deliver “change” interventions that flex to individual needs
– A “problem solving” model that integrates the best thinking about innovation,
change and personality into guidelines for planning interaction and
communication with key stakeholders.
• Deliver effective messages to “elected political stakeholders”
– A problem solving model for structuring the communications that most effectively
impact “elected” political stakeholders.
• Increase your personal “flex” effectiveness
– Ways of thinking and acting that become internalized, increasing your personal
effectiveness when interacting with individual and groups of stakeholders.

Spring 2015 4
• E-Author, E-Learning Architect, Business Problem Solver and Entrepreneur
• Publishes on the web in the following formats
– Voice overs, e-books, e-articles and presentations on
Roelf’s web site - http://www.roelfwoldring.com/
– Videos on You Tube at https://www.youtube.com/user/RoelfW
– No-charge e-pubs on Slide Share – see http://www.slideshare.net/Woldring
– E-Learning programs at www.knowthatknowhowknowwhy.com
– E-articules on E-Learning and Talent Management on Linked In Posts
https://www.linkedin.com/today/posts/roelfwoldring
• Career as Organizational Change Leader / Consultant and IT Executive
– Linked Profile at https://www.linkedin.com/in/roelfwoldring
• Passionate about the potential of e-learning
– As a way of contributing to the people of the under developed world through personal skill development
– As a professional development platform for the growing numbers of Individual Professional Entrepreneurs
– As a tool for professional development within organizations
Before we start:
Who is Roelf Woldring and What Does he do?

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Spring 2015 5
Call to Action
Browse to the KTKHKW web site and view the e-learning programs
Click on the banner below to see the course intro’s

Spring 2015 6
What makes Stakeholders so important?
Stakeholders are the key source of:
1. Evidence
 Provide evidence which supports our successful work
 Provide evidence which supports our unsuccessful work
1. Decisions
 Go / No Go decisions at various stages in our projects / programs
 Resource level decisions throughout our projects / programs ($, people, facilities,
relationships)
1. Recommendations / Reputation / Repeat Work
 Recommend us to others
 Praise us / damn us with others
 Ask us to do more work for and with them in future
We want all Stakeholders to know about the good things we are doing
We want to immediately know from All Stakeholders
 about the unsuccessful things that we are doing
 About the negative perceptions that they may have of us

Spring 2015 7
Building a Stakeholder Map (1 of 3)
• Brainstorm with all the people who are involved with or impacted by what we
are doing
• Identify how what we are doing impacts them and could impact them,
+ and -
• Understand the relationships between the stakeholders
• Accept that we cannot control “how” the stakeholders make sense of
information
• Inventory the communication channels available to us
• Inventory the communication channels available to stakeholders as they
relate to one another
Common Understanding is What is Important

Spring 2015 8
Draw the Stakeholder Map (2 of 3)
Generic Stake Holder Map for
Publicly-Traded, For-Profit
Organization
Organization
Customers
Suppliers
Regulators
Competitors
Employees
Unions
Board of
Directors
Investors
Investment
Advisors
Bankers
Other Suppliers
of Funds
Other
Individuals
Other
Organizations
with “Interests”
Governmental
Public OfficialsElected
Politicians
Each of these external organizations,
groups or individuals is impacted by or can
have an impact on the organization.
Any of these groups could be split
into two or more sub-groups,
depending on the use of the
stakeholder map.

Spring 2015 9
Summarize what we know about stakeholders (3 of 3)
Stakeholder
Impact on the Organization (Current and Potential) Impacted By the Organization (Current and Potential)
Positive Negative Positive Negative
Customers
Suppliers
Competitors
Employees
Other Individuals
Unions
Board of Directors
Investors
Investment Advisors
Other Sources of Funds
Bankers
Regulators
Other Orgs with
“Interest”
Elected Politicians
This is a way of thinking about stakeholders. It may or may not be done
as a “formal analysis”, producing the equivalent of this table.
Generically Publicly-Traded, For-Profit Organization

Spring 2015 10
The Frameworks
– The Diffusion of Innovations – Everett Rogers
– Helps us understand how change/ innovation spreads in
organizations and in society
– Development Styles – Roelf Woldring
– Helps us understand on individuals differ in the way that they
make sense of the new information associated with change
– Influencing Elected Stakeholders – Roelf Woldring
– Helps us understand how to interact with Elected Stakeholders
– who may not be directly impacted by our projects,
– but due to their decision making power over public funds,
– can deeply impact our projects
Let’s look at them one at a time

Spring 2015 11Spring 2011 11
The Diffusion of Innovation: Everett Rodgers (1 of 6)
What is
important for
us in this
model
is not the
numbers
but the
psychology
and the
resulting
behavior
of the
different
groups
Rodgers, E. (1962) Diffusion of innovations. Free Press, London, NY, USA.
The rate at which
individuals adopt a
new innovation in a
population.

The Diffusion of Innovation
The Psychology and The Behavior of Stakeholder Innovators (2 of 6)
Group Psychology Behavior Who Influences Them How to Work With Them
Innovators Excited by new
things;
experimenters
Want to be
seen as “first”
to successfully
take on new
“things” by
individuals in
their
“reputation”
community
Experiment with
new things,
looking to see
how it influences
their “reputation”
as being leading
edge
Willing to pay a
“time / cost”
premium to be
first
Suppliers of new
“things” and ways
of doing things
People who have
new things which
they can use to
impress folks in
their “reputation
community” with
being
successfully
“first”
1.Find them
2. Support “the hell”
out of them 
maximize their
possibility of
success
3. Identify their
“reputation”
community
4.Make sure that
their success
stories are told to
this community
and to “early
adopters”

The Psychology and The Behavior of Stakeholder Early Adopters (3 of 6)
Early
Adopters
Willing to
take on new
things / ways
once
“proven” by
Innovators 
do not want
to be seen as
“failures” –
not willing to
take on this
risk
Watch
Innovators to
see what
works and
what does not
and to see
who gets
positive
reputation and
who does not
Innovators who
succeed at
getting a
reputation for
successfully
adopting new
things that work
Other early
adopters who
succeed or fail
when they take
on the “new”
1.Tell them the
successful
Innovators’
story
2.Let them self
select to be “2nd
round” adopters
3.Work with them
to succeed
4.Work with them
so that they tell
their stories to
their peer
groups

The Psychology and The Behavior of Stakeholder Early Majority Individuals
(4 of 6)
Early
Majority
Want to take on
new things
once there is
clear evidence
that it generally
works and that
it is being
adopted by
others
Accept word of
people they see
as peers, not
innovators or
suppliers
Adopt new based
on word of
credible peers
Frustrated if they
cannot get it
when they do
decide they want
it
Want it, but also
concerned about
the cost of
“adopting it”:
concerned about
“cost of failure”
Early Adopters
who succeed
Early Adopters
who fail
Early Majority who
adopt “new” and
then fail at
“visible cost”
1.Identify “high risk”
of failure Early
Majority, and work
with them to
reduce / eliminate
chance of failure
2.Re-engineer
offering on basis
of past learnings
to reduce
possibility of
failure
3.Re-engineer
offering on basis
of past learnings
to reduce effort
cost of adoption

The Psychology and The Behavior of Stakeholder Late Majority Individuals
(5 of 6)
Late
Majority
Will only
adopt “new”
when it is
well
established
Price point is
more
important
than
“newness”
Looking to
negotiate price
or waiting for
“sale” price
Sensitive to
purchase price
to acquire and
“effort price”
needed to
learn how to
use
Successful
Early Majority
Unsuccessful
Early Majority
Late Majority
who tell them
how to
“simplify” use
of new so that
effort price is
reduced
1.Re-engineer
offering on basis
of past learnings
to reduce both
purchase price
and “effort
price”
2.Connect them to
peers who can
share “simple
ways” of using
new (e.g. user
groups)

The Psychology and The Behavior of Laggard (5 of 6)
Laggards Resist change –
comfortable with
old ways of doing
things
Fiscally
conservative
Often only adopt
new when “peers”
shame or
pressure them or
when recognized
authority “tells
them to”
Hold onto old until
there is no choice
Hold onto old if they
believe that the
price of the “new”
will reduce in future
Hold onto old until
peers “kid” them
about being “out of
touch”
Other Laggards who
have adopted new
Individuals they
recognize as “having
authority” who
reduce / eliminate
their choice to stay
with old
1. Re-engineer offering
on basis of past
learnings to reduce
both purchase price
and “effort price”
further or simply
discount purchase
price on basis of
being “old” in market
2. Provide
communication
channels to /
opportunities to be
exposed to / dialogue
with other Laggards
who have adopted
new and Authorities
who eliminate choice
to stay with old

Spring 2015 17
Before we move on, where do you fit?
Reflect on this, or talk about it with another member of your team
The easiest way to figure this out it to get clear on your behavior. Do you …?
Innovator Early Adopter Early Majority Late Majority Thoughtful, Price Conscious
Acceptors (Laggards)
Experiment
with new
things,
looking to
see how it
influences
your
“reputation”
as being
leading edge
Willing to
pay a “time /
cost”
premium to
be first
Watch
Innovators to
see what
works and
what does not;
willing to take
on “new” once
it is proven
Wait to see
who is
successful,
gets positive
reputation and
who does not
Adopt new
based on word
of credible peers
Frustrated if you
cannot get it
when you do
decide you do
want it
Want it, but also
concerned about
the cost of
“adopting it”;
concerned about
“cost of failure”
Look to
negotiate price
or wait for
“sale” price
Your are
sensitive and
concerned
about purchase
price to acquire
and “effort
price” needed
to learn how to
use
Hold onto old until
there is as long as
there is no real reason
to change
Hold onto old if they
believe that the price
of the “new” will
reduce in future
Hold onto old until
your friends and
family “kid” you about
being “out of touch”
It could be that you are an “it depends” person, changing your behavior depending on the content of
the “new”. Also, remember that is no “best” here, just patterns of behavior.

Managing Change Using The Diffusion of Innovation Framework (6 of 6)

The Development Styles Framework
How People Work With and Integrate
New Information
and Acquire New Skills

Spring 2015 20
The Development Styles Framework (1 of 6)
• Individuals use different behavior styles when they are
acquiring / learning / integrating new information or skills
through interaction with others
• Consequently, it is important to “shape” the delivery of
new information / learning activities in ways that align
with each person’s Development Style
• Since, generally, it is not possible to know a person’s
Development Style before hand, “information / learning”
communications need to be structured to cover a “range”
of Development Styles

Spring 2015 21
Step One: How People Integrate New Knowledge
• People can be at either end or in the middle of this range
– When in the middle, they often use an “it depends” style, determined by the type
of content
• People generally integrate new knowledge at the “pre-conscious” level
– People are so practiced at this that they only become
conscious of how they do this in exceptional
circumstances
– Conscious awareness usually comes through feedback from others, self
descriptive instruments, or disciplined self reflection / introspection
Practical
people
integrate new
ideas /
information
based on how
it fits their
past concrete
experiences
Conceptual
people integrate
new information /
ideas through
integrating them
into the
conceptual
frameworks they
already have

Spring 2015 22
Step Two: At Work, People Acquire / Solidify New Knowledge
in Interaction with Others
• Some people need to “talk” in order to clarify their
thoughts and ideas. If you don’t give them the chance to
do so, they do not “get it”.
• Other people need time to “reflect”. Unless you give
them the time they need to process their thoughts and
ideas internally, they do not “get it”.
Active
people need to
talk with
someone before
the new
information /
idea is really
“real” for them.
Their ideas can
change as they
talk.
Reflective
people need time
to process
internally before
they are ready to
present their
ideas to others in
dialogue. This
internal reflection
may occur at the
pre-conscious
level.

Spring 2015 23
Step Three: Put These Two Together
 Four Development or Learning Styles
• These four
Development
Styles are a good
basis for
planning
interaction with
folks on the
“receiving end” of
“change”
information.
• They cover “the
range” of
possibility well.
• See
http://www.wciltd.com/CompetencyStyl
es/sitepages/CS%20%20Development
%20Styles%20Work%20Book.html

Influencing Individuals with Different Development Styles
Development Style Psychology How to Influence Communications … Follow Ups
Practical
Actives
Want to
engage in
dialogue to
clarify the
impact of
new ideas
and required
behavior
change
Face to face,
high touch
exchanges
with lots of
opportunities
for them to talk
(break outs,
idea sharing,
one-on-ones
with “engaged
listeners”)
Get them
involved in
doing new as
quickly as
possible –
anchor to old
ways of doing
things and then
quickly move
beyond them
Create follow up
opportunities in
which they can
talk about “how it
is going” with
peers and others
Both Practical
Actives and
Reflectives
Need concrete
examples they
can relate to their
past experience
Concrete examples,
related to but moving
beyond their past
experience

Practical
Reflectives
Want to be
“exposed”
to new ways
of doing
things, then
given an
opportunity
to
“personally”
reflect on
what it
means
before
further
dialogue
Presentations,
just-in-time
materials,
handouts they
can take away
Opportunities
to listen to
others talk
which allow
them to “tune
out others”
and “tune in”
to internal
processes
Separate first
exposure from
first doing –
don’t expect
new doing on
first exposure
Create follow up
opportunities in
which they can
talk what they
thinking about,
and what they
think it means to
each of them
personally
Then engage them
in new doing
Both Practical
Actives and
Reflectives
Need concrete
examples they
can relate to their
past experience
Concrete examples,
related to but moving
beyond their past
experience

Conceptual
Actives
Want to
engage in
dialogue to
clarify the way
that the way
that new
models and
frameworks
relate to their
existing
concepts /
frameworks
Face to face,
high touch
exchanges with
lots of
opportunities for
them to talk
(break outs, idea
sharing, one-on-
ones with
“engaged
listeners”)
Provide general
models and
frameworks, then
provide concrete
examples / tasks
which are placed
within context of
models
Create follow up
opportunities in
which they can talk
about “how it is
going” with peers
and others
Both
Conceptual
Actives and
Reflectives
Need models,
general
frameworks they
can relate to ones
they have already
experienced
General Models /
Frameworks which
shows reasons for
change and how
frameworks are related
to past and future

Conceptual
Reflectives
Want to be
“exposed” to
new models
which frame
new ways then
be given an
opportunity to
“personally”
reflect how
these new
frameworks
“fit” into their
current ways
of thinking
Presentations,
just-in-time
materials,
handouts they
can take away
Opportunities to
listen to others
talk which allow
them to “tune out
others” and
“tune in” to
internal
processes
Provide general
models and
frameworks, and
allow them time to
reflect on them
before moving
onto concrete
examples / tasks
Create follow up
opportunities in
which they can talk
what they thinking
about, and what they
think it means to
each of them
personally
Both
Conceptual
Actives and
Reflectives
Need models,
general
frameworks they
can relate to ones
they have already
experienced
General Models /
Frameworks which
shows reasons for
change and how
frameworks are related
to past and future

Spring 2015 28
Before we move on, where do you fit?
Reflect on this, or talk about it with another member of your team
Once again, the easiest way to figure this out it to get clear on your own behavior.
1. It could be that you are an “it depends” person, changing your behavior depending on the content.
Also, remember that is no “best” here, just patterns of behavior.
2. Also remember that we are all “natural intuitive psychologists”. That means that we assume that
others do things in much the same way that we do. That is, we tend to project our Development Style
on others. We communicate to them in a way that fits our Development Style. If it is the same as
ours, we “click”. If not, we may experience some “difficulties” in our communication effectiveness.
Pick which best describes you 
And then
So that you are clear on your own
Development Style
Practical Conceptual
When you get new
information, it makes most
sense to you if it is concrete,
specific and tied to what you
have already done.
When you get new
information, it makes most
sense if it is tied to general
models or frameworks that
you can connect to the other
models or frameworks that
you have used to make
sense of things in the past.
Active You want to be able to talk with others in
order to clarify your ideas and thoughts.
Things don’t really make sense to you until
you have talked them through.
Practical
Active
Conceptual
Active
Reflective You need a chance to reflect, to process
things once they have been presented to
you. After you have done so, you are clear
on them, and can engage in dialogue with
others about them.
Practical
Reflective
Conceptual
Reflective

Spring 2015 29
Conscious Communication is a Matter of Planning Content
To Fit all Development Styles
Plan and deliver communication campaigns
which cover all of the possibilities
Understand best
when they receive content that
is full of concrete examples
that tie to past personal
experience
Understand best when specific
examples are placed or framed
by general models that
connect to past models that
have been used to frame
similar circumstances
Active Need to talk with others about what they are
hearing and seeing to integrate it – to get it 1. Provide both general frameworks and specific
examples that fit in them.
2. Tie both to past experiences that the members of
the audience have had.
3. Allow people to self-select into “talk” or “reflect”
situations.
4. Provide follow up opportunities to talk to “similar”
peers about the new information or change
required.
Reflective Need an opportunity to listen or to read and
then have time to reflect on what they are
hearing or seeing to integrate it – to get it
before talking with others about it or applying
it
1. You can’t always know what the Development Style of individuals in your “receiver”
audience will be. It is likely that a group will have a more than one, usually all.
2. It’s about effectiveness. Effectiveness increases if you are aware of this need to cover
this range of audience members, and use your awareness as a tool while you are
developing messages and delivering them.

Spring 2015 30
Putting these Two Frameworks Together …. (1 of 2)
The interaction of
the two
frameworks allows
us to think about
how to shape
different parts of a
change roll out.
In the moment:
Knowing where the
person is in the
Innovation cycle,
and having insight
into the person’s
Development Style
allows us to “flex”
to that person’s
interaction
requirements.
In communications:
Including elements
that align with each
of the four Styles
maximize impact.

Spring 2015 31
Putting these Two Frameworks Together …. (2 of 2)
Development Style
Place in Diffusion of
Innovation Active Reflective Active Reflective
Innovators
Early Adopters
Early Majority
Late Majority
Laggards
If we can identity where individuals or
groups fit into this framework,
we can “customize” our interactions with
them to maximize our influence on them.
At each stage of the Innovation Cycle, we
can use language that works for all four
Development Styles in our
communications.

Spring 2015 32
So far …
Everything we have covered so far
applies to all change oriented work in
organizations and communities
Now let’s add one more framework …one
useful in those project or programs in
which Elected Public Officials
(politicians) are part of
our Stakeholder group

Spring 2015 33
Influencing Elected Politicians (Roelf Woldring) (1 of 7)
• Elected Politicians have a real job to do
– defined by competing interests among the players in their
stakeholder map (see next slide)
• Ultimately, politicians work for the “party”
– It authorizes their nomination as “candidates”
– It funds their election campaigns
– It disciplines their membership in the party
– Governance structure of the Party
• is a mixture of formal (constitution of the party)
• and tribal (party executive, “back room party inner circle”, inner circle around elected
“leader” of party)
• No mention of the “Party” in Canadian constitution

Spring 2015 34
Influencing Elected Politicians (2 of 7)
Stakeholder Map of an Elected Politician
Elected
Politician
Electorate
Current Voters
in Local Riding
Others
Party
Media
Future Voters in Local Riding
Businesses in Local Riding
Community and other
Organizations that hold
“voters” in Local Riding
Local Riding Executive
Local Riding Members
Party Executive and Back Room “Inner Circle”
Party Leader
and Leader’s Inner Circle
Other Elected
Party Members
Salaried Party Administrators
Elected Politicians from Other Parties
Registered Lobbyists
(and “unregistered lobbyists”)
Government Bureaucrats
Political Staffers
Working for Member Media Personalities
Journalists
Editors
Other
Media
Staffers
Political Staffers Working
for Other Elected Party Members

Job Description of Elected Politician
• Hold / re-win the seat for the party
– Represent Party in Local Riding Electorate meetings and other
gatherings of members of Electorate (both inside and outside local
riding)
– Develop and maintain a “personal influence” network inside the
Party, and among the other external “stakeholders” (see previous
slide)
 Take “stands” approved by Party during House Sessions
 Do not “take stands” outside of those communicated or developed in Party
“caucus” or communicated by Party Leader (and Party Leader Inner Circle)
 Vote with Party with issues defined as “Party Issues”
 Vote based on understanding of Local Electorate interests or personal judgment
during “free votes”

Job Description of Elected Politician continued
 Do “work” assigned by Party in a way that reflects Party policy, image, and
reputation
 Cabinet posts
 Oversee operations of Ministry
 Align operations of Ministry with Party Policy
 Align spending of Ministry with Party Policy (as much as possible)
 Avoid “negatives” which reflect badly on Party public image
 Committee posts
 Other “roles”
 Interact with Government Bureaucrats as required by work assigned by
Party
 Translate Party policy in dialogue with / communications to Government
Bureaucrats
 Represent the “interests” of the Electorate inside the Party
 Speak up for local Electorate interests, issues and concerns during caucus sessions
 Speak up based on personal judgment on issues in caucus sessions
 Dialogue with other Elected Party members and other Elected Party Members / Party Staff
to generate support for “local Electorate interests, issues and concerns” and for “personal
issues and concerns”

Three Points of Influence on Elected Politicians
By Individuals from “Outside” Political Parties
• Votes
– Comes directly from Elected Politician Job Description
• Win / Hold the Seat for the Party
• Jobs
– National Income is distributed through Job Salaries, Return on
Investment and Government Programs in our Society
– Jobs have become an important component of competition among
Political Parties for votes (Win / Hold the Seat for the Party)
• Dollars
– Governments manage a major portion of the GDP
– Demands on Government,
• resulting from Electoral System = need to gain votes,
• and past political contracts with Electorate (e.g. Health Care, Education, …)
always exceed income available to the Government

Spring 2015 38
Stories to Tell to Get Support from Elected Politicians
By Individuals from “Outside” Political Parties
Influence Point Generic Story How It Works
Votes What we are doing is increasing
the perceived satisfaction of local
voters in your riding with our
program / activity that your Party
supports
Increases Politician’s perception that more
people likely to be satisfied with Party’s
programs
Jobs What we are doing is increasing
the number of jobs in your riding
or in a number of ridings
Increases Politician’s ability to “credit” Party
with action that has led to increase in number of
jobs
Dollars What we are doing is decreasing:
• the need for total government
spending in our established
program areas
• or the unit costs of program
delivery in our programs
Increases Politician’s ability to “credit” Party
with action that shows “fiscal” responsibility
“All politics is local”
if you cannot make the story local,
the Politician cannot tie your story
to potential local votes
On Election Night,
The only thing that counts is the number
of votes that win the most seats,
not the total number of votes

Spring 2015 39
Who Do You Need To Tell Your Local Stories Too
To as many people as you
can
in the Elected Politician’s
Stakeholder Map,
as well as the Elected
Politician
But
• Political Staffers,
• Other Elected Politicians
• Media Personalities /
Journalists
are secondary keys
The best “story teller” is always someone who the Elected Politician
sees as a “typical” Current Voter in Local Riding
Remember be “Party Agnostic”
as you “facilitate” and “shape” these communications

Spring 2015 40
Thank You• If you find this Slide Share post useful:
– Click Like on Slide Share so that it gets shared with others or
add a comment so that you contribute to the dialogue
– Forward it / share it with colleagues
use the button on the bottom left of the screen
– Embed it in another web site
Use the Embed button at the upper right of the screen
• Join Roelf’s E-Learning community
– Click on the image to the right
and get a non-charge copy
of the one of the e-books
Browse to the KTKHKW web site and view the e-learning programs
Click on the banner below to see the course intro’s

Contact Roelf Woldring at
1- 416-427-1567
or roelf@roelfwoldring.com
www.roelfwoldring.com
www.knowthatknowhowknowwhy.com
41
Soft Skill Development for Working Professionals
Be the best team player and manager of others you
can be

Managing Stakeholder Relationships

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