Live support chatUnderstanding Influence Within the Project Community
In Understanding Influence Within the Project Community, you'll learn ...
- Knowing the difference between socially acceptable and socially predictable responses will protect the student's professional and social standing within the project community
- Knowing the six kinds of stimulus-response situations increases the student's ability to react appropriately within a project setting
- Learn how to increase the likelihood a teammate will comply with your request of a favor
- Learn to identify the potential dangers hidden within a vendor's price quote
Overview
Preview a portion of this course before purchasing it.
Credit: 2 PDH
Length: 26 pages
This course rests on the model of a large-project setting (50+ team members) in which there are budget, schedule, planning, and delivery deadlines creating enormous pressures on team members every day. It is not about the typical examples of influence – i.e., who you know - but rather the more subtle situations that are around us every day and that we often overlook. Life teaches us about patterns and repetition. Those lessons provide the temptation to use mental shortcuts in familiar situations (or what we think is familiar) to act based on what we have experienced before, save a little time ,and get a little more done instead of analyzing each situation as if it were never seen before.
These mental shortcuts – if (that condition)… then (this result) – can be helpful when we are correct but dangerous when we are wrong. The greater our awareness of the behavioral, stimulus-response triggers we encounter and the attempts by others to influence our actions, the greater the likelihood we will think before acting and then act in a way that either helps us or at least does not harm us. Collectively, the more that we can think before acting will improve the project's overall harmony and the less career damage those actions will pose for us.
Learning Objectives
Upon completion of this course, participants will be able to:
- Distinguish between socially acceptable and socially predictable responses within a project community.
- Identify the six types of stimulus-response situations that can arise in a project setting.
- Apply techniques that increase the likelihood that a teammate will comply with a request for a favor.
- Identify potential dangers hidden within a vendor’s price quote.
- Explain how the sequence of items within a request can influence the likelihood of obtaining the desired response.
- Recognize the hidden dangers associated with uninvited debts.
- Use the principle of reciprocal concessions effectively.
Certificate of Completion
You will be able to immediately print a certificate of completion after passing a multiple-choice quiz consisting of 15 questions. PDH credits are not awarded until the course is completed and quiz is passed.
| This course is applicable to professional engineers in: | ||
| Alabama (P.E.) | Alaska (P.E.) | Arkansas (P.E.) |
| Delaware (P.E.) | Idaho (P.E.) | Indiana (P.E.) |
| Kansas (P.E.) | Kentucky (P.E.) | Louisiana (P.E.) |
| Minnesota (P.E.) | Mississippi (P.E.) | Montana (P.E.) |
| Nevada (P.E.) | New Hampshire (P.E.) | New Jersey (P.E.) |
| New Mexico (P.E.) | North Dakota (P.E.) | Oklahoma (P.E.) |
| Pennsylvania (P.E.) | South Carolina (P.E.) | South Dakota (P.E.) |
| Tennessee (P.E.) | Texas (P.E.) | Utah (P.E.) |
| Vermont (P.E.) | Virginia (P.E.) | West Virginia (P.E.) |
| Wisconsin (P.E.) | Wyoming (P.E.) | |
Preview a portion of this course before purchasing it.
Credit: 2 PDH
Length: 26 pages
