managing stakeholder relationships

“Influencing Stakeholders”Making sure that those who count

are aware that you count

Roelf Woldring1- 416-427-1567

[email protected]

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

mailto:[email protected]

http://www.knowthatknowhowknowwhy.com/

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

5. How do these frameworks interact?

6. 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?

http://www.roelfwoldring.com/

https://www.youtube.com/user/RoelfW

https://www.youtube.com/user/RoelfW

http://www.slideshare.net/Woldring

http://www.slideshare.net/Woldring

• 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

– Embed it in another web siteUse the Embed button at the upper right

• 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

Spring 2015 5

Call to Action

Browse to the KTKHKW web site and view the e-learning programsClick 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

2. Decisions Go / No Go decisions at various stages in our projects / programs Resource level decisions throughout our projects / programs ($, people, facilities,

relationships)

3. 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

UnionsBoard 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

SuccessfulEarly 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)

TIme

Innovators EarlyAdopters

Early Majority

LateMajority

Laggards

Find Them

Select OnesWho Have

High ProbabilityOf Success

Run PilotProjects /

Load Pilots For Success

Identity ReputationCommunityOf SelectedInnovators

Do Pilot ProjectPost Mortems /

Lessons Learned

Communicate Project Success / Lessons Learned

To Reputation Communities and

Early Adopters

Engage in Dialogue to Allow Self Selection

Select OnesWho Have

High ProbabilityOf Success

Run2nd Round Projects

Work closelywith them to plan 2nd

Projects / Increasecommitment to success

Engage ThemIn 2nd Round Project Post Mortems / Lessons Learned

Facilitate Their Communication of Success to Other Early

Adopters / Early Majority

Re-engineer to lower risk of

failure / effort cost of adoption

Work closely with them to plan high risk

implementation to mitigate risk of failure

Run implementation

projects

Do Project Post Mortems /

Lessons Learned

Facilitate Communication

of Project Experience by

Successful Early Majority

Re-engineer to lower acquisition cost / effort cost

of adoption

Facilitate peer communications

among Late Majority Adopters

Run implementation

projects

Facilitate Communication of

Project Experience by Successful

Late Majority to those in Authority

To Mandate “Laggard” Adoption

Analyze projects to identity

opportunities to reduce cost /

simplify implementation

Re-engineer to lower acquisition cost / effort cost

of adoption

Facilitate mandate communication by

Authorities to Laggards

Run implementation

projects

Gen

eral

Seq

uenc

e of

Act

ivity

Managing Change in Ways that Explicitly Use Rodgers’ Diffusion of Innovation Framework

© WCI, Elora, Ontario, Canadawww.wciltd.com

Spring 2011

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”.

Activepeople 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/CompetencyStyles/sitepages/CS%20%20Development%20Styles%20Work%20Book.html



Influencing Individuals with Different Development StylesDevelopment 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

ConceptualActive

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

ConceptualReflective

Spring 2015 29

Conscious Communication is a Matter of Planning ContentTo Fit all Development Styles

Plan and deliver communication campaigns

which cover all of the possibilities


Understand bestwhen they receive content that

is full of concrete examplesthat 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

ElectedPolitician

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


Influencing Elected Politicians (3 of 7) 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”


Influencing Elected Politicians (4 of 7) 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”


Influencing Elected Politicians (5 of 7) 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

Influencing Elected Politicians (6 of 7) 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

Influencing Elected Politicians (7 of 7)

Who Do You Need To Tell Your Local Stories Too

ElectedPolitician

Electorate

Current Voters in Local Riding

Others 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 Leaderand 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

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 siteUse 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 programsClick on the banner below to see the course intro’s

Contact Roelf Woldring at

1- 416-427-1567

or [email protected]

www.roelfwoldring.com

www.knowthatknowhowknowwhy.com41

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