Instructions

Objective

This exercise develops skill in responding to Push behaviour through using the Bridging Style of influence. Learning Journal pages 13-16.

Step 1. Preparation (5 minutes)

Each group member prepares to express a viewpoint on a controversial topic of his or her choice. The topic should be one about which you have genuinely strong feelings or vested interests.

Step 2. Presentation (1 minute)

One person volunteers to be the Bridger. The other members of the group will be Pushers. Pushers should check with the Bridger to find out which types of pressure will be most challenging for them and use these where possible.

Bridger: Take 1 minute to express your views on the topic. Disclose your deeper feelings about this issue.

Step 3. Rebuttal (3 minutes)

Pusher(s): Tell the Bridger how and why you disagree with their position. It is important that you make your statements short and to the point. Pause from time to time so that the Bridger can practise.

Bridger: Respond with Bridging behaviours with a special focus on Listening. Do not concede or back down from the views you originally expressed, but do not defend or justify it beyond your opening disclosure.

Step 4. Attack (2 minutes)

Pusher(s): Spend about 2 minutes provoking the Bridger. Do this by:

Negatively Evaluating the Bridger, as well as his or her ideas.
Demanding that the Bridger change his or her position.
Using verbal Pressure.

Be careful not to reduce the impact of your provocation by smiling or laughing.

Bridger: Respond with Involving, Listening, and Disclosing. Try to ignore or Disengage from direct threats and pressures. Attempt to maintain your position while expressing understanding and empathy for the other’s viewpoint.

Step 5. Review (10 minutes per person)

Use the following questions to structure feedback to the Bridger.

To what extent did the Bridger successfully avoid defending or justifying his or her position?
Did the Bridger’s responses further provoke the Pusher(s), or did they defuse the conflict and reduce tension? If they reduced the conflict, how did that occur?
How did the Bridger succeed in maintaining his or her position, while at the same time communicating understanding and empathy with other viewpoints?
How could the Bridger have been more effective? For example, where in the exercise were there opportunities for practicing Bridging Behaviours that the Bridger overlooked or might have pursued longer?
Can you think of real situations where you could apply the skills being practised in this exercise?

Return to Step 2 and repeat so that each member of the group acts as the Bridger and receives feedback.

Step 6. Record notes (5 minutes)

Take time to record useful feedback and learning in your Journal

3 Bridging Under Pressure