22 Issuing Instructions as an Authority Figure

There are many reasons why issuing instructions as an authority figure could feel uncomfortable. You might feel intimidated by other person involved or you might feel overwhelmed with the stress of the situation. You might be tempted to speak aggressively if you feel personally disrespected or if your adrenaline starts pumping. Whatever your personal feelings, a person acting in a position of authority has a responsibility to communicate calmly, fairly, and consistently. Having a script to follow will give you confidence to achieve that standard.

Scaling Force: Dynamic Decision Making Under Threat of Violence (Miller and Kane, 2012) offers the following script: Ask, Advise, Order, Check (2012, p.124). Ideally, a subject will comply with the first, or even second of these steps. Sometimes, however, you will have to escalate to the third and even fourth stages.

Imagine a scenario where an unknown person enters your college classroom during a lesson. They tell the professor that they need to retrieve materials from a cupboard at the back of the room. They could be faculty or staff, but they do not identify themselves. A few minutes pass as they open a few cupboard doors, going through various papers and supplies. They show no signs of leaving any time soon. Students start to turn in their chairs to see what the stranger is doing. The professor starts to look distracted, too. The professor might feel tempted to demand an explanation or jump right to kicking the stranger out, but these reactions would only give the stranger an invitation to be oppositional. Instead, the professor should follow this script:

• Ask: “Sir? Your behaviour is distracting to the students. Will you please take what you need and head out?”
  • When asking for compliance, be polite, but use a firm voice. The other person should understand from your tone of voice that: (1.) you’re being respectful; but also (2.) you’re establishing an expectation or a boundary. If you sound intimidated or aggressive, the person may react poorly (ex. ignoring you, mocking you, or becoming aggressive in return). If the person tries to engage or distract you, move on to the next step.
• Advise: “Sir, you’ve been here for five minutes. We’re trying to have a class. I’m advising you that it’s time for you to go.”
  • When advising someone, use a confident, non-confrontational voice. Your tone should let them know that they still have a choice in the situation to do the right thing. If it seems appropriate, you can provide them with a simple logical reason so that it’s clear it’s not a personal power struggle. Do not get caught up in a debate, but giving a simple logical reason could help them preserve their sense of dignity.
• Order: “Sir, I’m now instructing you to leave.”
  • When ordering, be clear and direct. If you’re reached this stage, you are past the point of persuasion. The person has had multiple opportunities to see reason and comply gracefully. If the person still ignores your communication or tries to draw you into an argument, end the conversation by confirming your next action.
• Check: “Ok, sir, I’ve asked you to leave. I’ve advised you to leave. I’ve ordered you to leave. At this point, I’m calling Security.”