The True Art of Inspiring Others: Preaching vs. Practicing

The ability to influence or inspire people around us, whether as a parent, a teacher, a team leader, a mentor or an achiever, is not only a vital skill, but an art. It can shape relationships, behaviour and mindsets of those that surround us. The two most common ways of doing so are sermonising (we call it ‘Preaching’), and leading by example (we call it ‘Practicing’). Those who rely on sermonising offer repeated advice or moral lectures, while those who swear by the second one believe in leading through action by being role models themselves. So, which one is better? There’s hardly a straightforward answer to that. Rather than identifying one as black and the other as white, I would like to believe that both methods have merit, true influence or inspiration is not just words or action alone, it goes far beyond. A deeper understanding of how people learn, respond, and grow reveals a range of other powerful tools also for inspiring lasting change in people around. But first, let us talk about the two tools mentioned in the caption.

Preaching or Sermonising: Limitations of Words Without Action

Sermonising implies the act of offering advice or moral direction through words, often in a repetitive or directive manner. When paired with storytelling or personal testimony, or when supported by consistent actions that mirror the words being spoken, sermonising can be effective tool for inspiring others. However, while speech can certainly carry weight, relying solely on words, especially without backing them with action, can lead to unintended consequences like resistance or defiance (from individuals, especially children or employees), loss of credibility, trust or respect (where the preacher’s actions don’t reflect their own advice) and disengagement (where repetitive lectures makes it harder to inspire genuine motivation). For example, a manager who states that he values punctuality but shows up late, loses credibility and trust.

Practising or Leading by Example: Power of Demonstrated Behaviour

People, especially children and juniors, tend to naturally emulate behaviours they observe in adults / seniors, or in individuals they respect or admire. Leading by example builds credibility and instils trust. Practicing what you preach establishes moral authority. Demonstrating traits like integrity, patience, and kindness encourages others to follow suit. Seeing someone do a good thing is often more motivating than hearing their advice. For example, a senior who is consistently well read and prepared for work sets a high standard amongst his team members. Again, a leader who treats employees with respect, remains calm under pressure, and works diligently naturally encourages the same behaviour in their team.

Beyond Practising and Preaching: Other Powerful Ways to Influence

Influence is a powerful tool in shaping behaviour, attitudes, and decisions. Whether in leadership, parenting, teaching, or everyday relationships, the ability to guide and inspire others is crucial. While the above two tools – sermonising or leading by example, are foundational, other strategies can significantly deepen one’s influence on people around. Below are key methods of influence that go beyond mere words or personal actions.

A. Emotional Connection and Empathy: People are more likely to be influenced when they feel seen, heard, and understood. So, it is important to listen to them without interrupting, use proper emotions to validate them, ask questions where necessary and finally offer suggestions. For example, a parent who listens to a teenager’s frustration rather than dismissing it builds trust and inspires more meaningful discussions in future.

B. Encouraging Autonomy and Critical Thinking: This means empowering people to make their own decisions leads to deeper learning and self-motivation. One may pose open-ended questions that spark reflection, and as the other person tries to solve the problem, guide the process, instead of giving answers or mandates on how to solve. For example, a senior telling her junior to handle a situation differently next time fosters independent thinking over rote obedience.

C. Storytelling and Personal Narratives: Stories help people connect emotionally with ideas, making lessons more relatable and memorable. But instead of sharing stories with moral lessons (which often becomes like ‘sermonising’), one should share real experiences, that illustrate key values. These may relate to one’s own experiences or that of others known to them. For example, a leader who recounts a personal failure and how they overcame it is more likely to inspire perseverance than someone who simply says, “Never give up.”

D. Positive Reinforcement and Encouragement: Appreciation and affirmation can shape behaviour more effectively than criticism. To apply this, one must acknowledge specific actions of others, provide feedback that uplifts rather than discourages and celebrate small victories to build momentum. For example, a trainer who says, “Staying focused even after missing the medal showed your resilience” builds confidence and motivation in the trainee.

E. Asking for Commitment and Involvement: When people commit to something themselves, they are more likely to be motivated. To apply this as a leader, one must encourage written or verbal commitments, involve others in goal-setting or decision-making and start with small steps to build consistency and ownership. For example, a manager who lets employees set their own productivity goals fosters accountability and pride in their work.

F. Setting Clear Expectations and Standards: Vagueness leads to confusion. People need clarity to understand what’s expected of them. So, it is important to clearly define values, goals, and behavioural standards. One may use examples to illustrate expectations.

G. Using Gentle Persuasion and Negotiation: Influence doesn’t have to be forceful. Reasoning, compromise, and highlighting benefits are often more effective than commands. For this, one may emphasise how a certain behaviour will benefit the person, while allowing room for input and discussion. For example, instead of banning video games, a parent who says, “Finish your homework, and you can play for 30 minutes,” invites cooperation rather than conflict.

Conclusion: Real Influence Is Multi-Dimensional

While sermonising and leading by example are traditional and often effective methods of influence, they are most powerful when combined with a broader toolkit. Building emotional connections, fostering autonomy, sharing stories, reinforcing behaviour, shaping environments, and involving others in the process all contribute to meaningful and lasting change.

Ultimately, influence is less about authority and more about authenticity, empathy, and intentional guidance. People respond not just to what we say—or even what we do—but to how we make them feel, how we involve them, and how consistently we live the values we preach. So, instead of merely telling others how to act, or hoping they’ll follow our lead, it is important to engage with them on a deeper level. We must create an environment where growth feels natural, values are lived, and change becomes self-driven. That is true influence. And that’s how a person can truly become an inspiration.