This 3hr workshop looks at the importance of communication skills in order to improve relationships at work. This cleverly designed workshops allows participants to undergo an assessments of their listening skills and then to develop an improvement plan.
In this workshop we will consider a number of ideas including;
• The role of relationships in wellbeing
• How to listen without trying to solve
• What is empathetic listening
• How does Karpman’s triangle model interactions
• How to use the OSKAR solution focused coaching model
• How to undertake a listening skills assessment
• How to develop an improvement plan
• How the active-constructive responding technique can be used to improve relationships
This workshop is about listening skills. Relationships are so important, both inside and outside of work. This workshop will help learners assess their active listening skills for gaps, as well as learn how to listen and support others in a way that reduces their stress and increases self-efficacy. We consider a solution focused coaching model which will help with that. The active-constructive responding model is used the US Army resilience programme to help individuals improve their reactions and strengthen their relationships.
Tell me a bit more…
Improved relationships are a key component of many wellbeing models (Ryff & Keyes 1995, Seligman 2018) and research shows that improved social connection is associated with higher resilience during an epidemic. (CWC Tam et al 2004).
Managers’ professional relationships can suffer from a feeling of responsibility for providing solutions to everyone’s problems. This can lead to not listening in a way that fails to foster a deeper empathetic connection (Rodgers 1995). Communication can become transactional. Learners will learn about the importance of ‘listening without trying to solve’ and experience the contrast between being listened to and given advice. Learners will reflect on their experience within groups.
A consideration of Karpman’s (1968) dreaded drama triangle model is used to understand how line managers can fall in the trap of becoming a ‘rescuer’ or ‘persecutor’ and accidently promote a victim status to staff. Leaners are introduced to the winner’s triangle (Choy 1990) and the art of coaching. A solution focused coaching model called OSKAR (Passmore & Sinclair 2020) which stands for
• Know how and resources
• Affirm and Action
Is used to increase confidence and self-efficacy in those around us.
Learners will be taught some basic listening skills. They will then form triads to practice listening skills. Each will take it in turns to be an observer and undertake a listening skills assessment while talking within a triad group. Learners will go on to practice empathetic listening with an exercise designed for participants to try pausing, paraphrasing, and reflecting feelings.
Active-constructive responding (Reivich et al 2011) is taught as a skill to increasing daily positive affect and wellbeing in those the learners interacts with (Gable & Reis 2010).
Choy, A. (1990). The winner's triangle. Transactional Analysis Journal, 20(1), 40-46.
Gable, S. L., & Reis, H. T. (2010). Good news! Capitalizing on positive events in an interpersonal context. Advances in experimental social psychology, 42, 195-257
Karpman, S. (1968). Fairy tales and script drama analysis. Transactional analysis bulletin, 7(26), 39-43.
Passmore, J., & Sinclair, T. (2020). Solution Focused Approach and the OSKAR Model. In Becoming a Coach (pp. 139-143). Springer, Cham.
Reivich, K. J., Seligman, M. E., & McBride, S. (2011). Master resilience training in the US Army. American psychologist, 66(1), 25.
Rogers, C. R. (1995). A way of being.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of personality and social psychology, 69(4), 719.
Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335
Tam, C. W., Pang, E. P., Lam, L. C., & Chiu, H. F. (2004). Severe acute respiratory syndrome (SARS) in Hong Kong in 2003: stress and psychological impact among frontline healthcare workers. Psychological medicine, 34(7), 1197-1204.