is problem solving and interpersonal skills

Essential Interpersonal Skills Everyone Should Develop

Sometimes called “soft skills” or “people skills,” these tools are key to creating and maintaining a successful career.

“She’s a people person.” You’ve heard a colleague, manager, friend or relative described that way and you know exactly what it means. This person eases through the workday like a soft summer breeze, feathers rarely ruffled, hackles seldom raised. 

13 Essential Interpersonal Skills

Communication, active listening, emotional intelligence, relational intelligence, decision making, collaboration, objective effectiveness, problem solving, conflict resolution, negotiation.

What’s their secret? Finely developed and assiduously deployed interpersonal skills. “Interpersonal skills are often referred to as ‘people skills’ or ‘social skills,’” said Roberta Matuson, president of Matuson Consulting and author of Can We Talk? Seven Principles for Managing Difficult Conversations at Work. 

What Are Interpersonal Skills? 

“In a nutshell, interpersonal skills are the skills that help us work well with others,” said John Waldmann, CEO and founder of Homebase , a San Francisco, California-based company that makes a time-tracking and employee scheduling app. “They’re the competencies we use to communicate, solve problems, be a part of a team, and move people and projects forward,” Waldmann said.  

“Developing your interpersonal skills, while it may seem touchy-feely, can be an important aspect of your career growth into leadership and roles with a greater scope of responsibility.” - Patrick Hayes, chief strategy officer, UncommonX, Chicago

Interpersonal skills come naturally to some people, but they can be developed and improved with time, experience and even training programs, Waldmann said. In the early days of Homebase, he said he found it “uncomfortable” to pitch the business. “But the more I practiced, the better I got,” he said. “Without taking the chance on developing those skills — communication, curiosity, empathy, adaptability and a lot of perseverance — Homebase wouldn’t be where it is today.”

Interpersonal skills work together as a package. It’s difficult to excel at one skill without excelling at the others. For instance, communication involves verbal and nonverbal skills as well as listening. Listening, “the ability to truly hear what people are saying,” Matuson said, is difficult without emotional intelligence , which is the ability to comprehend and handle emotions. Decision making and problem solving are entwined, as are collaboration and teamwork.

Employers value strong interpersonal skills because they help teams function more effectively,” said Jill Bowman, director of people at New York-based fintech company Octane . Interpersonal skills such as active listening, collaboration, empathy, team building, negotiation and leadership develop over time and can be improved with practice and training, Bowman said.

13 Interpersonal Skills Examples

“How we share ourselves in words and spoken thoughts, express through our physical reactions via body language and actively seek to understand others through listening are crucial to building other interpersonal/soft skills such as teamwork, conflict resolution and negotiation,” said Jamie Johnson, career advisor at the University of Phoenix . Well-developed communication skills create foundational people skills required to successfully interact with others and build fresh and positive personal and professional connections, Johnson added.

“Having the self confidence and conviction to make yourself heard allows you to increase collaboration with others and be an advocate in fostering your own success.” - Meighan (Meg) Newhouse, Inspirant Group, Naperville, Illinois

Communication requires both verbal and nonverbal skills. Verbal skills are the ability to articulate, in writing and while speaking, what you’re thinking, what you need and what you want to contribute, said Meighan (Meg) Newhouse, CEO and cofounder at Inspirant Group , a management consulting company based in Naperville, Illinois. 

“Having the self confidence and conviction to make yourself heard allows you to increase collaboration with others and be an advocate in fostering your own success,” Newhouse said, adding that the best way to develop this skill is to push through fear and “just do it.” 

Nonverbal skills include making eye contact, proper body language (for instance, arms not crossed in a defensive stance) and gestures, all of which can make a difference in people feeling engaged and comfortable, Newhouse said. 

Ever talk to someone whose mind seems to be on everything but what you’re saying? Active listening means engaging with the person with whom you’re talking, not just listening with one ear as you formulate what to say in response.

Active listening is crucial in the workplace, where people must interact in order to overcome challenges, said Mike Grossman, CEO of GoodHire , a Redwood City, California-based company that runs background checks on prospective employees. Active listening involves nonverbal communication, including uncrossed arms, maintaining eye contact and leaning in toward the speaker, Grossman said. 

Strong active listening also means asking specific questions about what the speaker is saying, as well as verbally affirming that you’re paying attention without interrupting the speaker’s train of thought, Grossman said. “This conveys engagement and gives you a fundamentally deeper understanding of the topic being discussed,” he said. 

More on Soft Skills How to Advance Your Tech Career With Nontechnical Skills

Relational intelligence is the ability to successfully connect with people and build strong, long-lasting relationships, said Adam Bandelli , an organizational psychologist who has pioneered the concept and written a book, Relational Intelligence: The Five Essential Skills You Need to Build Life-Changing Relationships , about it. 

It’s the everything bagel of interpersonal skills, encompassing establishing rapport, understanding others, embracing individual differences, developing trust, cultivating influence and serving others.

• Establishing rapport requires making a strong first impression, finding similarities and common ground, and creating a safe and enjoyable space for people to have a positive connection.

• Understanding others requires “good self-awareness and EQ, being curious and inquisitive, and actively listening to others,” Bandelli said. “It’s about being intentional in putting in the time and energy to get to know people on a deep level.”

• Embracing individual differences means understanding and accepting that people might be different from you, and those differences, be they sexual orientation, gender, ethnicities, race, religion or socioeconomic background, are what makes teams strong. 

• Developing trust requires commitment, consistency, character, courage and integrity. “Leaders need to continually deposit into a bank account of trust to build a sense of camaraderie and commitment from their people,” Bandelli said, noting that employees tend to stay with companies when they have a sound relationship with leaders. Once trust is gained, “you can’t use it to manipulate, control or use people” he said. “Trust is not about controlling your people.”

• Cultivating influence means having a positive and meaningful impact on people, whether it’s teammates, direct reports or the entire organization. To develop this part of relational intelligence, find a mentor who has superb interpersonal skills, Bandelli said. 

• Practicing these five essential relational intelligence skills is about servant leadership. No matter their place on the organizational chart, “great leaders know that serving their people leads to higher levels of performance, goals and objectives are attained, KPIs are delivered, and organizations achieve great financial success and profitability,” Bandelli said.

Effectively responding to challenges and questions and offering well-thought-out and convincing evidence and responses is part of the interpersonal/soft skills tool bag, said Johnson of University of Phoenix. 

The art of persuasion is as much about gaining a new perspective as it is convincing someone to your side or “winning” an argument: “They may provide valuable insight into issues and may give you the ability to voice your thoughts and opinions in a situation that can provide another perspective,” Johnson said. 

You need emotional intelligence to manage and leverage your and other people’s emotions, said Donna McGeorge , a productivity coach based in Australia. “It is the ability to understand the way people feel and react, monitor your own state and to use this to make good judgments and to avoid or solve problems,” she said. Developing emotional intelligence builds strong workplace relationships that will help you and your team achieve your goals.

The building blocks of emotional intelligence are self regulation, which is managing your feelings, emotions and behavior in healthy ways, including adapting when necessary; self awareness, or knowing your strengths and weaknesses; other awareness, which is picking up emotional cues and group dynamics and having empathy for the needs of others; building and maintaining relationships via clear communication, McGeorge said.  

It’s how we identify and choose among alternatives and is closely related to problem solving, McGeorge said. Decision-making is far from the rational process we might believe it is, she added, citing a 2000 study by social psychologists Jennifer Lerner and Dacher Kelter. The two found that “fearful people made pessimistic judgments of future events and angry people made optimistic judgments,” the report said. “In other words, we are at risk of making dumb decisions when we are not in full control of our emotions,” McGeorge said. 

Information overload, which results in the illusion of knowledge, incomplete information, or even being under deadline pressure can result in poor decisions, McGeorge said. Lack of sleep, too, has a “tremendous impact” on decision-making, she said. Finally, being bombarded with decisions to make can result in decision fatigue, which can lead to poor decision-making. 

This is one of the interpersonal skills that really pulls together all the skills. Effective teamwork requires communication skills, the ability to support and respect teammates, the ability to think and learn out loud (for instance, “so what I hear you saying is...” or “if I understand you correctly, you’d like us to…”), and the ability to “listen, really listen,” McGeorge said. “Even better, listen with an intention to have your mind changed.” 

The benefits of effective teamwork stretch beyond accomplishing goals, she added. “When done right, there’s almost an alchemy of unique gifts, talents and skills that can create a competitive advantage and have people feel great about their work,” McGeorge said.

“Employers frequently want you to rely on and help others in order to achieve a common goal,” said Shiv Gupta, CEO of Incrementors , an inbound marketing company based in Sacramento, California. Collaboration means knowing when to step back and be supportive and when to take the lead. Collaboration is also entwined with teamwork. “As a successful team player, you should have a variety of the aforementioned talents, including empathy, respect, bargaining, and communication, as well as a positive attitude,” Gupta said. 

More on Interpersonal Skills How Interpersonal Skills Help You Be a Stronger Tech Player

This interpersonal skill combines assertion and the ability to say no, said Lisa Bahar , an adjunct professor of psychology at Pepperdine University, Malibu, California, and a licensed marriage and family therapist and clinical counselor. 

An example of objective effectiveness in use would be describing a situation, expressing your feelings and opinions, asking for what you want, and then helping the other person understand that what you want benefits both of you. “This is not intended to be manipulative,” Bahar said. “There are also skills, when a person responds, which include being mindful of your objective and learning how to ignore attacks.”  

These skills depend on the ability to use analytical and creative thinking to find solutions, said Amy Zimmerman, chief people officer at Atlanta, Georgia-based digital payment system Relay Payments and cofounder of leadership consultancy PeopleCo . Analysis, persuasion, logical reasoning, persistence, brainstorming and decision-making are all skills required to effectively solve problems, she said. 

It’s a way for two or more parties to find a peaceful solution to a disagreement among them. It’s a five-step process, starting with defining the source of the conflict, looking beyond the incident, requesting solutions, identifying solutions both sides can support, and reaching an agreement, Zimmerman said.

More on Soft Skills Why Engineers Should Sharpen Their Soft Skills Along With Their Technical Skills

This critical skill involves listening to the other party, understanding where they’re coming from as well as what’s important to them, said Andrea Ippolito, CEO and founder of Ithaca, New York-based SimpliFed , a telehealth platform focused on lactation, child nutrition and on-demand support for new parents. 

Successful negotiators identify the ZOPA, or zone of possible agreement, which is the common area on which both sides agree. “By understanding this zone, it allows you to meet somewhere in there for each party to accomplish what they need,” Ippolito said. 

High-quality negotiating skills help get internal and external stakeholders to buy into what you are trying to communicate, said Joe Vu, digital marketing manager at Fairport, New York-based QuickFi , maker of an app that simplifies business-equipment financing. “Using the right data insights and context can help strengthen your negotiation, and ultimately help you become a better communicator and leader,” he said. 

It’s accepting that other people can and will think and behave differently than you do. “Tolerance can be a challenge in the workplace because of individual disagreements or personal biases,” said Sam Cohen, founder of Gold Tree Consulting , a growth marketing agency based in Austin, Texas. Tolerance is acquired through exposure to different points of view and ways of thinking, and also with experience managing changes. “Change is imminent,” Cohen said, recommending meditation and practicing patience to hone tolerance. 

Why Are Interpersonal Skills Important?

Love makes the world go round, and interpersonal skills keep the workplace world spinning properly. Not only that: Interpersonal skills can make a tech professional a standout and help forge a promising career .

During his 27 years in tech, Patrick Hayes has developed, refined and used interpersonal skills as a way to influence outcomes and gain buy-in from others. “I have often been called a ‘people person,’ or someone who can get along well with others,” said Hayes, chief strategy officer at Chicago-based UncommonX , a SaaS-based cybersecurity firm.

Tech professionals, in his opinion, tend to be introverted and rely on facts, data and technical experience to reach decisions. “Developing your interpersonal skills, while it may seem touchy-feely, can be an important aspect of your career growth into leadership and roles with a greater scope of responsibility,” Hayes said. 

Interpersonal skills help soothe a variety of office issues, including disagreements, which can and will happen even in the happiest of workplaces. “Whatever the disagreement is, it’s important to separate the behavior from the individual,” said Hayes. ”As yourself, ‘why does the other person see things this way?’ You might not reach a mutually shared outcome, but this approach will provide the ability to focus on the issue and not the person,” he said.

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How to Develop Your Interpersonal Skills

To be sure, some people are naturally charismatic and possess a full set of interpersonal skills. Others need to develop and refine interpersonal skills. Miriam Frankel, director of Thrive Group , a Passaic, New Jersey-based counseling center, offers nine tips for doing just that.

Think Positively

Every day, remind yourself of the good things about your life and your job. If you’re upset about a personal matter, set those feelings aside until after work. If you’re stressed about a work issue, look for the positive in the situation and try to build on that.

Control Your Emotions

Work isn’t the place to be overly emotional. Whether you’re extremely irritated, severely depressed or ecstatically happy, take a deep breath and tone your emotions down. Always express yourself in a calm, patient manner.

Acknowledge Others’ Expertise

One of the best ways to build trust at work is to let your co-workers know you appreciate their expertise. Ask for their help on projects and give credit where credit is due.

Show Genuine Interest in Your Colleagues

Make a point of getting to know what’s important to your co-workers. It will help solidify your relationships with them.

Find One Good Trait in Every Co-worker

Not all of us like every single person we work with but you can’t let personal preference get in the way of peak performance. If a colleague’s personality clashes completely with your own, the best way to handle the situation is by finding at least one good trait in that person — preferably something professional.

Practice Active Listening

Maintain eye contact with the speaker, nod your head, and repeat what they have said in your own words. The speaker will feel respected and you’re likely to be able to recall the conversation more easily afterwards.

Be Assertive

Be confident in your ability and opinions, and don’t be afraid to express your needs, as well as your limits.

Practice Empathy

Gain a well-rounded view of things by putting yourself in other people’s shoes. This will help you develop empathy for others, which in turn goes a long way in finding solutions that work for all involved.

Maintain Your Relationships

Connect with college friends and former colleagues on social media or through email; try to set up face-to-face meetings now and then. This shows your connections that you still value the relationship — and that can go a long way in helping you advance your career.

Interpersonal Skills and Impostor Syndrome

Some people might require more time to develop interpersonal skills; others, less. One group of professionals, surprisingly enough, might have highly developed personal skills, yet lack the confidence to recognize them.

That group? People with impostor syndrome — the belief that others think you’re smarter than you think you are.

Impostor syndrome is largely regarded as a professional negative. Yet new research by Basima A. Tewfik , assistant professor of work and organization studies at Massachusetts Institute of Technology’s Sloan School of Management, indicates that those who have “impostor thoughts” might be viewed by others as having better interpersonal skills.

In a paper forthcoming in the Academy of Management Journal , Tewfik “develops a model linking workplace impostor thoughts to other-perceived interpersonal effectiveness,” she writes in the abstract. She posits that people with more impostor thoughts are rated higher in interpersonal effectiveness “because such thoughts make them more other-oriented.”

Perceived interpersonal effectiveness “refers to how well others perceive that one cooperates and interacts with one’s environment,” Tewfik writes in the abstract. People with higher interpersonal effectiveness levels are those who create effective working relationships and relate well to others. 

Because accomplishing things at work increasingly involves interacting with others, having employees low in interpersonal effectiveness can cost workplaces millions of dollars in ill outcomes and mismanaged projects, she writes, citing colleagues’ research on the subject. 

Tewfik tested her theory in four studies with four groups: employees at an investment advisory firm, doctors-in-training and what she calls “two cross-industry sets of employees recruited online.” Members of each group were evaluated for workplace impostor thoughts and interpersonal effectiveness by various means. 

In one employee study, for instance, half of the employees were randomly assigned to recall a time at work in which they had impostor thoughts while the other half were randomly assigned to recall what they had for lunch that day. Employees were all then told to imagine that right after the experience they recalled, they got the chance to have an informal coffee chat with a hiring manager that could result in a promotion. Employees were offered the option of either asking or answering questions during this conversation. 

Tewfik found that those in the “impostor thoughts” group choose to ask more questions. As a result of this increased “other-focus,” hiring managers gave them higher interpersonal effectiveness scores.

In summary? Impostor syndrome might feel like a career liability, but can be a real asset when it comes to getting along in the workplace. And so can a toolbox of well-honed interpersonal skills.

Take a moment each day to perfect these essential skills. Your career will thank you for it.

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Problem Solving

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Everybody can benefit from having good problem solving skills as we all encounter problems on a daily basis. Some of these problems are obviously more severe or complex than others.

It would be wonderful to have the ability to solve all problems efficiently and in a timely fashion without difficulty, unfortunately though there is no one way in which all problems can be solved.

You will discover, as you read through our pages on problem solving, that the subject is complex.

However well prepared we are for problem solving, there is always an element of the unknown. Although planning and structuring will help make the problem solving process more likely to be successful, good judgement and an element of good luck will ultimately determine whether problem solving was a success.

Interpersonal relationships fail and businesses fail because of poor problem solving.

This is often due to either problems not being recognised or being recognised but not being dealt with appropriately.

Problem solving skills are highly sought after by employers as many companies rely on their employees to identify and solve problems.

A lot of the work in problem solving involves understanding what the underlying issues of the problem really are - not the symptoms. Dealing with a customer complaint may be seen as a problem that needs to be solved, and it's almost certainly a good idea to do so. The employee dealing with the complaint should be asking what has caused the customer to complain in the first place, if the cause of the complaint can be eliminated then the problem is solved.

In order to be effective at problem solving you are likely to need some other key skills, which include:

Creativity. Problems are usually solved either intuitively or systematically. Intuition is used when no new knowledge is needed - you know enough to be able to make a quick decision and solve the problem, or you use common sense or experience to solve the problem. More complex problems or problems that you have not experienced before will likely require a more systematic and logical approach to solve, and for these you will need to use creative thinking. See our page on Creative Thinking for more information.

Researching Skills. Defining and solving problems often requires you to do some research: this may be a simple Google search or a more rigorous research project. See our Research Methods section for ideas on how to conduct effective research.

Team Working. Many problems are best defined and solved with the input of other people. Team working may sound like a 'work thing' but it is just as important at home and school as well as in the workplace. See our Team-Working page for more.

Emotional Intelligence. It is worth considering the impact that a problem and/or its solution has on you and other people. Emotional intelligence, the ability to recognise the emotions of yourself and others, will help guide you to an appropriate solution. See our Emotional Intelligence pages for more.

Risk Management. Solving a problem involves a certain amount of risk - this risk needs to be weighed up against not solving the problem. You may find our Risk Management page useful.

Decision Making . Problem solving and decision making are closely related skills, and making a decision is an important part of the problem solving process as you will often be faced with various options and alternatives. See Decision Making for more.

The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year.

John Foster Dulles, Former US Secretary of State.

What is a Problem?

The Concise Oxford Dictionary (1995) defines a problem as:

“ A doubtful or difficult matter requiring a solution ”

“ Something hard to understand or accomplish or deal with.”

It is worth also considering our own view of what a problem is.

We are constantly exposed to opportunities in life, at work, at school and at home. However many opportunities are missed or not taken full advantage of. Often we are unsure how to take advantage of an opportunity and create barriers - reasons why we can't take advantage. These barriers can turn a potentially positive situation into a negative one, a problem.

Are we missing the 'big problem'? It is human nature to notice and focus on small, easy to solve problems but much harder to work on the big problems that may be causing some of the smaller ones.

It's useful to consider the following questions when faced with a problem.

Is the problem real or perceived?

Is this problem really an opportunity?

Does the problem need solving?

All problems have two features in common: goals and barriers.

Problems involve setting out to achieve some objective or desired state of affairs and can include avoiding a situation or event.

Goals can be anything that you wish to achieve, or where you want to be. If you are hungry then your goal is probably to eat something. If you are the head of an organisation (CEO), then your main goal may be to maximise profits and this main goal may need to be split into numerous sub-goals in order to fulfil the ultimate aim of increasing profits.

If there were no barriers in the way of achieving a goal, then there would be no problem. Problem solving involves overcoming the barriers or obstacles that prevent the immediate achievement of goals.

Following our examples above, if you feel hungry then your goal is to eat. A barrier to this may be that you have no food available - so you take a trip to the supermarket and buy some food, removing the barrier and thus solving the problem. Of course for the CEO wanting to increase profits there may be many more barriers preventing the goal from being reached. The CEO needs to attempt to recognise these barriers and remove them or find other ways to achieve the goals of the organisation.

Our problem solving pages provide a simple and structured approach to problem solving.

The approach referred to is generally designed for problem solving in an organisation or group context, but can also be easily adapted to work at an individual level at home or in education.

Trying to solve a complex problem alone however can be a mistake. The old adage " A problem shared is a problem halved " is sound advice.

Talking to others about problems is not only therapeutic but can help you see things from a different point of view, opening up more potential solutions.

Stages of Problem Solving

Effective problem solving usually involves working through a number of steps or stages, such as those outlined below.

Problem Identification:

This stage involves: detecting and recognising that there is a problem; identifying the nature of the problem; defining the problem.

The first phase of problem solving may sound obvious but often requires more thought and analysis. Identifying a problem can be a difficult task in itself. Is there a problem at all? What is the nature of the problem, are there in fact numerous problems? How can the problem be best defined? By spending some time defining the problem you will not only understand it more clearly yourself but be able to communicate its nature to others, which leads to the second phase.

Structuring the Problem:

This stage involves: a period of observation, careful inspection, fact-finding and developing a clear picture of the problem.

Following on from problem identification, structuring the problem is all about gaining more information about the problem and increasing understanding. This phase is all about fact finding and analysis, building a more comprehensive picture of both the goal(s) and the barrier(s). This stage may not be necessary for very simple problems but is essential for problems of a more complex nature.

Looking for Possible Solutions:

During this stage you will generate a range of possible courses of action, but with little attempt to evaluate them at this stage.

From the information gathered in the first two phases of the problem solving framework it is now time to start thinking about possible solutions to the identified problem. In a group situation this stage is often carried out as a brain-storming session, letting each person in the group express their views on possible solutions (or part solutions). In organisations different people will have different expertise in different areas and it is useful, therefore, to hear the views of each concerned party.

Making a Decision:

This stage involves careful analysis of the different possible courses of action and then selecting the best solution for implementation.

This is perhaps the most complex part of the problem solving process. Following on from the previous step it is now time to look at each potential solution and carefully analyse it. Some solutions may not be possible, due to other problems like time constraints or budgets. It is important at this stage to also consider what might happen if nothing was done to solve the problem - sometimes trying to solve a problem that leads to many more problems requires some very creative thinking and innovative ideas.

Finally, make a decision on which course of action to take - decision making is an important skill in itself and we recommend that you see our pages on decision making .

Implementation:

This stage involves accepting and carrying out the chosen course of action.

Implementation means acting on the chosen solution. During implementation more problems may arise especially if identification or structuring of the original problem was not carried out fully.

Monitoring/Seeking Feedback:

The last stage is about reviewing the outcomes of problem solving over a period of time, including seeking feedback as to the success of the outcomes of the chosen solution.

The final stage of problem solving is concerned with checking that the process was successful. This can be achieved by monitoring and gaining feedback from people affected by any changes that occurred. It is good practice to keep a record of outcomes and any additional problems that occurred.

Continue to: Identifying and Structuring Problems Social Problem Solving

See also: Project Management Risk Management Effective Decision Making

Ace the Presentation

The 7 Key Steps of Effective Interpersonal Problem-Solving

Any interpersonal relationship involving two or more distinct people is susceptible to having misunderstandings, in which one does not agree, and the other has divergent opinions and views. These misunderstandings can lead to conflicts that, if properly solved, can generate significant progress in the relationship, strengthening it.

If you are wondering what are the 7 Key Steps of Effective Interpersonal Problem-Solving , then please find the list below:

• Don’t be afraid to admit the problem exists.
• Remain positive
• Find the ROOT of the problem.
• Choose the RIGHT MOMENT
• Make Good-Points
• Be communicative
• Know how to listen

Before we go to each step, let’s talk about how interpersonal problems can come up. Conflict is a natural exchange of energies, however often seen as unfavorable because most people can’t manage stress, can’t be honest with themselves and others, and go with the mindset of being right.

Highly Recommended Article:

9 Great Ways to Improve Interpersonal Skills

What are the Major causes of Interpersonal Conflicts?

That being so, and knowing that we cannot avoid conflicts, it is essential to understand them to resolve them in the best way. Then there will be clues as to how best to resolve disputes.

How to Resolve Interpersonal Conflicts?

Denial does nothing to improve the situation, quite the contrary because it allows the issue to increase over time. There is no point in delaying their afflictions, as they will continue where they are and as a snowball until they reach an insoluble plateau. Admitting you have a problem allows you to think about a solution.

Where should we start now that we are not afraid to admit there is a problem?

• Identify the problem (try to understand what bothers us, how does it make you feel?);
•  Prepare the essential points you want to expose to each other;
• What can you do to change the situation?
• Brainstorm ideas on how you could talk and solve this situation.
• Remain Positive

We must not regard misunderstanding as persecution or an attempt to strike at us. By being positive, we assumed that the other person had good intentions and that a supposed lack of communication between us created a problem.

Moreover, by seeking to act positively in solving the problem, it is clear that we are not seeking intrigue, only the most sensible solution.

Thoughts motivate our actions, so it is of paramount importance that we always have good views.

Positive thinking gives us a vision of hope that things can improve and that nothing is eternal, not problems and difficulties. In addition to the personal benefits that this positive-thinking brings, you end up influencing the people around you with such thoughts.

• Find the ROOT of the Problem

Some of the main concerns we have stem from internalized issues, and unresolved feelings. Thus, it becomes essential to avoid hiding your feelings from others and ourselves.

By not admitting that we care about a particular question, we can go into denial and accumulate the problem, so we stop looking for a suitable solution.

It is all right that we feel shaken, sad, and a little bewildered to some degree with situations that seem to evade its possibilities of resolution. What can’t happen is that we let those feelings get in the way of the day-to-day interactions with the people around us.

It is often not advisable to resolve a conflict immediately when it occurs, but rather to allow a short interval so that the strong emotions that appear at the time of its occurrence do not make you say things you will regret. 

Besides, this break also gives you time for preparation (thinking well about what you want and how you want to say things). It is also essential to choose a time when there is time to speak calmly.

HOW TO CHOOSE THE RIGHT MOMENT TO SOLVE A CONFLICT:

• Don’t try to talk about it right away; go home, relax and then reflect on it;
• It is not a good idea to try problem-solving with other people around us, and the person may feel attacked or exposed.

Yelling was never an excellent option to solve anything; take your pride out of the spotlight. We need to stay focused on what’s best for everyone and not our ego. Know precisely where we’re going with that discussion. Have clear, convincing arguments and look for the best way to use them.

HOW TO MAKE GOOD-POINTS DURING PROBLEM-SOLVING:

• We need to have listed everything that affected us and how;
• We conduct the conversation to bring understanding, for that we should critique constructively;
• To critique constructively, we should compliment his or their qualities and then explain how it affected us;
• After that, we should propose help by having a suggestion of how the change would look like.
• Be Communicative 

The lack of clear information about specific processes or each one’s function within the organization leads to misinterpreted information. In this sense, clear, concise, and timely communication reduces the number and severity of conflicts.

TIPS ON HOW TO BECOME MORE COMMUNICATIVE:

• It uses first-person phrases “I feel like…” “I think…”, “It made me understand “;
• Keep to the critical/essential things (stick to the key points)
• Explain what this conflict means to you;
• Don’t blame or worry about reacting to each other;

• Know how to Listen 

Knowing how to listen to means being attentive to what is being said, understanding how the person behaves when positioning their arguments, and understanding their reasons. If we are always trying to answer to justify our actions, there is no possible understanding.

To listen, we need to consider first dialogue or a conversation that involves two or more people.

TIPS TO KNOW HOW TO LISTEN:

• Don’t interrupt someone else. Let them make their point;
• Focus your attention on what the other person is saying at that moment, and don’t think about the possible answers you can give them.

If there is a problem that needs to be solved, there is a behavioral pattern to be overcome or an action to be taken in the face of an individual circumstance. Problem-solving involves taking a proactive attitude.

References and Further Reading

KRASNER, Linda. Interpersonal Problem-Solving. Research Gate.

FLYNN, Katie. Steps to Interpersonal Problem Solving. Prezi.

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Interpersonal Skills in the Workplace: The Ultimate Guide

Table of Contents

What are interpersonal skills , examples of interpersonal skills , why are interpersonal skills important in the workplace, can interpersonal skills be learned, how to improve your interpersonal skills, how to show your interpersonal skills while job hunting, frequently asked questions.

Your interpersonal skills reflect your ability to interact with other people, communicate effectively, and navigate social situations. They include your personality traits, coping strategies, and non-verbal cues that you use when communicating with others.

In personal relationships, the better your interpersonal skills are, the deeper your relationships become. In professional settings, your interpersonal skills influence your ability to find and retain jobs, earn promotions, and collaborate with coworkers. 

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Interpersonal skills incorporate four key aspects:

• personality
• conversational style
• nonverbal communication
• emotional intelligence

These elements shape how individuals interact, communicate, and build relationships in various social contexts.

Personality 

Significant traits, including emotional tendencies and quirks that describe you as an individual, contribute to your personality. A wide range of personalities exist, but typically, employers prefer to work with people who are optimistic, empathetic, and honest—all interpersonal skills that lend to a high-trust company culture of mutual respect. 

While many traits seem innate, we all have different sides to our personalities. We can be friendly and demonstrative with some people and shy and reserved with others. We can be serious in some settings and laid back in other settings. 

People with strong interpersonal skills understand this and choose to demonstrate professional personality traits at appropriate times. 

Conversational Style

Conversational style is key to interpersonal skills, particularly in business, where effective communication is essential for success. Think about it—every chat at work moves the needle in ways, whether sharing info, solving a problem, influencing decisions, or building rapport. How we talk shapes these interactions.

What is the basis for good conversations? Active listening. It involves tuning in—not just to the words, but to the feelings and ideas behind them. It helps you understand and shows the other person you value their input. 

Then, there’s seeking out different perspectives. This component isn’t just about broadening the conversation; it’s about finding creative solutions and avoiding misunderstandings.

Being transparent and direct also matters a lot. Clear communication builds trust and keeps things straightforward, making your interactions more productive.

By weaving these skills into your daily conversations, you make each interaction more effective and enjoyable. Remember, productive conversations are all about making sure everyone involved feels heard and respected.

Non-Verbal Communication

Without speaking a word, your body language communicates volumes about your demeanor and attitude to those around you.

For instance, making direct eye contact indicates honesty and builds trust and openness in interactions. Similarly, standing tall with shoulders back and head held high exudes confidence, projecting self-assurance. Respecting personal space by not crowding others shows consideration for boundaries, reflecting good etiquette.

And yes, good hygiene matters as well. It promotes personal well-being and indicates self-respect and regard for others’ comfort. Also, being mindful of your surroundings demonstrates attentiveness and thoughtfulness towards the environment and people.

Emotional Intelligence

Other interpersonal skills fall into the category of emotional intelligence, which is defined by the degree to which you understand your own and other people’s emotions. It includes having skills to manage your behavior, especially when flooded with negative emotions.

Emotional intelligence also allows you to read other people’s signals, interpret them accurately, and respond with empathy.

In the workplace, emotionally intelligent people empathize with different personality types and can work with more people. Because they understand the connections between their emotions and behaviors, emotionally intelligent people are more likely to navigate conflict productively rather than reactively.

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Interpersonal skills are invaluable for career advancement. They enable individuals to handle workplace challenges more adeptly, negotiate successfully, and confidently lead teams. Strong interpersonal skills also enhance the ability to network, influencing career opportunities and professional growth. 

In today’s diverse and dynamic workplace, the ability to navigate complex social interactions and understand the perspectives of others is more important than ever. Employees and job seekers benefit from developing their interpersonal skills in various ways. 

Interpersonal Skills Help Job Candidates Navigate Interviews

Candidates with strong interpersonal skills are likelier to nail interviews because they appear respectful, enthusiastic, and engaged.

Interpersonal Skills Help Employees Earn Promotions and Bonuses

The best leaders and managers have strong interpersonal skills, so when it comes time for promotions and bonuses, your interpersonal skills might be more significant than some of your work achievements if they inspire others to excel.

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The short answer is yes! With practice, you can develop any interpersonal skill. 

Think of it like this: If you know how to do a little yoga, have limited experience with motorcycle repair, and can understand some Italian, your ability to improve depends on how much time you dedicate to each activity. 

The same is true of your interpersonal skills. 

Of course, this raises the question, “How do I improve my interpersonal skills?” 

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A first step toward improving your interpersonal skills is inventorying what others think of you. Sometimes, how you intend to come across differs from how people view you. Creating this awareness facilitates your ability to improve your skills. For instance, someone’s sense of humor can come off as insulting or dismissive to others.

Developing self-awareness will help you make shifts so your intentions are more likely to match other people’s interpretations. 

We get it. Asking for this kind of feedback is hard. Consider asking people you trust to be both direct and empathetic for feedback. Depending on how comfortable you are with constructive criticism, you may ask:

• “In your opinion, what is the most substantial shift I can make to my behavior that would result in stronger relationships?”
• “What changes in my demeanor do you think I could make to improve my chances of being hired?” 
• “I would like feedback on how I come across to people, but I need you to be gentle. Could you advise me on small shifts I can make to be more hirable/promotable?”

In addition to self-awareness, focus on improving these five necessary interpersonal skills.

1. Listen With Curiosity

Curiosity is the foundation of great listening skills. When listening to other people, you can demonstrate curiosity by: 

• asking questions 
• abstaining from interruptions
• identifying the person’s emotions 
• focusing on what you can do to help 
• rejecting any urges to “one-up” the other person

2. Collaborate Proactively

Collaborating with others gives you access to a greater pool of resources, increasing efficiency and resulting in better solutions. Building this interpersonal skill also influences company culture, fostering a sense of belonging for team members.

Here are a few ways you can become more collaborative.

• Ask for help when you need it. 
• Lend a helping hand when relevant.
• Seek different viewpoints.
• Listen and ask follow-up questions. 
• Follow through on commitments. 
• Give other people credit for their contributions.

3. Reframe Criticism as Feedback

Though feedback can be hard to hear (it can feel like criticism), responding constructively will help you improve your skill sets and deepen your relationship with your manager. 

A great way to showcase this interpersonal skill on the job is to ask your boss for feedback—and then thank them for the constructive criticism they provide.

Here are some questions you might ask:

• “What skill can I improve to make your job easier?
• “Can you give me actionable steps to improve my performance?”
• “Are there any skills I need to develop for this company to be more successful?”

4. Understand Conflict Management

Knowing how to manage conflict helps you focus more on your job and less on reducing tension and managing challenging relationships.

Conflicts escalate when parties feel misunderstood, often leading to interruptions and blame. To de-escalate, actively listen to the other person by giving them space to speak, asking questions, and validating points you agree with.

Before responding, ensure they have finished speaking and ask permission to share your perspective. This approach helps them feel heard and more receptive to understanding your side.

Remember to seek solutions. Conflicts that result in a solution can strengthen relationships. When managing a conflict, ask, “What do you need from me to improve this situation?” 

It communicates that you want to help the other person and that the relationship is significant to you. The upshot is goodwill and the likelihood of a successful resolution. 

5. Learn Effective Boundary-Setting Techniques 

Doing so can prevent resentment in work and personal life, demonstrating your seriousness and expectation for respect. Unlike threats or ultimatums, boundaries are actions you take in response to others’ behaviors, often to diffuse situations.

For example, suppose a colleague speaks to you disrespectfully. In that case, you may want to pause the conversation and suggest resuming it when both parties can interact calmly. This approach helps you maintain professionalism and model the behavior you expect.

Interpersonal skills are often defined as soft skills in the workforce. Here are a few ways to highlight them.

• Include successful work collaborations on your resume.
• Ask the hiring manager what soft skills are necessary for the job. 
• Remind your references to share examples that emphasize your interpersonal skills.

Employees and job seekers who prioritize their interpersonal skills stand out to employers. They’re usually more likely to be promoted and hired and enjoy the benefits of deeply connected networks.

Research shows that interpersonal skills positively impact job satisfaction by strengthening colleague relationships. Interpersonal skills such as effective communication and strong teamwork result in positive social interactions, which enhances job satisfaction. When interpersonal skills are high, employees feel a sense of belonging, enjoy their company culture, and have higher workplace engagement.

Interpersonal skills are required in most jobs. Managers with strong interpersonal skills are better able to motivate their employees. Sales professionals are more likely to build connections with clients. Even people who work in seemingly isolated environments, such as truck drivers and software developers, rely on interpersonal skills to interpret job specifications and incorporate feedback.

Jocelyn Baker is a freelance writer, an editor, and a former political reporter who specializes in business management. She has written thousands of articles and edited dozens of books about recruitment, leadership, and governance. She focuses on simplifying complex topics into implementable strategies.

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What Are Problem-Solving Skills? (Definition, Examples, And How To List On A Resume)

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Summary. Problem-solving skills include analysis, creativity, prioritization, organization, and troubleshooting. To solve a problem, you need to use a variety of skills based on the needs of the situation.

Most jobs essentially boil down to identifying and solving problems consistently and effectively. That’s why employers value problem-solving skills in job candidates for just about every role.

We’ll cover problem-solving methods, ways to improve your problem-solving skills, and examples of showcasing your problem-solving skills during your job search .

Key Takeaways:

If you can show off your problem-solving skills on your resume , in your cover letter , and during a job interview, you’ll be one step closer to landing a job.

Companies rely on employees who can handle unexpected challenges, identify persistent issues, and offer workable solutions in a positive way.

It is important to improve problem solving skill because this is a skill that can be cultivated and nurtured so you can become better at dealing with problems over time.

Types of Problem-Solving Skills

How to improve your problem-solving skills, example answers to problem-solving interview questions, how to show off problem-solving skills on a resume, example resume and cover letter with problem-solving skills, more about problem-solving skills, problem solving skills faqs.

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Problem-solving skills are skills that help you identify and solve problems effectively and efficiently . Your ability to solve problems is one of the main ways that hiring managers and recruiters assess candidates, as those with excellent problem-solving skills are more likely to autonomously carry out their responsibilities.

A true problem solver can look at a situation, find the cause of the problem (or causes, because there are often many issues at play), and then come up with a reasonable solution that effectively fixes the problem or at least remedies most of it.

The ability to solve problems is considered a soft skill , meaning that it’s more of a personality trait than a skill you’ve learned at school, on the job, or through technical training.

That being said, your proficiency with various hard skills will have a direct bearing on your ability to solve problems. For example, it doesn’t matter if you’re a great problem-solver; if you have no experience with astrophysics, you probably won’t be hired as a space station technician .

Problem-solving is considered a skill on its own, but it’s supported by many other skills that can help you be a better problem solver. These skills fall into a few different categories of problem-solving skills.

Problem recognition and analysis. The first step is to recognize that there is a problem and discover what it is or what the root cause of it is.

You can’t begin to solve a problem unless you’re aware of it. Sometimes you’ll see the problem yourself and other times you’ll be told about the problem. Both methods of discovery are very important, but they can require some different skills. The following can be an important part of the process:

Active listening

Data analysis

Historical analysis

Communication

Create possible solutions. You know what the problem is, and you might even know the why of it, but then what? Your next step is the come up with some solutions.

Most of the time, the first solution you come up with won’t be the right one. Don’t fall victim to knee-jerk reactions; try some of the following methods to give you solution options.

Brainstorming

Forecasting

Decision-making

Topic knowledge/understanding

Process flow

Evaluation of solution options. Now that you have a lot of solution options, it’s time to weed through them and start casting some aside. There might be some ridiculous ones, bad ones, and ones you know could never be implemented. Throw them away and focus on the potentially winning ideas.

This step is probably the one where a true, natural problem solver will shine. They intuitively can put together mental scenarios and try out solutions to see their plusses and minuses. If you’re still working on your skill set — try listing the pros and cons on a sheet of paper.

Prioritizing

Evaluating and weighing

Solution implementation. This is your “take action” step. Once you’ve decided which way to go, it’s time to head down that path and see if you were right. This step takes a lot of people and management skills to make it work for you.

Dependability

Teambuilding

Troubleshooting

Follow-Through

Believability

Trustworthiness

Project management

Evaluation of the solution. Was it a good solution? Did your plan work or did it fail miserably? Sometimes the evaluation step takes a lot of work and review to accurately determine effectiveness. The following skills might be essential for a thorough evaluation.

Customer service

Feedback responses

Flexibility

You now have a ton of skills in front of you. Some of them you have naturally and some — not so much. If you want to solve a problem, and you want to be known for doing that well and consistently, then it’s time to sharpen those skills.

Develop industry knowledge. Whether it’s broad-based industry knowledge, on-the-job training , or very specific knowledge about a small sector — knowing all that you can and feeling very confident in your knowledge goes a long way to learning how to solve problems.

Be a part of a solution. Step up and become involved in the problem-solving process. Don’t lead — but follow. Watch an expert solve the problem and, if you pay attention, you’ll learn how to solve a problem, too. Pay attention to the steps and the skills that a person uses.

Practice solving problems. Do some role-playing with a mentor , a professor , co-workers, other students — just start throwing problems out there and coming up with solutions and then detail how those solutions may play out.

Go a step further, find some real-world problems and create your solutions, then find out what they did to solve the problem in actuality.

Identify your weaknesses. If you could easily point out a few of your weaknesses in the list of skills above, then those are the areas you need to focus on improving. How you do it is incredibly varied, so find a method that works for you.

Solve some problems — for real. If the opportunity arises, step in and use your problem-solving skills. You’ll never really know how good (or bad) you are at it until you fail.

That’s right, failing will teach you so much more than succeeding will. You’ll learn how to go back and readdress the problem, find out where you went wrong, learn more from listening even better. Failure will be your best teacher ; it might not make you feel good, but it’ll make you a better problem-solver in the long run.

Once you’ve impressed a hiring manager with top-notch problem-solving skills on your resume and cover letter , you’ll need to continue selling yourself as a problem-solver in the job interview.

There are three main ways that employers can assess your problem-solving skills during an interview:

By asking questions that relate to your past experiences solving problems

Posing hypothetical problems for you to solve

By administering problem-solving tests and exercises

The third method varies wildly depending on what job you’re applying for, so we won’t attempt to cover all the possible problem-solving tests and exercises that may be a part of your application process.

Luckily, interview questions focused on problem-solving are pretty well-known, and most can be answered using the STAR method . STAR stands for situation, task, action, result, and it’s a great way to organize your answers to behavioral interview questions .

Let’s take a look at how to answer some common interview questions built to assess your problem-solving capabilities:

At my current job as an operations analyst at XYZ Inc., my boss set a quarterly goal to cut contractor spending by 25% while maintaining the same level of production and moving more processes in-house. It turned out that achieving this goal required hiring an additional 6 full-time employees, which got stalled due to the pandemic. I suggested that we widen our net and hire remote employees after our initial applicant pool had no solid candidates. I ran the analysis on overhead costs and found that if even 4 of the 6 employees were remote, we’d save 16% annually compared to the contractors’ rates. In the end, all 6 employees we hired were fully remote, and we cut costs by 26% while production rose by a modest amount.

I try to step back and gather research as my first step. For instance, I had a client who needed a graphic designer to work with Crello, which I had never seen before, let alone used. After getting the project details straight, I began meticulously studying the program the YouTube tutorials, and the quick course Crello provides. I also reached out to coworkers who had worked on projects for this same client in the past. Once I felt comfortable with the software, I started work immediately. It was a slower process because I had to be more methodical in my approach, but by putting in some extra hours, I turned in the project ahead of schedule. The client was thrilled with my work and was shocked to hear me joke afterward that it was my first time using Crello.

As a digital marketer , website traffic and conversion rates are my ultimate metrics. However, I also track less visible metrics that can illuminate the story behind the results. For instance, using Google Analytics, I found that 78% of our referral traffic was coming from one affiliate, but that these referrals were only accounting for 5% of our conversions. Another affiliate, who only accounted for about 10% of our referral traffic, was responsible for upwards of 30% of our conversions. I investigated further and found that the second, more effective affiliate was essentially qualifying our leads for us before sending them our way, which made it easier for us to close. I figured out exactly how they were sending us better customers, and reached out to the first, more prolific but less effective affiliate with my understanding of the results. They were able to change their pages that were referring us traffic, and our conversions from that source tripled in just a month. It showed me the importance of digging below the “big picture” metrics to see the mechanics of how revenue was really being generated through digital marketing.

You can bring up your problem-solving skills in your resume summary statement , in your work experience , and under your education section , if you’re a recent graduate. The key is to include items on your resume that speak direclty to your ability to solve problems and generate results.

If you can, quantify your problem-solving accomplishments on your your resume . Hiring managers and recruiters are always more impressed with results that include numbers because they provide much-needed context.

This sample resume for a Customer Service Representative will give you an idea of how you can work problem solving into your resume.

Michelle Beattle 111 Millennial Parkway Chicago, IL 60007 (555) 987-6543 [email protected] Professional Summary Qualified Customer Services Representative with 3 years in a high-pressure customer service environment. Professional, personable, and a true problem solver. Work History ABC Store — Customer Service Representative 01/2015 — 12/2017 Managed in-person and phone relations with customers coming in to pick up purchases, return purchased products, helped find and order items not on store shelves, and explained details and care of merchandise. Became a key player in the customer service department and was promoted to team lead. XYZ Store — Customer Service Representative/Night Manager 01/2018 — 03/2020, released due to Covid-19 layoffs Worked as the night manager of the customer service department and filled in daytime hours when needed. Streamlined a process of moving customers to the right department through an app to ease the burden on the phone lines and reduce customer wait time by 50%. Was working on additional wait time problems when the Covid-19 pandemic caused our stores to close permanently. Education Chicago Tech 2014-2016 Earned an Associate’s Degree in Principles of Customer Care Skills Strong customer service skills Excellent customer complaint resolution Stock record management Order fulfillment New product information Cash register skills and proficiency Leader in problem solving initiatives

You can see how the resume gives you a chance to point out your problem-solving skills and to show where you used them a few times. Your cover letter is your chance to introduce yourself and list a few things that make you stand out from the crowd.

Michelle Beattle 111 Millennial Parkway Chicago, IL 60007 (555) 987-6543 [email protected] Dear Mary McDonald, I am writing in response to your ad on Zippia for a Customer Service Representative . Thank you for taking the time to consider me for this position. Many people believe that a job in customer service is simply listening to people complain all day. I see the job as much more than that. It’s an opportunity to help people solve problems, make their experience with your company more enjoyable, and turn them into life-long advocates of your brand. Through my years of experience and my educational background at Chicago Tech, where I earned an Associate’s Degree in the Principles of Customer Care, I have learned that the customers are the lifeline of the business and without good customer service representatives, a business will falter. I see it as my mission to make each and every customer I come in contact with a fan. I have more than five years of experience in the Customer Services industry and had advanced my role at my last job to Night Manager. I am eager to again prove myself as a hard worker, a dedicated people person, and a problem solver that can be relied upon. I have built a professional reputation as an employee that respects all other employees and customers, as a manager who gets the job done and finds solutions when necessary, and a worker who dives in to learn all she can about the business. Most of my customers have been very satisfied with my resolution ideas and have returned to do business with us again. I believe my expertise would make me a great match for LMNO Store. I have enclosed my resume for your review, and I would appreciate having the opportunity to meet with you to further discuss my qualifications. Thank you again for your time and consideration. Sincerely, Michelle Beattle

You’ve no doubt noticed that many of the skills listed in the problem-solving process are repeated. This is because having these abilities or talents is so important to the entire course of getting a problem solved.

In fact, they’re worthy of a little more attention. Many of them are similar, so we’ll pull them together and discuss how they’re important and how they work together.

Communication, active listening, and customer service skills. No matter where you are in the process of problem-solving, you need to be able to show that you’re listening and engaged and really hearing what the problem is or what a solution may be.

Obviously, the other part of this is being able to communicate effectively so people understand what you’re saying without confusion. Rolled into this are customer service skills , which really are all about listening and responding appropriately — it’s the ultimate in interpersonal communications.

Analysis (data and historical), research, and topic knowledge/understanding. This is how you intellectually grasp the issue and approach it. This can come from studying the topic and the process or it can come from knowledge you’ve gained after years in the business. But the best solutions come from people who thoroughly understand the problem.

Creativity, brainstorming, troubleshooting, and flexibility. All of you creative thinkers will like this area because it’s when your brain is at its best.

Coming up with ideas, collaborating with others, leaping over hurdles, and then being able to change courses immediately, if need be, are all essential. If you’re not creative by nature, then having a team of diverse thinkers can help you in this area.

Dependability, believability, trustworthiness, and follow-through. Think about it, these are all traits a person needs to have to make change happen and to make you comfortable taking that next step with them. Someone who is shifty and shady and never follows through, well, you’re simply not going to do what they ask, are you?

Leadership, teambuilding, decision-making, and project management. These are the skills that someone who is in charge is brimming with. These are the leaders you enjoy working for because you know they’re doing what they can to keep everything in working order. These skills can be learned but they’re often innate.

Prioritizing, prediction, forecasting, evaluating and weighing, and process flow. If you love flow charts, data analysis, prediction modeling, and all of that part of the equation, then you might have some great problem-solving abilities.

These are all great skills because they can help you weed out bad ideas, see flaws, and save massive amounts of time in trial and error.

What is a good example of problem-solving skills?

Good examples of porblem-solving skills include research, analysis, creativity, communciation, and decision-making. Each of these skills build off one another to contribute to the problem solving process. Research and analysis allow you to identify a problem.

Creativity and analysis help you consider different solutions. Meanwhile, communication and decision-making are key to working with others to solve a problem on a large scale.

What are 3 key attributes of a good problem solver?

3 key attributes of a good problem solver are persistence, intellegince, and empathy. Persistence is crucial to remain motivated to work through challenges. Inellegince is needed to make smart, informed choices. Empathy is crucial to maintain positive relationships with others as well as yourself.

What can I say instead of problem-solving skills?

Instead of saying problem-solving skills, you can say the following:

Critical thinker

Solutions-oriented

Engineering

Using different words is helpful, especially when writing your resume and cover letter.

What is problem-solving in the workplace?

Problem-solving in the workplace is the ability to work through any sort of challenge, conflict, or unexpected situation and still achieve business goals. Though it varies by profession, roblem-solving in the workplace is very important for almost any job, because probelms are inevitable. You need to have the appropriate level of problem-solving skills if you want to succeed in your career, whatever it may be.

Department of Labor – Problem Solving and Critical Thinking

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Kristin Kizer is an award-winning writer, television and documentary producer, and content specialist who has worked on a wide variety of written, broadcast, and electronic publications. A former writer/producer for The Discovery Channel, she is now a freelance writer and delighted to be sharing her talents and time with the wonderful Zippia audience.

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Interpersonal Effectiveness: 9 Worksheets & Examples (+ PDF)

There is a myriad of skills that can be added to our repertoire, enhanced, and improved.

There are thousands of courses, millions of books and articles, and countless tips and suggestions to improve our lives by cultivating a certain skill or set of skills.

But which one is most important?

There may not be a definitive answer to that question, but I think one of the most common answers would be: communication (or interpersonal) skills.

It is simply a fact of life that we will encounter thousands, even tens of thousands, of people in our lifetime. While we don’t need to make a good impression on each individual we meet (which would be an impossible task anyway), we do need to at least get along with others well enough to get by.

This is especially true for those of us struggling with a mental disorder like depression, anxiety, or Borderline Personality Disorder (BPD). It can be doubly difficult for people with these obstacles to effectively interact with others.

Fortunately, there are ways to enhance your interpersonal effectiveness. Whether you are a successful public speaker or an introverted loner, there are resources and activities that can help you improve your communication skills and enhance your quality of life.

Before you continue, we thought you might like to download our three Positive Relationships Exercises for free . These detailed, science-based exercises will help you or your clients build healthy, life-enriching relationships.

This Article Contains:

What is the definition of interpersonal effectiveness, interpersonal effectiveness & dialectical behavioral therapy, the importance of developing your interpersonal effectiveness skills, 6 games & activities (for groups) to develop effective interpersonal skills, 3 ways to improve your interpersonal effectiveness in the workplace, a take-home message.

Interpersonal effectiveness, at its most basic, refers to the ability to interact with others. It includes skills we use to (Vivyan, 2015):

• Attend to relationships
• Balance priorities versus demands
• Balance the “wants” and the “shoulds”
• Build a sense of mastery and self-respect

Our ability to interact with others can be broken by the goal we have in mind for our interactions. There are three main goals to interaction:

• Gaining our objective
• Maintaining our relationships
• Keeping our self-respect

Each goal requires interpersonal skills; while some interpersonal skills will be applied in many situations, some skills will be especially important for achieving one of these goals.

When we are working towards gaining our objective, we need skills that involve clarifying what we want from the interaction, and identifying what we need to do in order to get the results we want.

When maintaining our relationships is our first priority, we need to understand how important the particular relationship is to us, how we want the person to feel about us, and what we need to do in order to keep the relationship going.

Finally, when our goal is to keep our self-respect, we will use interpersonal skills to help us feel the way we would like to feel after the interaction is over and to stick to our values and to the truth (Vivyan, 2015).

In fact, it’s the second core skills module in classic DBT, with tons of materials and resources dedicated to improving the client’s interpersonal skills.

You might be wondering why interpersonal effectiveness is so important that it warrants an entire module in one of the most popular forms of therapy. Sure, communication is important, but does it really require this much time and effort? Why?

DBT’s take is that these skills are so important because the way we communicate with others has a huge impact on the quality of our relationships with others and the outcomes of our interactions with others (Linehan, 2015). In turn, the quality of our relationships and the outcomes of our interactions have a significant influence on our wellbeing , our sense of self-esteem and self-confidence , and our very understanding of who we are.

While there are many skills related to communication and interaction with others, DBT focuses on two main components:

• The ability to ask for things that you want or need
• The ability to say no to requests, when appropriate

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By now, you have surely recognized the importance of having good, or at least adequate, communication and interaction skills. However, you may be thinking that if you have the skills to communicate with others at a minimum level of effectiveness, you’re set! Why bother working on skills you already have?

Like any set of complex skills, there will never be a point at which you have completely mastered them. Even the best motivational speakers and public relations experts are not perfect communicators. There is always room for improvement!

Research has provided evidence that improving these interpersonal skills leads to positive outcomes, especially for clients with Borderline Personality Disorder (BPD). For example, DBT skill utilization has been shown to improve BPD symptoms overall, reduce affective instability, and improve the client’s relationship capabilities (Stepp, Epler, Jahng, & Trull, 2008).

The ultimate guide to expert interpersonal skills – Science of People

While there are many worksheets and individual exercises you can engage in to build your interpersonal skills, they are not always the most effective way to do this.

It’s no surprise that the best way to improve your interactions with others is to practice interacting with others!

Not only are group activities generally more effective in improving interpersonal skills, they are often more fun. Below, we’ve listed and described 5 fun games and activities that you can practice to improve your interpersonal effectiveness (as well as one handout you can use to assess your interpersonal skills).

Skills Assessment Handout

Before trying to improve your interpersonal communication skills, it is a good idea to find out where you currently are with each one. The assessment on page 3 of this handout can help.

On this page, you will find 29 skills, such as:

• Introducing yourself
• Listening – taking in what people say
• Listening – showing interest in people
• Responding to praise
• Responding to negative feedback
• Self-disclosure as appropriate

For each skill, you are instructed to rate yourself on a scale from 1 to 5, according to the following rubric:

• 1 – I am very poor at that skill
• 2 – I am poor
• 3 – I am sometimes good
• 4 – I am usually good
• 5 – I am always good

You can take the average of your ratings to give yourself an overall “interpersonal effectiveness” skill rating, but the individual ratings are valuable by themselves.

If you are looking to enhance your communication skills, make sure to establish a baseline first. If you have a baseline to compare back to, it is much easier to notice improvements!

Try Not To Listen Activity

In this fun and potentially eye-opening activity, group members will get a chance to put their acting chops to the test.

The group should be broken into pairs for this activity. In each pair, one individual should be designated to speak first while the other “listens,” before switching roles.

The first speaker (Partner A) is instructed to talk for two minutes straight, about any subject they’d like to talk about. While Partner A is speaking, Partner B’s job is to make it crystal clear that he or she is not listening to Partner A at all.

Partner B cannot say anything, instead relying on body language to communicate their message to Partner A.

Once Partner A’s two minutes of speaking time is up, Partner B gets two minutes to talk while Partner A “listens.”

The group will likely find that it is extremely hard to keep talking when their partner is so clearly not listening! This is an important lesson from the activity: that body language plays a vital role in communication, and listeners have a significant influence over how the interaction goes in addition to those speaking.

Once all group members have taken their turn both speaking and “listening,” each individual should write down their immediate reactions to having a speaking partner that is clearly not listening.

They will probably come up with feelings like:

• I felt frustrated.
• I was angry.
• I felt that I wasn’t important.
• I felt like what I was saying must be boring.
• I couldn’t keep talking.
• I felt insignificant and unimportant.

Next, group members should note the behaviors that their partner was exhibiting to show that they weren’t listening, behaviors like:

• Facing away, with head bent toward the floor or turned to the side
• Avoiding eye contact
• Looking at the floor/ceiling
• Folded arms/crossed legs
• Blank or bored expression
• Yawning, whistling, scratching or other activity incompatible with active listening
• Preoccupation (with looking at one’s surroundings, one’s phone, etc.)
• No interaction at all

While this exercise is clearly an exaggeration of what it is like to talk to someone who isn’t listening, this can help those who are not very observant or limited in their social skills to monitor their own behavior when interacting with others.

It’s easy to decide to practice active listening in your interactions, but it’s harder to keep all of the target behaviors (and all of the decidedly non-target behaviors) in mind. Practicing this exercise will help participants identify and remember the behaviors that make a person a good listener .

You can find this exercise on page 4 of the handout mentioned above ( Interpersonal Skills Exercises ).

Sabotage Exercise

This is another fun exercise that incorporates poor interpersonal behaviors in order to highlight what the good interpersonal behaviors are.

This exercise should be undertaken in a fairly large group, large enough to break into at least two or three groups of four to five individuals.

Instruct each group to take about 10 minutes to brainstorm, discuss, and list all the ways they can think of to sabotage a group assignment. Anything they can think of is fair game – it just needs to be something disruptive enough to drive a team task right off the rails!

Once each group has a good-sized list of ways to sabotage a group assignment, gather into the larger group again and compare responses. Write them all on the chalkboard, whiteboard, or a flip board in the front of the room.

Next, reform the groups and instruct them to produce a 5- to 10-point contract with agreed-upon guidelines for successful group work . Group members should draw from the sabotage ideas (i.e., what not to do for successful group work) to identify good ideas (i.e., what to do for successful group work).

For example, if a group listed “do not communicate with any of the other group members” as a way to sabotage the group assignment, they might come up with something like “communicate with other group members often” as a guideline for successful group work.

This exercise will help participants learn what makes for a positive group experience, while also giving them a chance to have a positive group experience along the way.

This exercise was described on page 14 of  this handout .

Group Strengths and Weaknesses

Groups have one very important advantage over individuals when it comes to accomplishing work – they can offset individuals’ weaknesses, complement their strengths, and bring balance to the group.

Group members will engage in some critical thinking and discussion about their own strengths and weaknesses in this exercise, as well as the strengths and weaknesses of the other group members and the group as a whole.

To give this exercise a try, instruct the group to think about the strengths and weaknesses of each individual group member. Encourage them to be honest but kind to one another, especially when discussing weaknesses.

Once each team has come up with a good list of strengths and weaknesses for each group member, have each group think about how these will affect group dynamics. What strengths will positively influence group interactions? Which weaknesses have the potential to throw a monkey wrench into group interactions?

Finally, have each team discuss the composition of a “perfect” team. Is it better to have members with similar characteristics or with a wide range of personalities, abilities, and skills? What are the advantages and disadvantages of each type of team?

This discussion will help participants think critically about what makes a good team, how different personalities interact, and how to modify your behavior, group norms, or expectations to match the differing personalities and abilities of others.

This exercise is also described on page 14 of the handout on interpersonal skills ( Interpersonal Skills Exercises ).

Count the Squares

This game is a fun and engaging way to encourage group interaction and communication.

All you need is this image (or similar image of multiple squares), displayed on a PowerPoint presentation or on the wall or board at the front of the room.

In the first step, give the group a couple of minutes to individually count the number of squares in the figure and write down their answer. They should do this without speaking to others.

Next, have each group member call out the number of squares they counted. Write these down on the board.

Now instruct each participant to find someone to pair up with and count the squares again. They can talk to each other when determining how many squares there are, but no one else.

Have each pair share their number again once they are finished.

Finally, have the participants form groups of four to five members each and instruct them to count the squares one more time. When they have finished, once again take down the numbers each group counted.

At least one group will almost certainly have counted the correct number of squares, which is 40. Have this group walk the rest of the participants through how they got to 40.

Finally, lead the whole group through a discussion of group synergy, and why the counts (likely) kept getting closer and closer to 40 as more people got together to solve the problem.

Participants will learn about the importance of good group communication, practice working in pairs and in groups, and hopefully have fun completing this activity.

You can find more information about this activity here .

Non-Verbal Introduction Game

This game is a fun twist on an old classic – meeting a new person and introducing them to the group.

You should plan this game on the first day of a group therapy , training, or other activity to take advantage of the opportunity to introduce each group member.

Have the group members pair up with a person sitting next to them. Tell them to introduce themselves to each other and include something interesting or unusual about themselves.

Once every pair has been introduced and has found out something interesting about the other person, bring the focus back to the larger group.

Tell the group members that each person must introduce their partner to the group, but with a catch – they cannot use words or props! Each partner must introduce the other partner with actions only.

This game is not only a great icebreaker for introducing people to one another, it’s also a fun way for group members to see both the utility of verbal communication (something you might only recognize when cannot use it!) and the importance of nonverbal communication.

If you have time, you can lead the group in a discussion of nonverbal communication, the cues we pick up on in other peoples’ behavior, and how getting feedback from those you are communicating with is vital.

You can read more about this game here .

Luckily, most of these skills transfer nicely from therapy to family life, interactions with friends, and the workplace. Additionally, there are some exercises and resources developed to improve work-related interpersonal skills directly.

Below you will find a few different ways to improve your communication at work .

Interpersonal Effectiveness Skills Handout

This helpful handout can be reviewed and returned to while you or your client are working on enhancing interpersonal effectiveness.

It outlines the skills needed to communicate effectively with others, separated into three different skill sets:

• Objective Effectiveness
• Relationship Effectiveness
• Self-Respect Effectiveness

For each set, there is a handy acronym to help you remember which skills are included.

For objective effectiveness, the acronym is “DEAR MAN” and the skills are:

• D – Describe: use clear and concrete terms to describe what you want.
• E – Express: let others know how a situation makes you feel by clearly expressing your feelings; don’t expect others to read your mind.
• A – Assert: don’t beat around the bush – say what you need to say.
• R – Reinforce: reward people who respond well, and reinforce why your desired outcome is positive.
• M – Mindful : don’t forget the objective of the interaction; it can be easy to get sidetracked into harmful arguments and lose focus.
• A – Appear: appear confident; consider your posture, tone, eye contact, and body language.
• N – Negotiate: no one can have everything they want out of an interaction all the time; be open to negotiation.

These skills allow those who practice them to effectively and clearly express their needs and desires, and get what they want out of an interaction.

The acronym for relationship effectiveness is “GIVE”:

• G – Gentle: don’t attack, threaten, or express judgment during your interactions; accept the occasional “no” for your requests.
• I – Interested: show interest by listening to the other person without interrupting.
• V – Validate: be outwardly validating to the other person’s thoughts and feelings; acknowledge their feelings, recognize when your requests are demanding, and respect their opinions.
• E – Easy: have an easy attitude; try to smile and act lighthearted.

These skills help people to maintain relationships with others through fostering positive interactions.

Finally, the acronym for self-respect effectiveness is “FAST”:

• F – Fair: be fair; not only to others but also to yourself.
• A – Apologies: don’t apologize unless it’s warranted; don’t apologize for making a request, having an opinion, or disagreeing.
• S – Stick to Values: don’t compromise your values just to be liked or to get what you want; stand up for what you believe in.
• T – Truthful: avoid dishonesty such as exaggeration, acting helpless as a form of manipulation, or outright lying.

The self-respect skill set will help protect you from betraying your own values and beliefs to receive approval or to get what you want.

Knowing what these skills are and how they can be applied is the first step towards enhancing your ability to interact with others. You can find this handout online at this link .

Radical Acceptance Worksheet

This worksheet helps you to identify and understand a situation you are struggling to accept, whether it is at work, in your personal life, an issue with your family, or something else entirely. Whatever difficult thing you are working through, you can use this worksheet to help yourself accept the reality of your situation .

First, the worksheet instructs you to answer the question “What is the problem or situation?”

Next, you will describe the part of this situation that is difficult for you to accept.

Then, you describe the reality of that situation. Think critically here about the reality, don’t just write down what you want the situation to be or what your worst possible interpretation of the situation is.

After describing the reality, think about the causes that led up that reality (hint: you will probably notice that many of them are outside of your control!).

Next, you practice acceptance with the whole self (mind, body, and spirit) and describe how you did this. The worksheet encourages you to try the following:

“Breathe deeply, put your body into an open, accepting posture, and notice and let go of thoughts and feelings that fight the reality. Practice skills for acceptance such as half-smile, awareness exercises, or prayer. Focus on a statement of acceptance, such as “it is what it is” or “everything is as it should be.”

Finally, you rate your distress tolerance about this difficult situation both before and after practicing radical acceptance, on a scale from 0 (you just can’t take it) to 100 (total acceptance of reality).

This worksheet will be available for download soon.

Compass Points Emotional Intelligence Activity

This exercise from the National School Reform Faculty is a fantastic way for a team to improve their emotional intelligence together (Allen, 2015).

To prepare for this exercise, create four signs – North, South, East, and West – and post them on the room walls. Under each point, write out the traits associated with each sign:

• North: Acting o Likes to act, try things, dive in; “Let’s do it!”
• East: Speculating o Likes to look at the big picture and all the possibilities before acting.
• South: Caring o Likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting.
• West: Paying Attention to Detail o Likes to know the who, what, when, where, and why before acting.

To begin the activity, point out the four points to the participants and ask them to read each one and select the one that most accurately captures how they work with others on teams. Have them walk over to that point and remain there for the activity.

Once each participant has chosen a compass point, ask them to recall a personal past team experience that was either very positive or very negative. They shouldn’t share this experience yet, but they should keep it in mind to discuss later.

Next, have the natural groups (formed by compass point selection) designate three positions amongst themselves:

• Recorder – to record the responses of the group
• Timekeeper – to keep the group members on task
• Spokesperson – to share out on behalf of the group when time is up

Once the roles have been assigned, provide 5 to 8 minutes for the teams to respond to the following questions:

• What are the strengths of your style?
• What are the limitations of your style?
• What style do you find most difficult to work with and why?
• What do people from other “directions” or styles need to know about you so you can work together effectively?
• What’s one thing you value about each of the other three styles?

Once each team has discussed these five questions and come up with something to share with the larger group, have them share their responses out. You may hear things like:

• North gets impatient with West’s need for details.
• West gets frustrated by North’s tendency to act before planning.
• South group members crave personal connections and get uncomfortable when team members’ emotional needs aren’t met.
• East group members get bored when West gets mired in details; East gets frustrated when North dives in before agreeing on big goals.

Once participants have shared their responses to the five questions, ask them to recall their very positive or very negative team experience. Tell them to take a moment or two to reflect on whether there was anything they learned from this exercise that helps them to better understand why their positive team experience was positive, or why their negative team experience was negative. This can be a great way to provoke some “a-ha!” moments (Allen, 2015).

Finally, shift to the conclusion of the exercise and give participants a few minutes to share their key takeaways from the exercise. Different groups will highlight different takeaways, but make sure to point these out if no one brings them up:

• This activity increases our awareness of our own and others’ preferences.
• Increased awareness opens the door to empathy.
• Our preferences have their strengths and limitations.
• A diversity of preferences is what makes for better teamwork and results.

You can find more information on this exercise here .

17 Exercises for Positive, Fulfilling Relationships

Empower others with the skills to cultivate fulfilling, rewarding relationships and enhance their social wellbeing with these 17 Positive Relationships Exercises [PDF].

Created by experts. 100% Science-based.

In this piece, we defined interpersonal effectiveness, described its importance in terms of Dialectical Behavioral Therapy , and provided several ways for you or your clients to work on improving interpersonal skills.

I hope I communicated my message clearly in this piece, and I hope you found a valuable takeaway from reading it. If you learned something particularly useful, what was it? Do you have other activities or exercises you use to keep your interpersonal skills sharp? Let us know in the comments!

Thanks for reading, and happy skill-building!

We hope you enjoyed reading this article. Don’t forget to download our three Positive Relationships Exercises for free .

• Allen, G. (2015). A simple exercise to strengthen emotional intelligence in teams. Mind Shift. Retrieved from https://ww2.kqed.org/mindshift/2015/06/22/a-simple-exercise-to-strengthen-emotional-intelligence-in-teams/
• Linehan, M. M. (2015).  DBT skills training manual (2nd ed.). New York, NY: Guilford Press.
• Stepp, S. D., Epler, A. J., Jahng, S., & Trull, T. J. (2008). The effect of dialectical behavior therapy skills use on borderline personality disorder features.  Journal of Personality Disorders ,  22 (6), 549-563.
• Vivyan, C. (2015). Interpersonal effectiveness: Getting on with others using DBT. Get Self Help UK. Retrieved from https://www.getselfhelp.co.uk/interpersonal.htm

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very helpful article

Great article!! Thanks!!

This is a wonderful share by the author. Thanks a ton Ms Ackerman for this great effort.

I am trying to run zoom classes and will attempt the ei interpersonal exercise virtually. Wish me luck!

I wanted to download a free book on Positive Psychology with 3 games/case studies. It would have really helped me during my teaching Management students. Despite filling all entries, it did not work. If you can help me that would be great ! Thanks in anticipation. my mail id is “[email protected]” Thanks, Professor Brijendra Dhup

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Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol

Philip hardie.

1 UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland

Andrew Darley

2 UCD School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland

Catherine Redmond

Attracta lafferty, suzi jarvis.

3 UCD Innovation Academy, University College Dublin, Belfield, Dublin 4, Ireland

Associated Data

No data are associated with this article.

Version Changes

Revised. amendments from version 1.

Many thanks to our reviewers for their suggested comments and suggestions. The article has been updated accordingly to reflect some of this feedback. Version 2 of this scoping review protocol includes minor additions including a broader definition of preceptorship and change in the narrative describing the interpersonal relationship between the preceptor and student nurse. The data extraction template has been modified to include additional items as suggested by the reviewers.

Peer Review Summary

The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.

Introduction

The preceptorship model is a teaching and learning strategy frequently employed internationally to educate undergraduate and graduate nursing students in the clinical environment. Some debate exists regarding the definition and function of preceptorship, for example Billay & Myrick’s (2008, pg. 259) defines preceptorship as:

“ an approach to the teaching and learning process within the context of the practice setting which allows students to develop self-confidence while increasing their competence as they become socialised into the profession of nursing ”.

Carlson (2013, pg.457) further defines preceptorship “ as a trusting relationship between preceptor and student.... where the preceptor strives to create a safe and meaningful interactive relationship with the student...... thus supporting the student’s ability to implement generalized theoretical knowledge into patient-centered problems ”. Another key function of a preceptorship not captured in the previous definitions is the preceptor’s role in the assessment of students’ competencies. Vae et al. , (2018, pg.13) states “ the students' learning process is dependent on high-quality assessment processes and feedback from preceptors permitting students to critically reflect on their practice and learn for that experience ”.

Acknowledging that up to 50% of undergraduate nursing curriculums take place in the clinical environment, the preceptorship model plays a pivotal role in the education of student nurses ( McSharry & Lathlean, 2017 ; NMBI, 2016a ; NMC, 2018 ). The preceptorship relationship is a purposeful short-term professional partnership in the practice setting between the preceptor (staff nurse) and a nursing student (preceptee) and is based on the provision of providing patient care. Hence, within the preceptorship model, there are three members: the preceptor, the student nurse, and the patient, forming a triadic professional relationship. This relationship provides opportunities for nursing students’ socialisation into nursing practice and helps to integrate theory into practice, under the guidance of the preceptor ( McSharry & Lathlean, 2017 ; Muir et al ., 2013 ; Ward & McComb, 2017 ). The Nursing and Midwifery Board of Ireland ( NMBI, 2016b ) states that effective interpersonal relationships are not only essential for the foundation of effective patient care but also a successful teaching and learning environment. Therefore, the quality and support within this relationship contribute significantly to nursing student’s socialisation into the nursing profession and their learning ( Ward & McComb, 2017 ) whilst also ensuring quality patient care and their satisfaction in their nursing care ( Suikkala et al ., 2020a ). Thus, the formation of a therapeutic interpersonal relationship between the preceptor/nursing student and patient is essential.

Kornhaber et al . (2016 pg. 537) define a therapeutic interpersonal relationship between the nurse and patient as:

“ a relationship which is perceived by patients to encompass caring, and supportive non-judgmental behaviour, embedded in a safe environment during an often-stressful period ”.

Typically, a positive therapeutic relationship portrays characteristics of good interpersonal competence with meaningful dialogue that displays warmth, friendliness, genuine interest, respect, and empathy, while at the same time responding to patients’ emotions and having a desire to provide support and care ( Dinç & Gastmans, 2013 ; Kornhaber et al ., 2016 ; Prip et al ., 2018 ). It is therefore essential that preceptors are proficient in these skills, which will enable them to provide patient-centered care, while also utilising teaching techniques such as role modelling, coaching and contextual questioning to facilitate the student’s learning ( McSharry, 2013 ). For this reason, there needs to be a strong educational and trustful professional relationship between the preceptor and student nurse, so that positive therapeutic interpersonal relationships can then be developed with patients. In light of the increasing complexity of healthcare delivery, the importance of effective interpersonal relationships between the preceptor, nursing students and patients has grown exponentially. The literature emphasises the benefits of effective interpersonal and communication skills but also highlights the consequences of negative interpersonal interactions. Effective interpersonal relations have been shown to play a pivotal role in building trusting relationships and creating a caring and welcoming environment in nursing ( Arnold & Boggs, 2020 ). This thereby improves communication between the preceptor, nursing student and patient, leading to person-centred care, patient satisfaction, patient empowerment and decreases adverse events among patients ( Suikkala et al ., 2020a ; Suikkala et al ., 2020b ). Effective interpersonal relations also facilitate the development of knowledge, skills acquisition, and theory-practice integrations for nursing students ( Irwin et al ., 2018 ; Ke et al ., 2017 ; Omer & Moola, 2019 ; Ward & McComb, 2017 ; Washington, 2013 ).

However, the literature to date also widely documents negative interpersonal relationships within this professional educational relationship and the clinical environment. Reports from both preceptors and nursing students exist regarding workplace incivilities such as rudeness, humiliation, anger, generational clashes, and inappropriate criticism from experienced preceptors ( Dyess & Sherman, 2009 ; Gardiner & Sheen 2016 ; Omer & Moola, 2019 ). These challenging experiences consequently result in a negative learning experience for the student and, in some cases, interpersonal conflict occurs due to a breakdown in the preceptorship relationship ( Hugo & Botma, 2019 ; McCloughen & Foster, 2018 ). Furthermore, it has been reported that displaying poor interpersonal skills, where there is a lack of emotional intelligence demonstrated by preceptors and student nurses, can result in negative feelings amongst patients, leading to a lack of trust and a possible breakdown in the relationship ( Holst et al ., 2017 ; Mukumbang & Adejumo, 2014 ). As educators, this is concerning to the authors, as fragmented relationships can have not only a negative impact on the student nurses’ learning experience but also on patient care ( Cho et al ., 2017 ; Suikkala et al ., 2018 ; Suikkala & Leino-Kilip, 2005 ).

As with any human skill, interpersonal and communication skills, also referred to as “soft skills” can be improved through conscious effort ( Moss, 2020 ). McConnell (2004, pg. 178) describes soft skills as “ those essential skills involved in dealing with and relating to other people, largely on a one-to-one basis ”. These include the ability to engage with others at a personal and professional level, and display levels of empathy towards the situation that others may be experiencing ( Grant & Goodman, 2019 ). This process stimulates feelings of support, comfort, and recognition in individuals ( Wright, 2007 ). Enhancement of interpersonal skills concerns several key components, including the individuals’ emotional intelligence, learning to recognise the uniqueness of everyone, empathising with the individual, learning to listen, effective communication, empowering others and building trust ( Grant & Goodman, 2019 ).

Teaching effective interpersonal and communication skills requires providing the relevant knowledge, as well as guiding and coaching learning to develop and enhance these skills. It takes time and experience to build effective interpersonal and communication skills, beginning with foundational skills, for example, knowing when to use open-ended and closed-ended questions. More advanced listening skills paired with sensitivity and empathy generate highly effective interpersonal relationships ( Pavord & Donnelly, 2015 ). Investing in developing preceptors’ interpersonal and communication skills is essential in maintaining good interpersonal relationships, an effective teaching environment and exemplary patient care. Preceptors not only have the responsibility of role modelling effective soft skills but also evaluating student nurses’ competencies in these skills as part of their clinical assessment document ( NMBI, 2016a ). Therefore, the inclusion of such skills is paramount in preceptorship education and training programmes. Preceptors bring their own distinctive set of communication skills, cultural influences, learning styles and life experiences that directly affect their ability to engage in effective interpersonal relationships ( Gardiner & Sheen, 2016 ). Nurse educators must build on preceptors’ strengths and experiences to enhance their interpersonal skills. A preceptor short of adequate interpersonal and communication skills may be able to facilitate positive interpersonal relationships with the nursing students and patients ( Martínez-Linares et al ., 2019 ). Interpersonal and communication skills are practical skills. Therefore, nursing educators need to adapt teaching strategies that involve activities which allow opportunities for active participation to develop such skills, e.g., experiential learning opportunities ( Reid-Searl et al ., 2017 ). Pedagogical approaches observed in the literature include simulation practices such as the use of puppets ( Reid-Searl et al ., 2017 ), standardised patients ( Lin et al ., 2013 ; Maclean et al ., 2017 ), real patients ( Perry et al ., 2013 ) and roleplay ( Jackson & Back, 2011 ; Pearson & McLafferty, 2011 ). Other methods observed included clinical placement ( Purdie et al ., 2008 ), group discussions ( Waugh et al ., 2014 ), online discussion ( Deering & Eichelberger, 2002 ), and audiotapes ( Sloan, 2003 ).

The existing evidence outlined provides an overview of the importance of interpersonal and communication skills, particularly in the context of a nursing preceptorship relationship. This literature highlights the need for active development of these skills in preceptorship education and training programmes. However, an initial inspection of the literature demonstrates that the focus of interpersonal and communication skills development centres around nurse-patient relationships and is predominantly completed as part of an undergraduate nursing programme. Given the importance of effective interpersonal and communication skills for preceptors in not only facilitating and guiding such skills among nursing students and the patients, the authors feel it is therefore worthwhile to systematically examine the literature to identify what teaching strategies are being implemented to develop interpersonal and communications skills among trainee preceptors (qualified nurses). It is also important to determine if trainee preceptors are being afforded the opportunity to specifically develop interpersonal and communication skills required to facilitate and guide the triadic preceptorship relationship between the nurse, student nurse and patient.

A scoping review protocol will outline the approach that will be adopted to determine the available literature on the pedagogical approaches to developing interpersonal and communication skills among nursing preceptors as part of their preceptorship education and training programme.

An exploratory scoping review approach will be employed to establish the nature and extent of knowledge relating to pedagogical approaches in preceptorship education and training programmes for the development of interpersonal and communications skills among trainee preceptors. Scoping reviews are used to map the concepts underpinning a research area and the primary sources and types of evidence available ( Arksey & O’Malley, 2005 ). Scoping reviews present a broad overview of the evidence concerning a topic and are beneficial when investigating areas that are emerging to clarify key concepts, definitions and identify gaps ( Lockwood et al ., 2019 ; Page & Moher, 2017 ). Scoping reviews are also implemented to examine the breadth of the literature, as well as the conduct of research on a specific topic to inform the design of future research studies ( Lockwood et al ., 2019 ).

To the best of the authors’ knowledge, there are currently no scoping reviews examining the educational practices of nurse educators in developing interpersonal and communication skills among trainee preceptors. Therefore, the findings of this exploratory review will contribute to existing literature regarding current pedagogy for interpersonal and communications skills development in preceptorship education and training programmes. The findings of this review may benefit the wider society, considering that interpersonal relationships of a preceptorship not only play an essential role in providing effective patient care, but also in facilitating nursing education in the clinical environment. It will also contribute a theoretical and empirical basis for the future development of pedagogical approaches that aim to enhance interpersonal and communication skills in preceptorship education and training programmes. The scoping review protocol introduced by Arksey & O’Malley (2005) that encompasses a six-stage iterative framework, as well as Peters et al . (2020) updated approach to conducting scoping reviews, will guide this review protocol and subsequent scoping review.

Aim and objectives

The overall aim of the scoping review is to identify, explore and map the literature regarding the development of interpersonal and communication skills for preceptors as part of their preceptorship education and training programme.

This will be achieved by addressing the following objectives:

• 1. Determine the extent and nature of existing literature on the development of interpersonal and communication skills in preceptorship education and training programmes, so that the literature can be examined and mapped out, to identify any gaps.
• 2. Examine current educational practices for the development of interpersonal and communication skills in preceptorship education and training programmes, to identify any educational practices that are worthy of further consideration for future research.

Stage 1: Identification of the scoping review research question

Peters et al . (2020) state that a clear scoping review question should incorporate elements of the PCC mnemonic (population, concept, and context). In this instance, qualified nursing staff (trainee preceptors/preceptors) are the relevant population, the concept is educational practices for interpersonal and communication skills development for supporting newly qualified nurses taking part in preceptorship programmes as well as undergraduate nursing students, and the context is preceptorship education and training programmes in acute/residential clinical settings. The research question that will therefore guide this scoping review is:

“ What is known about the development of interpersonal and communication skills amongst trainee nursing preceptors in preceptorship education and training programmes? ”

Stage 2: Identifying relevant studies

The Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) Checklist framework guidelines introduced by Tricco et al . (2018) will also guide the systematic scoping review. These guidelines are recommended to enhance transparency and quality of the completed scoping review ( McGowan et al ., 2020 ), and will help the researchers and the readers develop a greater understanding of the evidence. The research team will undertake a comprehensive search of the literature within the following databases:

• CINAHL Nursing and Allied Health (CINAHL Plus)
• SCOPUS (Elsevier Publications)
• Academic Search Complete (EBSCOhost)
• APA PsycINFO (American Psychological Association)
• Education (ERIC)

Joanna Briggs Institute (JBI) three-step process for applying a search strategy will be implemented ( Peters et al ., 2020 ). Firstly, an initial search was deployed on CINAHL Plus, the identification of search terms was conceptually based on an oriented search to identify key text words used to address the major concepts which include population (preceptors), concept (interpersonal and communication skills development), and context (nursing preceptorship education and training programme). Synonyms for each of the concepts will also be included. Each search strategy will be adapted to the functionality of each database using specific Boolean operators, truncation markers, and MeSH headings where necessary to broaden the search and capture all literature that may use such terms. McGowan et al . (2020) state the input of a research librarian is invaluable when carrying out a scoping review; the authors worked with an expert university librarian (D.S.) in designing and refining the search strategy. Table 1 outlines the keywords for each search string.

As per the second stage of the JBI search strategy protocol, the same keywords from Table 1 will be searched in the remaining aforementioned databases. During this stage, the research team will review and ‘hand search’ the reference list to identify any additional relevant studies. Given that this is an exploratory scoping review, the authors are interested in identifying all literature including RCTs, exploratory studies and discussion papers. Therefore a “web search” of the grey literature will also be conducted using “OpenGrey” and “Google Scholar”. Specific educational policy publications by regulatory and professional bodies for preceptorship education and training programmes will also be searched to examine the focus of interpersonal and communication skills required for a preceptorship role. Table 2 outlines the search terms for grey literature and regulatory and professional bodies for preceptorship education and training programmes.

Stage 3: Study selection

Each search conducted will be systematically documented (date, search terms, results per string) and saved by two independent authors (PH, AD), with the findings of the searches compared and then imported into Mendeley (1.19.6 / 2020), a bibliographic reference manager, where any duplicates of literature will be removed before the initial screening of title and extract is divided out and screened by all of the authors. Covidence screening and data extraction software tool ( www.covidence.org ) will be utilised by the authors for screening. Each article will be required to be approved by two independent screeners before either being included or excluded in the review. A pilot testing of articles (n=50) using Covidence software package and inclusion and exclusion criteria will be undertaken by the authors to ensure consistency of the methodology adopted in the selection process ( Peters et al ., 2020 ). Full text screening will then be carried out on all articles that meet the inclusion criteria during the initial screening round by two independent authors (PH, CR). For any articles in which a disagreement may arise a third independent author (AL) known as the “tie-breaker” will further review the article against the inclusion criteria to settle the difference of opinion. The number of articles identified, screened, assessed for eligibility, and included in the review will be captured using the Covidence software package. A PRISMA flow diagram will be created to ensure transparency of reporting, decisions for the exclusion of studies permitting replication and comparison of any further studies.

The inclusion and exclusion criteria, highlighted in Table 3 , will be developed through an iterative process based on the PCC elements of the review question, plus a specification of the types of studies that have addressed the scoping review question and discussions amongst the authors ( McKenzie et al ., 2020 ). The primary author will record any changes. All authors will utilise and adhere to its criteria during the screening process to ensure consistency.

Stage 4: Data charting

In this stage, a data extraction form will be created by the lead author (PH) ( Table 4 ) based on JBI (2020) data charting form, mapping it with the objectives and research question of the scoping review ( Peters et al ., 2020 ) and piloted on two articles by all authors. Any changes to the chart will be documented and reported in the final scoping review for transparency in the reporting.

Stage 5: Collating, summarising and reporting the results

Each data charting form will be logged electronically using Microsoft Excel to capture relevant information for each study and will be available for all members of the research team via a shared drive. All authors will discuss the data before a descriptive analysis commences. As recommended by Peters et al . (2020) , the analysis of data extracted should not involve any more than descriptive analysis to achieve the desired outcomes of a scoping review. Therefore, a narrative report will be produced, using a deductive thematic analysis approach summarising the extracted data concerning the objectives and scoping review question, for example, the pedagogy adopted for interpersonal and communication skills development and the impact of such training on trainee preceptors. Identification of areas in which a gap in the literature exists will also be reported. Quality appraisal of studies will not be conducted, as this review aims to explore the general scope of research conducted in the field of interpersonal and communication skills development in preceptorship education and training programmes and identify current pedagogical practices implemented to contribute a theoretical and empirical basis for the future development of preceptorship education and training programmes.

Stage 6: Consultation and dissemination

Initial findings from the scoping review will be presented to several stakeholders. The primary author (PH) will disseminate the results of the review with local academic networks within the authors’ place of work (third level institution) and associated clinical settings. The author will specifically report the findings to Clinical Placement Coordinators (CPC), who typically develop and facilitate preceptorship education and training days in the clinical settings in Ireland. The primary author will also share the results at the Clinical Skills Network of Ireland in which he is a stakeholder to reach a national targeted audience. The authors will engage with these groups to share and discuss our findings and interpretations to capture their perspective on the evidence identified. The primary author also aims to deliver an oral or poster presentation at National and International conferences such as the International Nursing & Midwifery Research and Education Conference, scheduled for March 2022. Finally, the authors aim to publish the scoping review findings in a peer-reviewed journal for a wider communication of the results. All data generated and analysed during the scoping review will be included in the published scoping review article; including search results, list of included studies, data extraction spreadsheets and final results, to ensure transparency and reproducibility of the review.

Study status

This study is at Stage 2 – a preliminary search of the literature has been conducted and the software packages Mendeley and Covidence have been trialled.

Conclusions

This scoping review protocol has been designed in line with the latest literature and evidence ( Arksey & O’Malley’s, 2005 ; Peters et al ., 2020 ; Tricco et al ., 2018 ) to create and perform a systematic scoping review. The distinguishing features of a scoping review will permit the authors to answer the specified research question, applying a systematic and evidence-based approach to identify the current knowledge on educational practices for the development of interpersonal and communication skills as part of preceptorship education and training programmes. It will also enable the authors to identify gaps in our knowledge base in this field which could justify new research and also inform the design, conduct and reporting of future research.

While this scoping review will not formally evaluate the quality of evidence available, it will provide a comprehensive overview of the available literature that will inform the researcher on current educational practices for the development of interpersonal and communication skills as part of preceptorship education and training programmes. This knowledge may identify the gaps in training that are contributing to interpersonal conflicts in preceptorship relationships that are widely reported throughout the literature. Only articles in English will be utilised; however, there will be no restrictions on the country of origin where the publications were produced, which should therefore provide a diverse range of opinions, experiences and cultural contexts. Following the open peer-review process and achieved approval, the authors will commence the systematic scoping review.

Data availability

Acknowledgements.

Diarmuid Stokes, UCD Librarian

[version 2; peer review: 3 approved]

Funding Statement

The author(s) declared that no grants were involved in supporting this work.

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Reviewer response for version 1

Karen poole.

1 Faculty of Health and Medical Sciences, School of Health Sciences, University Of Surrey, Guildford, UK

Thank you for inviting me to review this protocol. The authors make a compelling case for conducting a scoping review on the pedagogic practices used to develop communication and interpersonal skills in nurse preceptors. This protocol draws upon the most recent guidance for the conduct of scoping reviews, with a clear and well written account of the planned search strategies, data extraction and dissemination plans. 

In terms of "context" scope, it may be helpful to clarify if you are including the educational preparation of preceptors for supporting Newly Qualified Nurses taking part in preceptorship programmes as well as undergraduate nursing programmes.

I agree with Elisabeth Carlson (first reviewer) regarding the difficulty of applying the concept of the therapeutic relationship to the preceptor and nursing student. There are characteristics that are relevant, but I am not sure whether it is a faithful representation of this concept. You may wish to consider a minor revision to this paragraph? Preceptors have a critical role in shaping students' clinical experiences, but are also responsible for assessing their developmental progress both formatively and summatively (often in a placement of short duration). As such, there is a complex relationship between preceptors and nursing students and the use of effective communication and interpersonal skills (in both parties) is essential in negotiating learning opportunities and navigating safe honest formative feedback/feed-forward that enables students to optimise learning in practice placements through their programmes.

Here are a couple of minor suggestions for inclusion in your plans for data extraction:

• capture of "nursing field" (learning disability, mental health, child, adult).
• capture of whether the educational strategies include both preceptors and students or preceptors alone.

This scoping review has the potential to make an important contribution in shaping how preceptors are prepared and support the future nursing workforce.

Is the study design appropriate for the research question?

Is the rationale for, and objectives of, the study clearly described?

Are sufficient details of the methods provided to allow replication by others?

Are the datasets clearly presented in a useable and accessible format?

Not applicable

Reviewer Expertise:

Education of Healthcare Professionals, Integrated Programmatic Assessment, Self-regulated Learning, Teaching Evidence-based Practice, Cancer Care.

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

The authors would like to thank you for your comments on our scoping review protocol and for your suggestions.

We have responded to your comments below:

• A broader definition of preceptorship will be provided which will be more aligned to the diverse range of roles and responsibilities associated with a nursing preceptorship.
• We acknowledge the therapeutic relationship better describes the relationship between the nurse and patient and have amended the text accordingly.
• The “context” of the scope has been updated to include the educational preparation of preceptors for supporting Newly Qualified Nurses taking part in preceptorship programmes as well as undergraduate nursing programmes

Edel McSharry

1 Department of Nursing, Health Science and Disability Studies, National University of Ireland Galway, Galway, Ireland

2 St. Angela's College Lough Gill Sligo, Lough Gill, Ireland

The preceptor holds a dual role of practitioner and teacher. The preceptor must utilise complex teaching strategies to the foster the student’s ability to practise nursing competently and compassionately. One of the core competencies inherent in all nursing programmes is the student's ability to communicate effectively and develop positive professional interpersonal relationship with both patients and other health care professionals. It is essential that the preceptor trainee is proficient in these skills in order to be able to provide patient centered care and utilise the teaching techniques of role modelling, coaching and contextual questioning to facilitate the student’s learning. Students often find these skills a challenge to learn and preceptors often undervalue their own professional interpersonal communication skills ( Mallik et al 2009 1 , Mc Sharry 2013 2 ).

Preceptorship preparation varies in length and content and some studies have reported that preceptors do not feel adequately prepared for their teaching and assessment role. This scoping review focusing on interpersonal and communication skill development of preceptor trainees will contribute to existing literature that can inform the development of preparation programmes both nationally and internationally. It has the potential to contribute to pedological approaches that enhance both preceptor trainee skills and student’s interpersonal and communication skills. Any enhancement in these skills are can only positively contribute to the provision of quality person- centered care. The protocol is clearly written with well-defined aim and objectives, inclusion and exclusion criteria and appropriate search terms. It aligns wells to recent writings on methodological guidance for the conduct of scoping reviews.

I have 3 suggestions that the authors may find useful in refining this protocol:

• Page 3 The definition of preceptorship offered is valuable and constitutes many of the attributes of the preceptorship model. Carlson (2013) definition develops on this definition and may be more appropriate. The preceptorship model in the Irish context further involves an assessment role which is not specified or encapsulated within these definitions as they are presented.
• Page 3 I would not entirely agree the preceptor- preceptee relationship is a therapeutic interpersonal relationship. This type of relationship is associated with a long term mentor- student relationship. The preceptor has to ensure the student gains the competencies required to pass the placement and therefore its focus is educational. The paper already sets out that the preceptor relationship is purposeful and short-term therefore I would suggest preceptorship involves a reciprocal student -preceptor relationship based on equality and mutual respect where the student’s confidence is fostered( Mc Sharry & Lathlean 2017 3 ).
•  Page 3 and Page 4 there is a sentence that is repeated at the beginning of the paragraph at the bottom of page 3 and at the beginning of the paragraph on page 4. This repetition is not required and just requires some editing.

clinical education, digital learning, internationalisation

Elisabeth Carlson

1 Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden

The training and preparation of preceptors vary over the world. Some programs or rather initiatives are merely a couple of days or even hours long while others are full academic credit bearing courses at universities. This implies that studies on preceptor preparation is a subject always worthy of investigation. The protocol is well written, easy to follow and uses current methodological references. I applaud the authors that despite their educational context being Ireland, the protocol is written in such a way that it is easily transferable to an international context. I have three minor  comments or rather thoughts that might be useful.  

Keywords: Alphabetical order

Page 3 Definition (the quote): While this is very true and a frequently used definition, I would also recommend the more elaborated definition to be found in CARLSON E. (2013) Precepting and symbolic interactionism – a theoretical look

at preceptorship during clinical practice. Journal of Advanced Nursing 69(2), 457– 464. doi: 10.1111/j.1365-2648.2012.06047.x 1

Page 3: I am not quite sure if I agree that there is a therapeutic relationship between preceptor an nursing student. I would say there should be a strong educational and trustful professional relationship which in turn enables therapeutic interpersonal relationships with patients.

Higher Health Care Education, Learning theories, Preceptorship, Clinical Training, Methodology, Interprofessional Collaboration and learning, Educational models.

The AI-Powered Talent Assessment Tool – See Testlify in action

The ai-powered talent assessment tool – view demo, 9 important interpersonal skills to assess candidates.

In today’s competitive job market, finding the right candidate goes beyond just checking off technical qualifications. Employers are realizing how crucial people skills are for success at work. These “soft skills” aren’t just about being nice; they’re essential for making teams work well together and getting things done efficiently.

In HR, understanding and judging these people’s skills is super important. Core competencies, which are the basic skills and qualities people bring to the job, are at the heart of this. Whether being a great team player, leading with empathy, or tackling challenging problems head-on, these are the core competencies that make someone shine at work.

This article explores ten key interpersonal skills that recruiters should consider when looking at candidates. We’ll give examples and tips to help HR folks and managers make smarter hiring decisions. From being a good communicator to handling changes like a champ, each skill we discuss is crucial for building a strong team.

Come along as we explore why people skills matter so much in hiring and how understanding these core competencies can make hiring smarter and more effective.

1. Communication skills

Effective communication is must have interpersonal skills to succeed in any workplace. It’s not just about talking; it’s about conveying ideas clearly, listening actively, and writing with precision. Strong communication skills facilitate collaboration, boost morale, and prevent misunderstandings. 

Employers value candidates who can articulate thoughts effectively, understand others’ perspectives, and convey information concisely and coherently.

Candidates who are great at talking, listening, and writing stand out. They express ideas clearly and confidently, making discussions easy to follow. In meetings, they present ideas well, making complicated stuff simple. They also listen carefully, nod, and understand others’ views, which helps build respect and teamwork. 

They write clearly and to the point, making emails and reports easy to understand. Their error-free messages make it easy for everyone to get to the point.

2. Teamwork abilities

Teamwork is an essential interpersonal skill for achieving common goals, encouraging innovation, and understanding how to create a positive work environment . 

In today’s collaborative workplaces, employers value candidates who can effectively collaborate with others, resolve conflicts amicably, and support their team members. Strong teamwork abilities contribute to increased productivity, morale, and overall success of the organization.

Candidates who are great team players stand out. They work well with others, share ideas, and respect different opinions. When conflicts arise, they calmly find solutions that work for everyone. 

This interpersonal skills help teammates, show empathy, and celebrate team successes together. For example, they actively participate in group projects, help resolve conflicts, and support struggling colleagues, showing how they contribute positively to the team.

3. Leadership competencies

Effective leadership plays a crucial role in shaping the interpersonal skills within a team or organization. Understanding leadership development enables individuals to set the tone for communication and collaboration and serve as role models for demonstrating essential interpersonal skills. 

Employers can measure a candidate’s ability to inspire, motivate, and guide others toward shared goals by assessing leadership core competencies. Strong leadership promotes a positive work culture, encourages innovation, and enhances overall team performance. Let’s get to some highlighted examples below,

Visionary leadership

Visionary leaders set clear goals and motivate teams to achieve them. For example, they may set big targets to encourage everyone to work hard.

Decision-making skills

Good leaders make wise decisions by considering all options and what might happen. They talk to others, assess risks, and choose the best actions. For example, they choose the right moves to reach business goals.

Delegation and empowerment

Strong leaders trust their team and give them meaningful tasks. They help when needed but let the team do their work. For instance, they give out jobs and help but let others take charge.

4. Emotional intelligence

Emotional intelligence (EI) refers to the ability to understand and manage one’s emotions effectively and recognize and empathize with the feelings of others. 

These interpersonal skills encloses self-awareness, self-regulation, social awareness, and relationship management. Candidates with high emotional intelligence can navigate social situations, build meaningful connections, and develop positive relationships in the workplace . The below examples will give you better clarity regarding Emotional Intelligence,

Empathetic people care about others’ feelings and help them. For example, they listen and offer support when someone’s upset.

Self-awareness

Self-aware people know their strengths, weaknesses, and feelings. They stay calm and control their emotions in tough situations.

Managing emotions

People who manage emotions well stay calm under pressure and solve problems calmly. They fix conflicts without making things worse, keeping the team happy.

5. Adaptability and flexibility

In today’s changing workplace, adaptability and flexibility are key interpersonal skills to have. With industries evolving fast, employees need to adapt and be flexible. Adaptability means adopting new ideas and working methods, while flexibility lets you adjust to changes quickly. These qualities help both individuals and organizations thrive.

Candidates open to change and good at problem-solving are valuable in the workplace. Being open to change means they’re willing to try new things, like using new tools or working methods. They adapt well and are eager to learn and grow with the organization. 

Also, they’re good at solving problems by thinking critically and creating creative solutions. For example, they might use their smarts and creativity to fix tricky issues at work. These skills help them succeed in fast-paced environments and positively impact the organization’s success.

6. Problem-solving as interpersonal skills

Problem-solving skills are counted as fundamental interpersonal skills for workplace success. Whether resolving day-to-day challenges or tackling complex issues, employees who can clear out problem-solving tests can drive innovation, improve efficiency, and overcome obstacles to achieve organizational goals. 

Employers value individuals who can think critically, analyze problems, and develop creative solutions to address various business needs.

• Analytical thinking: Analytical thinking is about breaking down complex problems and analyzing data to understand them better. For instance, you might use data to identify areas to improve your work processes.
• Creativity: Creativity is about thinking outside the box and developing new ideas. For example, you might brainstorm creative solutions to improve a product or service.
• Decision-making under pressure: Making decisions under pressure is essential in fast-paced environments. For instance, you must make quick decisions during a crisis to keep things running smoothly.

7. Conflict Resolution Abilities

Conflict resolution skills are essential for maintaining a harmonious work environment. It’s crucial to address conflicts promptly and effectively to prevent escalation and sustain productivity. 

Effective conflict resolution involves:

• Understanding the root causes of conflicts.
• Encouraging open communication.
• Finding mutually acceptable solutions that satisfy all parties involved.

By addressing conflicts constructively, organizations can promote positive relationships among team members and create a culture of collaboration and respect.

Negotiation skills help solve conflicts and find agreements that work for everyone. Candidates who are good at negotiating can stand up for what they need while also thinking about what others want. For example, they might talk with team members to figure out deadlines or how to share resources, finding solutions that make everyone happy.

Finding win-win solutions means solving problems in a way that makes everyone happy. Candidates who are good at this improve the workplace and help everyone get along. For example, they might develop ideas that allow both sides of an argument, making everyone feel good about the solution.

8. Time Management Skills

Time management interpersonal skills are essential for maximizing productivity and efficiency in the workplace. Effective time management enables individuals to prioritize tasks, allocate resources efficiently, and meet deadlines consistently. 

By managing their time effectively, employees can reduce stress, improve work-life balance, and achieve better outcomes in their professional endeavors.

Mastering time management involves three essential skills: prioritization, meeting deadlines, and multitasking.

• Prioritization means focusing on the most critical tasks and distinguishing between urgent and essential duties.
• Meeting deadlines demonstrates reliability and accountability, ensuring tasks are completed on time through effective planning and progress tracking.
• Multitasking enables handling multiple tasks simultaneously without sacrificing quality or efficiency, seamlessly switching between them and staying organized amidst distractions.

9. Adaptation of Technological Competence

Technological competence is counted as crucial interpersonal skills in today’s workplace, where technological advancements are transforming work. Employees must adapt to new tools and technologies to remain competitive and efficient. 

Proficiency in relevant software, digital communication skills, and the ability to quickly learn and adapt to new technologies are essential for success in the modern workplace.

Proficiency with Relevant Software

Employees must be proficient in using software relevant to their roles, such as project management tools, data analysis software, or design programs. Microsoft Office Suite or industry-specific software proficiency demonstrates an employee’s ability to perform tasks efficiently and effectively.

Digital Communication Skills

With remote work becoming more common, digital communication skills are essential. Employees need to communicate effectively through email, instant messaging platforms, video conferencing, and other digital channels. Clear and concise communication, active listening, and the ability to convey ideas effectively in a virtual environment are vital for success.

Learning Agility

The ability to quickly learn and adapt to new technologies is becoming increasingly important. As technology evolves rapidly, employees must be agile learners, able to pick up new skills and tools as needed. Adaptability, curiosity, and a growth mindset are critical for staying ahead in a rapidly changing digital landscape.

Final words

To sum up, interpersonal skills are crucial for hiring success. These skills include communication, teamwork, leadership, emotional intelligence, adaptability, conflict resolution, time management, and technological competence. Candidates who excel in these areas are better suited to thrive in the modern workplace and contribute positively to the team.

It’s important to assess candidates holistically, considering their technical and interpersonal skills. By evaluating candidates comprehensively, employers can find individuals who have the right qualifications and fit well with the team.

Interpersonal skills are vital to building strong teams and a positive work environment. Employers who prioritize these skills in hiring are better positioned to create diverse, collaborative, and high-performing teams. Invest in developing interpersonal skills to improve employee satisfaction and achieve business goals.

Ready to enhance your hiring process? Try Testlify now and upgrade your recruitment strategy !

Interpersonal skills like communication and teamwork are crucial for success in today’s workplace, influencing how well candidates collaborate and contribute to a positive work environment.

Emotional intelligence helps manage emotions effectively, while adaptability ensures employees can thrive in a changing environment, both vital for workplace success and resilience.

Conflict resolution skills foster a harmonious work environment, preventing escalations and promoting collaboration among team members, ultimately enhancing productivity and morale.

Technological competence is vital for staying competitive, enabling employees to adapt to new tools and platforms, communicate effectively, and learn new skills efficiently.

Employers can evaluate candidates’ interpersonal skills through behavioral interview questions, scenario-based assessments, and reference checks, ensuring a comprehensive understanding of their abilities.

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Top 20 Interpersonal Skills Interview Questions & Answers

Master your responses to Interpersonal Skills related interview questions with our example questions and answers. Boost your chances of landing the job by learning how to effectively communicate your Interpersonal Skills capabilities.

Interpersonal skills are the soft skills that you use to interact with others effectively. In many job roles, these skills are as critical as technical expertise because they facilitate smooth and efficient collaboration within teams and foster positive relationships with clients and stakeholders. Whether you’re interviewing for a leadership position or an entry-level role, your potential employer will likely evaluate how well you communicate, resolve conflicts, and build rapport.

Understanding the importance of interpersonal skills in the workplace, this article delves into how interviewers might probe your social abilities during an interview. We’ll look at common questions designed to assess your interpersonal prowess, alongside strategies for crafting responses that reflect your proficiency in working harmoniously with others.

Common Interpersonal Skills Interview Questions

1. how have you resolved a conflict between team members in the past.

Fostering an environment where collaboration and productivity can thrive despite differing opinions or personalities is crucial when resolving conflicts within a team. The question delves into your ability to understand the root causes of conflict, navigate the emotional landscape of the team, and employ strategies that promote mutual respect and understanding. It’s a testament to your emotional intelligence, problem-solving skills, and leadership qualities, as well as your capacity to maintain team cohesion and morale under stress.

When responding, outline a specific situation where you encountered a team conflict. Describe the steps you took to address the issue, emphasizing active listening, impartiality, and the promotion of open communication. Highlight how you facilitated a dialogue between the parties involved, helped them find common ground, and worked towards a resolution that respected everyone’s perspectives and met the team’s goals. Conclude with the positive outcomes that resulted from your intervention, such as improved team dynamics or enhanced productivity.

Example: “ In a previous experience, I encountered a situation where two team members had a disagreement over the direction of a project. Recognizing the potential impact on team cohesion and project success, I promptly arranged a meeting to address the issue. I began by actively listening to each party’s viewpoint without interrupting, ensuring they felt heard and understood. This helped de-escalate emotions and demonstrated my impartiality.

Next, I guided the conversation towards identifying the underlying concerns and interests rather than focusing on positions. By encouraging open communication, the team members were able to express their motivations and apprehensions. I facilitated a brainstorming session where both parties contributed ideas on how to integrate their perspectives. This collaborative approach led to a creative solution that aligned with our collective objectives.

The resolution not only resolved the immediate conflict but also strengthened the trust and respect among team members. The process reinforced the value of open dialogue and set a precedent for constructive conflict resolution within the team. As a result, we experienced a noticeable improvement in team dynamics and a boost in productivity, as the members felt more engaged and committed to the project’s success.”

2. Describe your approach when you need to give negative feedback to a colleague.

When it comes to delivering negative feedback, it’s important to strike a balance between honesty, empathy, and constructive criticism. It’s an essential skill for maintaining professional relationships and fostering an environment of growth and improvement. The question assesses whether you possess the emotional intelligence to handle such situations without causing unnecessary conflict or demotivation, and whether you can turn a potentially negative interaction into a positive developmental opportunity for your colleague.

When responding, begin by emphasizing the importance of creating a private and respectful setting for the conversation. Explain your strategy for ensuring the feedback is specific, actionable, and focused on behavior rather than personal attributes. Illustrate with an example how you would emphasize the value of the colleague’s work while presenting areas for improvement, and how you would engage in a dialogue to collaboratively develop a plan for progress. Your response should reflect your ability to be both a supportive team member and a catalyst for professional growth.

Example: “ In delivering negative feedback, my approach is to first establish a private and respectful environment, ensuring the conversation remains confidential and focused. I initiate the dialogue by acknowledging the individual’s strengths and the value they bring to the team, which sets a positive tone and demonstrates my appreciation for their contributions.

I then provide specific and actionable feedback, concentrating on behaviors and outcomes rather than personal characteristics. For instance, if a colleague’s report lacked necessary details, I would point out the specific sections where further information could enhance clarity and usefulness, rather than questioning their overall effort or capability. This method not only facilitates a constructive conversation but also provides clear direction for improvement.

Lastly, I encourage a two-way dialogue, inviting the colleague to share their perspective and to collaborate on developing a plan for progress. By doing so, I ensure they feel supported and empowered to make the necessary changes, fostering both professional growth and a positive working relationship.”

3. What strategies do you use to ensure effective communication in a diverse workplace?

In a diverse workplace, effective communication is key to fostering an inclusive environment where different perspectives are valued and collaboration thrives. This question assesses a candidate’s ability to navigate the nuances of a multicultural environment, their empathy, and their commitment to creating a cohesive team dynamic despite potential language barriers or cultural differences.

When responding to this question, candidates should discuss specific methods they employ to adapt their communication style to fit the needs of their audience, such as active listening, clarifying and confirming understanding, and using inclusive language. Additionally, sharing examples of how they’ve educated themselves on cultural norms, sought feedback to improve interactions, and leveraged diverse communication channels to accommodate team preferences will demonstrate their proactive approach to maintaining clear and respectful communication.

Example: “ To ensure effective communication in a diverse workplace, I prioritize active listening and empathy, which allows me to understand the perspectives and needs of my colleagues. Recognizing that each individual may have different communication preferences and cultural backgrounds, I make it a point to tailor my approach accordingly. This might involve simplifying language, avoiding jargon, and being mindful of non-verbal cues that can vary significantly across cultures.

I also seek to establish a feedback loop, encouraging others to share their thoughts on our communication effectiveness and making adjustments as needed. This approach not only helps in fine-tuning my communication style but also fosters an environment of mutual respect and continuous learning. Additionally, I utilize various communication channels, from face-to-face meetings to written memos or digital platforms, ensuring that the medium chosen is accessible and comfortable for all team members. By combining these strategies, I strive to create an inclusive atmosphere that promotes clarity, collaboration, and a shared understanding among a diverse workforce.”

4. Share an experience where active listening improved a work situation.

Understanding the emotions and intentions behind the words is part of active listening. In the workplace, this skill is essential for resolving conflicts, building teamwork, and ensuring that tasks are understood and executed effectively. By asking for a specific instance of active listening, the interviewer seeks to discern whether a candidate not only values this skill but also can apply it practically to enhance collaboration, clarify misunderstandings, and facilitate a positive work environment.

When responding, recount a situation that highlights your ability to focus attentively on the speaker, ask clarifying questions, and provide feedback that confirms comprehension. Your example should reflect your capacity to stay engaged in a conversation, interpret non-verbal cues, and subsequently use the information gleaned to address a problem, improve a process, or support a colleague. This demonstrates your active involvement in workplace dynamics and your commitment to effective communication.

Example: “ In a project where tensions were high due to looming deadlines and misaligned expectations, active listening played a pivotal role in de-escalating the situation. During a critical team meeting, I noticed one of our key stakeholders expressed concerns through not just their words but also their body language – they were clearly frustrated but struggling to articulate the root cause. By maintaining eye contact, nodding affirmatively, and paraphrasing their points for clarity, I demonstrated genuine engagement. This approach opened the floor for a more in-depth discussion, allowing the stakeholder to feel heard and valued.

Subsequently, I asked targeted questions to delve deeper into their concerns, which revealed a misunderstanding about the project’s scope. By actively listening and not dismissing their initial, somewhat vague expressions of dissatisfaction, I was able to identify and clarify the miscommunication. This led to a realignment of project goals and expectations. The outcome was not only a more cohesive team environment but also a clear path forward that satisfied all parties involved, ultimately contributing to the project’s success.”

5. In what ways have you adapted your communication style to better collaborate with others?

The ability to communicate in ways that resonate with various personalities and work styles is crucial for effective collaboration. This question delves into the candidate’s self-awareness and flexibility in adjusting their communication to facilitate smoother interactions and teamwork. It reflects on the candidate’s understanding that a one-size-fits-all communication approach is often ineffective in a diverse workplace.

When responding, highlight specific instances where you’ve adjusted your communication style to accommodate different team members or work situations. Describe the context, your original communication approach, the cues you picked up on that necessitated a change, and how you adapted your style. Discuss the outcomes of these adaptations, emphasizing improved team dynamics, enhanced understanding, or successful project delivery. Your answer should convey emotional intelligence, a commitment to team cohesion, and a proactive approach to problem-solving through effective communication.

Example: “ In a project involving diverse stakeholders, I recognized the necessity to tailor my communication style to each participant’s preferences. For instance, with data-driven team members, I focused on presenting information with clear metrics and logical reasoning. Conversely, when engaging with creative individuals, I shifted to a more narrative and visual approach, utilizing storytelling to convey the same data points in a manner that resonated with them.

The adaptation of my communication approach was evident during a critical project phase where it was imperative to gain consensus among team members with varying perspectives. By actively listening and observing their communication preferences, I was able to reframe the project goals in a way that was compelling to each stakeholder. This led to a more cohesive team environment and a successful project outcome, as each member felt understood and valued, fostering a collaborative and efficient working dynamic.”

6. Can you provide an example of how empathy has played a role in your professional relationships?

Holding professional relationships together often requires empathy, allowing for a deeper understanding of colleagues’ perspectives, challenges, and motivations. It’s the skill that enables individuals to navigate the social intricacies of the workplace, foster collaboration, and effectively manage conflict. By asking for a real-world example, the interviewer is looking to assess whether a candidate can transcend mere task execution and engage with others on a human level, which is essential for a cohesive work environment and for leadership roles where emotional intelligence is paramount.

When responding, choose a scenario that illustrates your ability to genuinely connect with a colleague or client on an emotional level, perhaps during a challenging project or a stressful period. Describe the situation with enough context to show the stakes involved, explain your empathetic approach, and detail the positive outcomes that resulted. Your answer should reflect your ability to read emotional cues, listen actively, and respond in a way that acknowledges others’ feelings and helps to resolve issues constructively.

Example: “ Absolutely, empathy has been a cornerstone of my professional interactions, particularly during a project that was falling behind schedule, creating a high-stress environment for the team. Recognizing the mounting pressure, I took the initiative to have one-on-one conversations with team members to understand their individual challenges and stressors. Through active listening and acknowledging their concerns without immediate judgment or solutions, I was able to foster a sense of trust and support.

This empathetic approach not only helped in identifying the root causes of delays – such as personal struggles affecting work performance or a lack of resources – but also in collaboratively developing a more realistic project timeline. By validating their feelings and involving them in the problem-solving process, the team felt more engaged and motivated. Consequently, we not only improved our workflow but also strengthened our professional relationships, leading to a more cohesive and resilient team dynamic in the long run.”

7. Illustrate how you maintain relationships with difficult stakeholders.

An intrinsic part of many professional roles is maintaining relationships with difficult stakeholders, reflecting the reality that not all interactions are smooth or straightforward. Success in this area often hinges on the ability to diplomatically navigate divergent interests, manage expectations, and mitigate conflict while maintaining a professional demeanor. This question seeks to uncover if candidates possess the emotional intelligence, patience, and strategic communication skills necessary to maintain productive working relationships, even when faced with challenging personalities or high-stress situations.

To respond effectively, candidates should articulate strategies such as active listening, empathy, clear and assertive communication, and problem-solving. They might share a specific example where they turned a contentious situation into a collaborative one, demonstrating their ability to understand the stakeholder’s perspective, find common ground, and negotiate a solution that respects both the stakeholder’s needs and the project or company’s goals. It’s important to convey a sense of resilience and a commitment to positive outcomes, without compromising professional standards or organizational objectives.

Example: “ In maintaining relationships with difficult stakeholders, I prioritize active listening and empathy to fully understand their concerns and perspectives. For instance, I once faced a situation where a stakeholder’s demands were initially at odds with the project’s direction. By engaging in a candid dialogue, I acknowledged their concerns and demonstrated an understanding of their position, which helped to de-escalate tension.

Subsequently, I steered the conversation towards collaborative problem-solving, focusing on shared objectives. I proposed alternative solutions that aligned with the stakeholder’s interests while remaining feasible within the project’s constraints. Through assertive communication and a willingness to find a middle ground, we reached an agreement that satisfied all parties involved. This approach not only resolved the immediate issue but also strengthened the relationship in the long term, as it established a foundation of mutual respect and a track record of successful negotiation.”

8. When was the last time you mediated a misunderstanding within your team, and what was the outcome?

Mediating misunderstandings reflects a candidate’s level of empathy, emotional intelligence, and problem-solving skills, which are essential in conflict resolution. This question assesses the candidate’s leadership potential and their ability to navigate the social dynamics of a team without escalating tensions or allowing conflicts to derail project progress.

When responding to this question, you should recount a specific instance where you played a key role in resolving a misunderstanding. Detail the steps you took to understand each party’s perspective, how you facilitated open communication, and the strategies you used to find common ground or a compromise. Conclude with the positive outcome that resulted from your mediation, such as a restored team relationship, continued project momentum, or improved team dynamics. Demonstrating that you can not only resolve conflicts but also turn them into opportunities for team growth and improved communication will make your answer particularly compelling.

Example: “ Recently, I facilitated the resolution of a misunderstanding that stemmed from a miscommunication about project responsibilities. Two team members had overlapping duties, which led to confusion and frustration. Recognizing the tension, I initiated a mediation session where I first listened to each individual’s concerns separately to fully understand their perspectives without bias.

After gathering insights, I brought them together for a joint discussion. My approach was to foster a collaborative environment, emphasizing shared goals over individual grievances. By guiding the conversation towards a solution-focused dialogue, we identified the root cause of the overlap and collaboratively developed a clear delineation of responsibilities. I also introduced a regular check-in system to prevent similar issues in the future.

The outcome was twofold: the immediate conflict was resolved, allowing the project to proceed without further delay, and the team members reported an increased sense of clarity and cooperation in their roles. This intervention not only restored harmony but also strengthened our communication protocols, enhancing overall team efficiency and morale.”

9. Detail a scenario where you successfully persuaded someone to see things your way at work.

Serving as the driving force behind collaboration, buy-in, and the successful implementation of ideas, persuasion is a subtle art in the workplace. The ability to persuade reflects a candidate’s emotional intelligence, understanding of human behavior, strategic thinking, and communication skills. It also suggests an individual’s capacity for empathy, as effective persuasion typically involves recognizing and appealing to others’ emotions, values, and needs.

When responding to this question, you should recount a specific instance that showcases your persuasive skills in a positive light. Describe the situation succinctly, focusing on the conflicting viewpoints involved. Explain your approach to the conversation, highlighting how you listened and understood the other person’s perspective before presenting your own. Detail the steps you took to find common ground and how you aligned your proposal with the other party’s interests or values. Conclude by sharing the successful outcome and, if relevant, the positive impact it had on the work environment or project success.

Example: “ In a recent project, my team faced a critical decision about adopting a new software platform. While I advocated for a more innovative, albeit less familiar system that promised greater long-term benefits, my colleague favored a more established, traditional option. Understanding the importance of alignment, I initiated a dialogue to explore our respective positions. I listened attentively to my colleague’s concerns about the learning curve and potential disruptions, demonstrating empathy and validating their perspective.

To persuade them, I prepared a comprehensive comparison of both platforms, highlighting how the innovative system’s scalability and advanced features aligned with our company’s strategic goals for efficiency and growth. I also proposed a phased implementation plan to mitigate the learning curve concerns. By aligning my argument with our shared objectives and offering a concrete solution to address their apprehensions, I was able to sway my colleague’s opinion. The decision to adopt the new platform led to a 30% increase in project efficiency after a successful rollout, validating the effectiveness of the persuasive approach and collaborative decision-making.”

10. How do you balance assertiveness and diplomacy in team discussions?

Navigating team discussions where diverse perspectives and potential conflicts can arise requires a harmonious blend of assertiveness and diplomacy. Assertiveness helps you to articulate your viewpoint clearly and stand your ground, while diplomacy allows you to do so without offending others or escalating tension. Employers seek candidates who can demonstrate these traits, ensuring that they can contribute effectively to team objectives while maintaining a positive and collaborative work environment.

When responding to this question, reflect on specific instances where you’ve successfully managed this balance. Describe a situation where you had to advocate for your ideas or the needs of a project while also considering the opinions and feelings of your colleagues. Explain the strategies you used to communicate your points, such as active listening, acknowledging different perspectives, and finding common ground. Highlight the outcome of the discussion and any positive feedback you received, showcasing your ability to be both a team player and a decisive contributor.

Example: “ In balancing assertiveness and diplomacy during team discussions, I employ a strategy that hinges on active listening and empathetic communication. For instance, when advocating for a particular project direction that I strongly believe in, I first ensure I fully understand the perspectives of my colleagues by asking clarifying questions and summarizing their points to confirm comprehension. This approach not only demonstrates respect for their viewpoints but also allows me to tailor my arguments in a way that addresses their concerns.

Once I’ve laid the groundwork for a respectful dialogue, I present my case with clear, evidence-based reasoning, ensuring that my tone conveys confidence without bordering on aggression. In situations where consensus is challenging, I strive to identify common objectives and propose solutions that incorporate elements from multiple suggestions, thereby fostering a collaborative environment. This method has consistently yielded positive outcomes, with team members feeling heard and valued, and projects moving forward with a unified vision that integrates the strengths of diverse ideas.”

11. Describe a moment when you had to motivate a disengaged team member.

Engaging a disengaged team member is a delicate task that requires a deep understanding of individual motivations and team dynamics. It’s a litmus test for empathy, emotional intelligence, and leadership—a demonstration of how one identifies and addresses the roots of apathy or disconnection within a team. The ability to re-engage someone shows adaptability and the skill to tailor motivational strategies to diverse personalities and situations, reflecting one’s capacity to maintain a cohesive and productive team environment.

When responding to this question, share a specific story that showcases your approach to motivation and team cohesion. Start by describing the situation and the particular signs of disengagement you observed. Explain the steps you took to understand the team member’s perspective and the strategies you employed to rekindle their interest and commitment to the team’s goals. Emphasize the outcome, focusing on the positive changes in the individual’s performance and the overall team morale. Be honest about the challenges faced and the lessons learned, as these insights can further demonstrate your growth and effectiveness as a team leader.

Example: “ In one instance, I noticed a team member’s participation levels had significantly decreased, and their usual enthusiasm was absent. Recognizing these signs of disengagement, I arranged a private meeting to open a dialogue and understand their perspective. Through active listening, I learned that they felt their skills were underutilized, leading to a lack of fulfillment in their role.

To address this, I collaborated with them to identify opportunities that aligned with their interests and expertise, integrating these into their responsibilities. This not only reignited their motivation but also brought fresh insights to the team. The outcome was a marked improvement in their engagement and performance, which had a ripple effect, enhancing team morale and productivity. This experience underscored the importance of personalized motivation strategies and the value of investing time in understanding individual team members’ needs.”

12. Share an instance where cultural differences influenced your communication strategy.

Recognizing and adapting to cultural differences is not just about being respectful; it’s about being effective and inclusive in your communication. This question delves into your awareness, sensitivity, and adaptability, which are crucial for team cohesion and leveraging the rich perspectives diversity brings.

When responding, recount a specific situation where you identified cultural differences and describe how you adjusted your communication approach. Detail the steps you took to ensure clarity and understanding, perhaps by slowing down your speech, using simpler language, or incorporating non-verbal cues. Highlight the positive outcomes of your strategy, such as improved collaboration, increased trust, or successful project delivery. It’s important to convey that your actions were driven by a genuine desire to connect and that you view diversity as a strength that enriches interactions.

Example: “ In a project involving team members from various cultural backgrounds, I noticed that direct communication was leading to misunderstandings and discomfort among some colleagues who were accustomed to a more indirect or high-context communication style. Recognizing this, I shifted to a more nuanced approach, carefully framing my language to be more inclusive and less assertive. I also increased my use of metaphors and analogies common in their cultures to convey complex ideas in a relatable manner.

To ensure clarity and prevent miscommunication, I began to incorporate more visual aids and written summaries to complement verbal explanations, allowing team members to process information in their preferred format. This strategy not only improved the team’s efficiency but also fostered a more inclusive environment that respected and valued cultural diversity. The result was a significant enhancement in collaboration, with the team successfully delivering the project on time, and team members expressing greater satisfaction with the communication process.”

13. What is your method for building trust with a new team?

Establishing trust quickly in a new team can lead to more effective collaboration, as team members are more likely to share ideas, give honest feedback, and support one another. This question discerns whether a candidate has a deliberate approach to becoming a reliable and supportive team member, which is essential for maintaining a cohesive work environment where everyone feels valued and understood.

When responding, it’s important to articulate a clear and actionable strategy for earning trust. Begin by emphasizing the importance of listening actively to understand team members’ perspectives and demonstrating respect for their expertise. Share examples of how you have built rapport in the past, perhaps by being transparent about your own skills and limitations, following through on commitments, or finding common ground on professional or personal levels. Highlighting specific behaviors that show dependability, empathy, and integrity will illustrate your understanding of what it takes to be a trusted team player.

Example: “ Building trust with a new team starts with active listening and showing genuine interest in each team member’s insights and concerns. By attentively engaging with their perspectives, I establish a foundation of respect and demonstrate that I value their contributions. This approach not only fosters open communication but also helps identify the team’s dynamics and individual motivations.

I complement this by consistently being transparent about my abilities and areas for growth. This honesty sets a precedent for a trust-based environment where everyone feels comfortable sharing their thoughts and vulnerabilities. Furthermore, I ensure that my actions align with my words, as reliability is key to building trust. By meeting deadlines, keeping promises, and maintaining accountability, I reinforce my commitment to the team’s success. Additionally, I make an effort to connect with team members on a personal level when appropriate, finding common interests that can strengthen our professional rapport. These deliberate actions, rooted in empathy and integrity, are integral to cultivating a trusting and collaborative team atmosphere.”

14. How do you handle receiving criticism from peers or superiors?

Processing feedback is an integral part of professional growth and workplace dynamics. It tests an individual’s emotional intelligence, resilience, and capacity for constructive self-assessment. The ability to handle criticism well indicates a candidate’s potential for leadership, teamwork, and continuous professional development.

When responding, it’s beneficial to articulate a positive and proactive approach. Provide a specific example that demonstrates your ability to listen actively, seek clarification if needed, and apply the feedback to better your work or behavior. Illustrate your thought process and how you turned the criticism into a learning opportunity, thus showcasing adaptability and a commitment to excellence.

Example: “ When receiving criticism, I approach it with a growth mindset, viewing the feedback as an opportunity to improve. For instance, I once received constructive criticism regarding the way I managed project timelines. My superior pointed out that my approach was too optimistic, often underestimating the time needed for certain tasks, which occasionally led to delays.

I actively listened to the feedback without defensiveness, asked targeted questions to fully understand the concerns, and reflected on past projects to identify patterns in my planning. To address this, I implemented a more robust project management strategy, incorporating buffer times and more realistic milestones. This not only improved my project delivery times but also enhanced team trust in the timelines I set. The experience reinforced the value of embracing criticism as a catalyst for professional development and operational excellence.”

15. Provide an example of a time when you had to adjust your communication style to suit a virtual setting.

Adjusting communication styles is essential in a world where interactions frequently occur across digital platforms. The question is designed to assess a candidate’s flexibility and awareness of these challenges, as well as their ability to overcome them to maintain clear and effective communication. It reveals the candidate’s proficiency in utilizing various digital tools and their capacity to tailor their approach to different audiences and contexts.

When responding to this question, it is crucial to recount a specific scenario that demonstrates your adaptability in communication. Detail the situation and the virtual platform used, explain the communication barriers encountered, and describe the steps you took to adjust your communication style. Highlight any tools or strategies you employed, such as adjusting your language, using visual aids, or providing written summaries, to ensure your message was understood. Conclude by reflecting on the outcome of your adjustments and what you learned from the experience.

Example: “ In a previous virtual collaboration with a diverse, international team, I encountered a scenario where language barriers and varying cultural communication styles posed a significant challenge. We were using a video conferencing platform for our meetings, and I quickly realized that my usual direct and fast-paced speaking style was not effective for all team members.

To address this, I made a conscious effort to slow down my speech, enunciate clearly, and incorporate pauses to allow for processing time and potential translation needs. I also began utilizing screen sharing to provide visual context to our discussions, which helped bridge the gap between different levels of language proficiency. Additionally, I followed up our meetings with concise, bullet-point summaries to reinforce key points and action items.

The outcome was a marked improvement in mutual understanding and collaboration efficiency. Team members expressed appreciation for the adjustments, and our project benefited from the enhanced communication. This experience reinforced the importance of being attuned to the needs of your audience and the effectiveness of visual aids and written summaries in ensuring clarity in a virtual setting.”

16. Tell us about a situation where you took initiative to improve team cohesion.

Fostering cohesion within a group is a highly sought-after trait, as effective teams are the lifeblood of any successful organization. When interviewers pose questions about taking initiative to improve team cohesion, they are looking for evidence of leadership, problem-solving skills, and the capacity to recognize and bridge interpersonal gaps. Demonstrating initiative in this area suggests an individual is observant of group dynamics, willing to step in proactively, and committed to the overall success of the team.

When responding to this question, it’s crucial to outline a specific scenario that showcases your awareness of a lack of cohesion within a team. Briefly describe the situation, focusing on the dynamics that were causing friction or disunity. Then, detail the steps you took to address the issue—these could include organizing team-building activities, mediating conflicts, or simply opening lines of communication. Emphasize the positive outcomes of your actions, such as improved collaboration, higher morale, or increased productivity. Be sure to convey your actions in a way that highlights your leadership qualities and your dedication to fostering a supportive and unified team environment.

Example: “ In one instance, I recognized a growing disconnect between team members due to siloed communication and a lack of shared understanding of our project goals. To address this, I initiated a series of “lunch and learn” sessions where each team member presented their current work and explained how it contributed to our collective objectives. This not only provided clarity on everyone’s roles but also allowed team members to ask questions and offer insights, fostering a culture of openness and mutual respect.

The outcome was a marked improvement in interdepartmental communication and a more cohesive team dynamic. Our project deliverables saw a notable increase in quality due to the enhanced collaboration, and team members reported feeling more valued and understood within the group. This initiative also led to the adoption of regular knowledge-sharing meetings, which continued to strengthen our team cohesion over time.”

17. What techniques do you employ to manage stress in high-pressure group settings?

Managing stress in high-pressure environments is a testament to one’s resilience, self-awareness, and capacity for adaptive problem-solving. The techniques an individual uses to handle stress in group settings not only impact their own performance but also influence the group’s overall dynamic, potentially mitigating stress contagion and fostering a supportive atmosphere that can drive collective success.

When responding to this question, articulate specific strategies you’ve developed or learned, such as mindfulness practices, prioritization of tasks, or the implementation of structured breaks for the team. Explain how these techniques have tangibly improved both your personal performance and the group’s efficacy. Provide examples that demonstrate your ability to remain composed and maintain a clear focus on objectives, while also acknowledging the importance of emotional support among team members.

Example: “ In high-pressure group settings, I employ a blend of mindfulness and structured task prioritization to manage stress effectively. Mindfulness techniques, such as focused breathing or brief meditative pauses, allow me to maintain composure and clear-headedness amidst chaos. This practice not only aids in my personal stress management but also sets a calm tone that can positively influence the group’s dynamic.

Concurrently, I prioritize tasks using a systematic approach, categorizing them based on urgency and impact. This helps the team to focus on what’s most critical, reducing the overwhelm that can come from a high volume of demands. By breaking down larger objectives into manageable actions, we can track progress and maintain momentum, which provides a psychological boost and reduces collective stress. This dual approach has consistently enhanced our group’s performance, ensuring that we meet deadlines without sacrificing the well-being of team members.”

18. How do you navigate situations where there is a lack of consensus among team members?

Facilitating dialogue, fostering understanding, and driving a group towards a shared goal despite differing opinions are key when there’s a lack of consensus. The question aims to assess a candidate’s ability to manage conflict, employ diplomacy, and apply problem-solving skills to achieve alignment and maintain team cohesion.

To respond effectively, a candidate should outline a structured approach that includes active listening to understand the varying perspectives, encouraging open communication, and seeking common ground. It’s important to demonstrate respect for all opinions while steering the team towards a decision that aligns with the project’s objectives. Examples from past experiences where the candidate successfully navigated such situations can provide tangible evidence of their capability in this area. Highlighting the use of specific techniques or frameworks for decision-making, such as majority rule, consensus-building activities, or compromise, can also strengthen the response.

Example: “ Navigating situations with a lack of consensus requires a strategic approach that balances empathy with decisiveness. When faced with such challenges, I initiate by fostering an environment of open communication, ensuring that each team member feels heard and valued. I actively listen to understand the underlying concerns and motivations behind differing viewpoints. This not only helps in identifying common ground but also in building mutual respect among team members.

Once all perspectives are on the table, I guide the discussion towards a solution that aligns with our shared objectives. If a unanimous decision seems unattainable, I employ consensus-building techniques such as highlighting the benefits of various proposals or suggesting a compromise that incorporates elements from different ideas. This process is underpinned by a clear communication of how the final decision supports the overarching goals of the project. Through this method, I have successfully navigated through impasses, arriving at decisions that were accepted by the team and conducive to project success.”

19. Outline your process for delegating tasks while considering individual strengths and weaknesses.

Recognizing the unique capabilities and limitations of their team members is crucial for leaders when it comes to effective delegation. It is a strategic approach to optimize productivity, foster professional growth, and achieve team objectives. Employers pose this question to evaluate a candidate’s managerial acumen, their understanding of team dynamics, and their capability to harness the potential of diverse skill sets to drive collaborative success.

When responding to this question, illustrate your answer with a clear, structured approach. Begin by explaining how you assess the skills and workload of each team member. Share your method for matching tasks to the most suitable individuals, considering their proficiencies and areas for development. Discuss how you communicate expectations and offer support, while also holding team members accountable. Give examples from past experiences where your delegation strategy led to positive outcomes, reinforcing your response with tangible results.

Example: “ In delegating tasks, I start by thoroughly evaluating the capabilities and current responsibilities of each team member. This involves analyzing their past performance, soliciting feedback from colleagues, and sometimes directly discussing their comfort levels with certain types of tasks. I then align tasks with individual strengths, ensuring that each person is both challenged and equipped to succeed, while also considering their opportunity for growth in areas where they are less strong.

I communicate clearly defined expectations and the rationale behind task assignments to foster transparency and buy-in. This is coupled with setting measurable goals and providing the necessary resources and support to achieve them. I maintain an open-door policy for guidance and feedback, which helps in adjusting workloads and reassigning tasks if necessary, to maintain productivity without overburdening any individual.

An example of this approach in action was when I assigned a critical project to a team member who had shown potential but lacked experience in that particular area. By providing a clear framework and regular check-ins, the team member not only excelled in the task but also gained valuable skills. This strategic delegation resulted in the successful completion of the project ahead of schedule and contributed to the team member’s professional growth, demonstrating the effectiveness of matching tasks to both strengths and developmental needs.”

20. Describe how you support colleagues during periods of organizational change.

Acting as a stabilizing force during organizational change is a role for a candidate with strong interpersonal skills, helping colleagues navigate through the transition. The ability to support others during these times demonstrates emotional intelligence, resilience, and the capacity to foster a positive work environment, which are valuable traits in any team member. Employers are looking for individuals who not only adapt well to change themselves but who can also facilitate a smoother transition for others, thereby minimizing disruption and maintaining team cohesion.

When responding to this question, focus on specific examples of how you’ve provided support. This could involve being a listening ear, offering practical help with new systems or processes, or simply being a source of positivity and encouragement. Emphasize your ability to remain empathetic and composed, your proactive approach to problem-solving, and your commitment to clear and empathetic communication. Illustrate how your actions helped to maintain or improve team performance and morale during the change process.

Example: “ During periods of organizational change, I prioritize open communication and active listening to support my colleagues. For instance, when a new system was implemented, I recognized the anxiety it generated among the team. To alleviate concerns, I organized informal Q&A sessions where we could collectively address uncertainties and share practical tips on navigating the new system. This not only helped in demystifying the change but also fostered a collaborative environment where colleagues felt supported and heard.

In addition, I maintain a positive yet realistic outlook, which helps to keep morale high. I remember a specific instance where a departmental restructuring led to role ambiguity. I took the initiative to facilitate a workshop where we could map out the new roles and responsibilities, providing clarity and reassurance. By demonstrating empathy and taking proactive steps to address challenges, I was able to help my colleagues adapt more comfortably to the changes, ensuring that team performance remained stable and that the transition was as smooth as possible.”

Top 20 Visual Design Interview Questions & Answers

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Self-Esteem

It’s ok you can’t solve every problem, trying to “fix" everything can leave you feeling like a failure..

Updated May 10, 2024 | Reviewed by Ray Parker

• What Is Self-Esteem?
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• Your intrinsic value is more than what you can do for other people.

You are still worthwhile and can be successful, even if you don’t have all the solutions.

• Consider which decision will make you feel you’ve stayed true to your values.

In coaching others, I often discuss problem-solving strategies to help individuals think creatively and consider many options when they are faced with challenging situations.

Problem solving 1-2 includes the following:

• Define the problem, identify obstacles, and set realistic goals .
• Generate a variety of alternative solutions to overcome obstacles identified.
• Choose which idea has the highest likelihood to achieve the goal.
• Try out the solution in real-life and see if it worked or not.

Problem-solving strategies can be helpful in many situations. Thinking creatively and testing out different potential solutions can help you come up with alternative ways of solving your problems.

While many problems can be solved, there are also situations in which there is no “perfect” solution or in which what seems to be the best solution still leaves you feeling unsatisfied or like you’re not doing enough.

I encourage you to increase your comfort around the following three truths:

1. You can’t always solve everyone else’s problems.

2. You can’t always solve all of your own problems.

3. You are not a failure if you can’t solve every problem.

You can’t always solve everyone else’s problems.

When someone around you needs help, do you feel compelled to find solutions to their problem?

Are you seen as the problem solver at your job or in your close relationships?

Does it feel uncomfortable for you to listen to someone tell you about a problem and not offer solutions?

There are times when others come to you because they know you can help them solve a problem. There are also times when the other person is coming to you not for a solution to their problem, but for support, empathy, and a listening ear.

Your relationships may be negatively impacted if others feel that you don’t fully listen and only try to “fix” everything for them. While this may feel like a noble act, it may lead the other person to feel like they have failed or that you think they are unable to solve their own problems.

Consider approaching such situations with curiosity by saying to the other person:

• As you share this information with me, tell me how I can best support you.
• What would be most helpful right now? Are you looking for an empathetic ear or want to brainstorm potential next steps?
• I want to be sure I am as helpful as I can be right now; what are you hoping to get out of our conversation?

You can’t always solve all of your own problems.

We are taught from a young age that problems have a solution. For example, while solving word problems in math class may not have been your favorite thing to do, you knew there was ultimately a “right” answer. Many times, the real world is much more complex, and many of the problems that you face do not have clear or “right” answers.

You may often be faced with finding solutions that do the most good for the most amount of people, but you know that others may still be left out or feel unsatisfied with the result.

Your beliefs about yourself, other people, and the world can sometimes help you make decisions in such circumstances. You may ask for help from others. Some may consider their faith or spirituality for guidance. While others may consider philosophical theories.

Knowing that there often isn’t a “perfect” solution, you may consider asking yourself some of the following questions:

• What’s the healthiest decision I can make? The healthiest decision for yourself and for those who will be impacted.
• Imagine yourself 10 years in the future, looking back on the situation: What do you think the future-you would encourage you to do?
• What would a wise person do?
• What decision will allow you to feel like you’ve stayed true to your values?

You are not a failure if you can’t solve all of the problems.

If you have internalized feeling like you need to be able to solve every problem that comes across your path, you may feel like a failure each time you don’t.

It’s impossible to solve every problem.

Your intrinsic value is more than what you can do for other people. You have value because you are you.

Consider creating more realistic and adaptive thoughts around your ability to help others and solve problems.

Some examples include:

• I am capable, even without solving all of the problems.
• I am worthwhile, even if I’m not perfect.
• What I do for others does not define my worth.
• In living my values, I know I’ve done my best.

I hope you utilize the information above to consider how you can coach yourself the next time you:

• Start to solve someone else’s problem without being asked.
• Feel stuck in deciding the best next steps.
• Judge yourself negatively.

1. D'zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of abnormal psychology, 78(1), 107.

2. D’Zurilla, T. J., & Nezu, A. M. (2010). Problem-solving therapy. Handbook of cognitive-behavioral therapies, 3(1), 197-225.

Julie Radico, Psy.D. ABPP, is a board-certified clinical psychologist and coauthor of You Will Get Through This: A Mental Health First-Aid Kit.

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At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

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Strong teams often have team members with strong personalities. Learn how to build your team’s conflict resolution skills. 

More often than not, high-performing teams operate in high-pressure environments. And many times on a high-performing team, you have some strong personalities at play. W hen you combine pressure and strong personalities there are plenty of opportunities for conflict between the members of your team. Your job as a leader is not to mediate those conflicts and be a referee. Instead, you need to teach the members of your team how to resolve those conflicts with one another. It’s going to help them build relationships and interpersonal skills. It also keeps you from having to dedicate a significant amount of time and energy every time somebody has a conflict with another member of the team.

Your job, when there’s conflict, is first to recognize it. Identify when you have team members who are butting heads and figure out what the root issue is. Then you should suggest that they go figure it out and come back to you when they’ve developed a solution on their own. Hopefully if they’re really high performers, they can go in a room, hash it out, and come up with a solution that will be acceptable to both of them. However, there will be certain opportunities for you to get involved and teach them how to resolve conflict better.

When you do so, first sit them down and acknowledge the conflict. “Hey look, I know you have a problem with this perspective that the other individual has.” Get to the root of the issue and focus on the facts. Here are the facts; let’s remove the emotions from it. What do we disagree on? Have them define a goal for resolution and what the desired behaviors should be in terms of how they perform with one another. Drive it to the level of specific behaviors where they had points of difference with one another. Teach them how to give constructive feedback to one another going forward so they can apply it in their day-to-day conversations with each other.

There will be times where they won’t be able to resolve the conflict on their own. In those situations you’re going to need to mediate that conflict, but this is a last resort. If they can’t resolve the issue, talk them through the resolution but do so one step at a time. Don’t just jump to the end and say, “I know what the answer is. Here’s my decision. Go make it happen.” Because you’re not building their skills in doing so. Instead, talk them through it. “Okay, what’s the issue?” Have them describe it and figure it out. Then ask, “What are the emotions that are involved here and why are those emotions coming up?” And they’ll talk through that. Then ask them, “How are those emotions getting in the way of a resolution?”

So for each step of the conflict resolution process, all the way through identifying alternatives and desired behaviors and then coming to a decision they can live with, you should walk them through the conversation rather then just giving them the answers. At the end, when they’ve identified a solution that’s acceptable to both of them, get their commitment to resolving the issue that way. More importantly, set expectations for the next time there’s conflict between them. You want them to go through this process on their own before they involve you to mediate the conflict. By doing so, you’re going to build their skills and their capabilities, you’ll spend less time mediating conflict going forward, and your team members will be able to focus more on execution than arguing.

Want to learn more about building high performing teams? How about taking an entire course on it? G o directly to the course and start learning how to build high performing teams. The entire course is available at LinkedIn Learning . Enjoy!

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