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15 Examples of Interpersonal Skills That Will Help You Grow

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To be successful in life, you need more than just good education and experience. You also need interpersonal skills. This term can be defined in many ways, but at its core, it simply means the ability to communicate and interact with others effectively.

This blog post will discuss what is meant by interpersonal, why are interpersonal skills important, and demonstrate interpersonal skills examples that will help you succeed in life!

What is meant by interpersonal?

When we talk about interpersonal, we refer to the relationships and communication between people. This can include both verbal and non-verbal communication and the different ways in which people interact with each other.

Interpersonal relationships can be either positive or negative, depending on the level of communication and connection between the individuals involved. Positive interpersonal relationships are those in which there is a high level of communication and mutual respect. In contrast, negative interpersonal relationships are characterized by little to no communication and a lack of mutual respect.

It is an essential component of successful relationships, whether professional, platonic, or romantic. Good communication helps individuals to understand each other better and build strong bonds. Without effective communication, it can be challenging to maintain healthy relationships.

What are interpersonal skills and their importance?

Interpersonal skills, also known as people skills, soft skills, or emotional intelligence, are our abilities to interact with others. We use them every day, at work and in our personal lives.

Some people are naturally good at interpersonal mastery, but everyone can improve interpersonal skills with practice. Enhancing interpersonal skills can help us resolve conflicts, express appreciation, and listen effectively. The importance of interpersonal communication skills is in every aspect of our lives. Good interpersonal skills can help us succeed at work, make friends, and build strong relationships.

When we interact with others, we use a variety of interpersonal skills. Of course, each situation is different, and we might use different skills in different situations. But some interpersonal skills are fundamental in many cases. We listed some of the essential skills below.

What are the types of interpersonal skills?

There are four main types of interpersonal skills: verbal, listening, written, and non-verbal communication . Each one is important, and they all play a role in our everyday interactions with others.

• Verbal communication is the most common form of communication, and it includes both speaking and writing. We use verbal communication skills every day to communicate our thoughts and feelings to others. It is essential to be clear and concise when communicating verbally so that the person you are speaking to can understand you.
• Listening is another crucial form of interpersonal communication. We need to be able to listen carefully to what others are saying to understand them. Of course, there are times when we may disagree with what someone is saying, but it is important to respect their opinion and give them a chance to explain themselves.
• Written communication is another way to share our thoughts and feelings with others. This can include emails, text messages, letters, or even notes. It is crucial to be clear and concise when writing so that the person reading your message can understand you.
• Non-verbal communication is the final type of interpersonal communication. It is a powerful way to express ourselves and our feelings. It can build rapport, trust, and rapport, create an impression, and communicate messages without using words. Nonverbal communication includes social cues, kinesics , distance, physical environments/appearance, voice, and touch.

Related: Communication

Examples of Interpersonal Skills

Interpersonal skills are the most critical skill to have in your repertoire. They’re cross-industry, transferable, and will keep you working efficiently with a positive environment for everyone involved!

There are many different types of interpersonal skills. Some examples interpersonal skills include:

1. Leadership

Leadership is an important interpersonal skill for many reasons. First, leadership involves the ability to influence others. This is especially important in work settings, where persuading and motivating others can be crucial to task completion and productivity.

Additionally, leadership skills often include excellent communication. Good leaders can clearly articulate their vision and goals and then rally others around these objectives. Lastly, leadership also entails the ability to build relationships. Strong leaders are typically skilled at networking and developing positive working relationships with others. These interpersonal skills are essential in any leadership role .

Empathy is the ability to understand and share the feelings of another person. It is a vital interpersonal skill that can help us build strong relationships, resolve conflicts, and show compassion.

While empathy is often a positive emotion, it is essential to remember that it can also be a double-edged sword. Too much empathy can lead to burnout, compassion fatigue, and depression. Therefore, it is vital to find a balance to use this skill effectively.

When used effectively, empathy can be a powerful tool for building solid relationships. If you find yourself struggling to empathize with others, you can do a few things to improve your skills. Practice active listening, pay attention to nonverbal cues and try to put yourself in another person’s shoes. With a bit of practice, you can learn to use empathy.

3. Active listening

Active listening is another one of the most important interpersonal skills that involve paying attention to what the other person is saying, taking time to process and understand the information being communicated, and responding to clarify that the message has been received and understood. It can be used in personal and professional relationships to improve communication and build mutual understanding.

When active listening, it is essential to be aware of the verbal and nonverbal cues that the other person is giving off. The tone of voice, body language, and facial expressions can all provide valuable information about what the other person is thinking and feeling. Paying attention to these cues will help to ensure that you accurately understand the message being communicated.

It is also important to resist the urge to interrupt or interject while the other person is speaking. This can be difficult, especially if you feel passionate about the discussion topic. However, interrupting disrupts the flow of communication and sends the message that you are not interested in hearing what the other person has to say.

If you find yourself getting impatient or needing to jump in, try taking a few deep breaths and remind yourself that Active listening is a skill that takes practice. The more you can focus on truly understanding what the other person is saying, the your listening skills will be more effective.

4. Teamwork

Teamwork necessitates many interpersonal abilities, such as communication, attentive listening, adaptability, and duty. Working well with others to accomplish a common goal is essential in today’s workplace. Good teamwork requires communication, cooperation, and a willingness to put the team’s success above your interests.

Without teamwork, many businesses would simply not be able to function effectively. Teamwork is often the key to successful projects and can be a major donor to a company’s overall success. If you want to be an asset to your team and help contribute to the business’s success, focus on honing your teamwork skills.

There are several different ways to become a better team player. One of the most important things you can do is learn interpersonal skills to communicate effectively with your teammates. Make sure you listen carefully to what others have to say and that you’re clear when sharing your ideas. It’s also important to be cooperative and willing to compromise when necessary. Remember, the goal is to work together for the team’s good, not to try to get ahead at the expense of others.

Related: Team Communication

5. Conflict resolution

Conflict resolution is a critical interpersonal skill. It involves managing and resolving disagreements and differences between people effectively. When conflict is managed effectively, it can lead to positive outcomes such as improved communication, stronger relationships, and increased cooperation. On the other hand, when conflict is not managed effectively, it can lead to adverse outcomes such as damaged relationships, decreased communication, and reduced cooperation.

There are a variety of skills that are important for effective conflict resolution. These include:

• Identifying and understanding the different types of conflict.
• Communicating clearly and assertively.
• Listening actively and empathically.
• Finding common ground and compromise.
• Handling emotions effectively.

6. Decision-making

Decision-making is another critical interpersonal skill. When we make decisions, we constantly interact with others and affect their lives. Therefore, the ability to make sound decisions is essential to our success as individuals and in society.

Many different factors go into making a decision, and the ability to weigh all of these factors effectively is a key interpersonal skill. For example, when deciding whether or not to accept a job offer, we must consider the financial implications of the decision, the impact on our family and friends, and our own goals and aspirations. Weighing all of these factors can be difficult, but it is essential to making a sound decision.

The ability to make decisions quickly and efficiently is another essential interpersonal skill. In today’s fast-paced world, we often have to make split-second decisions that can significantly impact our lives. Making these decisions quickly and without hesitation is a critical interpersonal skill.

7. Problem-solving

When it comes to interpersonal skills, problem-solving is also a key ability to make all the difference. After all, we all encounter problems in our lives and relationships, and being able to solve them effectively can make a world of difference.

There are a few things to keep in mind when trying to solve problems with others. First, it’s important to be open to different solutions and perspectives. Secondly, effective communication is crucial – you need to be able to listen and express yourself clearly. Finally, patience and flexibility are essential; remember that finding a solution that works for everyone involved may take time and effort.

With these tips in mind, you’ll be well on your way to mastering the art of problem-solving and using it to improve your interpersonal skills!

8. Communication

The ability to communicate effectively is one of the most important interpersonal skills. Communication involves exchanging information between two or more people and can be verbal (using spoken words), nonverbal (using body language and gestures), or written (using documents and other tools).

It is important to understand the different communication skills or styles and how to use them in different situations to communicate effectively. For example, formal communication is typically used in business settings, while informal communication is more common in social situations.

It is also important to be aware of cultural differences in communication. For example, in some cultures, direct communication is considered rude, while in others, it is seen as the best way to get your point across. It is essential to learn about these differences to avoid misunderstandings.

Effective communication requires both parties to be able to understand each other. This can be a challenge when there is a difference in language or culture. It is often helpful to use a translator or interpreter in these cases.

9. Negotiation

When it comes to negotiation, there are two types of people: those who are born hagglers and those who wish they were. If you’re in the latter category, don’t despair-negotiation is a skill that can be learned. And while some people may have a natural knack for it, anyone can improve their negotiation skills with a bit of practice.

One of the most critical aspects of negotiation is understanding what you want. Before entering any negotiation, you must have a clear idea of your goals. What are you hoping to achieve? What is your bottom line? Once you know what you want, you can begin to formulate a strategy to best achieve it.

It’s also essential to understand the other side’s objectives. What are they hoping to achieve? What are their bottom lines? By understanding their goals, you can see where there may be room for compromise.

Once you know what you want and what the other side wants, you can start to negotiate. The key is to find a middle ground that satisfies both parties. That might mean making some concessions, but it can be considered a successful negotiation as long as everyone gets something out of the deal.

Of course, not every negotiation will go smoothly. There will be times when tempers flare, and emotions run high. But if you keep your cool and remember your goals, you’ll be more likely to come out of the negotiation with a favorable result.

10. Emotional intelligence

Emotional intelligence (EI) is the capacity to be aware of and manage one’s own emotions and the emotions of others. So what does emotional intelligence have to do with interpersonal skills?

Well, EI is a significant part of successful communication and relationships. People with high emotional intelligence can navigate social interactions skillfully and often have better collaborative teamwork skills.

While emotional intelligence is not the only factor contributing to successful interpersonal skills, it is undoubtedly important. If you want to be a master of communication and relationships, start by working on your emotional intelligence!

11. Dependability

Are you dependable? Can others rely on you to keep your word and follow through on your commitments? If so, then you possess an essential interpersonal skill known as dependability.

Dependability is a quality that is highly valued in the workplace. Employers want to know that they can count on their employees to show up on time, complete assigned tasks, and be there when needed. This type of reliability is essential for businesses to run smoothly and efficiently.

Dependable individuals are often seen as being reliable and trustworthy. People know that they can count on them to do what they say they will do. This type of reputation can open doors and create opportunities in both personal and professional settings.

12. Positive Attitude

Having a positive attitude is an interpersonal skill that can help you in your personal and professional life. It can make you more likable and approachable, leading to better relationships. Additionally, a positive outlook can make you more likely to succeed in achieving your goals.

If you’re looking to improve your interpersonal skills, start by focusing on developing a positive attitude. Here are some tips:

• Be aware of your thoughts and language: Make an effort to catch yourself when you think or speak negatively. Replace negative thoughts with positive ones, and use affirmative language when talking to others.
• Practice gratitude : One way to maintain a positive attitude is to focus on what you’re grateful for. Make it a habit to regularly reflect on the things in your life that make you happy.
• Seek out positive people: Surround yourself with people who have a positive outlook on life. These people can help contribute to a more positive mindset for you.
• Be mindful of your body language: Nonverbal cues, such as your body language, can influence how others perceive you. Make sure that your body language conveys confidence and approachability.
• Smile: Smiling is one of the easiest ways to show others that you have a positive attitude. Practice smiling throughout the day, even when you don’t feel like it.

13. Patience

Patience is an interpersonal skill! After all, it is the ability to manage relationships effectively and patiently manage difficult situations. Patience also allows you to remain calm under pressure, a valuable trait in any situation.

Whether dealing with a demanding customer or managing a team of employees, patience will help you get through challenging situations more effectively. So, if you’re looking to improve your interpersonal skills, focus on developing more tolerance. It’s a skill that will come in handy in any situation!

14. Self-motivation

It’s a capability to keep yourself going even when things are tough. When you’re self-motivated, you don’t give up easily. Instead, you’re always looking for ways to improve and learn. Self-motivation is vital in any area of life. It can help you succeed at work, in your relationships, and in your personal life.

If you want to be successful, it’s crucial to develop your self-motivation skills. Here are some tips:

• Set goals for yourself: Having something to work towards can help you stay motivated.
• Find a role model: Look for someone who is successful and has the qualities you want to develop.
• Be positive: Belief in yourself and your ability to achieve your goals.
• Take action: Don’t wait for things to happen; make them happen.
• Persevere: When you face setbacks, don’t give up. Keep going and learn from your mistakes.

15. Awareness

It’s been said that awareness is the key to success in any endeavor. After all, if you’re not aware of what you’re doing, how can you hope to achieve your goals? The same is true of interpersonal skills. Building relationships will not be easy if you’re not mindful of how your words and actions affect others.

Fortunately, awareness is a skill that can be developed with practice. By paying attention to your interactions with others and taking note of the impact of your words and actions, you can gradually become more attuned to the needs and feelings of those around you. With time and effort, you can learn to use your interpersonal skills more effectively and make a positive difference in the lives of those you care about.

Related: Teamwork in the Workplace

How do you describe your interpersonal skills on a resume?

One of the most important aspects of any job is having strong interpersonal skills. This means being able to communicate and collaborate with others effectively. Therefore, when writing a resume , you want to ensure that your interpersonal skills are front and center. Here are some tips for job seekers on how to add you’re relevant interpersonal skills to a resume:

• Use strong action verbs: When describing your interpersonal skills on a resume, use strong action verbs such as “collaborated,” “communicated,” and “negotiated.” This will make your skills stand out and show that you can work well with others.
• Include examples: Whenever possible, include specific examples of instances where you utilized your interpersonal skills. For instance, you could mention a time when you successfully negotiated a contract or collaborated on a project.
• Focus on the positive: When describing your interpersonal skills, focus on the positive. For instance, rather than saying “I’m not shy,” say “I’m confident in my ability to communicate with others.” This will show employers that you’re a team player capable of working well with others.
• Use keywords: Many companies use applicant tracking systems (ATS) to screen resumes. To ensure that your resume makes it through the ATS, be sure to include keywords such as “team player,” “collaborative,” and “good communication skills.”

By following these tips, you can ensure that your interpersonal skills are front and center on your resume. This will show employers that you’re a team player capable of effectively communicating and collaborating with others.

Related: List of Skills for Resume

Difference between Interpersonal and Intrapersonal

As we have already learned, Interpersonal communication is defined as the process of exchanging messages between two or more people. This type of communication can occur in person, by phone, or online. In order to be effective, interpersonal communication must be both clear and concise. The sender of the message must be able to state their thoughts and feelings clearly, and the receiver must understand the message.

On the other hand, intrapersonal communication is defined as the process of exchanging messages between yourself and yourself. This type of communication occurs inside your head and is usually triggered by an event or situation. It can be positive or negative; you can talk to yourself to calm yourself down or speak to yourself to motivate yourself. Either way, intrapersonal communication is a valuable tool that can help you to understand your thoughts and feelings.

Related: Intrapersonal Vs Interpersonal Communication

Final Thoughts

So what are some of the best interpersonal skills to have? We’ve highlighted a few examples here, but we want to hear from you! What has been your experience with successful people, and what do you think are the key interpersonal skills that help them succeed?

Let us know in the comments below – we can’t wait to hear from you!

What are some examples of interpersonal situations?

There are many different types of interpersonal situations, but they all involve communication between two or more people who have some kind of relationship with one another. For example, a father and son may have an interpersonal communication situation when discussing the son’s plans. Likewise, an employer and employee may have an interpersonal communication situation when talking about work-related issues. Two sisters may have an interpersonal communication situation when arguing about something. And teachers and students may have an interpersonal communication situation when discussing a class assignment. Ultimately, any situation in which people communicate with one another can be considered an interpersonal situation.

What are personal and interpersonal skills?

There are a variety of skills that fall under the umbrella of personal and interpersonal skills. Personal skills are those you use to interact with the world around you. This can include everything from time management and decision-making to communication and problem-solving. On the other hand, interpersonal skills are those skills that you use to interact with other people. This can include everything from active listening and conflict resolution to public speaking and negotiation. Both personal and interpersonal skills are essential for success in your personal and professional life. So whether you’re looking to build better relationships or simply get ahead in your career, honing your personal and interpersonal skills is a great place to start.

What is interpersonal Behaviour?

The study of interpersonal behavior aims to understand how people interact with one another. This can involve understanding both the words that are spoken and the nonverbal cues that are used. Body language, for example, can often convey more meaning than the words that are spoken. In addition, how people communicate can vary depending on the relationship between the individuals involved. The study of interpersonal behavior can help us better understand human relationships and how they are formed.

What are interpersonal relationship issues?

Interpersonal difficulties are often at the root of relationship issues. If you have trouble bonding with others, it can be difficult to form close relationships. When interpersonal challenges arise, they may be due to underlying issues with communication, trust, or other vital areas in relationships. If left unresolved, interpersonal difficulties can lead to problems in all areas of your life. Fortunately, many resources help you overcome interpersonal problems and improve your relationships. With the proper support, you can learn how to manage interpersonal difficulties and build healthier, more satisfying relationships.

What causes interpersonal conflict?

Interpersonal conflict often arises when people have different approaches to solving problems. For example, perhaps one person is more logical and likes to take a step-by-step process, while another is more spontaneous and creative. Or maybe one person is more risk-averse while the other is more likely to take risks. Whatever the differences may be, they can often lead to conflict when both parties are trying to solve a problem. In some cases, each person might be convinced that their approach is the best, and neither is willing to budge. In other cases, both parties might be willing to compromise, but they can’t seem to agree on a middle ground. Either way, it’s easy to see how interpersonal conflict can quickly escalate if left unchecked. However, with open communication and a willingness to compromise, most interpersonal disputes can quickly be resolved.

What are the four interpersonal behaviors?

Four essential interpersonal behaviors are respect, understanding, communication, and turning a conflict over to a third party when those involved cannot agree on a solution. Respect is essential in any interaction because it creates a foundation of trust. Once respect is established, understanding can develop. This involves taking the time to see things from the other person’s perspective truly. Communication is key to maintaining understanding and resolving conflict. Lastly, turning a conflict over to a third party can help fix it when all else fails. While all four of these behaviors are important, they will not always be effective in every situation. The best course of action will vary depending on the situation and the people involved. However, by being aware of these four behaviors, we can be better prepared to navigate complex interactions.

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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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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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3 Research-Based Ways People Approach Interpersonal Problems

Psychological studies on how personality shapes our approach to conflict..

Posted June 14, 2021 | Reviewed by Kaja Perina

• Interpersonal problems are often a source of confusion and distress, but may be simpler than we imagine.
• Research shows there are three basic patterns underlying how people approach interpersonal problems.
• Attachment style and negative personality characteristics shape how we behave in relationships and overall well-being.
• Understanding the basic patterns can make it easier to regain a balanced perspective and make better decisions when distress is high.

Relationships may defy comprehension, confusing us perhaps beyond their actual difficulty. When we are distressed, lonely, insecure, enthusiastic, passionate or head-over-heels, it’s much harder to sort out what’s happening as mental noise overloads cognitive and emotional capacity.

From the outside, problems are usually clearer. We may not take good advice... we may not even recognize our trusted friends see things we don't want to see. Knowing the big picture of how interpersonal problems may be approached can help ground us in the midst of distress.

Modeling relationships based on basic strivings

Psychologists use “circumplex” (circular) models to understand personality and relationship dynamics. In the late 1950s, Timothy Leary—best known as the pied-piper of the psychedelic movement—conceptualized human motivation springing from strivings for Power and Love. These two independent factors might explain human behavior.

The circumplex model has clinical correlations with depression , anxiety and eating disorders, among others. Applied to a limited extent in non-clinical populations, more research is needed on how Control and Assurance-based models 1 of interpersonal problems manifest more generally.

How the interpersonal circumplex model drives problem-solving

To provide insight, researchers Wei, Mallinckrodt, Arterberry, Liu and Wang (2021) conducted two studies using factors analysis to reveal fundamental dynamics in how people approach interpersonal problems as a function of personality and related factors.

In the first study, they surveyed in a group of nearly 500 young adults on interpersonal problems and attachment style. Attachment style, measured using the Experiences in Close Relationships Scale, may be secure or insecure, with insecure attachment breaking down into preoccupied/anxious, dismissive and fearful. The Inventory of Interpersonal Problems, based on the Circumplex model, estimates eight negative approaches: Domineering, Vindictive, Cold, Socially Avoidant, Nonassertive, Exploitable, Overly Nurturant and Intrusive.

Attachment avoidance correlated strongest with Cold relationship problems, whereas anxious attachment correlated strongest with Intrusive, followed by Exploitable, Overly Nurturant and Vindictive approaches. There were three cardinal approaches to interpersonal problems, discussed below.

The second study was designed to test the validity of these findings and extend them by including measurement of frustrated psychological needs: relatedness frustration, competence frustration and autonomy frustration.

Participants in the second study were a similar group of young adults who had not participated in the first study. They completed the Inventory of Interpersonal Problems; the Basic Psychological Need Satisfaction and Frustration Scale; anxiety and depression with the Depression, Anxiety and Stress Scales; loneliness via the UCLA Loneliness Scale; psychological well-being with the Psychological Well-Being Scale; life satisfaction using the Brief Multidimensional Students’ Life Satisfaction Scale; and self-esteem with the Rosenberg Self-Esteem Scale.

Three profiles for approaching interpersonal problems

The two studies found the same three core factors were at the heart of interpersonal problems. These three ways of relating emerged as the best statistical fit to the data from both studies.

1. Flexible-Adaptive: As the name suggests, this approach to interpersonal problems is characterized by greater openness and mental agility, correlated with secure attachment. It was found in 48 percent of participants in the first study and 41 percent in the second. Participants with this profile were more likely to be women, 57 percent in the first study and 63 percent in the second.

2. Exploitable-Subservient: This profile is characterized by being deferential and more easily taken advantage of by others, associated with preoccupied attachment. Twenty-seven percent of respondents in the first, and 35 percent in the second, showed this profile. In both studies, 77 percent with this profile were women.

3. Hostile-Avoidant: This profile is characterized by angry withdrawal in the face of interpersonal strain, or “ passive-aggressive ” behavior, associated with fearful attachment. About a quarter of subjects showed this profile in both studies. There was not a clear difference in sex between the studies, however, with 43 percent women in the first and 63 percent in the second making the Hostile-Avoidant profile.

Frustrated psychological needs track with approach to interpersonal problems. Relatedness frustration was lowest in the Flexible-Adaptive profile and highest in Hostile-Avoidant, followed by Exploitable-Subservient. The authors point out that the association between relatedness frustration and hostile, avoidance suggests a particularly maladaptive cycle.

Competence frustration was higher in Hostile-Avoidant and Exploitable-Subservient patterns, but not stronger in one or the other. Challenges to competence are therefore less likely to produce Flexible-Adaptive ways of relating. Autonomy frustration was similar for all three profiles, suggesting that feeling controlled or pressured does not shape the approach to interpersonal problems, regardless of what we ultimately decide to do with the relationship.

Finally, the Hostile-Avoidant profile was associated with the most negative outcomes, higher depression, anxiety and loneliness, diminished well-being, life satisfaction and self-esteem. Exploitable-Subservient was associated with negative outcomes, though less strongly than Hostile-Avoidant. Flexible-Adaptive was associated with the least negative outcomes.

Implications

This work is interesting and intuitively makes sense. The Flexible-Adaptive approach is associated with the least problems, and presumably better outcomes—future research could look at how people address problems together. We'd expect the Flexible-Adaptive approach to work well in more situations, whereas Hostile-Avoidant people would have the most trouble, especially together.

The three problem-solving profiles track with attachment. This makes sense, and fits with prior work on attachment and relationships. For instance, helpless-hostile parenting , associated with fearful and disorganized attachment, is associated with trauma transmission from parent to child . Likewise, parenting style characterized by excessive control, intrusiveness and coldness are associated with future risk of children getting into dysfunctional relationships . Similar patterns underlie adult dysfunctional relationships (which co-authors and I term "irrelationship" ).

Those seeking greater satisfaction can use this work, with related research on changing personality, to identify what’s working and what’s not, and make intentional adaptive changes . Noticing which profile we tend to use, and which we do not, can help us to pause and consider alternatives , before forging ahead with regrettable behaviors.

1. Psychologist Jeremy S. Wiggins based the “Interpersonal Circumplex” model on Leary’s work. He created a system of personality based on dimensions of dominance-submissiveness (Control) and warmth-coldness (Affiliation). These dimensions can be visualized on a circle, with Control forming the vertical axis and Affiliation the horizontal axis. The circle is divided by eight lines like the spokes on a wheel (click for illustration), representing different degrees of dominance and tendency to connect with others. Starting at the top is Ambitious-Dominant, going counterclockwise toward the colder side first to Arrogant-Calculating, Cold-Quarrelsome, Aloof-Introverted, Unassured-Submissive, and then heading to the warmer side to Unassuming-Ingenuous, Warm-Agreeable, and Gregarious-Extraverted before returning to the top at Ambitious-Dominant.

Wei, M., Mallinckrodt, B., Arterberry, B. J., Liu, S., & Wang, K. T. (2021, June 3). Latent Profile Analysis of Interpersonal Problems: Attachment, Basic Psychological Need Frustration, and Psychological Outcomes. Journal of Counseling Psychology. Advance online publication. http://dx.doi.org/10.1037/cou0000551

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• Self-Awareness
• Self-Regulation | Self-Management
• Self-Motivation
• Customer Service Skills
• Conflict Resolution and Mediation Skills
• Communication in Difficult Situations
• Dealing with Criticism
• Mediation Skills
• Team-Working, Groups and Meetings
• Effective Team-Working
• Difficult Group Behaviour
• Planning and Structuring Effecting Meetings
• Decision-Making and Problem-Solving
• Effective Decision Making
• Problem Solving
• Negotiation and Persuasion Skills
• What is Negotiation?
• Peer Negotiation
• Persuasion and Influencing Skills
• Personal and Romantic Relationship Skills

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Interpersonal Skills

Interpersonal skills are the skills we use every day when we communicate and interact with other people, both individually and in groups. They include a wide range of skills, but particularly communication skills such as listening and effective speaking. They also include the ability to control and manage your emotions.

It is no exaggeration to say that interpersonal skills are the foundation for success in life. People with strong interpersonal skills tend to be able to work well with other people, including in teams or groups, formally and informally. They communicate effectively with others, whether family, friends, colleagues, customers or clients. They also have better relationships at home and at work.

You can improve your interpersonal skills by developing your awareness of how you interact with others and practising your skills.

This page provides an overview of interpersonal skills and how they are developed and used. It explains where these skills are important, including particular jobs that may require very good interpersonal skills. Finally, it discusses how you can start to develop your interpersonal skills further.

What are Interpersonal Skills?

Interpersonal skills are sometimes referred to as social skills, people skills, soft skills, or life skills.

However, these terms can be used both more narrowly and more broadly than ‘ interpersonal skills ’. On this website, we define interpersonal skills as:

“The skills you need and use to communicate and interact with other people.”

This definition means that interpersonal skills therefore include:

• Communication skills , which in turn covers:
• Verbal Communication – what we say and how we say it;
• Non-Verbal Communication – what we communicate without words, for example through body language, or tone of voice; and
• Listening Skills – how we interpret both the verbal and non-verbal messages sent by others.
• Emotional intelligence – being able to understand and manage your own and others’ emotions.
• Team-working – being able to work with others in groups and teams, both formal and informal.
• Negotiation, persuasion and influencing skills – working with others to find a mutually agreeable (Win/Win) outcome. This may be considered a subset of communication, but it is often treated separately.
• Conflict resolution and mediation – working with others to resolve interpersonal conflict and disagreements in a positive way, which again may be considered a subset of communication.
• Problem solving and decision-making – working with others to identify, define and solve problems, which includes making decisions about the best course of action.

The Importance of Interpersonal Skills

Interpersonal skills matter because none of us lives in a bubble.

In the course of our lives, we have to communicate with and interact with other people on a daily if not hourly basis, and sometimes more often. Good interpersonal skills ‘oil the wheels’ of these interactions, making them smoother and pleasanter for all those involved. They allow us to build better and longer-lasting relationships, both at home and at work.

Interpersonal skills at home

Good interpersonal skills help you to communicate more effectively with family and friends.

This is likely to be particularly important with your partner. For example, being able to give and receive feedback effectively with your partner can help to resolve small problems between you before they become big issues.

There is more about this, and other aspects of using interpersonal skills at home, in our pages on Personal and Romantic Relationship Skills and Parenting Skills .

Interpersonal skills at work

You may not like to think about it in these terms, but you almost certainly spend more time with your colleagues than your partner.

At work, you are required to communicate with and interact with a wide range of people, from suppliers and customers through to your immediate colleagues, colleagues further afield, your team and your manager. Your ability to do so effectively can make the difference between a successful working life, and one spent wondering what went wrong.

There are, of course, some jobs in which interpersonal skills are particularly important.

Customer-facing roles, such as sales and customer relations management, are likely to specify good interpersonal skills as a prerequisite. However, there are a number of other less obvious jobs and careers where interpersonal skills are also vitally important. These include:

Healthcare provision, including doctors, nurses and other healthcare professionals . Being able to listen to, and talk to, patients and their families is an essential skill, as is being able to give bad news in a sensitive way. We almost take these skills for granted in healthcare professionals—but we also know how devastating the situation can be when these professionals have poor skills and fail to communicate effectively.

Financial advice and brokerage . Financial advisers and brokers need to be able to listen carefully to their customers, and understand both what they are saying, and what they are not articulating. This enables them to provide recommendations that match their clients’ needs. Poor interpersonal skills mean that they will find it harder to build good customer relationships, and to understand customer needs.

Computer programming and development . This area is often thought of as the ultimate territory for ‘geeks’, with the assumption that interpersonal skills are not essential. However, technical developers increasingly need good interpersonal skills to understand their customers, and to be able to ‘translate’ between the technical and the practical.

Interpersonal Skills for Job Seekers

Good interpersonal skills are essential at work, but many people find them hard to demonstrate during a job application process. Some ideas to help include:

‘Naming and claiming’ in your CV or resume. Give a clear statement of a particular skill or skills that you possess, and then give examples to show how you have demonstrated them in practice. For example:

“I have excellent written communication skills, and my colleagues often ask me to check their written work for them before onward transmission.”

• Carefully name-checking any specific skills that are mentioned in the job description or person specification. Make life easy for the recruiter. In your personal statement or covering letter, use the same terms as the job description or person specification, and again, give examples.

For more ideas about how to improve your chances of getting a job, see our pages on Writing a CV or Resume , Writing a Covering Letter and Applying for a Job .

Developing Your Interpersonal Skills

Good interpersonal skills are the foundation for good working and social relationships, and also for developing many other areas of skill.

It is therefore worth spending time developing good interpersonal skills.

You Already Have Interpersonal Skills

We've all been developing our interpersonal skills since childhood, usually subconsciously.

Interpersonal skills often become so natural that we take them for granted, never thinking about how we communicate with other people. If you have developed good habits, this is fine. However, it is of course also possible to develop bad habits, and then fail to understand why your communications or relationships are suffering.

Improving and developing your interpersonal skills is best done in steps, starting with the most basic, but vital:

1. Identify areas for improvement

The first step towards improving is to develop your knowledge of yourself and your weaknesses.

You may already have a good idea of areas that you need to develop. However, it is worth seeking feedback from other people, because it is easy to develop ‘blind spots’ about yourself. You might also find it useful to do our Interpersonal Skills Self-Assessment.

Discover your interpersonal skills strengths and weaknesses.

Our free self-assessment covers listening skills, verbal communication, emotional intelligence and working in groups.

The self-assessment may give you an idea of which areas to develop first. It may, however, also be worth starting with the basics, and moving on from there.

2. Focus on your basic communication skills

Communication is far more than the words that come out of your mouth.

Some would even go so far as to suggest that there is a reason why you have two ears and one mouth, and that you should therefore listen twice as much as you talk!

Listening is very definitely not the same as hearing. Perhaps one of the most important things you can do for anyone else is to take the time to listen carefully to what they are saying, considering both their verbal and non-verbal communication. Using techniques like questioning and reflection demonstrates that you are both listening and interested.

Visit our Listening Skills pages to learn more.

When you are talking, be aware of the words you use. Could you be misunderstood or confuse the issue? Practise clarity and learn to seek feedback or clarification to ensure your message has been understood. By using questions effectively, you can both check others’ understanding, and also learn more from them.

Our page on Verbal Communication introduces this subject. You may also find our pages on Questioning and Clarification useful.

You may think that selecting your words is the most important part of getting a message across, but non-verbal communication actually plays a much bigger part than many of us are aware. Some experts suggest that around three-quarters of the ‘message’ is communicated by non-verbal signals such as body language, tone of voice, and the speed at which you speak.

These non-verbal signals reinforce or contradict the message of our words, and are much harder to fake than words. They are therefore a much more reliable signal. Learning to read body language is a vital part of communication.

For more about this, see our page on Non-Verbal Communication . If you are really interested, you may want to explore more, either about Body Language , or the importance of Face and Voice in non-verbal communication.

3. Improve your more advanced communication skills

Once you are confident in your basic listening and verbal and non-verbal communication, you can move on to more advanced areas around communication, such as becoming more effective in how you speak, and understanding why you may be having communication problems.

Our page on Effective Speaking includes tips on how to use your voice to full effect.

Communication is rarely perfect and can fail for a number of reasons. Understanding more about the possible barriers to good communication means that you can be aware of—and reduce the likelihood of—ineffective interpersonal communication and misunderstandings. Problems with communication can arise for a number of reasons, such as:

• Physical barriers , for example, being unable to see or hear the speaker properly, or language difficulties;
• Emotional barriers , such as not wanting to hear what is being said, or engage with that topic; and
• Expectations and prejudices that affect what people see and hear.

See our page Barriers to Communication for more information.

There are also circumstances in which communication is more difficult: for example, when you have to have an unpleasant conversation with someone, perhaps about their standard of work. These conversations may be either planned or unplanned.

There tend to be two issues that make conversations more difficult: emotion, and change.

• Various emotions can get in the way of communicating , including anger and aggression, or stress. Few of us are able to communicate effectively when we are struggling to manage our emotions, and sometimes the best thing that can be done is to postpone the conversation until everyone is calmer.
• Difficult conversations are often about the need for change . Many of us find change hard to manage, especially if it is associated with an implied criticism of existing ways of working.

Our page Communicating in Difficult Situations offers further ideas to help you to get your message across when stress levels or other emotions are running high.

4. Look inwards

Interpersonal skills may be about how you relate to others, but they start with you . Many will be improved dramatically if you work on your personal skills.

For example, people are much more likely to be drawn to you if you can maintain a positive attitude. A positive attitude also translates into improved self-confidence.

You are also less likely to be able to communicate effectively if you are very stressed about something. It is therefore important to learn to recognise, manage and reduce stress in yourself and others (and see our section on Stress and Stress Management for more). Being able to remain assertive, without becoming either passive or aggressive, is also key to effective communication. There is more about this in our pages on Assertiveness .

Perhaps the most important overarching personal skill is developing emotional intelligence.

Emotional intelligence is the ability to understand your own and others’ emotions, and their effect on behaviour and attitudes. It is therefore perhaps best considered as both personal and interpersonal in its nature, but there is no doubt that improving your emotional intelligence will help in all areas of interpersonal skills. Daniel Goleman, the author of a number of books on emotional intelligence, identified five key areas, three of which are personal, and two interpersonal.

The personal skills , or ‘how we manage ourselves’, are self-awareness , self-regulation , and motivation . In other words, the first steps towards understanding and managing the emotions of others is to be able to understand and manage our own emotions, including understanding what motivates us.

The social skills , or ‘how we handle relationships with others’, are empathy and social skills . These mean understanding and feeling for others, and then being able to interact effectively with them.

Improving your emotional intelligence therefore improves your understanding that other people have different points of view. It helps you to try to see things from their perspective. In doing so, you may learn something whilst gaining the respect and trust of others.

5. Use and practise your interpersonal skills in particular situations

There are a number of situations in which you need to use interpersonal skills. Consciously putting yourself in those positions, and practising your skills, then reflecting on the outcomes, will help you to improve.

For example:

Interpersonal skills are essential when working in groups.

Group-work is also a common situation, both at home and at work, giving you plenty of opportunity to work on your skills. It may be helpful to understand more about group dynamics and ways of working, as these can affect how both you and others behave.

For more about the different types of teams and groups, see our page An introduction to Teams and Groups , and for more about how people behave in groups, see Group and Team Roles . You can find more about the skills essential to team working in our page on Effective Team-Working .

Interpersonal skills may also be particularly helpful if you have to negotiate, persuade and influence others.

Effective negotiations—that is, where you are seeking a win–win outcome, rather than win–lose—will pave the way to mutual respect, trust and lasting interpersonal relations. Only by looking for a solution that works for both parties, rather than seeking to win at all costs, can you establish a good relationship that will enable you to work together over and over again.

Being able to persuade and influence others—again, for mutual benefit—is also a key building block towards strong interpersonal relations.

There is more about all of these in our pages on Negotiation and Persuasion . These pages explain negotiation , and discuss how it works , and explore the art of persuasion and influence in more detail.

Resolving and mediating in conflict scenarios can be a real test of interpersonal skills

Sometimes negotiation and persuasion are not enough to avoid conflict. When this happens, you need strong conflict resolution and potentially even mediation skills. Conflict can arise from poorly-handled interpersonal communications, and may be addressed simply by listening carefully to both sides, and demonstrating that you have done so. Finding a win–win situation is similarly important here, because it shows that you respect both sides.

These skills may be thought of as advanced communication skills. However, if you are often required to manage such situations, some specialist training may be helpful.

See our pages on Conflict Resolution and Mediation Skills for more.

Finally, problem-solving and decision-making are usually better when they involve more than one person

Problem-solving and decision-making are key life skills. While both can be done alone, they are often better for the involvement of more people. This means that they also frequently involve interpersonal elements, and there is no doubt that better interpersonal skills will help with both.

See our pages on Problem-Solving and Decision-Making for more.

6. Reflect on your experience and improve

The final element in developing and improving your interpersonal skills is to develop the habit of self-reflection. Taking time to think about conversations and interpersonal interactions will enable you to learn from your mistakes and successes, and continue to develop. You might, for example, find it helpful to keep a diary or learning journal and write in it each week.

For more about this, see our pages on Reflective Practice and Improving Communication Skills .

Further Reading from Skills You Need

The Skills You Need Guide to Interpersonal Skills eBooks.

Develop your interpersonal skills with our series of eBooks. Learn about and improve your communication skills, tackle conflict resolution, mediate in difficult situations, and develop your emotional intelligence.

Continue to: Developing Interpersonal Skills in Children Interpersonal Communication Skills Principles of Interpersonal Communication

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.

More on Soft Skills 3 Often-Neglected Soft Skills for Developers to Know

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.

Recent Employee Relations Articles

Assessing 21st Century Skills: Summary of a Workshop (2011)

Chapter: 3 assessing interpersonal skills.

Assessing Interpersonal Skills

The second cluster of skills—broadly termed interpersonal skills—are those required for relating to other people. These sorts of skills have long been recognized as important for success in school and the workplace, said Stephen Fiore, professor at the University of Central Florida, who presented findings from a paper about these skills and how they might be assessed (Salas, Bedwell, and Fiore, 2011). 1 Advice offered by Dale Carnegie in the 1930s to those who wanted to “win friends and influence people,” for example, included the following: be a good listener; don’t criticize, condemn, or complain; and try to see things from the other person’s point of view. These are the same sorts of skills found on lists of 21st century skills today. For example, the Partnership for 21st Century Skills includes numerous interpersonal capacities, such as working creatively with others, communicating clearly, and collaborating with others, among the skills students should learn as they progress from preschool through postsecondary study (see Box 3-1 for the definitions of the relevant skills in the organization’s P-21 Framework).

It seems clear that these are important skills, yet definitive labels and definitions for the interpersonal skills important for success in schooling and work remain elusive: They have been called social or people skills, social competencies, soft skills, social self-efficacy, and social intelligence, Fiore said (see, e.g., Ferris, Witt, and Hochwarter, 2001; Hochwarter et al.,

________________

1 See http://www7.national-academies.org/bota/21st_Century_Workshop_Salas_Fiore_Paper.pdf [August 2011].

BOX 3-1 Interpersonal Capacities in the Partnership for 21st Century Skills Framework

Work Creatively with Others

• Develop, implement, and communicate new ideas to others effectively
• Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
• Demonstrate originality and inventiveness in work and understand the real-world limits to adopting new ideas
• View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes

Communicate Clearly

• Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts
• Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions
• Use communication for a range of purposes (e.g., to inform, instruct, motivate, and persuade)
• Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as to assess their impact
• Communicate effectively in diverse environments (including multilingual)

Collaborate with Others

• Demonstrate ability to work effectively and respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

2006; Klein et al., 2006; Riggio, 1986; Schneider, Ackerman, and Kanfer, 1996; Sherer et al., 1982; Sternberg, 1985; Thorndike, 1920). The previous National Research Council (NRC) workshop report that offered a preliminary definition of 21st century skills described one broad category of interpersonal skills (National Research Council, 2010, p. 3):

Complex communication/social skills: Skills in processing and interpreting both verbal and nonverbal information from others in order to respond appropriately. A skilled communicator is able to select key pieces of a complex idea to express in words, sounds, and images, in order to build shared understanding (Levy and Murnane, 2004). Skilled communicators negotiate positive outcomes with customers, subordinates, and superiors through social perceptiveness, persuasion, negotiation, instructing, and service orientation (Peterson et al., 1999).

Adapt to Change

• Adapt to varied roles, jobs responsibilities, schedules, and contexts
• Work effectively in a climate of ambiguity and changing priorities

Be Flexible

• Incorporate feedback effectively
• Deal positively with praise, setbacks, and criticism
• Understand, negotiate, and balance diverse views and beliefs to reach
• workable solutions, particularly in multicultural environments

Interact Effectively with Others

• Know when it is appropriate to listen and when to speak
• Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

• Respect cultural differences and work effectively with people from a range of social and cultural backgrounds
• Respond open-mindedly to different ideas and values
• Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

Guide and Lead Others

• Use interpersonal and problem-solving skills to influence and guide others toward a goal
• Leverage strengths of others to accomplish a common goal
• Inspire others to reach their very best via example and selflessness
• Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others

• Act responsibly with the interests of the larger community in mind

SOURCE: Excerpted from P21 Framework Definitions, Partnership for 21st Century Skills December 2009 [copyrighted—available at http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120 [August 2011].

These and other available definitions are not necessarily at odds, but in Fiore’s view, the lack of a single, clear definition reflects a lack of theoretical clarity about what they are, which in turn has hampered progress toward developing assessments of them. Nevertheless, appreciation for the importance of these skills—not just in business settings, but in scientific and technical collaboration, and in both K-12 and postsecondary education settings—has been growing. Researchers have documented benefits these skills confer, Fiore noted. For example, Goleman (1998) found they were twice as important to job performance as general cognitive ability. Sonnentag and Lange (2002) found understanding of cooperation strategies related to higher performance among engineering and software development teams, and Nash and colleagues (2003) showed that collaboration skills were key to successful interdisciplinary research among scientists.

WHAT ARE INTERPERSONAL SKILLS?

The multiplicity of names for interpersonal skills and ways of conceiving of them reflects the fact that these skills have attitudinal, behavioral, and cognitive components, Fiore explained. It is useful to consider 21st century skills in basic categories (e.g., cognitive, interpersonal, and intrapersonal), but it is still true that interpersonal skills draw on many capacities, such as knowledge of social customs and the capacity to solve problems associated with social expectations and interactions. Successful interpersonal behavior involves a continuous correction of social performance based on the reactions of others, and, as Richard Murnane had noted earlier, these are cognitively complex tasks. They also require self-regulation and other capacities that fall into the intrapersonal category (discussed in Chapter 4 ). Interpersonal skills could also be described as a form of “social intelligence,” specifically social perception and social cognition that involve processes such as attention and decoding. Accurate assessment, Fiore explained, may need to address these various facets separately.

The research on interpersonal skills has covered these facets, as researchers who attempted to synthesize it have shown. Fiore described the findings of a study (Klein, DeRouin, and Salas, 2006) that presented a taxonomy of interpersonal skills based on a comprehensive review of the literature. The authors found a variety of ways of measuring and categorizing such skills, as well as ways to link them both to outcomes and to personality traits and other factors that affect them. They concluded that interpersonal effectiveness requires various sorts of competence that derive from experience, instinct, and learning about specific social contexts. They put forward their own definition of interpersonal skills as “goal-directed behaviors, including communication and relationship-building competencies, employed in interpersonal interaction episodes characterized by complex perceptual and cognitive processes, dynamic verbal and non verbal interaction exchanges, diverse roles, motivations, and expectancies” (p. 81).

They also developed a model of interpersonal performance, shown in Figure 3-1 , that illustrates the interactions among the influences, such as personality traits, previous life experiences, and the characteristics of the situation; the basic communication and relationship-building skills the individual uses in the situation; and outcomes for the individual, the group, and the organization. To flesh out this model, the researchers distilled sets of skills for each area, as shown in Table 3-1 .

Fiore explained that because these frameworks focus on behaviors intended to attain particular social goals and draw on both attitudes and cognitive processes, they provide an avenue for exploring what goes into the development of effective interpersonal skills in an individual. They

TABLE 3-1 Taxonomy of Interpersonal Skills

SOURCE: Klein, DeRouin, and Salas (2006). Reprinted with permission of John Wiley & Sons, Ltd.

FIGURE 3-1 Model of interpersonal performance.

NOTE: Big Five personality traits = openness, conscientiousness, extraversion, agreeableness, and neuroticism; EI = emotional intelligence; IPS = interpersonal skills.

SOURCE: Stephen Fiore’s presentation. Klein, DeRouin, and Salas (2006). Copyright 2006, Wiley & Sons, Ltd. Reprinted with permission of John Wiley & Sons, Ltd.

also allow for measurement of specific actions in a way that could be used in selection decisions, performance appraisals, or training. More specifically, Figure 3-1 sets up a way of thinking about these skills in the contexts in which they are used. The implication for assessment is that one would need to conduct the measurement in a suitable, realistic context in order to be able to examine the attitudes, cognitive processes, and behaviors that constitute social skills.

ASSESSMENT APPROACHES AND ISSUES

One way to assess these skills, Fiore explained, is to look separately at the different components (attitudinal, behavioral, and cognitive). For example, as the model in Figure 3-1 indicates, previous life experiences, such as the opportunities an individual has had to engage in successful and unsuccessful social interactions, can be assessed through reports (e.g., personal statements from applicants or letters of recommendation from prior employers). If such narratives are written in response to specific

questions about types of interactions, they may provide indications of the degree to which an applicant has particular skills. However, it is likely to be difficult to distinguish clearly between specific social skills and personality traits, knowledge, and cognitive processes. Moreover, Fiore added, such narratives report on past experience and may not accurately portray how one would behave or respond in future experiences.

The research on teamwork (or collaboration)—a much narrower concept than interpersonal skills—has used questionnaires that ask people to rate themselves and also ask for peer ratings of others on dimensions such as communication, leadership, and self-management. For example, Kantrowitz (2005) collected self-report data on two scales: performance standards for various behaviors, and comparison to others in the subjects’ working groups. Loughry, Ohland, and Moore (2007) asked members of work teams in science and technical contexts to rate one another on five general categories: contribution to the team’s work; interaction with teammates; contribution to keeping the team on track; expectations for quality; and possession of relevant knowledge, skills, and abilities.

Another approach, Fiore noted, is to use situational judgment tests (SJTs), which are multiple-choice assessments of possible reactions to hypothetical teamwork situations to assess capacities for conflict resolution, communication, and coordination, as Stevens and Campion (1999) have done. The researchers were able to demonstrate relationships between these results and both peers’ and supervisors’ ratings and to ratings of job performance. They were also highly correlated to employee aptitude test results.

Yet another approach is direct observation of team interactions. By observing directly, researchers can avoid the potential lack of reliability inherent in self- and peer reports, and can also observe the circumstances in which behaviors occur. For example, Taggar and Brown (2001) developed a set of scales related to conflict resolution, collaborative problem solving, and communication on which people could be rated.

Though each of these approaches involve ways of distinguishing specific aspects of behavior, it is still true, Fiore observed, that there is overlap among the constructs—skills or characteristics—to be measured. In his view, it is worth asking whether it is useful to be “reductionist” in parsing these skills. Perhaps more useful, he suggested, might be to look holistically at the interactions among the facets that contribute to these skills, though means of assessing in that way have yet to be determined. He enumerated some of the key challenges in assessing interpersonal skills.

The first concerns the precision, or degree of granularity, with which interpersonal expertise can be measured. Cognitive scientists have provided models of the progression from novice to expert in more concrete skill areas, he noted. In K-12 education contexts, assessment developers

have looked for ways to delineate expectations for particular stages that students typically go through as their knowledge and understanding grow more sophisticated. Hoffman (1998) has suggested the value of a similar continuum for interpersonal skills. Inspired by the craft guilds common in Europe during the Middle Ages, Hoffman proposed that assessment developers use the guidelines for novices, journeymen, and master craftsmen, for example, as the basis for operational definitions of developing social expertise. If such a continuum were developed, Fiore noted, it should make it possible to empirically examine questions about whether adults can develop and improve in response to training or other interventions.

Another issue is the importance of the context in which assessments of interpersonal skills are administered. By definition, these skills entail some sort of interaction with other people, but much current testing is done in an individualized way that makes it difficult to standardize. Sophisticated technology, such as computer simulations, or even simpler technology can allow for assessment of people’s interactions in a standardized scenario. For example, Smith-Jentsch and colleagues (1996) developed a simulation of an emergency room waiting room, in which test takers interacted with a video of actors following a script, while others have developed computer avatars that can interact in the context of scripted events. When well executed, Fiore explained, such simulations may be able to elicit emotional responses, allowing for assessment of people’s self-regulatory capacities and other so-called soft skills.

Workshop participants noted the complexity of trying to take the context into account in assessment. For example, one noted both that behaviors may make sense only in light of previous experiences in a particular environment, and that individuals may display very different social skills in one setting (perhaps one in which they are very comfortable) than another (in which they are not comfortable). Another noted that the clinical psychology literature would likely offer productive insights on such issues.

The potential for technologically sophisticated assessments also highlights the evolving nature of social interaction and custom. Generations who have grown up interacting via cell phone, social networking, and tweeting may have different views of social norms than their parents had. For example, Fiore noted, a telephone call demands a response, and many younger people therefore view a call as more intrusive and potentially rude than a text message, which one can respond to at his or her convenience. The challenge for researchers is both to collect data on new kinds of interactions and to consider new ways to link the content of interactions to the mode of communication, in order to follow changes in what constitutes skill at interpersonal interaction. The existing definitions

and taxonomies of interpersonal skills, he explained, were developed in the context of interactions that primarily occur face to face, but new technologies foster interactions that do not occur face to face or in a single time window.

In closing, Fiore returned to the conceptual slippage in the terms used to describe interpersonal skills. Noting that the etymological origins of both “cooperation” and “collaboration” point to a shared sense of working together, he explained that the word “coordination” has a different meaning, even though these three terms are often used as if they were synonymous. The word “coordination” captures instead the concepts of ordering and arranging—a key aspect of teamwork. These distinctions, he observed, are a useful reminder that examining the interactions among different facets of interpersonal skills requires clarity about each facet.

ASSESSMENT EXAMPLES

The workshop included examples of four different types of assessments of interpersonal skills intended for different educational and selection purposes—an online portfolio assessment designed for high school students; an online assessment for community college students; a situational judgment test used to select students for medical school in Belgium; and a collection of assessment center approaches used for employee selection, promotion, and training purposes.

The first example was the portfolio assessment used by the Envision High School in Oakland, California, to assess critical thinking, collaboration, communication, and creativity. At Envision Schools, a project-based learning approach is used that emphasizes the development of deeper learning skills, integration of arts and technology into core subjects, and real-world experience in workplaces. 2 The focus of the curriculum is to prepare students for college, especially those who would be the first in their family to attend college. All students are required to assemble a portfolio in order to graduate. Bob Lenz, cofounder of Envision High School, discussed this online portfolio assessment.

The second example was an online, scenario-based assessment used for community college students in science, technology, engineering, and mathematics (STEM) programs. The focus of the program is on developing students’ social/communication skills as well as their technical skills. Louise Yarnall, senior research scientist with SRI, made this presentation.

Filip Lievens, professor of psychology at Ghent University in Belgium, described the third example, a situational judgment test designed

2 See http://www.envisionschools.org/site/ [August 2011] for additional information about Envision Schools.

to assess candidates’ skill in responding to health-related situations that require interpersonal skills. The test is used for high-stakes purposes.

The final presentation was made by Lynn Gracin Collins, chief scientist for SH&A/Fenestra, who discussed a variety of strategies for assessing interpersonal skills in employment settings. She focused on performance-based assessments, most of which involve role-playing activities.

Online Portfolio Assessment of High School Students 3

Bob Lenz described the experience of incorporating in the curriculum and assessing several key interpersonal skills in an urban high school environment. Envision Schools is a program created with corporate and foundation funding to serve disadvantaged high school students. The program consists of four high schools in the San Francisco Bay area that together serve 1,350 primarily low-income students. Sixty-five percent qualify for free or reduced-price lunch, and 70 percent are expected to be the first in their families to graduate from college. Most of the students, Lenz explained, enter the Envision schools at approximately a sixth-grade level in most areas. When they begin the Envision program, most have exceedingly negative feelings about school; as Lenz put it they “hate school and distrust adults.” The program’s mission is not only to address this sentiment about schools, but also to accelerate the students’ academic skills so that they can get into college and to develop the other skills they will need to succeed in life.

Lenz explained that tracking students’ progress after they graduate is an important tool for shaping the school’s approach to instruction. The first classes graduated from the Envision schools 2 years ago. Lenz reported that all of their students meet the requirements to attend a 4-year college in California (as opposed to 37 percent of public high school students statewide), and 94 percent of their graduates enrolled in 2- or 4-year colleges after graduation. At the time of the presentation, most of these students (95 percent) had re-enrolled for the second year of college. Lenz believes the program’s focus on assessment, particularly of 21st century skills, has been key to this success.

The program emphasizes what they call the “three Rs”: rigor, relevance, and relationships. Project-based assignments, group activities, and workplace projects are all activities that incorporate learning of interpersonal skills such as leadership, Lenz explained. Students are also asked to assess themselves regularly. Researchers from the Stanford Center for Assessment, Learning, and Equity (SCALE) assisted the Envision staff in

3 Lenz’s presentation is available at http://www7.national-academies.org/bota/21st_Century_Workshop_Lenz.pdf [August 2011].

developing a College Success Assessment System that is embedded in the curriculum. Students develop portfolios with which they can demonstrate their learning in academic content as well as 21st century skill areas. The students are engaged in three goals: mastery knowledge, application of knowledge, and metacognition.

The components of the portfolio, which is presented at the end of 12th grade, include

• A student-written introduction to the contents
• Examples of “mastery-level” student work (assessed and certified by teachers prior to the presentation)
• Reflective summaries of work completed in five core content areas
• An artifact of and a written reflection on the workplace learning project
• A 21st century skills assessment

Students are also expected to defend their portfolios, and faculty are given professional development to guide the students in this process. Eventually, Lenz explained, the entire portfolio will be archived online.

Lenz showed examples of several student portfolios to demonstrate the ways in which 21st century skills, including interpersonal ones, are woven into both the curriculum and the assessments. In his view, teaching skills such as leadership and collaboration, together with the academic content, and holding the students to high expectations that incorporate these sorts of skills, is the best way to prepare the students to succeed in college, where there may be fewer faculty supports.

STEM Workforce Training Assessments 4

Louise Yarnall turned the conversation to assessment in a community college setting, where the technicians critical to many STEM fields are trained. She noted the most common approach to training for these workers is to engage them in hands-on practice with the technologies they are likely to encounter. This approach builds knowledge of basic technical procedures, but she finds that it does little to develop higher-order cognitive skills or the social skills graduates need to thrive in the workplace.

Yarnall and a colleague have outlined three categories of primary skills that technology employers seek in new hires (Yarnall and Ostrander, in press):

4 Yarnall’s presentation is available at http://www7.national-academies.org/bota/21st_Century_Workshop_Yarnall.pdf [August 2011].

Social-Technical

• Translating client needs into technical specifications
• Researching technical information to meet client needs
• Justifying or defending technical approach to client
• Reaching consensus on work team
• Polling work team to determine ideas
• Using tools, languages, and principles of domain
• Generating a product that meets specific technical criteria
• Interpreting problems using principles of domain

In her view, new strategies are needed to incorporate these skills into the community college curriculum. To build students’ technical skills and knowledge, she argued, faculty need to focus more on higher-order thinking and application of knowledge, to press students to demonstrate their competence, and to practice. Cooperative learning opportunities are key to developing social skills and knowledge. For the skills that are both social and technical, students need practice with reflection and feedback opportunities, modeling and scaffolding of desirable approaches, opportunities to see both correct and incorrect examples, and inquiry-based instructional practices.

She described a project she and colleagues, in collaboration with community college faculty, developed that was designed to incorporate this thinking, called the Scenario-Based Learning Project (see Box 3-2 ). This team developed eight workplace scenarios—workplace challenges that were complex enough to require a team response. The students are given a considerable amount of material with which to work. In order to succeed, they would need to figure out how to approach the problem, what they needed, and how to divide up the effort. Students are also asked to reflect on the results of the effort and make presentations about the solutions they have devised. The project begins with a letter from the workplace manager (the instructor plays this role and also provides feedback throughout the process) describing the problem and deliverables that need to be produced. For example, one task asked a team to produce a website for a bicycle club that would need multiple pages and links.

Yarnall noted they encountered a lot of resistance to this approach. Community college students are free to drop a class if they do not like the instructor’s approach, and because many instructors are adjunct faculty,

BOX 3-2 Sample Constructs, Evidence of Learning, and Assessment Task Features for Scenario-Based Learning Projects

Technical Skills

Sample knowledge/skills/abilities (KSAs):

Ability to document system requirements using a simplified use case format; ability to address user needs in specifying system requirements.

Sample evidence:

Presented with a list of user’s needs/uses, the student will correctly specify web functionalities that address each need.

Sample task features:

The task must engage students in the use of tools, procedures, and knowledge representations employed in Ajax programming; the assessment task requires students to summarize the intended solution.

Social Skills

Sample social skill KSAs:

Ability to listen to team members with different viewpoints and to propose a consensus.

Presented with a group of individuals charged with solving a problem, the student will demonstrate correctly indicators of active listening and collaboration skills, including listening attentively, waiting an adequate amount of time for problem solutions, summarizing ideas, and questioning to reach a decision.

Sample social skill characteristic task features:

The assessment task will be scenario-based and involve a group of individuals charged with solving a work-related problem. The assessment will involve a conflict among team members and require the social processes of listening, negotiation, and decision making.

Social-Technical Skills

Sample social-technical skill KSAs:

Ability to ask questions to specify user requirements, and ability to engage in software design brainstorming by generating examples of possible user interactions with the website.

Sample social-technical skill evidence:

Presented with a client interested in developing a website, the student will correctly define the user’s primary needs. Presented with a client interested in developing a website, the student will correctly define the range of possible uses for the website.

Sample social-technical skill characteristic task features:

The assessment task will be scenario-based and involve the design of a website with at least two constraints. The assessment task will require the use of “querying” to determine client needs. The assessment task will require a summation of client needs.

SOURCE: Adapted from Louise Yarnall’s presentation. Used with permission.

their positions are at risk if their classes are unpopular. Scenario-based learning can be risky, she explained, because it can be demanding, but at the same time students sometimes feel unsure that they are learning enough. Instructors also sometimes feel unprepared to manage the teams, give appropriate feedback, and track their students’ progress.

Furthermore, Yarnall continued, while many of the instructors did enjoy developing the projects, the need to incorporate assessment tools into the projects was the least popular aspect of the program. Traditional assessments in these settings tended to measure recall of isolated facts and technical procedures, and often failed to track the development or application of more complex cognitive skills and professional behaviors, Yarnall explained. She and her colleagues proposed some new approaches, based on the theoretical framework known as evidence-centered design. 5 Their goal was to guide the faculty in designing tasks that would elicit the full range of knowledge and skills they wanted to measure, and they turned to what are called reflection frameworks that had been used in other contexts to elicit complex sets of skills (Herman, Aschbacher, and Winters, 1992).

They settled on an interview format, which they called Evidence-Centered Assessment Reflection, to begin to identify the specific skills required in each field, to identify the assessment features that could produce evidence of specific kinds of learning, and then to begin developing specific prompts, stimuli, performance descriptions, and scoring rubrics for the learning outcomes they wanted to measure. The next step was to determine how the assessments would be delivered and how they would be validated. Assessment developers call this process a domain analysis—its purpose was to draw from the instructors a conceptual map of what they were teaching and particularly how social and social-technical skills fit into those domains.

Based on these frameworks, the team developed assessments that asked students, for example, to write justifications for the tools and procedures they intended to use for a particular purpose; rate their teammates’ ability to listen, appreciate different points of view, or reach a consensus; or generate a list of questions they would ask a client to better understand his or her needs. They used what Yarnall described as “coarse, three-level rubrics” to make the scoring easy to implement with sometimes-reluctant faculty, and have generally averaged 79 percent or above in inter-rater agreement.

Yarnall closed with some suggestions for how their experience might be useful for a K-12 context. She noted the process encouraged thinking about how students might apply particular knowledge and skills, and

5 See Mislevy and Risconscente (2006) for an explanation of evidence-centered design.

how one might distinguish between high- and low-quality applications. Specifically, the developers were guided to consider what it would look like for a student to use the knowledge or skills successfully—what qualities would stand out and what sorts of products or knowledge would demonstrate a particular level of understanding or awareness.

Assessing Medical Students’ Interpersonal Skills 6

Filip Lievens described a project conducted at Ghent University in Belgium, in which he and colleagues developed a measure of interpersonal skills in a high-stakes context: medical school admissions. The project began with a request from the Belgian government, in 1997, for a measure of these skills that could be used not only to measure the current capacities of physicians, but also to predict the capacities of candidates and thus be useful for selection. Lievens noted the challenge was compounded by the fact the government was motivated by some negative publicity about the selection process for medical school.

One logical approach would have been to use personality testing, often conducted through in-person interviews, but that would have been very difficult to implement with the large numbers of candidates involved, Lievens explained. A paper on another selection procedure, called “low-fidelity simulation” (Motowidlo et al., 1990), suggested an alternative. This approach is also known as a situational judgment test, mentioned above, in which candidates select from a set of possible responses to a situation that is described in writing or presented using video. It is based on the proposition that procedural knowledge of the advantages and disadvantages of possible courses of action can be measured, and that the results would be predictive of later behaviors, even if the instrument does not measure the complex facets that go into such choices. A sample item from the Belgian assessment, including a transcription of the scenario and the possible responses, is shown in Box 3-3 . In the early stages of the project, the team used videotaped scenarios, but more recently they have experimented with presenting them through other means, including in written format.

Lievens noted a few differences between medical education in Belgium and the United States that influenced decisions about the assessment. In Belgium, prospective doctors must pass an admissions exam at age 18 to be accepted for medical school, which begins at the level that for Americans is the less structured 4-year undergraduate program. The government-run exam is given twice a year to approximately 4,000 stu-

6 Lievens’ presentation is available at http://www7.national-academies.org/bota/21st_Century_Workshop_Lievens.pdf [August 2011].

BOX 3-3 Sample Item from the Situational Judgment Test Used for Admissions to Medical School in Belgium

Patient: So, this physiotherapy is really going to help me?

Physician: Absolutely, even though the first days it might still be painful.

Patient: Yes, I suppose it will take a while before it starts working.

Physician: That is why I am going to prescribe a painkiller. You should take three painkillers per day.

Patient: Do I really have to take them? I have already tried a few things. First, they didn’t help me. And second, I’m actually opposed to taking any medication. I’d rather not take them. They are not good for my health.

What is the best way for you (as a physician) to react to this patient’s refusal to take the prescribed medication?

a. Ask her if she knows something else to relieve the pain.

b. Give her the scientific evidence as to why painkillers will help.

c. Agree not to take them now but also stress the importance of the physiotherapy.

d. Tell her that, in her own interest, she will have to start changing her attitude.

SOURCE: Louise Yarnall’s presentation. Used with permission.

dents in total, and it has a 30 percent pass rate. Once accepted for medical school, students may choose the university at which they will study—the school must accept all of the students who select it.

The assessment’s other components include 40 items covering knowledge of chemistry, physics, mathematics, and biology and 50 items covering general cognitive ability (verbal, numerical, and figural reasoning). The two interpersonal skills addressed—in 30 items—are building and maintaining relationships and exchanging information.

Lievens described several challenges in the development of the interpersonal component. First, it was not possible to pilot test any items because of a policy that students could not be asked to complete items that did not count toward their scores. In response to both fast-growing numbers of candidates as well as technical glitches with video presentations, the developers decided to present all of the prompts in a paper-and-pencil format. A more serious problem was feedback they received ques-

tioning whether each of the test questions had only one correct answer. To address this, the developers introduced a system for determining correct answers through consensus among a group of experts.

Because of the high stakes for this test, they have also encountered problems with maintaining the security of the test items. For instance, Lievens reported that items have appeared for sale on eBay, and they have had problems with students who took the test multiple times simply to learn the content. Developing alternate test forms was one strategy for addressing this problem.

Lievens and his colleagues have conducted a study of the predictive validity of the test in which they collected data on four cohorts of students (a total of 4,538) who took the test and entered medical school (Lievens and Sackett, 2011). They examined GPA and internship performance data for 519 students in the initial group who completed the 7 years required for the full medical curriculum as well as job performance data for 104 students who later became physicians. As might be expected, Lievens observed, the cognitive component of the test was a strong predictor, particularly for the first years of the 7-year course, whereas the interpersonal portion was not useful for predicting GPA (see Figure 3-2 ). However, Figure 3-3 shows this component of the test was much better at predicting the students’ later performance in internships and in their first 9 years as practicing physicians.

FIGURE 3-2 Correlations between cognitive and interpersonal components (situational judgment test, or SJT) of the medical school admission test and medical school GPA.

SOURCE: Filip Lievens’ presentation. Used with permission.

FIGURE 3-3 Correlations between the cognitive and interpersonal components (situational judgment test, or SJT) of the medical school admission test and internship/job performance.

Lievens also reported the results of a study of the comparability of alternate forms of the test. The researchers compared results for three approaches to developing alternate forms. The approaches differed in the extent to which the characteristics of the situation presented in the items were held constant across the forms. The correlations between scores on the alternate forms ranged from .34 to .68, with the higher correlation occurring for the approach that maintained the most similarities in the characteristics of the items across the forms. The exact details of this study are too complex to present here, and the reader is referred to the full report (Lievens and Sackett, 2007) for a more complete description.

Lievens summarized a few points he has observed about the addition of the interpersonal skills component to the admissions test:

• While cognitive assessments are better at predicting GPA, the assessments of interpersonal skills were superior at predicting performance in internships and on the job. 7
• Applicants respond favorably to the interpersonal component of the test—Lievens did not claim this component is the reason but noted a sharp increase in the test-taking population.

7 Lievens mentioned but did not show data indicating (1) that the predictive validity of the interpersonal items for later performance was actually greater than the predictive validity of the cognitive items for GPA, and (2) that women perform slightly better than men on the interpersonal items.

• Success rates for admitted students have also improved. The percentage of students who successfully passed the requirements for the first academic year increased from 30 percent, prior to having the exam in place, to 80 percent after the exam was installed. While not making a causal claim, Lievens noted that the increased pass rate may be due to the fact that universities have also changed their curricula to place more emphasis on interpersonal skills, especially in the first year.

Assessment Centers 8

Lynn Gracin Collins began by explaining what an assessment center is. She noted the International Congress on Assessment Center Methods describes an assessment center as follows 9 :

a standardized evaluation of behavior based on multiple inputs. Several trained observers and techniques are used. Judgments about behavior are made, in major part, from specifically developed assessment simulations. These judgments are pooled in a meeting among the assessors or by a statistical integration process. In an integration discussion, comprehensive accounts of behavior—and often ratings of it—are pooled. The discussion results in evaluations of the assessees’ performance on the dimensions or other variables that the assessment center is designed to measure.

She emphasized that key aspects of an assessment center are that they are standardized, based on multiple types of input, involve trained observers, and use simulations. Assessment centers had their first industrial application in the United States about 50 years ago at AT&T. Collins said they are widely favored within the business community because, while they have guidelines to ensure they are carried out appropriately, they are also flexible enough to accommodate a variety of purposes. Assessment centers have the potential to provide a wealth of information about how someone performs a task. An important difference with other approaches is that the focus is not on “what would you do” or “what did you do”; instead, the approach involves watching someone actually perform the tasks. They are commonly used for the purpose of (1) selection and promotion, (2) identification of training and development needs, and (3) skill enhancement through simulations.

Collins said participants and management see them as a realistic job

8 Collins’ presentation is available at http://www7.national-academies.org/bota/21st_Century_Workshop_Collins.pdf [August 2011].

9 See http://www.assessmentcenters.org/articles/whatisassess1.asp [July 2011].

preview, and when used in a selection context, prospective employees actually experience what the job would entail. In that regard, Collins commented it is not uncommon for candidates—during the assessment—to “fold up their materials and say if this is what the job is, I don’t want it.” Thus, the tasks themselves can be instructive, useful for experiential learning, and an important selection device.

Some examples of the skills assessed include the following:

• Interpersonal : communication, influencing others, learning from interactions, leadership, teamwork, fostering relationships, conflict management
• Cognitive : problem solving, decision making, innovation, creativity, planning and organizing
• Intrapersonal : adaptability, drive, tolerance for stress, motivation, conscientiousness

To provide a sense of the steps involved in developing assessment center tasks, Collins laid out the general plan for a recent assessment they developed called the Technology Enhanced Assessment Center (TEAC). The steps are shown in Box 3-4 .

BOX 3-4 Steps involved in Developing the Technology Enhanced Assessment Center

SOURCE: Adapted from presentation by Lynn Gracin Collins. Used with permission.

Assessment centers make use of a variety of types of tasks to simulate the actual work environment. One that Collins described is called an “inbox exercise,” which consists of a virtual desktop showing received e-mail messages (some of which are marked “high priority”), voice messages, and a calendar that includes some appointments for that day. The candidate is observed and tracked as he or she proceeds to deal with the tasks presented through the inbox. The scheduled appointments on the calendar are used for conducting role-playing tasks in which the candidate has to participate in a simulated work interaction. This may involve a phone call, and the assessor/observer plays the role of the person being called. With the scheduled role-plays, the candidate may receive some information about the nature of the appointment in advance so that he or she can prepare for the appointment. There are typically some unscheduled role-playing tasks as well, in order to observe the candidate’s on-the-spot performance. In some instances, the candidate may also be expected to make a presentation. Assessors observe every activity the candidate performs.

Everything the candidate does at the virtual desktop is visible to the assessor(s) in real time, although in a “behind the scenes” manner that is blind to the candidate. The assessor can follow everything the candidate does, including what they do with every message in the inbox, any responses they make, and any entries they make on the calendar.

Following the inbox exercise, all of the observers/assessors complete evaluation forms. The forms are shared, and the ratings are discussed during a debriefing session at which the assessors come to consensus about the candidate. Time is also reserved to provide feedback to the candidate and to identify areas of strengths and weaknesses.

Collins reported that a good deal of information has been collected about the psychometric qualities of assessment centers. She characterized their reliabilities as adequate, with test-retest reliability coefficients in the .70 range. She said a wide range of inter-rater reliabilities have been reported, generally ranging from .50 to .94. The higher inter-rater reliabilities are associated with assessments in which the assessors/raters are well trained and have access to training materials that clearly explain the exercises, the constructs, and the scoring guidelines. Providing behavioral summary scales, which describe the actual behaviors associated with each score level, also help the assessors more accurately interpret the scoring guide.

She also noted considerable information is available about the validity of assessment centers. The most popular validation strategy is to examine evidence of content validity, which means the exercises actually measure the skills and competencies that they are intended to measure. A few studies have examined evidence of criterion-related validity, looking at the relationship between performance on the assessment center exer-

cises and job performance. She reported validities of .41 to .48 for a recent study conducted by her firm (SH&A/Fenestra, 2007) and .43 for a study by Byham (2010). Her review of the research indicates that assessment center results show incremental validity over personality tests, cognitive tests, and interviews.

One advantage of assessment center methods is they appear not to have adverse impact on minority groups. Collins said research documents that they tend to be unbiased in predictions of job performance. Further, they are viewed by participants as being fairer than other forms of assessment, and they have received positive support from the courts and the Equal Employment Opportunity Commission (EEOC).

Assessment centers can be expensive and time intensive, which is one of the challenges associated with using them. An assessment center in a traditional paradigm (as opposed to a high-tech paradigm) can cost between $2,500 and $10,000 per person. The features that affect cost are the number of assessors, the number of exercises, the length of the assessment, the type of report, and the type of feedback process. They can be logistically difficult to coordinate, depending on whether they use a traditional paradigm in which people need to be brought to a single location as opposed to a technology paradigm where much can be handled remotely and virtually. The typical assessment at a center lasts a full day, which means they are resource intensive and can be difficult to scale up to accommodate a large number of test takers.

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The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own.

The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below:

• Cognitive skills: nonroutine problem solving, critical thinking, systems thinking
• Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity
• Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning

Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.

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Interview Questions

Comprehensive Interview Guide: 60+ Professions Explored in Detail

26 Good Examples of Problem Solving (Interview Answers)

By Biron Clark

Published: November 15, 2023

Employers like to hire people who can solve problems and work well under pressure. A job rarely goes 100% according to plan, so hiring managers will be more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical in your approach.

But how do they measure this?

They’re going to ask you interview questions about these problem solving skills, and they might also look for examples of problem solving on your resume and cover letter. So coming up, I’m going to share a list of examples of problem solving, whether you’re an experienced job seeker or recent graduate.

Then I’ll share sample interview answers to, “Give an example of a time you used logic to solve a problem?”

Problem-Solving Defined

It is the ability to identify the problem, prioritize based on gravity and urgency, analyze the root cause, gather relevant information, develop and evaluate viable solutions, decide on the most effective and logical solution, and plan and execute implementation. 

Problem-solving also involves critical thinking, communication, listening, creativity, research, data gathering, risk assessment, continuous learning, decision-making, and other soft and technical skills.

Solving problems not only prevent losses or damages but also boosts self-confidence and reputation when you successfully execute it. The spotlight shines on you when people see you handle issues with ease and savvy despite the challenges. Your ability and potential to be a future leader that can take on more significant roles and tackle bigger setbacks shine through. Problem-solving is a skill you can master by learning from others and acquiring wisdom from their and your own experiences. 

It takes a village to come up with solutions, but a good problem solver can steer the team towards the best choice and implement it to achieve the desired result.

Watch: 26 Good Examples of Problem Solving

Examples of problem solving scenarios in the workplace.

• Correcting a mistake at work, whether it was made by you or someone else
• Overcoming a delay at work through problem solving and communication
• Resolving an issue with a difficult or upset customer
• Overcoming issues related to a limited budget, and still delivering good work through the use of creative problem solving
• Overcoming a scheduling/staffing shortage in the department to still deliver excellent work
• Troubleshooting and resolving technical issues
• Handling and resolving a conflict with a coworker
• Solving any problems related to money, customer billing, accounting and bookkeeping, etc.
• Taking initiative when another team member overlooked or missed something important
• Taking initiative to meet with your superior to discuss a problem before it became potentially worse
• Solving a safety issue at work or reporting the issue to those who could solve it
• Using problem solving abilities to reduce/eliminate a company expense
• Finding a way to make the company more profitable through new service or product offerings, new pricing ideas, promotion and sale ideas, etc.
• Changing how a process, team, or task is organized to make it more efficient
• Using creative thinking to come up with a solution that the company hasn’t used before
• Performing research to collect data and information to find a new solution to a problem
• Boosting a company or team’s performance by improving some aspect of communication among employees
• Finding a new piece of data that can guide a company’s decisions or strategy better in a certain area

Problem Solving Examples for Recent Grads/Entry Level Job Seekers

• Coordinating work between team members in a class project
• Reassigning a missing team member’s work to other group members in a class project
• Adjusting your workflow on a project to accommodate a tight deadline
• Speaking to your professor to get help when you were struggling or unsure about a project
• Asking classmates, peers, or professors for help in an area of struggle
• Talking to your academic advisor to brainstorm solutions to a problem you were facing
• Researching solutions to an academic problem online, via Google or other methods
• Using problem solving and creative thinking to obtain an internship or other work opportunity during school after struggling at first

You can share all of the examples above when you’re asked questions about problem solving in your interview. As you can see, even if you have no professional work experience, it’s possible to think back to problems and unexpected challenges that you faced in your studies and discuss how you solved them.

Interview Answers to “Give an Example of an Occasion When You Used Logic to Solve a Problem”

Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” since you’re likely to hear this interview question in all sorts of industries.

Example Answer 1:

At my current job, I recently solved a problem where a client was upset about our software pricing. They had misunderstood the sales representative who explained pricing originally, and when their package renewed for its second month, they called to complain about the invoice. I apologized for the confusion and then spoke to our billing team to see what type of solution we could come up with. We decided that the best course of action was to offer a long-term pricing package that would provide a discount. This not only solved the problem but got the customer to agree to a longer-term contract, which means we’ll keep their business for at least one year now, and they’re happy with the pricing. I feel I got the best possible outcome and the way I chose to solve the problem was effective.

Example Answer 2:

In my last job, I had to do quite a bit of problem solving related to our shift scheduling. We had four people quit within a week and the department was severely understaffed. I coordinated a ramp-up of our hiring efforts, I got approval from the department head to offer bonuses for overtime work, and then I found eight employees who were willing to do overtime this month. I think the key problem solving skills here were taking initiative, communicating clearly, and reacting quickly to solve this problem before it became an even bigger issue.

Example Answer 3:

In my current marketing role, my manager asked me to come up with a solution to our declining social media engagement. I assessed our current strategy and recent results, analyzed what some of our top competitors were doing, and then came up with an exact blueprint we could follow this year to emulate our best competitors but also stand out and develop a unique voice as a brand. I feel this is a good example of using logic to solve a problem because it was based on analysis and observation of competitors, rather than guessing or quickly reacting to the situation without reliable data. I always use logic and data to solve problems when possible. The project turned out to be a success and we increased our social media engagement by an average of 82% by the end of the year.

Answering Questions About Problem Solving with the STAR Method

When you answer interview questions about problem solving scenarios, or if you decide to demonstrate your problem solving skills in a cover letter (which is a good idea any time the job description mention problem solving as a necessary skill), I recommend using the STAR method to tell your story.

STAR stands for:

It’s a simple way of walking the listener or reader through the story in a way that will make sense to them. So before jumping in and talking about the problem that needed solving, make sure to describe the general situation. What job/company were you working at? When was this? Then, you can describe the task at hand and the problem that needed solving. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact.

Finally, describe a positive result you got.

Whether you’re answering interview questions about problem solving or writing a cover letter, you should only choose examples where you got a positive result and successfully solved the issue.

Example answer:

Situation : We had an irate client who was a social media influencer and had impossible delivery time demands we could not meet. She spoke negatively about us in her vlog and asked her followers to boycott our products. (Task : To develop an official statement to explain our company’s side, clarify the issue, and prevent it from getting out of hand). Action : I drafted a statement that balanced empathy, understanding, and utmost customer service with facts, logic, and fairness. It was direct, simple, succinct, and phrased to highlight our brand values while addressing the issue in a logical yet sensitive way.   We also tapped our influencer partners to subtly and indirectly share their positive experiences with our brand so we could counter the negative content being shared online.  Result : We got the results we worked for through proper communication and a positive and strategic campaign. The irate client agreed to have a dialogue with us. She apologized to us, and we reaffirmed our commitment to delivering quality service to all. We assured her that she can reach out to us anytime regarding her purchases and that we’d gladly accommodate her requests whenever possible. She also retracted her negative statements in her vlog and urged her followers to keep supporting our brand.

What Are Good Outcomes of Problem Solving?

Whenever you answer interview questions about problem solving or share examples of problem solving in a cover letter, you want to be sure you’re sharing a positive outcome.

Below are good outcomes of problem solving:

• Saving the company time or money
• Making the company money
• Pleasing/keeping a customer
• Obtaining new customers
• Solving a safety issue
• Solving a staffing/scheduling issue
• Solving a logistical issue
• Solving a company hiring issue
• Solving a technical/software issue
• Making a process more efficient and faster for the company
• Creating a new business process to make the company more profitable
• Improving the company’s brand/image/reputation
• Getting the company positive reviews from customers/clients

Every employer wants to make more money, save money, and save time. If you can assess your problem solving experience and think about how you’ve helped past employers in those three areas, then that’s a great start. That’s where I recommend you begin looking for stories of times you had to solve problems.

Tips to Improve Your Problem Solving Skills

Throughout your career, you’re going to get hired for better jobs and earn more money if you can show employers that you’re a problem solver. So to improve your problem solving skills, I recommend always analyzing a problem and situation before acting. When discussing problem solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems.

Next, to get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t. Think about how you can get better at researching and analyzing a situation, but also how you can get better at communicating, deciding the right people in the organization to talk to and “pull in” to help you if needed, etc.

Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.

You can use all of the ideas above to describe your problem solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem solving ability.

If you practice the tips above, you’ll be ready to share detailed, impressive stories and problem solving examples that will make hiring managers want to offer you the job. Every employer appreciates a problem solver, whether solving problems is a requirement listed on the job description or not. And you never know which hiring manager or interviewer will ask you about a time you solved a problem, so you should always be ready to discuss this when applying for a job.

Related interview questions & answers:

• How do you handle stress?
• How do you handle conflict?
• Tell me about a time when you failed

About the Author

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Culture Development

Workplace problem-solving examples: real scenarios, practical solutions.

• March 11, 2024

In today’s fast-paced and ever-changing work environment, problems are inevitable. From conflicts among employees to high levels of stress, workplace problems can significantly impact productivity and overall well-being. However, by developing the art of problem-solving and implementing practical solutions, organizations can effectively tackle these challenges and foster a positive work culture. In this article, we will delve into various workplace problem scenarios and explore strategies for resolution. By understanding common workplace problems and acquiring essential problem-solving skills, individuals and organizations can navigate these challenges with confidence and success.

Understanding Workplace Problems

Before we can effectively solve workplace problems , it is essential to gain a clear understanding of the issues at hand. Identifying common workplace problems is the first step toward finding practical solutions. By recognizing these challenges, organizations can develop targeted strategies and initiatives to address them.

Identifying Common Workplace Problems

One of the most common workplace problems is conflict. Whether it stems from differences in opinions, miscommunication, or personality clashes, conflict can disrupt collaboration and hinder productivity. It is important to note that conflict is a natural part of any workplace, as individuals with different backgrounds and perspectives come together to work towards a common goal. However, when conflict is not managed effectively, it can escalate and create a toxic work environment.

In addition to conflict, workplace stress and burnout pose significant challenges. High workloads, tight deadlines, and a lack of work-life balance can all contribute to employee stress and dissatisfaction. When employees are overwhelmed and exhausted, their performance and overall well-being are compromised. This not only affects the individuals directly, but it also has a ripple effect on the entire organization.

Another common workplace problem is poor communication. Ineffective communication can lead to misunderstandings, delays, and errors. It can also create a sense of confusion and frustration among employees. Clear and open communication is vital for successful collaboration and the smooth functioning of any organization.

The Impact of Workplace Problems on Productivity

Workplace problems can have a detrimental effect on productivity levels. When conflicts are left unresolved, they can create a tense work environment, leading to decreased employee motivation and engagement. The negative energy generated by unresolved conflicts can spread throughout the organization, affecting team dynamics and overall performance.

Similarly, high levels of stress and burnout can result in decreased productivity, as individuals may struggle to focus and perform optimally. When employees are constantly under pressure and overwhelmed, their ability to think creatively and problem-solve diminishes. This can lead to a decline in the quality of work produced and an increase in errors and inefficiencies.

Poor communication also hampers productivity. When information is not effectively shared or understood, it can lead to misunderstandings, delays, and rework. This not only wastes time and resources but also creates frustration and demotivation among employees.

Furthermore, workplace problems can negatively impact employee morale and job satisfaction. When individuals are constantly dealing with conflicts, stress, and poor communication, their overall job satisfaction and engagement suffer. This can result in higher turnover rates, as employees seek a healthier and more supportive work environment.

In conclusion, workplace problems such as conflict, stress, burnout, and poor communication can significantly hinder productivity and employee well-being. Organizations must address these issues promptly and proactively to create a positive and productive work atmosphere. By fostering open communication, providing support for stress management, and promoting conflict resolution strategies, organizations can create a work environment that encourages collaboration, innovation, and employee satisfaction.

The Art of Problem Solving in the Workplace

Now that we have a clear understanding of workplace problems, let’s explore the essential skills necessary for effective problem-solving in the workplace. By developing these skills and adopting a proactive approach, individuals can tackle problems head-on and find practical solutions.

Problem-solving in the workplace is a complex and multifaceted skill that requires a combination of analytical thinking, creativity, and effective communication. It goes beyond simply identifying problems and extends to finding innovative solutions that address the root causes.

Essential Problem-Solving Skills for the Workplace

To effectively solve workplace problems, individuals should possess a range of skills. These include strong analytical and critical thinking abilities, excellent communication and interpersonal skills, the ability to collaborate and work well in a team, and the capacity to adapt to change. By honing these skills, individuals can approach workplace problems with confidence and creativity.

Analytical and critical thinking skills are essential for problem-solving in the workplace. They involve the ability to gather and analyze relevant information, identify patterns and trends, and make logical connections. These skills enable individuals to break down complex problems into manageable components and develop effective strategies to solve them.

Effective communication and interpersonal skills are also crucial for problem-solving in the workplace. These skills enable individuals to clearly articulate their thoughts and ideas, actively listen to others, and collaborate effectively with colleagues. By fostering open and honest communication channels, individuals can better understand the root causes of problems and work towards finding practical solutions.

Collaboration and teamwork are essential for problem-solving in the workplace. By working together, individuals can leverage their diverse skills, knowledge, and perspectives to generate innovative solutions. Collaboration fosters a supportive and inclusive environment where everyone’s ideas are valued, leading to more effective problem-solving outcomes.

The ability to adapt to change is another important skill for problem-solving in the workplace. In today’s fast-paced and dynamic work environment, problems often arise due to changes in technology, processes, or market conditions. Individuals who can embrace change and adapt quickly are better equipped to find solutions that address the evolving needs of the organization.

The Role of Communication in Problem Solving

Communication is a key component of effective problem-solving in the workplace. By fostering open and honest communication channels, individuals can better understand the root causes of problems and work towards finding practical solutions. Active listening, clear and concise articulation of thoughts and ideas, and the ability to empathize are all valuable communication skills that facilitate problem-solving.

Active listening involves fully engaging with the speaker, paying attention to both verbal and non-verbal cues, and seeking clarification when necessary. By actively listening, individuals can gain a deeper understanding of the problem at hand and the perspectives of others involved. This understanding is crucial for developing comprehensive and effective solutions.

Clear and concise articulation of thoughts and ideas is essential for effective problem-solving communication. By expressing oneself clearly, individuals can ensure that their ideas are understood by others. This clarity helps to avoid misunderstandings and promotes effective collaboration.

Empathy is a valuable communication skill that plays a significant role in problem-solving. By putting oneself in the shoes of others and understanding their emotions and perspectives, individuals can build trust and rapport. This empathetic connection fosters a supportive and collaborative environment where everyone feels valued and motivated to contribute to finding solutions.

In conclusion, problem-solving in the workplace requires a combination of essential skills such as analytical thinking, effective communication, collaboration, and adaptability. By honing these skills and fostering open communication channels, individuals can approach workplace problems with confidence and creativity, leading to practical and innovative solutions.

Real Scenarios of Workplace Problems

Now, let’s explore some real scenarios of workplace problems and delve into strategies for resolution. By examining these practical examples, individuals can develop a deeper understanding of how to approach and solve workplace problems.

Conflict Resolution in the Workplace

Imagine a scenario where two team members have conflicting ideas on how to approach a project. The disagreement becomes heated, leading to a tense work environment. To resolve this conflict, it is crucial to encourage open dialogue between the team members. Facilitating a calm and respectful conversation can help uncover underlying concerns and find common ground. Collaboration and compromise are key in reaching a resolution that satisfies all parties involved.

In this particular scenario, let’s dive deeper into the dynamics between the team members. One team member, let’s call her Sarah, strongly believes that a more conservative and traditional approach is necessary for the project’s success. On the other hand, her colleague, John, advocates for a more innovative and out-of-the-box strategy. The clash between their perspectives arises from their different backgrounds and experiences.

As the conflict escalates, it is essential for a neutral party, such as a team leader or a mediator, to step in and facilitate the conversation. This person should create a safe space for both Sarah and John to express their ideas and concerns without fear of judgment or retribution. By actively listening to each other, they can gain a better understanding of the underlying motivations behind their respective approaches.

During the conversation, it may become apparent that Sarah’s conservative approach stems from a fear of taking risks and a desire for stability. On the other hand, John’s innovative mindset is driven by a passion for pushing boundaries and finding creative solutions. Recognizing these underlying motivations can help foster empathy and create a foundation for collaboration.

As the dialogue progresses, Sarah and John can begin to identify areas of overlap and potential compromise. They may realize that while Sarah’s conservative approach provides stability, John’s innovative ideas can inject fresh perspectives into the project. By combining their strengths and finding a middle ground, they can develop a hybrid strategy that incorporates both stability and innovation.

Ultimately, conflict resolution in the workplace requires effective communication, active listening, empathy, and a willingness to find common ground. By addressing conflicts head-on and fostering a collaborative environment, teams can overcome challenges and achieve their goals.

Dealing with Workplace Stress and Burnout

Workplace stress and burnout can be debilitating for individuals and organizations alike. In this scenario, an employee is consistently overwhelmed by their workload and experiencing signs of burnout. To address this issue, organizations should promote a healthy work-life balance and provide resources to manage stress effectively. Encouraging employees to take breaks, providing access to mental health support, and fostering a supportive work culture are all practical solutions to alleviate workplace stress.

In this particular scenario, let’s imagine that the employee facing stress and burnout is named Alex. Alex has been working long hours, often sacrificing personal time and rest to meet tight deadlines and demanding expectations. As a result, Alex is experiencing physical and mental exhaustion, reduced productivity, and a sense of detachment from work.

Recognizing the signs of burnout, Alex’s organization takes proactive measures to address the issue. They understand that employee well-being is crucial for maintaining a healthy and productive workforce. To promote a healthy work-life balance, the organization encourages employees to take regular breaks and prioritize self-care. They emphasize the importance of disconnecting from work during non-working hours and encourage employees to engage in activities that promote relaxation and rejuvenation.

Additionally, the organization provides access to mental health support services, such as counseling or therapy sessions. They recognize that stress and burnout can have a significant impact on an individual’s mental well-being and offer resources to help employees manage their stress effectively. By destigmatizing mental health and providing confidential support, the organization creates an environment where employees feel comfortable seeking help when needed.

Furthermore, the organization fosters a supportive work culture by promoting open communication and empathy. They encourage managers and colleagues to check in with each other regularly, offering support and understanding. Team members are encouraged to collaborate and share the workload, ensuring that no one person is overwhelmed with excessive responsibilities.

By implementing these strategies, Alex’s organization aims to alleviate workplace stress and prevent burnout. They understand that a healthy and balanced workforce is more likely to be engaged, productive, and satisfied. Through a combination of promoting work-life balance, providing mental health support, and fostering a supportive work culture, organizations can effectively address workplace stress and create an environment conducive to employee well-being.

Practical Solutions to Workplace Problems

Now that we have explored real scenarios, let’s discuss practical solutions that organizations can implement to address workplace problems. By adopting proactive strategies and establishing effective policies, organizations can create a positive work environment conducive to problem-solving and productivity.

Implementing Effective Policies for Problem Resolution

Organizations should have clear and well-defined policies in place to address workplace problems. These policies should outline procedures for conflict resolution, channels for reporting problems, and accountability measures. By ensuring that employees are aware of these policies and have easy access to them, organizations can facilitate problem-solving and prevent issues from escalating.

Promoting a Positive Workplace Culture

A positive workplace culture is vital for problem-solving. By fostering an environment of respect, collaboration, and open communication, organizations can create a space where individuals feel empowered to address and solve problems. Encouraging teamwork, recognizing and appreciating employees’ contributions, and promoting a healthy work-life balance are all ways to cultivate a positive workplace culture.

The Role of Leadership in Problem Solving

Leadership plays a crucial role in facilitating effective problem-solving within organizations. Different leadership styles can impact how problems are approached and resolved.

Leadership Styles and Their Impact on Problem-Solving

Leaders who adopt an autocratic leadership style may make decisions independently, potentially leaving their team members feeling excluded and undervalued. On the other hand, leaders who adopt a democratic leadership style involve their team members in the problem-solving process, fostering a sense of ownership and empowerment. By encouraging employee participation, organizations can leverage the diverse perspectives and expertise of their workforce to find innovative solutions to workplace problems.

Encouraging Employee Participation in Problem Solving

To harness the collective problem-solving abilities of an organization, it is crucial to encourage employee participation. Leaders can create opportunities for employees to contribute their ideas and perspectives through brainstorming sessions, team meetings, and collaborative projects. By valuing employee input and involving them in decision-making processes, organizations can foster a culture of inclusivity and drive innovative problem-solving efforts.

In today’s dynamic work environment, workplace problems are unavoidable. However, by understanding common workplace problems, developing essential problem-solving skills, and implementing practical solutions, individuals and organizations can navigate these challenges effectively. By fostering a positive work culture, implementing effective policies, and encouraging employee participation, organizations can create an environment conducive to problem-solving and productivity. With proactive problem-solving strategies in place, organizations can thrive and overcome obstacles, ensuring long-term success and growth.

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Transforming Communication: Interpersonal Therapy Examples

Understanding interpersonal therapy.

Interpersonal Therapy (IPT) is a form of psychotherapy that focuses on improving  interpersonal relationships  and enhancing communication skills. By addressing interpersonal conflicts and difficulties, IPT aims to alleviate psychological distress and promote emotional well-being.

Overview of Interpersonal Therapy

IPT is based on the premise that  social relationships  play a significant role in a person’s mental health. It recognizes that difficulties in interpersonal interactions can contribute to the development or exacerbation of various mental health issues, such as depression, anxiety, and eating disorders . Through the therapeutic process, individuals can gain insight into their relational patterns and learn more effective ways of relating to others.

The primary focus of IPT is on the  here and now , with an emphasis on exploring current interpersonal difficulties. By examining specific interpersonal issues, IPT seeks to identify and address the underlying emotional and behavioral patterns that contribute to the individual’s distress. IPT is typically structured and time-limited, consisting of a set number of sessions that are tailored to the individual’s needs.

Goals and Principles of Interpersonal Therapy

The goals of IPT are multifaceted and can vary depending on the specific needs of the individual. However, some common goals of IPT include:

• Improving interpersonal relationships : IPT aims to enhance communication skills, resolve conflicts, and promote healthier and more satisfying relationships. By focusing on the individual’s interpersonal difficulties, IPT helps them develop strategies for effective communication, assertiveness, and conflict resolution.
• Enhancing emotional well-being : IPT seeks to alleviate symptoms of mental health issues by addressing underlying interpersonal problems. By improving the individual’s ability to navigate social interactions and manage interpersonal stressors, IPT promotes emotional well-being and reduces psychological distress.
• Increasing self-awareness : Through the therapeutic process, IPT helps individuals gain insight into their own interpersonal patterns and how they contribute to their difficulties. This increased self-awareness allows them to make more conscious choices in their relationships and develop healthier ways of relating to others.
• Building a support network : IPT recognizes the importance of social support in maintaining mental health. It helps individuals identify and strengthen their support networks, fostering a sense of belonging and connection.

The principles of IPT are rooted in a collaborative and empathetic therapeutic relationship. The therapist creates a safe and non-judgmental space for the individual to explore their interpersonal issues. They actively listen, validate the individual’s experiences, and provide guidance and support throughout the therapy process.

By understanding the  overview  and  goals  of Interpersonal Therapy, individuals can gain insight into how this therapeutic approach can help improve their interpersonal relationships and enhance their emotional well-being. For more information on specific techniques employed in IPT, explore our article on  interpersonal therapy techniques .

Interpersonal Therapy Techniques

Interpersonal therapy utilizes various techniques to help individuals improve their relationships and enhance their emotional well-being. Here are three commonly used techniques within interpersonal therapy:  communication analysis ,  role play , and  problem solving .

Communication Analysis

Communication analysis is a fundamental technique in interpersonal therapy. It involves examining how individuals communicate with each other and identifying patterns of interaction. By analyzing communication styles, verbal and nonverbal cues, and listening skills, individuals can gain insights into the dynamics of their relationships.

During communication analysis, the therapist encourages clients to explore their thoughts, feelings, and needs in specific situations. This technique helps individuals become more aware of their communication patterns and identify areas for improvement. By recognizing patterns that may contribute to misunderstandings or conflicts, individuals can develop strategies to enhance their communication skills.

Role play is another powerful technique used in interpersonal therapy. It involves acting out scenarios to simulate real-life interpersonal interactions. Through role play, individuals can practice effective communication, problem-solving, and conflict resolution skills in a safe and controlled environment.

During role play sessions, the therapist may take on the role of one person in the scenario, while the client takes on the role of another. This allows individuals to explore different perspectives and experiment with new approaches to communication. Role play provides an opportunity to practice assertiveness, active listening, and empathy, helping individuals develop more constructive ways of relating to others.

Problem Solving

Problem solving is a technique employed in interpersonal therapy to address specific challenges within relationships. It involves identifying and defining the problem, generating potential solutions, evaluating the pros and cons of each solution, and implementing the most appropriate one.

The therapist guides individuals through the problem-solving process, helping them break down complex issues into manageable steps. By encouraging open and honest communication, the therapist facilitates collaboration and cooperation between individuals. Problem solving enables individuals to develop effective strategies for resolving conflicts, improving communication, and enhancing their relationships.

By incorporating these interpersonal therapy techniques, individuals can gain valuable insights into their relationships, improve their communication skills, and resolve conflicts more effectively. These techniques, along with other interventions, contribute to the overall success of interpersonal therapy. To learn more about interpersonal therapy and its applications, check out our article on  interpersonal therapy techniques .

Interpersonal Therapy Examples

Interpersonal therapy (IPT) offers a range of techniques and strategies to address various interpersonal challenges. Here are three  interpersonal therapy examples  that highlight specific applications of this therapeutic approach:

Example 1: Improving Communication in Romantic Relationships

In this example, IPT can help couples enhance their communication skills and strengthen their bond. The therapist may facilitate open and honest dialogue between partners, encouraging active listening and empathy. Through communication analysis and role-playing exercises, couples can identify problematic communication patterns and develop healthier ways of expressing their needs and emotions. By improving communication, couples can foster understanding, resolve conflicts, and build a more fulfilling romantic relationship.

Example 2: Resolving Conflict in Family Relationships

Family conflicts can often arise due to misunderstandings, differences in values, or unmet expectations. IPT can be valuable in resolving these conflicts by promoting effective communication and problem-solving within the family unit. The therapist may guide family members through communication analysis, helping them identify patterns of miscommunication and areas of tension. Through role-playing and problem-solving techniques, family members can learn to express themselves constructively, understand each other’s perspectives, and work together towards resolving conflicts and building stronger familial bonds.

Example 3: Enhancing Social Skills in Professional Settings

Interpersonal challenges can extend beyond personal relationships and impact professional environments. In this example, IPT can assist individuals in developing effective social skills and improving their interactions in the workplace. The therapist may focus on enhancing assertiveness, active listening, and conflict resolution techniques. By addressing specific workplace scenarios through role-playing exercises, individuals can gain confidence in their communication abilities and build positive relationships with colleagues. This can lead to improved teamwork, increased job satisfaction, and better professional outcomes.

By exploring these interpersonal therapy examples, it becomes evident how IPT can be tailored to address a wide range of interpersonal difficulties. Through techniques such as communication analysis, role-playing, and problem-solving, individuals can gain valuable insights, develop new skills, and experience positive changes in their interpersonal relationships. For more information on interpersonal therapy techniques and interventions, visit our article on  interpersonal therapy techniques .

Case Studies in Interpersonal Therapy

To illustrate the effectiveness of interpersonal therapy, let’s explore three  case studies  that highlight the positive outcomes achieved through this therapeutic approach.

Case Study 1: Jane and John – Rebuilding Trust in a Marriage

Jane and John sought interpersonal therapy to address the underlying issues that were straining their marriage. The couple had been experiencing a breakdown in communication and trust due to unresolved conflicts and misunderstandings. Through interpersonal therapy sessions, Jane and John learned effective  communication analysis  techniques, which helped them recognize and address the root causes of their conflicts.

By engaging in  role-playing exercises , they were able to practice new communication strategies and develop empathy for each other’s perspectives. Additionally, the therapist guided them through  problem-solving  exercises, enabling them to collaboratively find solutions to their marital challenges.

Over time, Jane and John experienced a significant improvement in their relationship. They rebuilt trust, enhanced their understanding of each other’s needs, and developed healthier ways of resolving conflicts. Through the guidance of their therapist, they learned valuable skills that empowered them to maintain a strong and loving marriage.

Case Study 2: Sarah and Emma – Healing Parent-Child Relationship

Sarah sought interpersonal therapy to repair her strained relationship with her teenage daughter, Emma. Their relationship had become strained due to frequent conflicts and miscommunication. In therapy, Sarah and Emma engaged in open and honest conversations facilitated by their therapist.

Through interpersonal therapy, they learned to express their emotions effectively and empathize with each other’s experiences. The therapist employed various  communication analysis  techniques to help Sarah and Emma understand the patterns of their interactions and identify areas for improvement.

By engaging in therapeutic  role-playing exercises , Sarah and Emma practiced new ways of communicating and resolving conflicts. They learned to listen actively, validate each other’s feelings, and develop healthy boundaries. Through the healing process, their relationship transformed, and they were able to rebuild trust and strengthen their bond.

Case Study 3: Mark and Alex – Improving Workplace Dynamics

Mark and Alex, colleagues in a high-stress work environment, sought interpersonal therapy to address their strained professional relationship. Their constant conflicts and difficulty collaborating were negatively impacting their productivity and overall work environment.

Through interpersonal therapy, Mark and Alex learned effective  communication analysis  techniques, which helped them identify the underlying causes of their conflicts. The therapist facilitated open and honest discussions, allowing both individuals to express their concerns and perspectives.

Using  problem-solving  techniques, Mark and Alex worked together to find common ground and develop strategies for effective collaboration. Their therapist also helped them explore their individual strengths and weaknesses, fostering an environment of empathy and understanding.

As a result of their therapy sessions, Mark and Alex experienced a significant improvement in their workplace dynamics. They developed better communication skills, gained a deeper understanding of each other’s work styles, and learned to appreciate each other’s contributions. The therapy not only improved their working relationship but also positively influenced the overall productivity and harmony within the workplace.

These case studies demonstrate the efficacy of interpersonal therapy in various interpersonal contexts. By employing techniques such as communication analysis, role-playing, and problem-solving, individuals can experience positive transformations in their relationships, whether in a romantic, familial, or professional setting.

Benefits of Interpersonal Therapy

Interpersonal Therapy (IPT) offers several valuable benefits that can enhance individuals’ lives and improve their overall well-being. By focusing on improving interpersonal relationships and communication skills, IPT helps individuals navigate various challenges and develop healthier ways of relating to others. Here are some key benefits of Interpersonal Therapy:

Improved Interpersonal Relationships

One of the primary goals of IPT is to improve interpersonal relationships. By addressing conflicts, improving communication, and fostering understanding, individuals can experience more fulfilling and satisfying connections with others. IPT provides individuals with the tools and strategies to navigate relationship challenges, rebuild trust, and create stronger bonds. With improved relationships, individuals can experience increased support, intimacy, and overall happiness in their personal and professional lives.

Enhanced Communication Skills

Effective communication is essential for healthy relationships. IPT focuses on improving communication patterns by helping individuals develop active listening skills, express themselves assertively, and understand the impact of their words and actions on others. Through techniques such as  communication analysis  and  role play , individuals can gain insights into their communication styles and learn how to communicate more effectively and empathetically. By enhancing communication skills, individuals can resolve conflicts, express their needs and emotions, and foster better understanding in their relationships.

Increased Self-awareness and Emotional Well-being

IPT also promotes increased self-awareness and emotional well-being. By exploring how interpersonal dynamics and relationships influence emotions, individuals can gain a better understanding of their own feelings and reactions. IPT encourages individuals to reflect on their own needs, values, and boundaries, helping them develop a stronger sense of self. Through this process, individuals can gain insight into patterns of behavior and make positive changes that lead to greater emotional well-being and personal growth.

Moreover, IPT assists individuals in addressing specific mental health concerns, such as depression, anxiety, grief, and eating disorders. By focusing on interpersonal factors contributing to these issues, IPT helps individuals develop healthier coping mechanisms, improve social support, and enhance overall mental well-being.

In summary, Interpersonal Therapy offers numerous benefits, including improved interpersonal relationships, enhanced communication skills, and increased self-awareness and emotional well-being. By incorporating IPT techniques and interventions into their practice, mental health professionals can help individuals lead more fulfilling lives and cultivate healthier connections with others. To explore specific techniques and interventions in IPT, check out our article on  interpersonal therapy techniques .

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