Interpersonal Communication
This module will educate consultants on basic interpersonal communication skills that are especially important in the consulting context. Consultants will be able to analyze and improve their own interpersonal communication behavior in order to improve immediacy with clients.
Sections in this Module
Interpersonal Communication in the Center
Intentional interpersonal communication is central to successful Communication Center work.
“Tutors are the front-line” for the center; students seeking help work closely with a tutor, who has the potential to greatly help or painfully frustrate the student. Tutors’ interactions with students will be influenced by what they are trained to do…”
(Dannels & Gaffney in Yook and Atkins-Sayre, 2012, p. 105)
Interpersonal communication is broad and may be explained as the process of information exchange between people who have some measure of interdependence within specific contexts. For the purpose of this training, it refers to all of the communication interaction within the Center between peer tutors and clients, fellow tutors and center management. This training will focus significant attention on center clients but will also touch on communication between peer tutors and communication with management. As Omdahl in Atkins-Sayre and Yook (2015) conclude, effective interpersonal communication is one of the most important ways of building trust in communication center work. This is significant because trust is essential for successful and sustainable Communication Center tutoring.
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This module covers training and activities to help new tutors grasp the fundamentals of effective interpersonal communication for Center work. Returning tutors should be encouraged to participate in the training to provide unique insight to new trainees and also engage with updated versions of the activities to grow their repertoire around a varied series of possible Comm Center appointments.
The Verbal Element
Learning Objectives
By the end of the training, participants should
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Identify different verbal strategies for improving interpersonal communication.
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Apply intentional verbal strategies for developing interpersonal relationships in your communication center work.
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Reflect on how to adjust interpersonal verbal strategies during unknown and uncertain communication center sessions.
Verbal behavior is one of several components through which effective interpersonal communication can be executed at the Center. We are going to highlight two types of verbal communication—phatic and content-focused.
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Phatic communication covers language used for the general purpose of social interaction. For this training, it refers to all of the communication that the tutor uses to welcome the client and settle them into the consultation session. It also includes every other non-content type of conversations designed to help the client develop trust in the center and the processes at the center.
The focus here is to encourage openness and comfortability. In general interactions, this is referred to as small talk but for this training, we reconceptualize this as big talk.
In Comm Center work, your ability to get your client to feel seen and acknowledged is often a big determinant of the success or failure of a session.
So, practice big talk with your colleagues at the center as you prepare to work with clients. Ask about pets, how they’re holding up after the first 5 weeks of the semester. Comment on a notebook or a pen that they brought in. These are examples of ways to start off your session by engaging with the client from the position of a peer who can relate in some way to their experiences.
Activity
Working with a partner, look at these two assignment sheets from non-communication focused classes (provide assignment sheets). Outline initial ethnographic questioning to decide on a possible approach to consulting for this client.
Improving Immediacy
Learning Objectives
By the end of the training, participants should
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Be able to identify various strategies to improve immediacy in sessions
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Explain the importance behind developing immediacy/ comfortability in sessions
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Understand how to apply immediacy techniques in sessions
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Reflect on what strategies work best for them individually
Before we begin, read this article by Kathryn Rosser Raign on the importance of immediacy in tutoring sessions.
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So, what is immediacy in communication sessions and what can it look like?
Immediacy in sessions can range from something as simple as being aware and present with your client to taking intentional steps to making your client feel more comfortable.
We will go over a few specific strategies that can improve immediacy/ comfortability to improve the experience and outcome of your sessions. After you take a few minutes to read some excerpts from a study done by Kathryn Rosser Raign in 2013, we will dive deeper into a few of the techniques she discussed and how they can be applied.
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Asking the client open-ended questions (Raign 2013)
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One of the greatest ways that we can encourage a client to open up to us is through listening and asking open-ended questions. When we ask questions where the client’s response could be a one-word answer, we are limiting our communication opportunities in a session. By asking open-ended questions like “How do you feel about….” or “What do you think you did well…” you are providing a client with the chance to open up and can lead to more in-depth conversations.
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Using “I” statements/ personal examples
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When you are able to relate to your clients in some way, it makes you as a consultant far less intimidating, and immediately establishes a connection between you and the client. For example, if a student expresses that they get nervous speaking in front of an audience, a statement as simple as “I totally understand, I have been public speaking for a while and I still get nervous” can make the client feel more comfortable and ready to participate in the session.
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Affirmative Language
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It may seem like a given but as consultants it can be easy to forget the importance of validating our clients with words of praise. When a client is anxious after practicing a speech or showing an outline, phrases as simple as “That was great!” or “You should be proud of yourself” can instill a sense of confidence in our client that they did not come into the session with.
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Work with a partner and alternate role-playing as the consultant and client coming in to practice their speech. Do this twice; the first time without using any of these strategies and the second time implementing these immediacy strategies. Notice if you feel a difference as the consultant or client when applying these techniques.
Activity
Reflection
Reflect on how you can implement these strategies in your sessions/ brainstorm some of your own strategies that can improve the immediacy and overall outcome of your future sessions. For returning tutors, what are strategies you’ve used in the past that helped you feel connected with the clients?
Interpersonal Communication Between Consultants and Administrators
Learning Objectives
By the end of the training, participants should
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Appraise the benefits of having open communication between peer consultants and supervisors.
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Identify ways to stay professional with language.
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Describe the strategies we can use to better our interpersonal communication and what interpersonal communication should look like for coworkers and supervisors.
Effective interpersonal communication is vital in strengthening unity and understanding between peer advisors and supervisors. This positively affects the clients we work with. Beyond this however, studies (e.g., Hynes, 2012) show that interpersonal communication between employees impacts motivation, emotions, and career path (Hynes, 2012). These are important factors for peer consultants and Comm Center staff as well.
In this section you’ll explore strategies for interpersonal communication with your coworkers and supervisors. We’ll explore the benefits of open communication and strategies for professional conduct to facilitate your introduction into the Communications Center.
There are several interpersonal skills but for this section we will focus on verbal communication and non-verbal communication. These are skills that we have explored in preceding parts of this module, so consider this a consolidation and extended application of knowledge. We will discuss these skills through the specific lens of common situations you might face, providing examples of using these skills actively.
Interpersonal Skills:
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Verbal communication
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When communicating with colleagues or supervisors it’s important to remember that workplace dialogue carries a level of professionalism. You’re all at this place of work because of your passion for communication and helping others! Don’t be afraid to ask questions and be an active part of conversations but center respect and consideration for others in your style of speech
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Non-verbal communication
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Non-verbal communication greatly contributes to others interpretation of what you say, as well as how you interpret what others say. Many of our non-verbals go unnoticed by us such as possible twitching or moving our hands. These non verbals are natural and we are so used to performing them they aren’t apparent.
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An important non-verbal to focus on for interpersonal communication between coworkers and supervisors is displaying the behaviors of an active listener. From nodding your head or simply turning your body to the speaker when they’re talking, displaying behavior that indicates that your listening will foster an open environment. Rule of thumb is to occasionally check in with your own body language and facial expressions throughout the session. The more you practice this, the more it will come to you naturally.
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Peer consultants, center management, and conflicts
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Commit to and contribute to a culture of productive communication at the Center.
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Use curious and open questioning rather than accusatory language e.g., “can you’re trying to communicate when you said X” instead of “why would you say X?”
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Reflect, paraphrase and use perspective-taking as conversational tools in tense situations.
Reading
DeKay, S. H. (2012). Interpersonal communication in the workplace: A largely unexplored region. Business Communication Quarterly, 75(4), 449–452. https://doi.org/10.1177/1080569912458966
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Harrington, J. (2022)“Interpersonal Communication Skills in the Workplace.” CSP Global https://online.csp.edu/resources/article/developing-effective-interpersonal-communication-skills/
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“Interpersonal Communication: Definition, Examples, & Skills.” The Berkeley Well-Being Institute, https://www.berkeleywellbeing.com/interpersonal-communication.html.
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Ganan, J. (2021). Communication centers as uniquely positioned sites to strategize “belonging”, Communication Center Journal, 7(1),
https://libjournal.uncg.edu/ccj/article/view/2240/pdf
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Hynes, G. E. (2012). Improving employees’ interpersonal communication competencies. Business Communication Quarterly, 75(4), 466–475. https://doi.org/10.1177/1080569912458965
Reflection
Think about what you’ve learned about verbal and non-verbal interpersonal communication with coworkers and supervisors. With these strategies identify moments where you remember efficient verbal and non-verbal interpersonal communication.
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Verbal Communication
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Think about what you’ve learned about verbal and non-verbal interpersonal communication with coworkers and supervisors. With these strategies identify moments where you remember efficient professional verbal communication. What did the speaker convey with their speech? What made them sound professional?
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Think about a time you felt comfortable with a teacher, supervisor, classmate, or coworker. What made your conversations comfortable and open?
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Non-Verbal communication
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Think about an instance where you were telling a story to someone and they made you feel listened to. What behaviors did you recognize as them listening?
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