problem solving and interpersonal skills

15 Interpersonal Skills Examples

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What are interpersonal skills, understanding interpersonal skills, what are interpersonal skills on a resume, 10 of the best skills to put on a resume, what are examples of intrapersonal skills, conclusion .

Companies are recruiting, which is excellent news, but there is still fierce competition for the top positions. Interpersonal skills are at the top of the list of things that may make you stand out and help you land the most sought-after positions. They may set you apart from other applicants and are what employers want to see. 

The actions and strategies a person uses to communicate successfully with others are known as interpersonal skills . Interpersonal skills are always being used by people while interacting with others, be it in a family, social setting, or business.

Within the realm of business, the phrase typically describes a worker's capacity for collaborative work. Interpersonal skills include manners of speaking and listening as well as disposition and attitude.

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People skills, social skills, and social intelligence are common terms used to describe interpersonal skills. To formulate successful answers, they require effectively receiving and comprehending the signals that others convey. People constantly demonstrate their interpersonal abilities just by engaging with other people.

Everybody has a style, both interpersonal and personal. When it comes to applying interpersonal skills for certain desired outcomes, some people are more effective than others. Personality and instinct may play a role in the development of interpersonal skills. Good ones, however, may also be enhanced and shared with others.

Although they can be developed, interpersonal skills cannot be acquired only via textbook instruction. Some individuals need to practice, use them every day, see how they work, and then make adjustments. In other words, while some people may be born with these talents, others may need to put in more effort to develop them. Regular engagement with other people is frequently the means via which this cultivation takes place. 

Employees with good interpersonal skills are highly regarded in many companies for their kind disposition and optimistic, problem-solving outlook. 

These workers are regarded as cooperative team members who can work effectively with others to accomplish a task. To put it more humanely, people like being around them. In any social encounter, even professional ones, that's a really desirable quality. 

Understanding social norms and expectations—whether innate or acquired—is closely related to interpersonal skills. The most adept communicators modify their strategies and approaches according to how other people interpret their meanings and messages.

In the corporate world, persons with poor interpersonal skills can nevertheless be successful if they are assigned to jobs that don't need them to contact other people on a regular basis. These domains may encompass system testing, coding, research, and development. 

Your resume's skills section demonstrates to potential employers that you have the aptitude needed to succeed in the position for which you are applying. Employers frequently give this area more consideration when deciding whether to move you to the next round of the employment process. In this post, we'll go over the top ten abilities to list on a resume, examine the ideal skill sets for various positions, and address commonly asked issues regarding resumes and skills, such as how many to include.

Choosing pertinent soft talents isn't always as obvious as choosing hard abilities to include based on specifics in a job description. Review the many responsibilities of the employment and decide which of your qualities will assist you in effectively accomplishing those tasks to help you narrow down which soft talents to include on a resume . If you need assistance structuring your talents on a resume, you may also consult with a resume professional . The top ten resume talents that employers could be looking for are as follows:

1. Active listening skills

The capacity to give your full attention to the person you are speaking with is referred to as active listening . Understanding what they're saying, taking in the details, and responding intelligently are all made easier with active listening.

2.  Communication skills

The qualities you employ when providing and receiving various types of information are known as communication skills . Effective communication requires speaking, listening, watching, and empathizing. At every professional level and in every field, having excellent communication skills is essential.

3.  Computer/IT skills

Comprehending and utilizing diverse technologies is a necessary component of computer abilities. Being able to operate a computer physically requires hardware skills, which might be as basic as understanding how to turn things on and off. Having software abilities makes using computer programs and apps more efficient. 

4.  Customer service skills

Customer service skills are behaviors and characteristics that assist you in attending to the demands of customers and making their experience enjoyable. Generally speaking, problem-solving and communication are key components of customer service abilities. A common belief is that customer service is a "soft skill."

5.  Interpersonal skills

The personality qualities you rely on while interacting and communicating with others are known as interpersonal skills. They address a range of situations in which collaboration is crucial. Gaining effective interpersonal skills is essential for problem-solving, project or team leadership, and effective collaboration with others.

6.  Leadership skills

A leader with strong leadership qualities may bring others together to accomplish a common objective. Whether you're in charge of a project or a management role, having strong leadership qualities is essential for inspiring others to finish work and meet goals, often on time.

7.  Management skills

You can regulate tasks and people more effectively if you possess management abilities. To assist a team or project, a competent manager is well-organized, sympathetic, and able to communicate effectively. Additionally, managers need to be proficient in both soft skills and specific industry-related technical abilities.

8.  Problem-solving skills

Having the ability to solve problems allows you to identify the source of an issue and swiftly come up with a workable solution for everyone involved. This ability is highly regarded in many fields and roles. Some technical skills related to your business or employment may be necessary for you to solve difficulties in your career effectively.

9.  Time management skills

You may establish a work-life balance and meet deadlines for activities and projects by using time management skills. Maintaining organization can assist you in allocating your workday according to priority to particular activities. Determining how to manage your time can be aided by having a thorough awareness of your personal, team, and business goals.

10. Transferable skills

Any employer may benefit from having transferable talents when you move careers or positions. Soft skills like adaptability, organization, and teamwork are examples of transferable talents, as are any other attributes that hiring managers usually look for in exceptional applicants. Applying for a new job may be an opportunity to highlight your transferable talents, particularly if the position is in a different field.

Understanding and establishing connections with people are the main goals of interpersonal skills. They call for proactive participation as well as attentiveness to the needs and viewpoints of those we come into contact with. In social and professional contexts, these abilities promote collaboration, empathy, and effective communication.

Intrapersonal abilities turn the attention inward toward self-awareness. Self-reflection, self-analysis, and self-awareness are all involved. Better self-regulation and decision-making result from the ability to identify and control one's emotions, motives, and personal development—a talent known as intrapersonal skills.

Some examples of intrapersonal skills examples include:

1. Self-Reflection

The act of reflecting inwardly on one's ideas, feelings, and experiences is known as self-reflection. Journaling is a popular technique for developing this ability, since it allows you to record personal thoughts and see patterns in your behaviors and responses. You can find areas for personal development, reveal hidden motives, and increase self-awareness through self-reflection.

2. Mindfulness

Though it may seem more like an activity, mindfulness is really an intrapersonal ability. Being totally present and involved in the present moment enables you to establish a stronger bond with your ideas, feelings, and experiences. This ability comes through when you lose yourself in a task without becoming side-tracked, like chewing your food slowly and inhaling deeply to calm your mind.

3. Self-Awareness

Intrapersonal intelligence is built on self-awareness, which includes knowing and identifying one's own emotions, motives, values, strengths, and shortcomings. To put this ability into practice, take the time to understand the motivations behind your emotional reactions, identify recurring patterns in your actions, and value your individuality.

4. Self-Confidence

When you begin to have faith in your skills and opinions, you will exhibit self-confidence. It all comes down to having a confident and upbeat mindset while taking on possibilities or difficulties. This ability gives you the confidence to take chances, try new things, and remain calm under pressure.

5.  Resilience

This is the skill of using adaptive techniques and a positive mindset to overcome hardship. When you suffer failures but have a positive outlook, search for solutions, and actively absorb lessons from your experiences, you are exhibiting resilience.

The moment is now to land a fantastic job, and hiring managers will value your interpersonal skills—the ability to establish, nurture, and grow strong connections. Pay particular attention to interpersonal skills—self-awareness, communication, teamwork, handling conflict, leadership, and attitude.

Additionally, employ the twin strategy of showcasing your capabilities throughout the selection process and providing instances of your best work utilizing the same abilities.

It's interesting to note that those who employ you have the greatest stake in your success. The connections you make throughout the hiring process provide the foundation for long-term benefits for both you and other individuals.

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What Are Problem-Solving Skills? Definition and Examples

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Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full  editorial guidelines .

Why do employers hire employees? To help them solve problems. Whether you’re a financial analyst deciding where to invest your firm’s money, or a marketer trying to figure out which channel to direct your efforts, companies hire people to help them find solutions. Problem-solving is an essential and marketable soft skill in the workplace. 

So, how can you improve your problem-solving and show employers you have this valuable skill? In this guide, we’ll cover:

Problem-Solving Skills Definition

Why are problem-solving skills important, problem-solving skills examples, how to include problem-solving skills in a job application, how to improve problem-solving skills, problem-solving: the bottom line.

Problem-solving skills are the ability to identify problems, brainstorm and analyze answers, and implement the best solutions. An employee with good problem-solving skills is both a self-starter and a collaborative teammate; they are proactive in understanding the root of a problem and work with others to consider a wide range of solutions before deciding how to move forward. 

Examples of using problem-solving skills in the workplace include:

• Researching patterns to understand why revenue decreased last quarter
• Experimenting with a new marketing channel to increase website sign-ups
• Brainstorming content types to share with potential customers
• Testing calls to action to see which ones drive the most product sales
• Implementing a new workflow to automate a team process and increase productivity

Problem-solving skills are the most sought-after soft skill of 2022. In fact, 86% of employers look for problem-solving skills on student resumes, according to the National Association of Colleges and Employers Job Outlook 2022 survey . 

It’s unsurprising why employers are looking for this skill: companies will always need people to help them find solutions to their problems. Someone proactive and successful at problem-solving is valuable to any team.

“Employers are looking for employees who can make decisions independently, especially with the prevalence of remote/hybrid work and the need to communicate asynchronously,” Eric Mochnacz, senior HR consultant at Red Clover, says. “Employers want to see individuals who can make well-informed decisions that mitigate risk, and they can do so without suffering from analysis paralysis.”

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Problem-solving includes three main parts: identifying the problem, analyzing possible solutions, and deciding on the best course of action.

>>MORE: Discover the right career for you based on your skills with a career aptitude test .

Research is the first step of problem-solving because it helps you understand the context of a problem. Researching a problem enables you to learn why the problem is happening. For example, is revenue down because of a new sales tactic? Or because of seasonality? Is there a problem with who the sales team is reaching out to? 

Research broadens your scope to all possible reasons why the problem could be happening. Then once you figure it out, it helps you narrow your scope to start solving it. 

Analysis is the next step of problem-solving. Now that you’ve identified the problem, analytical skills help you look at what potential solutions there might be.

“The goal of analysis isn’t to solve a problem, actually — it’s to better understand it because that’s where the real solution will be found,” Gretchen Skalka, owner of Career Insights Consulting, says. “Looking at a problem through the lens of impartiality is the only way to get a true understanding of it from all angles.”

Decision-Making

Once you’ve figured out where the problem is coming from and what solutions are, it’s time to decide on the best way to go forth. Decision-making skills help you determine what resources are available, what a feasible action plan entails, and what solution is likely to lead to success.

On a Resume

Employers looking for problem-solving skills might include the word “problem-solving” or other synonyms like “ critical thinking ” or “analytical skills” in the job description.

“I would add ‘buzzwords’ you can find from the job descriptions or LinkedIn endorsements section to filter into your resume to comply with the ATS,” Matthew Warzel, CPRW resume writer, advises. Warzel recommends including these skills on your resume but warns to “leave the soft skills as adjectives in the summary section. That is the only place soft skills should be mentioned.”

On the other hand, you can list hard skills separately in a skills section on your resume .

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In a Cover Letter or an Interview

Explaining your problem-solving skills in an interview can seem daunting. You’re required to expand on your process — how you identified a problem, analyzed potential solutions, and made a choice. As long as you can explain your approach, it’s okay if that solution didn’t come from a professional work experience.

“Young professionals shortchange themselves by thinking only paid-for solutions matter to employers,” Skalka says. “People at the genesis of their careers don’t have a wealth of professional experience to pull from, but they do have relevant experience to share.”

Aaron Case, career counselor and CPRW at Resume Genius, agrees and encourages early professionals to share this skill. “If you don’t have any relevant work experience yet, you can still highlight your problem-solving skills in your cover letter,” he says. “Just showcase examples of problems you solved while completing your degree, working at internships, or volunteering. You can even pull examples from completely unrelated part-time jobs, as long as you make it clear how your problem-solving ability transfers to your new line of work.”

Learn How to Identify Problems

Problem-solving doesn’t just require finding solutions to problems that are already there. It’s also about being proactive when something isn’t working as you hoped it would. Practice questioning and getting curious about processes and activities in your everyday life. What could you improve? What would you do if you had more resources for this process? If you had fewer? Challenge yourself to challenge the world around you.

Think Digitally

“Employers in the modern workplace value digital problem-solving skills, like being able to find a technology solution to a traditional issue,” Case says. “For example, when I first started working as a marketing writer, my department didn’t have the budget to hire a professional voice actor for marketing video voiceovers. But I found a perfect solution to the problem with an AI voiceover service that cost a fraction of the price of an actor.”

Being comfortable with new technology — even ones you haven’t used before — is a valuable skill in an increasingly hybrid and remote world. Don’t be afraid to research new and innovative technologies to help automate processes or find a more efficient technological solution.

Collaborate

Problem-solving isn’t done in a silo, and it shouldn’t be. Use your collaboration skills to gather multiple perspectives, help eliminate bias, and listen to alternative solutions. Ask others where they think the problem is coming from and what solutions would help them with your workflow. From there, try to compromise on a solution that can benefit everyone.

If we’ve learned anything from the past few years, it’s that the world of work is constantly changing — which means it’s crucial to know how to adapt . Be comfortable narrowing down a solution, then changing your direction when a colleague provides a new piece of information. Challenge yourself to get out of your comfort zone, whether with your personal routine or trying a new system at work.

Put Yourself in the Middle of Tough Moments

Just like adapting requires you to challenge your routine and tradition, good problem-solving requires you to put yourself in challenging situations — especially ones where you don’t have relevant experience or expertise to find a solution. Because you won’t know how to tackle the problem, you’ll learn new problem-solving skills and how to navigate new challenges. Ask your manager or a peer if you can help them work on a complicated problem, and be proactive about asking them questions along the way.

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Companies always need people to help them find solutions — especially proactive employees who have practical analytical skills and can collaborate to decide the best way to move forward. Whether or not you have experience solving problems in a professional workplace, illustrate your problem-solving skills by describing your research, analysis, and decision-making process — and make it clear that you’re the solution to the employer’s current problems. 

Image Credit: Christina Morillo / Pexels 

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What Are Interpersonal Skills?

Here’s what interpersonal skills are, why they matter and how you can develop them.

Interpersonal skills are the behaviors people demonstrate when effectively interacting with others . Commonly referred to as “people skills,” these communication tactics can be signaled verbally and non-verbally in both one-on-one and group dynamics. Highly transferable across industries, interpersonal skills are a part of a professional’s soft skill arsenal that builds and determines the nature of professional relationships.

Interpersonal skills come in handy when handling conflict, collaborating within a team or just generally relating to your coworkers throughout your career . While some are innate traits, others are learned over time and can be further developed to strategically navigate social settings.

Interpersonal skills are the traits people use to communicate and interact with others. They are also known as “people skills” or “soft skills.”

“Being a genius coder or a killer salesperson doesn’t mean much if you can’t get along with others,” Melani Gordon, a partner at executive coaching and culture development firm Evolution , told Built In. “Interpersonal skills help you build that trust, turning you into not just someone people have to work with, but someone they want to work with.”

Sometimes referred to as ‘people skills’ or ‘social skills,’ interpersonal skills don’t just involve effectively communicating with others, but also reading others’ social cues and responding accordingly. 

Although interpersonal skills depend on one’s personality traits and communication style , they can also be developed through past experiences and repetition. As a result, employees can participate in more interactions to improve their interpersonal skills, which range from effective communication to active listening. 

13 Examples of Interpersonal Skills

While there is no official list of interpersonal skills to turn to, below are some office-friendly attributes that are sure to enhance anyone’s employability.  

1. Communication

Nearly every aspect of business relies on communication — whether spoken or written. It should be clear, concise and consistent. Even nonverbal cues count as communication, especially in the age of remote work and video meetings.

2. Active Listening

Active listening is when someone reflects upon and responds to — rather than reacts to — what another person says. As opposed to passive listening, active listening requires concentration, critical thinking, comprehension and a bit of demonstration. Without this interpersonal skill, it’s entirely possible to have two separate conversations at once, without arriving upon a mutual understanding.

Being in tune with what other people are thinking — and interpreting why they may be behaving a certain way — is the internal personal skill of empathy. It takes time to acquire. Achieving this level of insight involves listening, asking questions, recognizing feelings, avoiding judgment and sharing perspectives to authentically “walk in someone else’s shoes.”

4. Emotional Intelligence

Whether as an employee or leader of a company, having a clear understanding of your own emotions , motivations, triggers and behaviors is the first step in determining how to respond in any given scenario. The ability to recognize and regulate one’s own standings of emotional and social intelligence better informs where their strengths or weaknesses lay, and therefore what to embrace and where the work begins.

5. Positive Attitude

If an employee is capable of seeing the good in any situation, they are more equipped to stick it out when expectations fall short. Rather than complain or tally all that went wrong, these solution-oriented individuals are often the first in the room to switch on, ready to pivot. They have a certain energizing quality that rubs off, where just a greeting or brief catch-up conversation can leave coworkers feeling more capable of tackling the day.

6. Negotiation And Persuasion

Whether negotiating a deal or trying to persuade an audience, these processes involve articulating your thoughts in alignment with their needs while “selling it” altogether. Luckily, Aristotle determined the three pillars of persuasive speaking 2,300 years ago — ethos, pathos and logos — which suggests building a logical argument that appeals to an audience’s character and emotions.

7. Conflict Mediation And Resolution

Having a knack for designing win-win solutions and finding common ground translates well in a work environment. Listening to all of the facts, remaining calm and making sure people feel heard play a key role in resolving conflict . The pathway to peaceful resolution is to land on a compromise without either party feeling like they’re giving up anything.

8. Problem Solving

Problem solving begins with being able to identify a problem, then brainstorming a solution. From there, it’s a matter of analyzing the possibilities and implementing which works best, whether it’s project-specific or a company-wide matter. Strong problem solving can inspire better strategy and time management, but also instill confidence and build motivation.

9. Leadership

An employee with leadership qualities knows how to leverage the best out of their team. They listen to all sides before making a decision while motivating and inspiring others to work toward a shared goal — especially when the going gets tough.

10. Resilience

Having the ability to cope with adversity and pivot as the plot changes will serve someone well, especially in the workplace. When someone can maintain their own psychological well-being amid a high degree of stress, it communicates that they do not need things to go as planned in order to excel in their job. These individuals are dependable, and can roll with the punches.

11. Creativity

Problem solving, writing, analytical or critical thinking , communication and open-mindedness are all creative attributes fit for the workplace. Creative thinkers approach tired tasks in imaginative new ways, generating original ideas that can lead to innovative solutions.

Cracking a (well-timed, work-appropriate) joke can create a positive atmosphere even when handling difficult tasks, like high-stakes negotiations, presenting a sales pitch or delivering a down-market report. Humor diffuses tension, boosts creativity and increases one’s likeability.

Leaders with a sense of humor are seen as 27 percent more motivating and admired than those who don’t joke around. Their teams are 15 percent more engaged, and twice as likely to solve a creativity challenge — translating into higher productivity.

13. Small Talk 

The ability to have informal, polite discourse about light, non-work-related topics helps establish rapport with colleagues . Small talk eliminates the need for stale, overdone conversation starters.

“Have you ever been in one of those company mixers where it feels more like a middle-school dance? Nobody’s mingling,” Gordon said. “Now, a person with killer interpersonal skills walks in and suddenly, the energy shifts — conversations spark, people laugh and ideas start flowing. That’s interpersonal skills in action.”

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Benefits of Interpersonal Skills

A solid set of interpersonal skills makes for a more harmonious — and more efficient — workplace. As employees become better colleagues and leaders become more effective at the helm, a positive and productive team culture is often a byproduct.

“Technical skills are important, but they aren’t the only skill type we should be focused on,” Koma Gandy, vice president of leadership and business at corporate-education platform Skillsoft , told Built In. “Success depends on a workforce that can understand, practice and apply both [technical and soft] sets of skills.”

Below are some of the benefits of interpersonal skills.  

1. Stronger Relationships

By definition, interpersonal skills are how we relate to others. It’s how we build trust , collect understanding and learn how people prefer to communicate. Great interpersonal skills are the bread and butter to effortlessly building deeper connections with your coworkers , resulting in a tighter team and pleasant work environment.

2. Higher Morale

Flexing your interpersonal skills to create a sense of understanding, belonging and recognition — as well as a space capable of facilitating change — boosts office morale and contributes to a culture of camaraderie.

3. Better Business

For every customer won, there’s a master of interpersonal skills at work. Anticipating the needs of a client is impossible without actively listening , exercising empathy, solid communication, patience and perhaps a sprinkle of witty banter.

4. Increased Productivity And Collaboration 

Interpersonal skills are the lubricant of a well-oiled organizational machine — with good communication, there are fewer misunderstandings and mistakes. According to research conducted by team messaging app Pumble, 86 percent of employees and executives cite insufficient collaboration and communication as the main causes of workplace failures. But when communicating effectively , a team’s productivity may increase by as much as 25 percent.

5. More Problem Solving

When a team takes the time to understand one another, they are better equipped to find a solution that works for most everyone involved. This leads to more compassionate office dynamics where “problems” become team-building opportunities.

6. Supportive Work Environment

When employees walk into a work environment that is more concerned with empowering them rather than putting them in their place, it’s immediately felt. Interpersonal skills can help leaders lighten their team’s workload and alleviate work-related stress by just setting the right tone. Keep the doors open, check in, pay credit where credit is due and listen before you lead.

7. Opportunities For Promotions

Office politics are a factor whether we want to admit it or not. When vying for a position, promotion or project, interpersonal skills can get you the job — even if you’re not as technically qualified as other candidates.

“[Office politics] is a game everyone says they don’t want to play, but guess what, you’re already a player,” Gordon said. “Interpersonal skills are your cheat code to navigate this tricky terrain without selling your soul to the corporate devil.”

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Why Are Interpersonal Skills Important?

According to the World Economic Forum’s Future of Jobs report , eight of the top 10 core skills required of workers today are interpersonal skills. Surveyed companies identified soft skills like analytical thinking, creativity, empathy, motivation and leadership as integral qualities to a workforce that works.

“To be effective in your workplace and career, it’s critically important to manage yourself, manage your network and manage your team — in that precise order,” Gandy said. “Interpersonal skills help us identify and navigate our emotions as we become more self-aware. When we are equipped with these skills, we make better leaders and colleagues to one another and help drive real business success.”

How to Improve Interpersonal Skills

1. get to know yourself.

To start, it’s important to understand your own natural behaviors when interacting with others. Are you more chatty and extroverted? Or do you struggle with attention, deflecting the conversation while mentally mapping out an escape plan?

Psychologist Leslie Dobson, who specializes in mental health in both individual and group therapy settings, said that this can be done with a simple self-assessment . By asking yourself how assertive you feel you are at work, and the manner in which you assert yourself — aggressively, passively, or passive-aggressively — can be a great exercise in self-awareness.

To put it to the test, try videotaping yourself. This can be in pretend conversations or more naturally, while out with friends, Dobson recommended. Despite an inevitable aspect of ‘cringe’ that comes with this tried-and-true exercise, it offers instant, indisputable feedback from a third-person perspective that provides a better understanding of your own habits.

“In the tech world people tend to be a little more introverted,” Dobson said, noting that, when learning new techniques and trying out different approaches to communication, these individuals may feel like they’re being aggressive.

As you reflect, you may notice that you have a tendency to overshare and could probably pull back on personal anecdotes, or you may find yourself blurring into the background a bit, and could use it as a green flag to increase your level of participation in a group setting. 

2. Pay Attention to Your Body Language

Small things, such as walking tall, shaking hands, holding eye contact and keeping an even, steady tone, can add up, and ultimately contribute to creating a more relatable presence in the workplace. Start by taking a proper posture and relaxing your shoulders. Keep your arms uncrossed and slightly lean in when others are talking to you. Study what others are doing, and try out what feels most natural to you.

“If we can name our interpersonal skills — both what we have and what we’re lacking — then we can externalize them and operationalize them,” Dobson said.

3. Enroll in Career Development Programs

For those seeking a more formal course correction, enrolling in career development classes may be the way to go. Any workshops that specifically focus on public speaking, leadership or networking in their curriculum are worth looking into, Dobson said, as well as supportive therapy groups such as social skills training .

4. Stay Curious

And it doesn’t stop there — as Gandy noted, developing professional-grade interpersonal skills is not a “set it and forget it” type of endeavor. Sharpening relational techniques is a life-long practice that can help build your career and enrich your life.

At Skillsoft, Gandy assists business leaders in identifying skill gaps in their teams via objective assessments. The results are then used to inform curated programs , with transferable credentials, that are in alignment with the needs of the organization.

“[Building interpersonal skills] is a consistent and constant journey of … continuous learning and growth,” Gandy said.

Related Reading Tech Hiring Madness! The ‘Elite 8’ Skills to Look for in Recruiting.

How to Use Interpersonal Skills at Work

It’s one thing to know about interpersonal techniques and their benefits. It’s another to actually apply them to your daily routine. The following includes a few hacks to work in during your next series of workplace interactions.  

1. Stay Positive

Try to cultivate a positive mental attitude at work. This will allow you to become both a part of and a contributor to a more harmonious work culture. While it may be a matter of ‘fake it until you make it,’ looking for the good in any given scenario — especially stressful ones — reflects positively on you as an employee and coworker.

2. Control Your Emotions

Conduct yourself professionally at work, even when others aren’t. Communicating in a calm, patient manner is key to maintaining an appropriate workplace persona conducive to trust, respect and integrity. If personal matters are too big to be compartmentalized, it may be worth taking a personal day or seeking help .

3. Give Praise to Colleagues

People love to hear about themselves. The next time an opportunity arises, when a coworker provides illuminating insight during a presentation, makes a great save or when receiving help on an issue, paying a compliment can be a simple way to vocalize appreciation and build trust . While it’s best to deliver kudos from a place of authenticity, celebrating someone’s expertise — even when competing in office politics — is still a nice gesture.

4. Take Interest in Others

There is no need to climb the workplace social ladder as if it were the same one in high school; however, there’s no harm in inquiring about the personal lives of the people you work side-by-side with on a regular basis. Typically, what they talk about is what they care about most. With this information, you get a better understanding of who they are and the people you work with at large. Bonus points for committing a few notes to memory and then following up later.

5. Practice Active Listening

Nod along, hold eye contact, repeat back what the speakers said in your own words, ask questions to learn more about their perspective and respond thoughtfully to let them know that they’ve been heard.

6. Be Assertive

Voice your needs, thoughts or boundaries with confidence. Letting others know where you stand eliminates confusion, if there is any, and is a strong demonstration of self-respect that may inspire others to follow your lead. 

7. Practice Empathy 

Simple exercises like giving others the benefit of the doubt, putting yourself in other peoples’ shoes and drawing parallels out of other peoples’ circumstances to your own are a few ways to practice empathy . In the context of work, these practices may also aid in problem solving and conflict resolution, when applicable.

8. Maintain Relationships

Whether in or out of work, having a supportive network of healthy relationships is an enriching way to demonstrate that you value and prioritize others. Prioritize connecting with friends and colleagues on a semi-regular basis. This reflects well on you in a professional setting, as it demonstrates qualities like dependability, honesty, respect and that you understand mutual give-and-take.

Common Jobs That Require Interpersonal Skills

Interpersonal skills are crucial for jobs that require high levels of human interaction, including the following positions: 

• Social worker 
• Salesperson or customer support representative
• Human resources manager

How to Highlight Interpersonal Skills on Your Resume

Interpersonal skills might seem more subtle than technical or hard skills, but there are ways to ensure they get plenty of attention on your resume.  

Showcase Interpersonal Skills in Past Projects

Include projects or roles where you spearheaded an initiative, worked with members of other teams or cultivated client relationships. Focus on skills like leadership and collaboration. 

Emphasize Interpersonal Skills Through Volunteer Work and Extracurriculars 

Volunteer work and extracurriculars can also reveal soft skills. Helping plan a community event, volunteering at a library and running a fundraiser for a senior care facility are all scenarios that require emotional intelligence, problem solving and other interpersonal skills. 

Add Interpersonal Skills in a Skills Section

If there’s room on your resume, include a skills section that provides a bullet list of specific skills. In addition to hard skills, you can include interpersonal skills like empathy, teamwork, creativity and conflict resolution. 

Choose Interpersonal Skills That Match Keywords

Keywords in job descriptions often hint at what skills to include in your resume . For example, if a job calls for someone who can collaborate across departments and is comfortable handling complex challenges, drive home your communication and problem-solving skills. 

Make Sure References Can Back Up Interpersonal Skills

Select interpersonal skills that you’ve been complimented on and can be confirmed by colleagues, mentors, teachers and other important figures in your career. Having an extra vote of approval can add more weight to any interpersonal skills you mention in your resume.

Frequently Asked Questions

What are some examples of interpersonal skills.

Communication, active listening, conflict resolution, creativity and problem-solving are a few examples of interpersonal skills. 

Why are interpersonal skills important?

Interpersonal skills enable professionals to become better coworkers and leaders in the workplace. As a result, many jobs require skills like empathy and leadership, making interpersonal skills essential for a successful career.

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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.

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.

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.

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.

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.

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.

HOW TO CHOOSE THE RIGHT MOMENT TO SOLVE A CONFLICT:

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.

TIPS ON HOW TO BECOME MORE COMMUNICATIVE:

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:

References and Further Reading

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• INTERPERSONAL SKILLS
• Problem Solving and Decision Making

Problem Solving

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Interpersonal Skills:

• A - Z List of Interpersonal Skills
• Interpersonal Skills Self-Assessment
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• Emotional Intelligence
• Conflict Resolution and Mediation Skills
• Customer Service Skills
• Team-Working, Groups and Meetings
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• Identifying and Structuring Problems
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Everybody can benefit from having good problem solving skills as we all encounter problems on a daily basis. Some of these problems are obviously more severe or complex than others.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

John Foster Dulles, Former US Secretary of State.

What is a Problem?

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

“ A doubtful or difficult matter requiring a solution ”

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

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

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

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

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

Is the problem real or perceived?

Is this problem really an opportunity?

Does the problem need solving?

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

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

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

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

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

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

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

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

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

Stages of Problem Solving

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

Problem Identification:

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

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

Structuring the Problem:

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

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

Looking for Possible Solutions:

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

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

Making a Decision:

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

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

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

Implementation:

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

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

Monitoring/Seeking Feedback:

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

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

Continue to: Identifying and Structuring Problems Social Problem Solving

See also: Project Management Risk Management Effective Decision Making

11 Essential Soft Skills In 2024 (With Examples)

Updated: Apr 28, 2024, 8:35pm

Table of Contents

What are soft skills, 11 essential soft skills that employers value, frequently asked questions (faqs).

In today’s fast-paced world, success in the workplace requires more than just technical expertise and knowledge. As the nature of work continues to evolve, it is important for individuals to possess attributes and abilities that allow them to collaborate with teams and colleagues—otherwise known as soft skills.

From communication and collaboration to adaptability and problem-solving, soft skills are the foundation of effective teamwork and organizational success. In this article, we will explore 11 critical soft skills examples that are essential to workplace success and why they are becoming more important than ever before.

Soft skills—also known as “people skills” or “interpersonal skills”—are a set of personal attributes and abilities that allow individuals to effectively interact with others in a professional setting. At their core, these include the ability to collaborate effectively, manage time and communicate with clarity, among others.

Soft skills are difficult to measure or quantify; however, they are essential for success in a wide range of industries and professions. Whether you are working with colleagues from diverse cultural backgrounds or communicating with customers and clients around the world—the ability to navigate complex interpersonal dynamics and build strong relationships is the key to success.

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Here’s a look at the essential soft skills that companies value the most.

1. Communication

Effective communication is essential to build strong relationships with colleagues, clients and stakeholders. Not only does this involve the ability to convey messages in a clear and compelling way, but also the ability to understand the needs of others and respond to feedback. Employers want people who can build professional relationships with colleagues, which is especially important when working with teams.

Communication is often evaluated in the workplace through informal feedback, such as verbal or written comments from colleagues and supervisors. An alternative method is a formal evaluation or assessment. The ability to communicate effectively is often considered a critical component of professional success, and is highly valued by employers in a wide range of industries and professions.

Here are some examples of communication skills:

• Active listening
• Verbal communication
• Nonverbal communication
• Written communication
• Presentation skills

2. Leadership

A good leader has the ability to inspire their team to achieve greatness. They are able to set a clear vision, communicate it effectively and create a culture of accountability and excellence. More importantly, they’re able to inspire and influence team members to achieve shared goals and objectives.

The ability to lead effectively is often considered a critical component of professional success, and is highly valued by employers in a wide range of industries and professions. Because most employees work in teams, leadership is widely recognized as a critical attribute for success in the modern workplace.

Here are some examples of leadership skills:

• Problem-solving
• Coaching and mentoring
• Strategic thinking

3. Teamwork

Teamwork involves the ability to work with others toward a shared goal. It requires communication, collaboration and a shared commitment to work in a group. Individuals who are able to work collaboratively with others are more likely to achieve their professional goals, and to contribute to the success of their organizations.

In a professional setting, good teamwork can help to foster creativity and innovation because it encourages members to share ideas, brainstorm new solutions and collaborate on new initiatives. Working as part of a collaborative team can also enhance job satisfaction and contribute to a positive work environment.

Here are some examples of teamwork skills:

• Conflict resolution
• Accountability
• Collaboration

4. Creativity

Creativity involves the ability to think outside the box and come up with ideas that challenge assumptions. Needless to say, it requires a mindset of curiosity, risk-taking and a willingness to embrace ambiguity and uncertainty.

On another front, creativity is essential for effective problem-solving, meaning it allows individuals to tackle issues from new and different angles. Creative individuals also give organizations a competitive edge by enabling them to develop new products and systems that set them apart from their competition.

Here are some examples of creative skills:

• Brainstorming
• Imagination
• Experimentation

5. Time management

Time management involves the ability to set priorities, organize tasks and allot time across different activities. It requires discipline and a willingness to avoid distractions and low-priority tasks.

Naturally, good time management skills can help individuals avoid the stress and anxiety that can arise from missed deadlines. But more importantly, those who can manage their time effectively are more likely to be seen as reliable and efficient, which allows them to stand out in the workplace.

Here are some examples of time management skills:

• Goal-setting
• Time blocking

6. Adaptability

In today’s rapidly changing business landscape, adaptability is a key soft skill that enables individuals to stay ahead of the curve. An employee with this skill can adjust to changing circumstances, for example, and learn new skills and technologies to remain relevant in the workplace.

Because it’s impossible to avoid unexpected challenges, having adaptable employees allows organizations to bounce back from setbacks much faster. Plus, they can also read situations quickly and adjust their approach to adapt based on the situation.

Here are some examples of adaptability skills:

• Flexibility
• Growth mindset

7. Problem-solving

Problem-solving involves the ability to come up with alternative solutions. This skill is crucial to identifying and addressing complex challenges and opportunities in a variety of contexts.

Problem-solving also makes it easier to make more informed decisions because employees are able to analyze situations and identify the best course of action. As a result, teams are able to get more done in less time.

Here are some examples of problem-solving skills:

• Critical thinking

8. Work ethic

Work ethic demonstrates an individual’s commitment to their job. Having a strong work ethic makes you seem more reliable and dependable, which improves your credibility in the workplace.

There are a lot of ways to demonstrate a strong work ethic. Some examples include arriving on time for meetings, meeting deadlines consistently and being accountable for your actions. If you encounter any challenges in the workplace, you should also maintain a positive demeanor and adapt to changing situations.

Here are some examples of work ethic skills:

• Punctuality
• Reliability
• Professionalism

9. Critical thinking

Critical thinking enables individuals to approach problems and challenges with a strategic and analytical mindset. When making informed decisions, this skill allows you to weigh available options and consider potential outcomes.

A critical thinker can evaluate the strength of arguments and identify flaws in reasoning. They consider multiple perspectives, which makes them more likely to pinpoint the short-term and long-term consequences of their decisions. Additionally, they can also identify the root cause of a problem and generate multiple solutions.

Here are some examples of critical thinking skills:

• Deductive reasoning

10. Conflict management

Not every employee can get along with colleagues every time. As a team tackles obstacles, conflict and opposing ideas could arise every now and then.

Conflict management is the process of addressing disputes or disagreements in a constructive and effective manner. Often, this requires good communication skills, active listening, empathy, negotiation skills and a willingness to collaborate and find common ground.

When managing conflict, it is important to identify common goals and interests for all parties involved. This can help to establish a sense of unity and collaboration, and even lead to better outcomes for everyone involved. Being open to different ideas and perspectives can also make individuals feel motivated to work towards resolution.

Here are some examples of conflict management skills:

• Negotiation

11. Emotional intelligence

Emotional intelligence refers to the ability to recognize and understand one’s own emotions and those of others. In today’s collaborative work environments, this skill enables employees to navigate complex social dynamics and work effectively within teams. It also allows them to provide constructive feedback in a way that is sensitive to the emotions of others, leading to more successful outcomes and stronger relationships.

Effective leaders often have the ability to motivate others and navigate challenging situations with grace and empathy.

• Self-awareness
• Social skills

Bottom Line

In the modern workplace, employers seek candidates who possess technical expertise and soft skills that enable them to thrive in a collaborative work environment. Soft skills such as communication, teamwork, creativity, adaptability, problem-solving, work ethic, critical thinking and conflict management can be developed and honed over time. While it is important for individuals to continue to build their technical expertise, developing soft skills can ultimately set you apart in the workplace and lead to long-term success.

What are the 10 soft skills most desired in the industry?

The 10 most desired soft skills in the industry can vary depending on the specific job or industry. However, they generally include communication skills, teamwork, leadership, time management, adaptability, problem-solving, critical thinking, work ethic, creativity and emotional intelligence.

What is the most important soft skill?

Picking a single most important soft skill is difficult, because its importance can vary depending on the job or industry. However, most organizations consider communication skills as one of the most crucial skills essential for success in most workplaces and industries. Strong communication skills can improve relationships with colleagues, clients and customers, facilitate collaboration and teamwork, and enhance overall job performance.

What are employability soft skills?

Employability soft skills are a set of nontechnical skills that are highly valued by employers. Not only can they contribute to an individual’s workplace success, but they can also be applied in a variety of job roles. Some common examples of soft skills include communication, teamwork, problem-solving, adaptability and initiative.

What are some addition soft skills that can be useful in most workplace situations?

Besides the soft skills already covered, some addition soft skills that can be useful in most or all workplace situations include decision-making, stress management, resourcefulness, being persuasive, being open to criticism and being organized.

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Monique Danao is a highly experienced journalist, editor, and copywriter with an extensive background in B2B SaaS technology. Her work has been published in Forbes Advisor, Decential, Canva, 99Designs, Social Media Today and the South China Morning Post. She has also pursued a Master of Design Research at York University in Toronto, Canada.

A guide to interpersonal skills (with examples)

Knowing what interpersonal skills are, how they impact you and others, and how they can elevate your career , can help you succeed in your personal and professional life. They also play an important role in building meaningful relationships.

So what are interpersonal skills? Which interpersonal skills are essential? We delve into all this and more, including how to add interpersonal skills for resumé and application writing, and which interpersonal skills resumé readers and hiring managers like to see.

Interpersonal skills: Meaning and definition

Interpersonal skills allow people to communicate and interact well with others. Also known as social or people skills, they include behaviours like listening, being positive and showing empathy.

What are interpersonal skills?

Interpersonal skills are what we use when interacting with others. This includes how we adapt to situations, communicate and interpret emotions. They’re desirable skills to employers, as most job positions involve working within a team, whether that’s with a direct manager, those you may supervise, colleagues or clients. While often undervalued , interpersonal skills are a great addition to your resumé and can help you stand out from the crowd.

The building blocks of interpersonal skills and examples

So, what are examples of good interpersonal skills employers look out for? Developing social skills as you grow in your career can come naturally. But there is a specific list of interpersonal skills hiring managers keep an eye out for, even in junior roles. 

Here are some excellent communication and interpersonal skills examples you may want to use to measure what you bring to the interview table -or even add relevant ones to your resumé!

1. Communication skills

Whether you’re engaging with colleagues, customers or the general public, communication interpersonal skills are valuable skills in the workplace. If you’re applying for customer-facing roles, like in hospitality, retail or front office, these are examples of interpersonal communication you will want to highlight on your application:

• Using clear communication to ensure the customer’s needs are understood and met.
• Active listening, such as paying full attention to who is speaking to you and what they are saying both in verbal and non-verbal cues.
• Detecting needs through body language, facial expressions, tone and other non-verbal communication cues.
• Knowing how to interpret words, social cues, and how to respond.

2. Emotional intelligence

Emotional intelligence (EI) refers to the ability to understand, use and manage your own emotions in a positive way. It can also refer to the ability to empathise with other people’s emotions, picking up on their emotional cues. Emotional intelligence can be a crucial skill to develop, especially if you plan on stepping into a supervisor or management role.

There are four key areas of emotional intelligence, or EI, which includes:

• Self-awareness, and being able to identify your own emotions.
• Self-management or regulation, to be able to regulate your emotions and engage positively. 
• Social awareness, in being able to empathise and understand the perspective of others.
• Relationship management, and be able to manage your relationships with others.

Each of these key areas include other, more specific competencies, such as having a positive outlook, empathy, organisational awareness, influence and more. These are all areas worth exploring if you are pursuing a career path to management .

3. Conflict resolution

Conflict resolution is an essential part of interpersonal skills for everyone. Some people may find that they’re naturally good at resolving conflict. However, this is a skill you can further develop by understanding the nature of conflicts and how they arise in different situations, techniques for resolving different conflicts (whether between yourself and someone else or between two other people), as well as effective negotiation strategies.

4. Collaboration and teamwork

Working in any position will often involve some level of collaboration and teamwork, making the ability to work in a team highly regarded by hiring managers. While this is something you can discuss yourself, it’s also important to display this in references from previous employers.

Being able to effectively collaborate, understand and work to different team dynamics and build trust within teams can also help you stand out. These skills are sought after in almost any position, as well as when a company is looking at promoting from within .

5. Adaptability

Change can be a scary thing for anyone, but it’s how you handle change that makes the difference. Being adaptable is a great life skill in general, benefitting you through challenges, in and out of the workplace. It means you have the ability to withstand or recover quickly from life’s difficulties-and we all know life can get pretty unpredictable! 

For example, being resilient in the workplace may include not taking feedback personally, embracing change (like changing software or team structures), or being able to learn and grow from your mistakes . Cultivating resilience, learning from your experiences and staying positive will always be looked on favourably. It sets a good example to others and shows you can be relied on, even during changing times.

Strengthening your interpersonal skills

We all have our strengths and weaknesses, even when it comes to our social and interpersonal skills. If this is an area that you think you could strengthen, the good news is that there’s plenty of ways you can build these skills. From learning how to better communicate to how to read, measure and be in control of your own emotions, here are some ways to strengthen social skills.

6. Assertiveness training

Being assertive refers to communicating with others honestly and directly, without intentionally harming the feelings of other people. Being assertive can help clearly get your point across, avoid confusion and even potential disruption to a project. It can also play a role before you get into the workplace, helping you to be more effective when talking about yourself in a job interview ! That’s where assertiveness training can teach you to effectively communicate the way you feel or what you mean without impacting the emotions of others.

Remember, you’re the one in control of your words, emotions and thoughts. Training yourself on how better control of these things can help you create better relationships in the workplace, and life in general. 

Techniques for becoming more assertive

When trying to become more assertive, you may find the ‘3 Cs’ a helpful tool. They are; Confidence, Clear and Controlled. Some ways you can practise the ‘3 Cs’ include:

• Use ‘I’ statements. “I feel” rather than “You always”, or “I disagree” over “You’re wrong”. 
• Assess your body language. You may be saying positive words, but if your arms are crossed, your face is stern or you’re leaning away from the person, it can indicate you are uncomfortable or not being honest in the way you feel. Practice keeping a neutral facial expression, facing the person and avoid crossing your arms or legs.
• Train yourself to remain calm. Becoming angry or frustrated is a natural response to a difficult situation. However, being able to remain calm, keep your voice steady and low, and show you’re in control can help you communicate more effectively.
• Practice saying no. For a lot of people, saying no is incredibly difficult , even when you’re already feeling the pressure. However, always saying “yes” can add more stress to your plate. So, practice saying no, such as, “No, I don’t have time right now, but we can discuss later this week if you still need my help.”

7. Building rapport

Building rapport refers to developing mutual trust and connection with another person. This can be important in working together effectively as a team, and in some workplaces, helping deliver a positive experience with customers or clients.

Some ways you can build rapport include:

• Showing empathy, relating to the other person and showing you understand.
• Using a mirroring technique, matching the body language or gestures of a person, which creates a connection between people.
• Using humour to relax the other person , and show you are a safe space to share and communicate. This is a big one that can be hard to gauge, but done effectively has a profound impact on the relationship you are forming.
• Find commonalities with the other person, creating a connection between the two of you.

8. Developing empathy

Empathy is another important skill, helping you to connect and build relationships with other people. It can help you foster better relationships and also help with conflict resolution. This ability to understand and relate to another person’s feelings and can be shown through:

• Cognitive empathy, which is the ability to understand another’s perspective
• Emotional empathy, to physically feel what another is feeling, and have an empathic sense of what another needs or wants from you.

Empathy is a skill that can be practised by putting yourself in another’s shoes, helping yourself to better understand or even feel their emotions or point of view. Other key parts of developing empathy include checking yourself on your biases and exploring with your heart rather than your head. 

9. Improving active listening

Active listening is not simply letting the other person talk. Instead, it’s about being fully present in a conversation, making eye contact and showing interest. You can also ask open-ended questions and contribute to the conversation to help show you care about them and what they have to say . Active listening is an important building block in all relationships - from at home with family and friends, to colleagues and clients. 

How to be a better active listener by removing barriers

• Remove any large gaps of physical distance between you and the other person, so you can hear one another properly.
• Pay attention to the speaker and avoid checking your phone or other devices, or looking elsewhere other than the person talking.
• Where there are language barriers, be patient, avoid jumping to conclusions where words may not translate, and ask clarifying questions where needed.

10. Enhancing non-verbal communication

Learning to read non-verbal cues is incredibly important in a professional setting. For example, if someone is saying they are happy with an outcome, but their arms are crossed and their smile appears ‘fake’, they may not indeed be happy. This is when you could probe a little further and ask specifics to learn what’s on their mind, and help you improve their experience.

One way to enhance your non-verbal communication is to take note of your own cues. If you find people don’t react the way you predict or want them to, your non-verbal communication style may be the cause. 

One helpful exercise is to record a conversation, analysing your tone and body language as you speak. Then, think about how the other person may have perceived you, identifying where you may have sent mixed messages. 

Interpersonal skills in professional settings

Interpersonal skills are important in all areas of our life, including our professional lives. It’s rare to find a job that doesn’t involve communicating with others or doesn’t rely on getting along well with other people, even if that’s simply your boss, others in your team or your HR manager. 

Let’s take a look at some different areas where interpersonal skills can be a make or break in your career, and where you can improve your skills to further your career .

11. Networking

Whether you’re on the hunt for clients or making industry connections, networking is an important part of building career connections. When you’re looking for your next position, are available for work, or are looking for someone to collaborate on a project, the people you meet through networking can be invaluable.

How to network effectively

When meeting others and networking, your first impression can mean everything. This is the perfect opportunity to tap into a range of interpersonal skills, from actively listening and being empathetic to being assertive. However, effectively communicating is a two-way street. You need to be as involved in the communications and maintaining the relationship as much as the other person. 

How to maintain professional relationships

Using social media is a great way to maintain professional networking relationships, from sharing posts yourself and commenting on others’ posts, to sending messages containing articles that reminded you of the person or even just checking in on them and how they’re going with a project you may have discussed in the past. 

12. Leadership

We all know those people who are natural leaders, commanding a room with each word that they speak. While these people tend to naturally have exceptional interpersonal skills, there are strategies you can use to develop into a great leader . 

Becoming a great leader means understanding your leadership style, and how this may or may not work with different teams or people. Identifying your leadership style can help you identify your strengths and weaknesses. From there, you can better understand how you communicate with your team and identify areas that you may need to develop. 

Let’s take a look at the three main leadership styles, the traits of each and their impact on interpersonal skills.

Authoritarian

Authoritarian or autocratic leaders make decisions with little-to-no input from their team members. They lead with very specific processes. Authoritarian leadership is commonly associated with a military-type approach to managing a team with clear expectations placed on each team member. 

Authoritarian leaders are great managers for teams frequently under pressure with urgent or highly detailed work. If there is very little room for mistakes, this type of leader is desirable. On the flip side, in other workplaces, an autocratic leader may be seen as domineering or micro-managing, which can lead to tough team dynamics and even affect the wellbeing and happiness of each team member. 

Participative

A participative or democratic leader is considered a more collaborative management style as they both guide their team but encourage feedback and participation in decision making. As a democratic leader, you see your team’s role within the business as a crucial element of the organisation’s success. They are transparent with communication, and are collaborative and inclusive.

Like any leadership style, a participative leadership style has its pros and cons. The pros include a typically higher level of productivity and job satisfaction. Your team will typically be more motivated and productive as they feel more connected to the business’s success. However, checking in with the team can slow down the decision process, and you’ll want to be selective in how much information you can proactively provide. 

Delegative 

A delegative type leader is one who delegates tasks to their team, but allows the team to work on these tasks as they see fit. These types of leaders are known to be more hands-off, preferring to give control to their team.

A hands-off manager with a delegative style needs immense trust with their team for this to work. While it gives the leader the chance to focus on more high-level tasks, it may also mean tasks are not done to the required standard or within time. The team needs to respect their team leader, have been trained adequately, have the tools they need and to raise issues comfortably. This is where this type of leader needs to be able to effectively communicate with their team to ensure there is a balance between freedom to work autonomously and meeting the business needs.

13. Problem solving

You may be surprised to see problem solving in this list, however the way we solve problems comes down to our interpersonal skills. There are different types of problem solvers; you may identify as an analytical, intuitive, directive or collaborative problem solver. 

The four styles of problem solving are:

• Analytical - relies on data
• Intuitive - relies on intuition and instinct
• Directive - relies on taking action
• Collaborative - relies on team input

Having different styles of problem solving in a group or team can be beneficial to getting to the bottom of a problem faster. However, it can also lead to some heated disagreements. For example, an analytical problem and intuitive problem solver working together may come to disagreement over relying on common sense versus needing data to move forward with a decision. 

It’s important to remember that not everyone is going to have the same approach to problem solving, which is why learning about the different styles can be helpful in understanding how people come to conclusions.

14. Giving and receiving feedback

Feedback is important in the workplace. It helps people know where they have strengths and weaknesses, in turn, helping them identify opportunities to improve their skill set. Despite the benefits, giving and receiving feedback can be hard. This is where it’s important to lean on interpersonal skills to effectively communicate about your own performance or the performance of others. 

Tips for giving feedback

If you’re the one giving feedback to a colleague or even a client, here are a few things to keep in mind:

• Help prepare the person to receive feedback. This can include setting a meeting ahead of time. Catching someone off guard, when they’re busy or in a negative mindset will negate any good intention behind constructive feedback.
• Be clear and concise, describing who, what, when and where the event has occurred so they have a specific example. You can then give specific examples of how they may approach that situation or task differently.
• Avoid ‘you’ statements and exhibit care. For example, instead of saying ‘You’re always late to work,’ you may say, “I have noticed you have been arriving up to 20 minutes late each morning this week. Is there anything I can do to help, like adjusting your start time?’
• Give recommendations and make them specific. Instead of telling the person they need to improve in a particular area, give them examples of how they can improve. For example, if you were telling someone they need to be more personable with customers, you could advise them to make eye contact, smile and give tips on how to make small talk.
• Make it a conversation, not a lecture. Use your time with the person to find out if there is anything going on in their life, how they feel about the feedback or situation, and how you may be able to help. 

Tips for receiving feedback

Here are a few tips to keep in mind if you’re the person receiving feedback:

• Actively listen to the person giving you feedback. Try to avoid listening to your thoughts as these can often be defensive, and you may miss information that will help you.
• Be aware of your response, including your tone and body language.
• Ask questions if you need clarity or you need specific examples of how you can improve. It should be a two-way conversation. 
• Be assertive, communicating how you feel or anything going on that may be impacting the matter.
• Keep in mind it is feedback to help you and grow, not a personal attack on you.
• Be positive about the feedback. Thank the person and ask them if they would be ok with checking in for further feedback on how you’re adjusting.

15. Cultural competence

Cultural competence refers to being aware of our own cultural beliefs and values, and how they may be different to people from other cultures. Developing your cultural competence and interpersonal skills can help you more effectively communicate with a greater range of people. This not only gives you more life experiences, but also looks good to employers or your business as you can effectively work with more people.

Our culture can influence everything, from our language and beliefs to how we interact with others, raise children, eat and so on. Understanding cultural differences is important to help avoid situations that may lead to people feeling uncomfortable. Like any other interpersonal and communication skill, we can enhance our cultural awareness, even learning how to better communicate where there may be a block, such as language barriers.

Ways to help you be more culturally aware include:

• Asking questions from a place of openness and curiosity
• If you know you will be working with someone of another culture, educating yourself on their etiquette beforehand. If you feel comfortable, you can even ask them - after all, even the same culture may have some differences.
• Where there is a language barrier, avoiding slang as this can create unnecessary confusion
• Keeping an eye out for non-verbal signals, like someone starting to cross their arms or becoming withdrawn with their body during a conversation, indicating they are uncomfortable.

Roles where interpersonal skills are very important

Interpersonal skills are important in life in general, but there are some careers and roles where being sociable and personable will be highly beneficial. Let’s explore some different industries and roles, and how developing interpersonal skills can come in handy in elevating your career.

Sales & interpersonal skills

There’s no denying that sales is a people job. You need to be able to build trust and connection with customers incredibly fast. So, knowing how to communicate with all different types of people isn’t just a nice skill to have, it’s essential. 

Let’s say you take a job selling to the public, such as a sales rep at a booth in a shopping centre. You may rely heavily on the ability to read the body language of people walking past to assess who may be open to speaking to you. For example, if someone is walking past quickly and not making eye contact, it’s likely they will not be interested. 

Customer service and interpersonal skills 

If you work in a customer service role , a large aspect of your job is to make sure the customer has an enjoyable experience.  It can be common to come across customers who aren’t happy, using problem-solving and interpersonal skills to deflate the situation and leave them with a good outcome. 

Conflict resolution is essential when you work in customer service fields, like in hospitality, retail, reception and more. The ability to put yourself in the other person’s shoes, show empathy and problem solve will help you find a solution the customer or client will be content with. 

For example, let’s say you work for an online call centre . You answer a call from an angry customer who has been charged a late fee, but they insist they have paid. Through your interpersonal skills, you use empathy to help the customer feel heard and let them know you are there to help. You would then walk them through their options, problem solving to find the best solution as to why they received the late fee, and how to prevent that issue from occurring again. By staying calm and assertive, you can remain in control of the situation and effectively guide the customer, rather than escalating the matter.

Leadership and interpersonal skills 

In a leadership role , a key responsibility is to foster healthy relationships within your team to effectively deliver results for the business. This needs interpersonal skills. So much so, that many businesses will offer leadership and interpersonal skills training to help you prepare and be successful in your role.

If you are looking to develop your own leadership skills, think about what leadership style you exhibit and compare it to the style that will work best with your team. You will also want to practise how you give feedback. As a leader, reading body language and non-verbal cues is incredibly important, even during a simple conversation. Being able to detect any uncertainty in your team can help you get on top of issues before they escalate, whether that’s someone who is struggling with their work, with another co-worker or feeling disheartened.

Healthcare and interpersonal skills

Bedside manner is frequently talked about in the healthcare industry, but it’s often not discussed about what this actually means. Bedside manner refers to your approach with your patients, including when delivering good and bad news, helping settle nerves and more. 

Interpersonal skills examples for a healthcare professional include:

• Empathy and being able to sympathise and treat the situation with care.
• Collaboration with your colleagues to deliver a good outcome for patients. 
• Cultural competency, and being able to effectively communicate with people from all backgrounds and walks of life.
• Problem solving, and using different methods to come to a conclusion quickly and accurately.
• Non-verbal communication, and being able to detect when a patient may not be comfortable or feeling nervous.

Education and interpersonal skills

Working in education needs a unique set of interpersonal skills, particularly if you’re working with children . When teaching, you need to not only be able to effectively communicate for your students to learn, but you also need to monitor behaviours to see if those learnings are being received. 

In this field, your conflict resolution skills will also be put to the test, especially if your students aren’t getting along with other classmates. Another key part of teaching is dealing with parents or caregivers. You may need to give feedback on a child’s behaviour or their progress in your class. In these situations, you may need to adapt your communication style to suit different people and situations.

Human resources and interpersonal skills 

Interpersonal skills are commonly something human resources professionals guide employees on, but they also need to always be developing them themselves. In this position, you’ll need to have the ability to: 

• Put yourself in the position of both the business and the employee
• Problem solve to ensure a fair outcome
• Resolve conflicts between employees and workplaces
• Be aware of your cultural competencies

For example, a workplace may have a recurring issue of bullying, with biases towards people who may have immigrated to the country. In your HR role, you would need to use problem solving skills to get to the root cause of why these problems are occurring. You would need to have empathy for those who are being impacted but also put yourself in the shoes of those accused of bullying in these instances. It may be a case that you need to recommend cultural competencies training for the business, allowing the teams and employees to learn more about working with others with different backgrounds. 

Public relations and interpersonal skills

Public relations or PR is the role of strategically communicating on behalf of a business and influencing public perceptions of said business. Much of having a successful career in PR is being able to build good relationships, whether that’s with journalists and editors to get your business featured or knowing how to tap into emotional intelligence to influence the public. 

You will need to network, be empathetic with clients, be adaptable to quick-changing circumstances, be able to remain calm as tensions can be high, have good problem-solving skills and be very assertive in how you communicate.

Law enforcement and interpersonal skills

Working in law enforcement means working with a diverse range of people each and every day, often in escalated situations. Being good with people will greatly impact your outcomes for the better, whether that’s working with your colleagues or the public.

One of the top skills for this industry is being assertive. You want to be confident in what you say and clear in how you say it. Not doing so could lead to a lack of respect or authority in a situation. 

At the same time, you will want patience, be empathetic, be able to problem-solve on the fly, resolve conflict and so on. Cultural sensitivity is also incredibly important to be able to determine when someone may simply not be aware or behaving a certain way because of their background, and not because they are being intentionally disrespectful.

Interpersonal skills are something we all need to develop, regardless of who we are and what we do. They are also not a one-size fits all, as the skills we need and use can greatly differ depending on the situation we’re facing, whether it’s a conflict, a person from a different background or even someone we are trying to persuade. 

Whether it’s using some of the tips in this article or even asking for feedback from your colleagues and peers, you can greatly improve your career and job saisfaction, by learning how to be a better communicator.

What are the most important interpersonal skills to develop?

There isn’t necessarily one interpersonal skill that is the most important to develop. Instead, having a well-rounded set of interpersonal skills is essential for success in all areas of your life, from building better relationships to growing your career. Being empathetic for others while assertive in your own feelings and words are incredibly important interpersonal skills, as they help you with other social skills, like being adaptable and problem solving.

How can I improve my interpersonal skills in a professional setting?

There are many ways to improve your interpersonal skills in a professional setting, including being aware of your words, body language and feelings, observing others and their reactions and reflecting on outcomes. While self-development is a great way to improve your interpersonal skills, you can also work with others to improve skills like active listening, having mindful communication and problem solving in different situations. There are also professional interpersonal skills trainers who can help you develop your skills further.

How can I practise my interpersonal skills in everyday life?

Some ways you can practise your interpersonal skills include:

• Making a conscious effort to listen actively and be empathetic to other peoples’ situations.
• Being aware of your non-verbal communication, such as facial expressions and body language.
• Seeking feedback from family, friends and colleagues.
• Recording yourself having conversations to look at your expressions and tone.
• Practicing being assertive , such as speaking clearly and concisely.

How can practising mindfulness help enhance my interpersonal skills?

Practising mindfulness enhances your interpersonal skills by allowing you to take account of how you feel, helping you to remain calm and in control in the moment. To be mindful of your social skills, take the time to select your words carefully, remain in control of your emotions and monitor the verbal and non-verbal cues from the other person. You can then adapt accordingly to remain in control of a situation, whether that’s through your body language or being more empathetic to how someone may be feeling.

Can introverts be successful in developing strong interpersonal skills?

Yes, introverts can successfully develop strong interpersonal skills through being mindful and practising. While introverts may find social interactions draining, they often have qualities that give them exceptional interpersonal skills, including being thoughtful, listening, empathetic and observant. Introverts are typically mindful of how they come across to other people and how others are feeling, so they can adapt to different situations. So, while they may not prefer to be in social situations frequently, they can be very effective communicators.

What are some resources for further development of interpersonal skills?

Some useful resources to further develop interpersonal skills include:

• Other articles from SEEK Career Advice
• Books, on topics such as self-development and socialisation 
• Online courses on topics like effective communication, conflict resolution and emotional intelligence
• Workshops and seminars in the particular areas you’d like to develop
• Communication coaches who can provide objective feedback on where you can improve and develop training plans
• Podcasts by communication specialists
• Apps, like meditation and mindfulness apps to help you be more self-aware

How do interpersonal skills relate to emotional intelligence?

Interpersonal skills and emotional intelligence are intertwined. While emotional intelligence involves understanding the emotions of yourself and others, interpersonal skills focus on how you communicate with others and build relationships. Emotional intelligence is a type of interpersonal skill you can use to better understand and communicate with others. By developing your emotional intelligence, you can better connect with others and more effectively build relationships in and out of the workplace.

How can I handle difficult conversations more effectively?

Handling a difficult conversation effectively requires preparation and communication skills. You will want to choose the right time and place, ensuring you’re taking a neutral standpoint and one of care and concern. You will also want to avoid accusatory statements (like “You do this”) and stick to the facts, while providing examples. Staying calm, being empathetic and providing clarity can also help the other person remain in control of their own emotions.

Can I improve my interpersonal skills through online courses or training programs?

Yes, online courses and training programs can be great ways to improve interpersonal skills. Online courses and training programs can give you styles to assess for likeness, strategies for effectively communicating and building relationships, as well as alternative methods for common interpersonal problems.

How do I maintain strong interpersonal skills in a remote or virtual work environment?

The increase in remote working has increased the need for development in virtual interpersonal skills. It’s important to encourage communication through online platforms, like video, email or instant chat, and engage in virtual team-building activities to still maintain those bonds. You may need to be more adaptable to different communication tools and cautious of your style of responding via then. For example, short responses on a live messaging or email platform can be perceived negatively, so it’s best to respond how you would in person, or arrange a video chat to talk.

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Top 20 Interpersonal Skills Interview Questions & Answers

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

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

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

Common Interpersonal Skills Interview Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

7. Illustrate how you maintain relationships with difficult stakeholders.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Philip hardie.

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

Andrew Darley

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

Catherine Redmond

Attracta lafferty, suzi jarvis.

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

Associated Data

No data are associated with this article.

Version Changes

Revised. amendments from version 1.

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

Peer Review Summary

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

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Aim and objectives

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

This will be achieved by addressing the following objectives:

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

Stage 1: Identification of the scoping review research question

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

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

Stage 2: Identifying relevant studies

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

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

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

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

Stage 3: Study selection

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

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

Stage 4: Data charting

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

Stage 5: Collating, summarising and reporting the results

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

Stage 6: Consultation and dissemination

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

Study status

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

Conclusions

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

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

Data availability

Acknowledgements.

Diarmuid Stokes, UCD Librarian

[version 2; peer review: 3 approved]

Funding Statement

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

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Reviewer response for version 1

Karen poole.

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

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

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

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

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

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

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

Is the study design appropriate for the research question?

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

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

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

Not applicable

Reviewer Expertise:

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

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

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

We have responded to your comments below:

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

Edel McSharry

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

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

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

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

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

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

clinical education, digital learning, internationalisation

Elisabeth Carlson

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

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

Keywords: Alphabetical order

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

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

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

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

20 Interpersonal Cognitive Problem Solving

Practice Techniques

Clinical Prompt

Language & Concepts/Word Games

• before/after
• same/different

Formal Problem Solving Dialogue

ICPS Dialogue Ladder

Means-ends Thinking

• means-ends story
• creative thinking

Consequential Thinking

• What if…
• chain reaction consequences
• I don’t care

Evaluating Solutions

• goal setting
• Problem Solving Tree

Forms & Charts

Problem Solving Tree CBT#20-001

Download Available | Worksheet

Introduction

Although very different from other popular methods of child management, the Interpersonal Cognitive Problem Solving [ICPS] approach, now called I Can Problem Solve, [also ICPS], developed by Myrna Shure continues the movement toward positive childrearing. As Shure states “In 1965 Haim Ginott sparked interest in positive parenting by suggesting in his book, Between Parent and Child, that instead of telling a child what not to do [“Don’t run!”], parent should emphasize the positive by telling them what to do [“Walk!”]. Then, in 1970, Thomas Gordon wrote the acclaimed book Parent Effectiveness Training [PET], which opened the door to the idea that active listening and using “I” messages [“I feel angry when your room is messy”] instead of “you” messages [“You are too messy”] are learned parenting skills.” These two landmark books paved the way for Shure’s book Raising a Thinking Child to take parents a step further. “ICPS moves from a primary focus on skills of the parent to focus on skills of the child as well. The thinking child does not have to be told how people feel or what to do; the thinking child can appreciate how people feel, decide what to do, and evaluate whether the idea is, or is not, a good one.”

Symptom Effectiveness

Although educators and clinicians have historically asserted that relief of emotional tension can help one think straight, ICPS supports the reverse idea – the ability to think straight can help relieve emotional tension. ICPS will help children:

• think about what to do when they face a problem with another person;
• think about different ways to solve the same problem;
• think about the consequences of what they do; and
• realize that other people have feelings and think about their own feelings too.

For twenty-five years, ICPS has demonstrated successful outcomes through careful evaluation of thousands of ICPS trained youngsters from ages four to twelve with varied IQ levels from urban and suburban schools nationwide. This approach has been documented in three books for professional audiences, in educational training manuals, and in numerous articles in professional journals and has received several national awards. To cite just a few: In 1982 ICPS was chosen by the National Mental Health Association to receive the prestigious Lela Rowland Prevention Award, and in 1987 ICPS was selected as a model mental health prevention program by the Task Force on Promotion, Prevention and Intervention Alternatives, sponsored by the American Psychological Association. In 1992 the National Mental Health Association selected ICPS as one of its recommended programs. The Substance Abuse and Mental Health Services Administration recently recognized the intervention as an evidence-based exemplary violence prevention program. The most recent acknowledgments include kudos from Strengthening America’s Families Project and the Office of Juvenile Justice and Delinquency prevention as a model violence prevention program.

The teaching of these social competencies has been demonstrated to prevent behaviors – social withdrawal and conduct problems – that are associated with later problems in living such as depression, substance abuse, delinquency and suicide and also with other serious problem behaviors such as early and unsafe sexual activity, school dropout and violence.

Time for Mastery

Younger children up to about age eight, can benefit from ICPS by learning interpersonal problem solving skills that can reduce and prevent high risk behaviors in only three months time with three one half hour sessions per week or about thirteen and one half hours. Older children can also benefit, though it may take two three month programs or about twenty six hours of exposure to ICPS. Older children may already know the language and concepts, but find it difficult to overcome preconcieved reflex or automatic thoughts about problem areas.

Instructions

To the extent that interpersonal cognitive processes precede action, and that good problem solvers are better adjusted and more socially competent than poor ones, we can begin to envision social competence as a problem solving skill, not just in adults, but, as far as we can measure it in children as young as four [04] years of age.

An individual who can plan his or her actions, weigh the pros and cons, and consider the effects of interpersonal acts upon others is less likely to fail and make impulsive mistakes, and thereby suffers less frustration. If problem after problem should remain unresolved, and interpersonal needs remain consistently unsatisfied, maladaptive behavior and other social difficulties often ensue.

One process of thought, that of means-ends thinking, includes the ability to plan, step by step, ways to reach an interpersonal goal. As part of this process, one considers potential obstacles that could interfere with reaching that goal, and also recognizes that problem resolution does not always occur immediately.

Another process involves the spontaneous tendency to weigh pros and cons of transgression, a form of consequential thinking.

Means-ends thinking skills significantly distinguish typical children from the diagnostically disturbed or behaviorally troubled – beginning at about nine [09] years of age, while a spontaneous tendency to weigh pros and cons of an act emerges as a significant behavior during the adolescent years.

Language & Concepts

ICPS has a particular concern not only with being assured that the child is clear in understanding concepts, but in the way you and other adults talk to the child. Talking in ways that help children think about their problems is what ICPS is all about.

Shure tells us that four [04] year olds can not plan sequential means to reach a goal, but they can conceive of alternative ways to solve problems by naming different types of categories of solutions. Spontaneous weighing of pros and cons to an act is beyond their developmental level, but if specifically asked, they can describe what might happen next or what another person might do or say if an act were carried out.

Given these conceptual gifts, the first responsibility is to teach a consistent language that can be used to promote problem solving and to test the concepts engendered by this language. For young children, this is done by playing with words. Play is the work of children, and through play, children absorb and test themselves against the world. By incorporating word games with significant words and concepts into a play arena, the adult can capture both the learning and valuing aspect of such development. After the child is familiar with the words and concepts, the helper can provide a formal dialogue at the time when problems occur to help the child think through the problem and make the appropriate decisions.

Word pairs such as is/is not, and/or, some/all, before/after, now/later, same/different are important for framing the problem solving environment. Although the child may already be familiar with all or most of these words, they are used in a special way in the formal dialogue. These words are used in play because when children learn to associate particular words with play, they are more likely to use them when it’s time to settle disputes.

Young children will laugh when you first say, ‘Mommy is a lady, but she is not a kitten.’ Or, ‘Our feet look the same, but your feet are a different size.’ Or, ‘Do you think I should eat this banana before or after I peel it?’

These word pairs help children think if an idea is or is not a good one, and to think about what happened before a fight began, and whether ‘he hit you before or after you hit him’. Children enjoy thinking about different ways to solve their problem when they associate the word different with fun. And the are more willing to wait until later when they recognize the word later from their play games.

This does not mean that adolescents can not benefit from the use of such words, although it is likely that you will need to find an artful way to present them. They are not words that are unused in an adolescent vocabulary, but developing a formal dialogue in which you address in vivo problem experiences and help the adolescent ‘walk though’ the process after the fact, is in itself, a teaching process. For older children, the process is one of bringing the process into conscious consideration and overcoming ‘automatic thinking’.

Poor problem solvers are likely to display behavior characteristics of impulsivity or inhibition, to show little concern for or even awareness of others in distress and are less liked by their peers.

The use of the formal dialogue changes the usual context for such an child or adolescents. Common themes of antisocial thinking include the belief and mind-set that they are being victimized. Many children and adolescents are accustomed to feeling unfairly treated and have learned a defiant, hostile attitude as part of their basic orientation toward life and other people. From the cognitive perspective, both their perception of being victimized and their hostile response to it are learned cognitive behaviors. These are learned ways of thinking that are reinforced by experiences of success and self gratification. For instance, the sense of victim outrage is itself a feeling of strength and righteousness, much preferable (in their mind) to feelings of weakness and vulnerability.

Unfortunately, such beliefs are all to often supported by the ‘power assertion’ approach to child management, which is focused on punishment, rather than resolution of the problem.

The use of the formal dialogue of ICPS specifically redirects the disruptive person to focus on the facts of the situation, including his/her own thoughts in regard to the means-ends and consequences of their actions. The language and concepts need to be consistent, although the process of dialogue will follow a natural course.

The ICPS Dialogue Ladder

Shure suggests that there is a dialogue ladder with rungs indicating the approach to the child/adolescent in relationship to problems. At the bottom of that ladder is a command and control process which demands, belittles and punishes. This is easily identified by such power assertions statements such as ‘Go to your room!”, “That’s stupid!’, for ‘Get out of the way!’; which may be followed by yanking the child and/or slapping.

One of the Mentor’s responsibilities is to collect data on in vivo events, and you should identify when and how often and by whom, the child is confronted with such power assertions and other lower rung approaches, and report this information to the Clinical Supervisor. In this way, the Clinical Supervisor may be able to teach the adult responsible a better method of child management.

Rung 2 is identified by Shure as Suggestion Without Explanation – such as ‘Please move over to one side of the TV.’ While this is less confrontational, the locus of control is still with the adult and for children with whom control is an issue, this may still lead to confrontation and ultimately Command and Control responses.

Rung 3 is only slightly better in that it provides Suggestion with Explanation, Including Feelings. “If you stand in front of the TV, we can not see.’ or ‘I feel angry when you block our view.’ While this may be helpful to many children, it is unlikely to appease the need for control of the disruptive child.

Rung 4 is the Formal ICPS Dialogue which focuses the whole decision process on the child and provides a clear process of consideration of word concepts, feelings, solutions and consequences and allows the child/adolescent to make the choice. This process does not preclude the implementation of strong consequences for continued poor choices, but it helps to make explicit to the child and adolescent what those choices are and that they are responsible for their choices [giving the child a sense of power].

The responsibility of the Mentor is to always stay on the Formal ICPS Dialogue rung of the ladder regardless of what other authoritative people may be doing. The process is one of training the child/adolescent how to think, not what to think.

Give the child/adolescent a means-ends story depicting hypothetical problems between an adult and a child/adolescent, or between two children/adolescents. Then ask the child/adolescent to make up a story connecting the beginning and the end. Score the number of means provided to reach the stated goal; and the number of obstacles conceptualized which might impede reaching the goal. Many children with problems in living will have a higher degree of capacity to identify the problems than the solutions.

Increasing the number of alternative means or solutions requires two components:

• to focus the child on the solution rather than the problem, and
• to help the child think creatively about solutions.

To be creative requires, that the habitual be made conscious. We must focus our attention. Wonder & Donovan [1984] propose that we construct a mental, slow motion movie of a situation looking for aspects that we have previously overlooked.

We tend to formulate our point of view to protect our preconceived attitudes. It makes us distort, rationalize or forget things. In order to be creative, we must abandon or at least constrain our attitudes. One way to do this is to deliberately look at the issue from different perspectives.

Certain basics can be extrapolated.

• We can look at the process – which deals with change in time and space [growth, transformation, development, evolution, sequence, stage and cycle]. By concentrating on the details of order we ask about phases and steps, expansion/diminishment, etc.
• We can look at differences [contrasts, distinctions] or similarities [connections, affiliations]. These help us to define allegories – “This is like that” – or metaphors – “this is that”.
• We can view the problem on a different order or level. What does society look like from a molecular level or an astrophysical level. Social problems of individuals look differently from higher or lower orders.

All of these changes of perspectives are important, but perspective is not limited to these constructs. We can change our perspective by becoming someone or something else. One effective method is to prohibit your present thinking. If they passed a law prohibiting what you think should be done; what would you do?

As a quick review the table below captures the three basic principles of creative thinking techniques:

Attention: to what?

• elements in the current reality
• features, attributes, and categories
• assumptions, patterns and perspectives
• metaphors and analogies
• what works and what doesn’t
• anything you don’t normally pay attention to

Escape from what?

• current mental patterns
• time and place
• early judgment
• barriers and rules
• past experience

Movement in what sense?

• in time or place
• to another point of view
• free association
• building on ideas

With these factors in mind, many of the creative thinking gurus can offer specific techniques for consideration. However, if we look closely at the Formal ICPS Dialogue, we see the principles of creative thinking captured within the process. We gain attention through shaping the criteria to is/is not, before/after, etc. Moving to the mental processes that make up problem solving, we escape through probing for sameness & differences from our past experiences and hierarchy of ideas, while moving into a differing point of view through the exploratory concepts of and/or. Thus, the Formal ICPS Dialogue is a process of stimulating creative thinking.

You may not need more than the Formal ICPS Dialogue, but if you believe that you or the child need additional creative thinking support.. For older children lateral thinking or thinking hats may have some appeal.

The people in society who repeatedly respond to their problems with others in insensitive, cruel or destructive ways haven’t grown up in the habit of thinking about the consequences of their solutions before they act. It is difficult for some children to think about what they could do and what might happen if they carry out an action.

The goal of consequential thinking is to help the child think about what might happen next if a particular solution is carried out. Therefore, consequences make sense only when children know that events follow one another in a certain order.

Sequential thinking can be reviewed by looking back at the word games for before and after. You can practice this concept with the child while you are doing any two step process. ‘I put the toothpaste on my brush before I brush my teeth.’

Story building is another sequential game. Make up a story about anything at all and then let the child finish it. Or stop and allow the child to add an event. ‘Mother mixed all the ingredients for a cake and then she…..’ After the child interjects a step, you can continue the story to the next stop. Or you can gather a group of children and have them take turns interjecting or finishing.

You can also review the idea of sequence with a game called ‘What might happen IF…’ This can be shaped for older adolescents by the way you develop the circumstances. You give the child the circumstances and let them fill in the consequences. You can try the following for starters:

‘What might happen IF…..

• you stayed up all night
• you didn’t do your homework
• you smiled and said hello to everyone
• you weren’t afraid of anything
• you stole a car

The advantage of this game is that it provides not only the opportunity to practice the concept of consequences, but offers some inferences about the child’s values and belief systems.

As with alternative thinking, the word might is emphasized because no one can predict what will happen next – consequences when other people are involved are never a certainty.

For younger child you can consider consequences by following this procedure:

• state the problem or have the child state the problem
• elicit alternative solutions in the usual way
• stop at a solution that is conducive to asking for consequences [usually ‘hit’, ‘grab’ or ‘tell someone’ are good to start with]
• write the solution on the left side of the paper
• announce that you are going to make up a different kind of story about what might happen next. Ask for lots of different responses,
• list each response on the right side of the paper, drawing a line from the solution to each response.

If the child offers a chain reaction consequence, point it out to the child and then get back on the right track. If the consequence is unclear or seemingly irrelevant, probe the child to find out what s/he had in mind. It is especially important to question the child as to who is doing the action. An answer of ‘nothing’ or ‘I don’t know’ may be a genuine response that shows that the child is stuck and can’t think of anything, but may also mean that they don’t care or don’t want to think about it.

It is important to figure out if it is an ‘I’m stuck’ or ‘I don’t care’ response. If a child’s answer is ‘nothing’, you can respond by saying Maybe nothing will happen, but let’s just make up something that might happen. Encourage the child to ‘pretend’ a consequence. If a child’s answer is ‘I don’t know’, you can agree with them that no one can be sure what will happen, but then encourage them to pretend and make up something that might happen.

If a child gets stuck on variations of the same theme, you can point out that those things are ‘kind of alike because they all __________________[tell someone].

When you give children the freedom to think of ways to solve their own problems they will occasionally come up with solutions you may not like. Research shows that when they learn to think the ICPS way they are, in time, less likely to act on the kinds of solutions that really don’t solve problems.

If the child offers solutions that seem inappropriate or undesirable, you can help them reevaluate their ideas by asking such questions as:

‘How would (the other person) feel if you did that?

‘What else might happen if you do that?’

‘What is something different you can do so that won’t happen’

In continuing to seek alternatives, there is the implication that the solution is not the ideal one, without the criticism. Children, even very young children or children with severe problems in living, know good solutions when they consider them. The problem is to get them to consider them. For older, confrontational children, the problem is one of power. They need to have the power to decide – sometimes even to do what they know is not an adequate solution to reach their goals, but to do it without your authority.

What is needed is a different experience; a new and fortifying relationship. One which will engage the individual’s positive will and affirm his/her right to be different from others. Having had this difference accepted by others, the individual can now accept him/herself. Self acceptance becomes possible through the love experience [Rank] of being accepted by another person. The valid love relationship requires acceptance of the self-willing in another, bestowing worthiness in preparation for choosing meaning. Thus worthiness is not in ourselves and our behavior, but in the acceptance of that behavior by someone significant to us.

This does not imply, that there are not necessary consequences to such self-willed behavior. But those consequences are not personal, they are formal. And the more the consequences are oriented towards training the child to make better choices rather than punishing the child for transgression; the more they transfer discipline to the child as self-discipline. In order to gain the trust and assistance of the child, you will need to understand that better is defined by the child. The art of the approach is to help the child reach his/her goals regarding problem solutions, not reach goals that you or other authorities sanction. This may require work on the development of other goals than simply avoiding what adult authorities believe is in his/her best interest [See Technique #27 – Motivation &Goal Setting].

Depending on the age of the child, you can use the Problem Solving Tree [CBT#20-001] to have the child work out the problem solving situation on paper and determine how well such solutions meet his/her goals. And in the process, determine the need for training the child in goal setting.

Have the child list in the left hand column an event that seems to have been a problem in the past. Discuss with the child the type of event and ask the child to state what they would identify as the best possible outcome of the event. Have the child write this as a goal statement.

In the next column, have the child list as many solutions as s/he can think of [leave space between the solutions]. After all the solutions have been listed, ask the child to list what might happen if s/he were to implement the solution. Probe until the child has listed all of the possible consequences s/he can think of for each possible solution. Have the child draw arrows from the appropriate solution to the consequences that are connected.

After the consequences are listed, have the child prioritize the consequence with #1 being the consequence that is closest to the goal statement.

The child can develop a different problem solving tree for each problem situation identified.

As the process of the formal dialogue become habitual, the child will be able to use these skills without formal prodding or with minor ‘cues’. The skill is one that, once mastered, tends to improve over time. While we could hope that all four year olds are taught the skill, it is never too late.

BROWSE Topics

• Management Concepts
• Management Program Models
• Management Tools
• Practice Concepts
• Group Instruction
• Practice Assessment
• Practice Games
• Teacher Techniques
• Theory Concepts
• Training Trainers

Internship - Mechanical Engineer Summer 2025

INTERNSHIP - MECHANICAL ENGINEER SUMMER 2025

INEOS Enterprises is a global market leader in the production of intermediary chemicals that are used as an essential input into chemical value chains across a broad variety of end markets and sectors. INEOS Joliet is part of the INEOS Enterprises portfolio. INEOS Joliet is a leading producer of chemical intermediates.  At our site in Channahon, Illinois (about 40 miles southwest of Chicago) we produce three products: Purified Isophthalic Acid (PIA) and Maleic Anhydride (MAN). 

This internship is a paid opportunity. Housing assistance is not  provided .

Roles & Responsibilities

The successful candidate could work as a key member of the Maintenance, Technology, or Reliability Teams providing day-to-day technical service, completing small design projects for repair and/or replacement of mechanical equipment, and serving on teams to address mechanical equipment reliability, safety, and design initiatives. 

• Day-to-day interface with operations, maintenance, technology, reliability team and construction personnel to troubleshoot, optimize and ensure safe and reliable operations.
• Interfaces with other groups including Operations teams, maintenance and reliability team, technology, purchasing, relief valve group, inspection department, and plant HSE team to maintain compliance and integrity management of the equipment in the assets. This function includes issuing authorization for equipment, piping, and relief valve operation and testing.
• Project activities include scoping and prioritization, preliminary and detailed mechanical piping, equipment, and structural designs, start-up support, post audit evaluations and completion of proper documentation. This will require the ability to learn how to use codes and specification, working with CAD and piping designers, Process Safety Management (PSM), Management of Change process, and Capital Value Process (CVP).
• Participate in safety studies such as HAZOP studies, Process Hazard analysis (PHA), and drive the Management of Change (MOC) process on small capital projects.
• Issue mechanical packages to complete repair to damaged equipment (e.g., boilers, furnaces, heat exchangers, piping, etc.).
• Provide estimates and designs for small capital jobs. Serve as lead engineer for the implementation of small project and expense jobs.
• Participate as a member of certain large capital and new technology groups as part of the optimization and improvement of the operating processes.
• Serve as a supporting engineer during turnarounds.

Required Competencies:

Strong basic engineering skills with knowledge of process equipment including pumps, compressors, piping systems, pressure vessels, fired equipment, exchangers, and relief valves.

Ability to be innovative and to apply technical skills to improve safety and quality, reduce costs, and increase production.

• Excellent interpersonal skills
• Team player
• Excellent communicator at all levels
• Good listening and influencing skills
• Focus on good customer service
• Ability to manage change and multiple priorities
• Ability to deliver results
• Strong problem solving and decision-making skills
• Actively enrolled in a Bachelor’s Degree program in Mechanical Engineering at an accredited university
• Completion of minimum 1 year of engineering courses
• 3.0 or greater GPA out of 4.0 is required

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