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What Is Resilience?

Characteristics of Resilient People

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

Sean is a fact-checker and researcher with experience in sociology, field research, and data analytics.

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• Resilient Meaning
• Characteristics

How to Ask for Help

Frequently asked questions.

Resilience involves the ability to recover and rebound from challenges and setbacks. Being resilient can be important for helping people deal with a variety of problems and bounce back from trauma.

What makes a person resilient? There are many factors that contribute to resilient behavior, including personality traits, upbringing, genetics, environmental factors, and social support.

If you want to become more resilient, learn about the characteristics of resilient people and when and how to ask for help building resilience.

What Does Resilience Mean?

Being resilient means facing difficulties head-on instead of falling into despair or using unhealthy coping strategies. Resilience is often defined as the mental reservoir of strength that helps people handle stress and hardship.

Resilient people are able to draw upon this strength to cope and recover from challenges. That's true even when they face significant traumas, such as job loss, financial problems, serious illness, relationship challenges, or the death of a loved one.

Resilience also means understanding that life is full of challenges. While we cannot avoid many of these problems, we can remain open, flexible, and willing to adapt to change.

Characteristics of Resilience

Some of the main characteristics of a person who has resilience are awareness, self-control, problem-solving skills, and social support. Resilient people are aware of situations, their emotional reactions, and the behavior of those around them.

By remaining aware, they can maintain control of a situation and think of new ways to tackle problems. In many cases, resilient people emerge stronger after such difficulties.

While people vary dramatically in the coping skills they use when confronting a crisis , researchers have identified some key characteristics of resilience. Many of these skills can be developed and strengthened, which can improve your ability to deal with life's setbacks.

The five basic characteristics of resilience are:

• Problem-solving skills
• Strong social connections
• Survivor mentality
• Emotional regulation
• Self-compassion

Sense of Control

Do you perceive yourself as having control over your own life? Or do you blame outside sources for failures and problems?

Generally, resilient people tend to have what psychologists call an internal locus of control . They believe that the actions they take will affect the outcome of an event.

Of course, some factors are simply outside of our personal control, such as natural disasters. While we may be able to put some blame on external causes, it is important to feel as if we have the power to make choices that will affect our situation, our ability to cope, and our future.

Problem-Solving Skills

Problem-solving skills are essential for resilience. When a crisis emerges, resilient people are able to spot the solution that will lead to a safe outcome. In dangerous situations, less resilient people sometimes develop tunnel vision. They fail to note important details or take advantage of opportunities.

Resilient individuals are able to calmly and rationally look at a problem and envision a successful solution.

Strong Social Connections

Whenever you're dealing with a problem, it is important to have people who can offer support . Talking about the challenges you are facing can be an excellent way to gain perspective, look for new solutions, or simply express your emotions. People who possess a great deal of resilience have a network of friends, family members, co-workers, and online support groups to keep them socially connected.

Survivor Mentality

When dealing with any potential crisis, it is essential to view yourself as a survivor. Resilient people avoid thinking like a victim of circumstance and instead look for ways to resolve the problem. While the situation may be unavoidable, they stay focused on a positive outcome.

Emotional Regulation

Resilience is also characterized by an ability to regulate emotions effectively. The ability to recognize that they are having an emotional response and to understand what is causing the response can help them better handle emotions and cope with the situation at hand.

Self-Compassion

Resilient people are also compassionate toward themselves. They tend to notice when they need to take a break and can accept their emotions , which is important for resilience. Self-compassion can help boost overall health and resilience and ensure you're ready to face life's challenges.

Examples of Resilience

So what does resilience look like in action? Some examples of resilient behaviors and ways that you can show resilience include:

• Trying to take a positive perspective on situations
• Viewing challenges as learning opportunities
• Regulating emotions and expressing feelings in appropriate ways
• Focusing on the things you can control instead of dwelling on what you cannot change
• Recognizing that cognitive distortions are false
• Reframing negative thoughts to be more realistic and positive

For example, imagine that you get stuck in traffic on the way to work. For a non-reilient person, they might get angry, stressed out, and worried about how being late will reflect on them at work.

If you are resilient, however, you might choose to focus on what you can learn from the situation (leaving the house earlier for work), control your emotional response (using stress relief strategies to calm your mind and body), and avoid negative thinking (by reminding yourself that you are always on time and your employer will understand).

While being resourceful is an important part of resilience, it is also essential to know when to ask for help. During a crisis, everyone can benefit from the help of psychologists and counselors specially trained to deal with crisis situations. Other potential sources of assistance include:

• Books : Reading about people who have experienced and overcome a similar problem can be motivating and suggest ideas on how to cope.
• Online message boards : Online communities can provide continual support and a place to talk about issues with people who have been in a similar situation.
• Psychotherapy : If you are having trouble coping with a crisis situation, consulting a qualified mental health professional can help you confront the problem, identify your strengths, and develop new coping skills.
• Support groups : Attending support group meetings is a great way to talk about the challenges you're facing and to find a network of people who can provide compassion and support.

Resilience is important for mental health and well-being, and luckily, everyone can learn to be resilient. While some people may be naturally more resilient , it's a skill that you can strengthen.

Start by practicing some of the common characteristics of resilient people and focusing on your existing strengths. Don't get discouraged; becoming more resilient may take time, but the investment will have big payoffs on your health and well-being.

They are competence, confidence, connection, character, contribution, coping, and control. Pediatrician Ken Ginsberg, MD, created the 7 Cs of resilience model to help children and adolescence build resilience. However, these skills can be developed at any age.

Being non-resilient, or lacking resilience, often involves becoming overwhelmed by difficult or stressful situations, dwelling on problems, or using unhealthy coping mechanisms to cope with the challenges of life.

People who are stress-resilient have better coping strategies for handling stress . They can recover more quickly from the major and minor stressors that occur day to day.

While resilience is often portrayed as a character trait that people either have or don't have, it is actually an ability that people can improve. According to one study, resilience can fluctuate over time and may depend on the situation and circumstances that a person is facing. This means that with practice, you can learn to strengthen your resilience.

Reid R.  Psychological resilience .  Med Leg J.  2016;84(4):172-184. doi:10.1177/0025817216638781

Walker FR, Pfingst K, Carnevali L, Sgoifo A, Nalivaiko E.  In the search for integrative biomarker of resilience to psychological stress .  Neurosci Biobehav Rev.  2017;74(Pt B):310-320. doi:10.1016/j.neubiorev.2016.05.003

Hornor G. Resilience . J Pediatr Health Care . 2017;31(3):384-390. doi:10.1016/j.pedhc.2016.09.005

Munoz, RT, Brady, S, Brown, V. The psychology of resilience: A model of the relationship of locus of control to hope among survivors of intimate partner violence . Traumatology . 2017;23(1):102-111. doi:10.1037/trm0000102

Ertekin Pinar S, Yildirim G, Sayin N. Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates . Nurse Educ Today . 2018;64:144-149. doi:10.1016/j.nedt.2018.02.014

Somasundaram RO, Devamani KA. A comparative study on resilience, perceived social support and hopelessness among cancer patients treated with curative and palliative care . Indian J Palliat Care . 2016;22(2):135-40. doi:10.4103/0973-1075.179606

Hutnik N, Smith P, Koch T. Using cognitive behaviour therapy to explore resilience in the life-stories of 16 UK centenarians .  Nurs Open . 2016;3(2):110–118. doi:10.1002/nop2.44

Ginsburg KR, Jablow MM.  Building Resilience in Children and Teens: Giving Kids Roots and Wings . 2nd ed. American Academy of Pediatrics; 2011.

Flynn PJ, Bliese PD, Korsgaard MA, Cannon C. Tracking the process of resilience: how emotional stability and experience influence exhaustion and commitment trajectories . Group & Organization Management . 2021;46(4):692-736. doi:10.1177/10596011211027676

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

The Eleven Skills and Attitudes that Can Increase Resilience

Which resilience techniques do you use.

Posted April 30, 2021 | Reviewed by Abigail Fagan

We know that individuals handle adversity in many different ways and that the different approaches and strategies that they make use of have been learned and shaped by the culture, society, and family systems that they grew up in and of which they are part. But some common skills and attitudes emerge.

• Being connected to others. Relationships that can provide support and caring are one of the primary factors in resilience . Having a number of these relationships, both within and outside of the family, that offer love, encouragement, and reassurance can build and support resilience, by developing new friendships, for instance.
• Being flexible . By definition, it is a key component of resilience and one of the primary factors in emotional adjustment and maturity. This requires that an individual be flexible in his thinking and his actions, such as by trying something new.
• Being able to make realistic plans and take action to carry them out. Being able to see what is, rather than what you would like is a part of this skill. Being proactive rather than reactive and assertive rather than aggressive or passive are components of this skill, for example taking a Red Cross course in CPR and First Aid.
• Being able to communicate well with others and problem-solve both individually and with others. This includes basic communication, listening, and problem-solving skills, such as by working as a team member within your community.
• Being able to manage strong feelings. This requires being able to take action without being impulsive and responding out of emotion . It also encompasses the ability to put emotions aside when clear thinking and action are required. Being able to use thinking as a way of managing one's emotions is a key component of this skill. For example, when you're angry or hurt, think before you act.
• Being self-confident. Having a positive self-image is critical if a person is to be able to confront and manage fear and anxiety in his or her life, such as by helping someone else.
• Being able to find purpose and meaning. Being able to make sense out of what is happening and to find meaning in it is critical if one is to be able to manage the feelings that are aroused in a crisis. Spiritual and religious practices are often a component of this factor, including acting on one's values.
• Being able to see the big picture. This factor is often closely aligned with #7 and #5. Optimists in general are better able to see the bigger picture than pessimists. They are more likely to see good and bad events occurring in their life being temporary rather than permanent. This, too, will pass. They are also more likely to see events as having a specific impact on certain areas of their life rather than having a pervasive impact on their entire life or their future. Last of all, they are less likely to blame themselves or someone else for the hard times. Optimists avoid the blame game. They hold themselves and others accountable without the emotional dose of blame.
• Being able to appreciate and use humor appropriately. Whether humor is "sick" or "dark" often depends on the setting. Laughter may have healing powers. For example, if you're not feeling well, watch a funny movie.
• Being able to take care of yourself, e.g., diet , exercise, financial health, etc. First responders and health care professionals are often major offenders in this area. They often assume that the rules do not apply to them, but they do. Make a SMART Plan for exercise.
• Being able to care for others physically and emotionally. Occupations and volunteer activities that involve caring for others can often build resilience, by volunteering in a shelter or a food bank, for instance.

"Duct Tape Isn't Enough": Survival Skills for the 21st Century. Module I, pages 4 and 5

Ron Breazeale, Ph.D. , is the author of Duct Tape Isn’t Enough: Survival Skills for the 21st Century as well as the novel Reaching Home .

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

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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.

Highly Recommended Article:

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.

HOW TO MAKE GOOD-POINTS DURING PROBLEM-SOLVING:

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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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.”

Related Reading How Interpersonal Skills Help You Be a Stronger Tech Player

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.”

Related Reading Upskilling: What It Is and Why It’s Important

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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June 1, 2023 In a volatile world, one thing’s certain: there will never be a shortage of problems to solve. But some organizations are better equipped to deal with unforeseen challenges and withstand unpredictable threats than others—and even emerge stronger. Take Ukrainian businesses, which, for more than a year, have endured a 600-mile front line with territories under regular shelling, energy infrastructure attacks, and disrupted fuel supply chains and damaged refineries. “Given the constantly shifting reality of the situation, ensuring continuity required flexible problem solving on a near-hourly basis across all levels of organizations,” write Oleksander Kravchenko, Mihir Mysore , Daryna Ostafiichuk, and Andrew Prihodko in a recent article . “This was particularly important as initial assumptions turned out to be incorrect and had to be changed quickly.” Check out these insights glean more lessons from Ukrainian businesses that have survived and thrived in extremely difficult situations, and learn how your organization can cultivate resilience and ensure adaptability, despite continued external shocks and uncertainty.

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The Science of Coping: 10+ Strategies & Skills (Incl. Wheel)

We all have trouble coping at some points in life. We don’t get the promotion we hoped for; our relationship breaks down; a presentation is overdue.

Whether you cope or not depends on how you think. Stress is a feeling of emotional or physical tension, and it arises from how you interpret life’s events as they unfold.

Our coping skills have evolved to help us survive in environments very different from those in which most of us now live, work, and play (Cosmides & Tooby, 2013). While we have a body and mind well adapted to overcome the challenges faced by hunters running down a kudu in the African savannah, we are a poor match for the difficulties found in modern life (Li, Vugt, & Colarelli, 2017).

Psychological research in the fields of sports, business, and beyond has identified approaches, skills, and tools that can help us cope, overcome, and even flourish.

The strategies that follow take us beyond a focus on repairing weaknesses and attending only to what is wrong, and instead view growth as default, mental wellbeing as expected, personal strengths to be built up, and an authentic existence to be lived.

Before you continue, we thought you might like to download our three Resilience Exercises for free . These engaging, science-based exercises will help you to effectively cope with difficult circumstances and give you the tools to improve the resilience of your clients, students, or employees.

This Article Contains:

A look at the coping wheel, 5 strategies for coping with stress, a real-life example, teaching coping to children: 3 ideas, 2 ways to cope with anxiety, how to cope with anger, 7 books on the topic, realizing resilience masterclass tools, a take-home message.

Coping strategies are processes used to manage stress. They help to control your thoughts, feelings, and actions before, during, and after challenging situations.

And there are plenty of them.

Research into coping has identified over 400 strategies and multiple classifications (Machado et al., 2020), including:

• Problem focused (proactively dealing with the source of the stress) versus emotion focused (reducing stress by regulating emotion)
• Approach (alleviating the problem directly) versus avoidance (distancing oneself from the stressor)

In an analysis of 44 studies, researchers found that coping strategies fit under 12 mutually exclusive coping families , represented in the diagram below (Skinner & Zimmer-Gembeck, 2007).

Source: The Positive Psychology Toolkit© (The Coping Strategy Wheels)

Techniques and strategies have a focus (e.g., actions, social resources), a coping family that shares the same action tendency (e.g., problem solving, negotiation), and a way of coping (e.g., surrender, emotion regulation).

Psychological stress arises in response to social and physical environments (Monroe & Slavich, 2016).

The stressor can be mild or intense: walking to the office on a hot day or traveling through the Kalahari Desert on foot, a pre-lunch rumbling stomach or failure of a vital food crop, an awkward conversation with a coworker or a hostage negotiation.

Such events cause a state of strain; impact our psychological and physical wellbeing; and vary in magnitude, timescale, and use of coping mechanisms.

The tools that follow can be adopted and adapted as needed to assist coping in difficult times, promoting growth, and supporting mental toughness and resilience .

They reframe a present or future situation, reduce or remove negative thoughts, or foster learning how to think positively.

1. ABCDE model

The ABCDE model, developed by Albert Ellis in the 1950s, provides a reflective framework. It supports us in changing our emotions and behaviors by identifying irrational beliefs and swapping them with rational ones.

Recognize, write down, and then challenge beliefs that are irrational or unhelpful.

The process of disputing irrational beliefs can lead to a more authentic, beneficial belief system. You may not have control over your environment, but you do have control over your reactions.

2. Positive thinking

Everything we know, believe, and feel is based on our internal thoughts. Positive thinking gives us extraordinary power over our thinking and ourselves (Strycharczyk & Clough, 2015).

Affirmations are used widely within sports. The repetition of short statements provides a way for the athlete to mirror the uplifting effects of hearing positive messages from a friend or coach.

Spend some time thinking about situations that you have faced or expect to encounter in the future. For each, write down a few short, supportive statements that provide strength during a challenge.

There is also growing evidence that the use of positive internal conversations, known as self-talk, can significantly improve how we tackle a challenge or approach a situation.

Talk to yourself as though a friend, coach, or supportive colleague is offering you positive advice.

A good practice at the end of each day for positively reinforcing successful performance is to write down and review three achievements, small or large, from the last 24 hours.

This daily closure activity helps you focus on what went well, rather than dwelling on disappointments or perceived failures.

Use the achievements to take that positivity through to the next day.

3. Visualization

It is common practice for athletes to use imagery while they prepare for an event, practice a movement, or train while injured. Swimmers mentally rehearse a perfect dolphin kick, and endurance runners imagine pulling extra miles from the depths of their mental and physical resources (Meijen, 2019; McCormick, Meijen, & Marcora, 2015).

Focusing on positive mental images can favorably impact both our mind and body and increase self-belief in our ability to cope with change.

The mind offers a safe and flexible environment for practicing a stressful task. Mentally rehearsing a daunting performance prepares the individual by asserting control over a (sometimes harmful) inner voice (Strycharczyk & Clough, 2015).

4. Control the controllable

Athletes often talk about controlling the controllable.

Adequate preparation will increase the perception of control, which is crucial to our mental toughness and motivation, and improve performance.

Write down a list of outcomes, real or imagined, to an important situation on sticky notes.

For example, when reviewing a challenging meeting:

• Did attendees arrive prepared?
• Were accurate notes and actions taken?
• Was the agenda followed and all points covered?
• Was everyone heard?
• Was agreement reached over the critical decisions?

Place each note on a large copy of the following graph:

• What went well goes at the bottom and less well, at the top.
• What can be controlled goes in the left-hand column and what cannot be controlled, in the right-hand column

Review the completed graph.

Outcomes in the bottom-left quadrant – went well and can be controlled – require no action. Though it can be useful and increase self-belief to regularly review successes.

Outcomes in the top-left quadrant were within our control but unsuccessful. Ask yourself how you could have handled the situation better or differently. Once reviewed, consider how best to approach it next time, then let go of it. Do not dwell.

Anything on the right-hand side of the table is outside of our control. Revisit to confirm that it is still the case. Focus on what can be controlled and accept what cannot.

5. Three steps to handle stress

People who adopt the mindset that “stress is enhancing” experience more exceptional performance and less negative health symptoms (Crum & Crum, 2018).

If view positively, physical and mental stress are essential to moving from a fixed to a growth mindset.

Having worked with athletes and Navy SEALS, Crum and Crum (2018) propose a three-step approach to harnessing the positive aspects of stress while minimizing any negative health impacts.

Step one – “See your stress”

Don’t attempt to ignore stress. Label it.

Seeing it as something positive, rather than to be avoided, can change our physical, cognitive, and behavioral response to it.

See it, and label it: “ I am stressed because I haven’t completed the report yet.”

Step two – “Own it”

When you are at risk of being overwhelmed by stress, own it.

Own it: “ I recently got the promotion I wanted; this is part of my new role.”

Step three – “Use it”

Your body and mind have evolved to respond to stress; use that energy, alertness, and heightened concentration to boost your mind.

Use it: Be open to the opportunity. Use the stress to energize and motivate yourself.

Reframing stress to something positive can enable you to overcome existing and future obstacles (Crum & Crum, 2018).

Download 3 Free Resilience Exercises (PDF)

These detailed, science-based exercises will equip you or your clients to recover from personal challenges and turn setbacks into opportunities for growth.

Download 3 Free Resilience Tools Pack (PDF)

By filling out your name and email address below.

The following real-life example exemplifies the human capacity to cope. Csikszentmihalyi (2009) describes this ability as follows:

“the same stressful event might make one person utterly miserable, while another will bite the bullet and make the best of it.”

Against all odds

When Carmen’s estranged husband broke into her home, he beat her so severely that the police said it was more brutal than anything they had ever seen. Following the horrific injuries to her head, she remained in a coma for three months (Hooper, 2019).

When she regained consciousness and was finally able to get out of bed, she was in terrible pain, blind, and required multiple skin grafts. Surprisingly, rather than feeling sorry for herself, she realized she had been given a gift: the opportunity to help people.

Despite, as she describes it, “looking shocking,” she became a speaker and an inspiration to many.

And the story doesn’t end there. The tight skin grafts on Carmen’s face continued to cause her immense pain, and she became only the seventh person to have a face transplant. To give further insight into her character, she connected and struck up a close friendship with the daughter of the donor. They now see each other regularly.

Carmen’s story of resilience is incredible. Not only did she survive injuries she could have died from, but she overcame the challenges to flourish in her new life.

He has worked closely with British Olympic athletes and supported British Cycling in their considerable successes.

His bestseller, The Chimp Paradox , explains the inner workings of the brain using what he describes as the “Chimp Model.” It consists of three elements: the human, the chimp, and the computer.

The human – you – uses a logical and rational approach to solving problems. The chimp represents the fast-reacting, instinctual parts of the brain. It interprets information emotionally and often responds impulsively, frequently causing us problems.

The final element, the computer , stores previous experiences and uses them to advise the human and the chimp. It represents your memory and a set of learned, automatic responses.

In My Hidden Chimp: Helping Children to Understand and Manage Their Emotions, Thinking, and Behaviour With Ten Helpful Habits , Peters and Battista (2018) use the same model to help children develop healthy habits for life.

Understanding when the chimp tries to take over

Identify words that describe you and your chimp

Trying new things

Sometimes we get scared to try new things.

Can you think of three things you would say to your friend’s chimp to help it try something new?

Encourage the chimp to try something new:

• If you try something new, you might enjoy it.
• Something new could be fun, and you could share it with friends.
• You could become more confident if you try new things.

Working through each of the above examples, with or without an adult, can help the child understand their feelings better and identify when the chimp tries to take over.

Psychological research has proven the importance of relaxation as an effective technique for managing anxiety. As psychology has confirmed, we can influence our minds by taking control of our bodies (Strycharczyk & Clough, 2015).

Exercises for managing anxiety include the following.

1. Controlled distraction

Similar to self-talk, controlled distraction reduces anxiety by redirecting attention away from a negative situation.

When a quick fix is required, take your mind off your anxiety by focusing on something that doesn’t cause you upset.

For example, before giving a presentation, count lights or ceiling tiles, listen to music, or imagine a past or future vacation.

2. The Laura Mitchell Relaxation Method

The Mitchell Relaxation Method (Mitchell, 1990) has been around for decades but remains a successful and widely used treatment for patients with anxiety.

The client is asked to ‘pull’ each muscle group in turn, stopping in between; for example, ‘pull your shoulders toward your feet,’ ‘stretch out your fingers and thumbs.’ They must remain mindful of their body position, breathing, muscles, joints, and skin.

The initial rush of adrenaline leads to physical indicators that you may become aware of before you spot emotional changes: increased heart rate, faster breathing, tension, and a clenched jaw and fists.

Simple techniques can quickly be adopted and buy extra thinking time: a short walk, counting to 10, or talking to a friend for independent advice.

Breathing techniques can also help you to find calm and reduce escalating feelings.

Box breathing is practical and easy to learn. Imagining each side of a box, breathe in (side 1), hold (side 2), breathe out (side 3), and hold (side 4). Each side should last approximately four seconds.

Exercise, distraction, and mindfulness are other positive ways to handle tension or release anger.

To learn more about coping, mental toughness, resilience, and our evolutionary background, check out these 7 books available on Amazon:

• On Mental Toughness by Harvard Business Review ( Amazon )
• Mindset: Changing the Way You Think to Fulfill Your Potential by Carol Dweck ( Amazon )
• Positivity: Groundbreaking Research to Release Your Inner Optimist and Thrive by Barbara Fredrickson ( Amazon )
• Evolutionary Psychology: The New Science of the Mind by David Buss ( Amazon )
• The Chimp Paradox: The Mind Management Program to Help You Achieve Success, Confidence, and Happiness by Dr. Steve Peters ( Amazon )
• Self-Determination Theory: Basic psychological needs in motivation, development, and wellness by Richard Ryan and Edward Deci ( Amazon )
• Developing Mental Toughness: Coaching Strategies to Improve Performance, Resilience, and Wellbeing by Doug Strycharczyk and Peter Clough ( Amazon )

World’s Largest Positive Psychology Resource

The Positive Psychology Toolkit© is a groundbreaking practitioner resource containing over 500 science-based exercises , activities, interventions, questionnaires, and assessments created by experts using the latest positive psychology research.

Updated monthly. 100% Science-based.

“The best positive psychology resource out there!” — Emiliya Zhivotovskaya , Flourishing Center CEO

The Realizing Resilience – Coaching Masterclass is an excellent resource for practitioners. Teach your clients how to become more resilient and mentally tough with the science-based techniques and tools in this online masterclass.

If you’re looking for more science-based ways to help others overcome adversity, this collection contains 17 validated resilience tools for practitioners . Use them to help others recover from personal challenges and turn setbacks into opportunities for growth.

The human mind is impressive. It has evolved the potential to solve complex problems and successfully manage unexpected and novel situations.

And yet, coping is less about what is happening in the world, and more about how our minds interpret the situation. Perception is everything. This is why coping mechanisms focus on managing, reframing, or avoiding how we perceive the stressors.

If we can see stress not as something to be shied away from, but rather an opportunity to embrace, we can live a more complete, authentic life. After all, although evolution has shaped our minds and bodies, we are free to choose how we react and behave.

While we often lack control of our environment, we decide what affects us and how we respond.

It is not possible and would not be enjoyable to live a life without stress. Overcoming the challenges, pitfalls, and failures in life are just as crucial as celebrating the wins and enjoying happy outcomes. Stress is a valuable force for growth.

However, if our inability to cope is getting in the way of living a full life, achieving what we want, or causing damage to others, then we must adopt and adapt the tools that work best to overcome the situation and flourish.

Thank you for reading.

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

• Buss, D. (2014).  Evolutionary psychology: The new science of the mind  (5th ed.). Psychology Press.
• Cosmides, L., & Tooby, J. (2013). Evolutionary psychology: New perspectives on cognition and motivation. Annual Review of Psychology , 64 (1), 201–229.
• Crum, A., & Crum, T. (2018). Stress can be a good thing if you know how to use it. In Harvard Business Review, HBR’s 10 must-reads: On mental toughness . Harvard Business Review Press.
• Csikszentmihalyi, M. (2009). Flow: The psychology of optimal experience. Harper Row.
• Dweck, C. S. (2017). Mindset :  Changing the way you think to fulfill your potential  (6th ed.). Robinson.
• Fredrickson, B. (2010).  Positivity: Groundbreaking research to release your inner optimist and thrive . Oneworld Publications.
• Hooper, R. (2019). Superhuman: Life at the extremes of mental and physical ability. Abacus.
• Li, N. P., Vugt, M. V., & Colarelli, S. M. (2017). The evolutionary mismatch hypothesis: Implications for psychological science. Current Directions in Psychological Science , 27 (1), 38–44.
• Machado, A. V., Volchan, E., Figueira, I., Aguiar, C., Xavier, M., Souza, G. G., … Mocaiber, I. (2020). Association between habitual use of coping strategies and posttraumatic stress symptoms in a non-clinical sample of college students: A Bayesian approach. PloS One, 15 (2).
• McCormick, A., Meijen, C., & Marcora, S. (2018). Effects of a motivational self-talk intervention for endurance athletes completing an ultramarathon. The Sport Psychologist , 32 (1), 42–50.
• Meijen, C. (2019). Endurance performance in sport: psychological theory and interventions. Routledge.
• Mitchell, L. (1990). Simple relaxation: The Mitchell method of physiological relaxation for easing tension. Murray.
• Monroe, S. M., & Slavich, G. M. (2016). Psychological stressors: Overview. In G. Fink (Ed.), Stress: Concepts, cognition, emotion, and behavior: Handbook in stress series (vol. 1) (pp. 109–115). Academic Press.
• Peters, S. (2016). The chimp paradox: The mind management program to help you achieve success, confidence, and happiness . Vermilion.
• Peters, S., (Author) & Battista, J. (Illustrator) (2018). My hidden chimp: Helping children to understand and manage their emotions, thinking, and behaviour with ten helpful habits. Studio Press Books.
• Ryan, R. M., & Deci, E. L. (2018).  Self-determination theory: Basic psychological needs in motivation, development, and wellness.  Guilford Press.
• Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology , 58 , 119–144.
• Strycharczyk, D., & Clough, P. (2015). Developing mental toughness: Coaching strategies to improve performance, resilience, and wellbeing. Kogan Page.

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Hello, Are there teaching materials available in other languages? I have a few Spanish speakers that would benefit greatly from having the literature written in Spanish.

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I hope this helps!

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Dear Jeremy,

Thoroughly enjoyed reading the above with regards to coping methods. I am very sorry if this is irrelevant, however, which human suject Phd is related to this as I am really interested in taking on my studying further but failing in finding a good subject . Thank you and best regards

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3 Resilience Exercises Pack

Table of Contents

How To Improve Interpersonal Skills: 12 Tips With Examples

In a world brimming with interactions, both digital and face-to-face, mastering how to improve interpersonal skills is your key to unlocking success. Whether you’re navigating the complex terrain of the professional world, fostering deep personal connections, or simply aiming to become a more effective communicator, the journey to honing these vital skills is transformative.

In this comprehensive guide, we embark on a compelling exploration of how to improve interpersonal skills. We’ll delve into 12 invaluable tips, each accompanied by real-world examples, that will empower you to communicate effectively, build meaningful relationships, and excel in every facet of your life. From active listening to conflict resolution, from empathy to problem-solving, we’ll equip you with the tools you need to become a skilled and empathetic communicator. Join us on this transformative journey and unlock the potential within you with these 12 tips on how to develop interpersonal skills especially in the workplace.

What are Interpersonal Skills?

Interpersonal skills are the abilities and behaviors that enable effective communication, collaboration, and relationship-building with others, both in personal and professional contexts.

The Importance of Interpersonal Skills

In a world characterized by constant interactions, how to improve interpersonal skills becomes a question of immense importance. These skills empower individuals to connect, communicate, and collaborate effectively. They not only enhance personal relationships but also play a pivotal role in career success. Let’s explore specific strategies on how to improve interpersonal skills to enhance these crucial abilities.

List of Key Interpersonal Skills

• Active Listening : Paying full attention to others, asking clarifying questions, and demonstrating understanding.
• Communication : The ability to convey ideas, thoughts, and information clearly and effectively, both verbally and in writing.
• Empathy : Understanding and sharing the emotions and perspectives of others, demonstrating compassion and support.
• Conflict Resolution : The capacity to identify, address, and resolve conflicts in a constructive and peaceful manner.
• Negotiation : The skill of reaching agreements or compromises through discussion, often in situations with differing viewpoints or interests.
• Teamwork : Collaborating effectively with others, contributing to group goals, and valuing diverse opinions and contributions.
• Adaptability : Being flexible and open to change, adjusting to new situations, and embracing new ideas.
• Leadership : Inspiring and guiding others, taking initiative, and providing direction when necessary.
• Problem Solving : Identifying issues, analyzing them, and finding solutions or alternatives.
• Time Management : Efficiently managing one’s own time and tasks to meet deadlines and priorities.
• Stress Management : Handling and reducing stress effectively, maintaining composure under pressure.
• Assertiveness : Expressing one’s opinions, needs, and boundaries while respecting the rights of others.

In this article we aim to help you learn how to improve interpersonal skills keeping in mind all of these key interpersonal skills required or success in both personal and professional life.

Top 12 Tips on How To Improve Interpersonal Skills in the Workplace

Without waiting much longer, let’s jump right into how to improve interpersonal skills especially in the workplace, with examples to help you better understand.

Tip 1: Actively Listen

Active listening is the cornerstone of effective communication and a fundamental skill in the quest to improve interpersonal skills. It goes beyond merely hearing words; it involves fully engaging with the speaker, conveying genuine interest, and demonstrating respect. In professional settings, active listening can lead to better understanding, fewer misunderstandings, and stronger relationships.

For instance, during a team meeting, instead of mentally preparing your response while a colleague speaks, focus on the speaker. Maintain eye contact, nod in agreement, and ask questions for clarification. This demonstrates your dedication to active listening and your commitment to fostering better interpersonal relationships.

Tip 2: Show Empathy

Understanding and practicing empathy is another vital aspect of enhancing interpersonal skills. Empathy involves not only recognizing others’ feelings but also sharing in their emotional experiences. It’s a powerful tool for building rapport and trust in both personal and professional settings.

In the workplace, demonstrating empathy can foster a supportive and harmonious environment. For example, if a coworker is facing a challenging task or personal difficulty, expressing empathy can make a significant difference. You might say, “I understand this can be difficult. How can I support you?” This simple act of empathy not only shows understanding but also reinforces your commitment to a positive working relationship.

Related: How to Develop the Essential Skills for Success

Tip 3: Improve Non-Verbal Communication

Non-verbal communication, comprising body language, facial expressions, and gestures, often conveys more than words alone. While learning how to improve interpersonal skills, it’s essential to enhance your non-verbal communication abilities. Effective non-verbal cues can lead to clearer messages and more meaningful interactions.

For instance, during a negotiation or important discussion, your non-verbal cues can set the tone. Maintaining good posture, using appropriate gestures, and even smiling can create a positive atmosphere and facilitate better communication. Learning to control and utilize non-verbal signals effectively is a crucial step in mastering interpersonal skills.

Tip 4: Be Clear and Concise

Clarity in communication is fundamental when considering how to improve interpersonal skills. Clear and concise communication reduces misunderstandings and ensures your message is conveyed accurately. This skill is particularly crucial in professional environments where precision is essential for successful collaboration.

In various professional scenarios, providing clear instructions and information can make a significant difference. When assigning tasks, be specific about expectations, deadlines, and desired outcomes. By doing so, you avoid confusion and create an environment where effective communication thrives.

Tip 5: Give Constructive Feedback

Constructive feedback is a valuable component of interpersonal skills. It provides opportunities for growth, both for you and those you interact with. By offering feedback effectively and supportively, you contribute to personal and professional development.

In a workplace or team setting, providing constructive feedback can be a game-changer. Start by offering positive comments, then provide specific suggestions for improvement, and finally, offer encouragement and support. This approach not only fosters growth but also strengthens your interpersonal relationships.

Related: You NEED these 15 Crucial Practical Skills

Tip 6: Adapt to Different Communication Styles

Understanding that people have diverse communication styles and preferences is key to improving interpersonal skills. Flexibility in communication is vital for establishing connections and effective interactions.

In a multicultural team or when working with individuals from various backgrounds, adapt your communication style to accommodate varying cultural norms and expectations. Flexibility in communication enhances your ability to connect with a diverse range of individuals, promotes better understanding, and reduces the chances of miscommunication.

Tip 7: Resolve Conflicts Calmly

Conflict is an inevitable part of any relationship. When considering how to improve interpersonal skills, mastering conflict resolution techniques is paramount. When conflicts arise, approach them with an open mind, engaging in active listening and working collaboratively with all parties involved. Embrace conflict resolution strategies such as compromise, active listening, and finding solutions that benefit all parties. These techniques are invaluable for resolving conflicts while nurturing positive relationships.

Tip 8: Build Trust

Trust is the bedrock of robust interpersonal relationships. It’s constructed upon a foundation of consistency, reliability, and ethical conduct. In both your personal and professional life, it’s vital to demonstrate trustworthiness by consistently fulfilling your commitments and being known as someone who is reliable and dependable. Building and nurturing trust is an ongoing process; ensure your actions and words consistently align to preserve trust in your relationships.

Tip 9: Collaborate Effectively

Effective collaboration is the linchpin of harmonious teamwork. Collaboration skills are indispensable, particularly in dynamic team environments. Encourage active participation among team members, respect diverse opinions, and acknowledge contributions to foster a culture of successful teamwork. Becoming a master of collaboration involves comprehending team dynamics, establishing clear objectives, and fostering open communication among team members.

Related: How to Develop the Most Essential Life Skills

Tip 10: Develop Emotional Intelligence

Emotional intelligence is a cornerstone of how to improve interpersonal skills. It encompasses recognizing, comprehending, and managing both your emotions and those of others. In high-pressure situations, practice emotional intelligence by maintaining composure and demonstrating empathy towards the emotions of your colleagues or peers. Enhance your emotional intelligence through exercises designed to heighten your awareness and management of emotions, both yours and those of others.

Tip 11: Practice Active Problem Solving

Problem-solving skills are indispensable for effectively addressing challenges and conflicts, ultimately facilitating stronger interpersonal relationships. Whether confronted with a team issue or a complex situation, employ problem-solving techniques to identify root causes and collaboratively implement solutions. Elevate your problem-solving prowess by adhering to structured problem-solving steps, such as problem identification, solution generation, and outcome evaluation.

Tip 12: Maintain Respect and Professionalism

Respect and professionalism serve as the bedrock of positive interactions in all spheres of life and are an important aspect of how to develop interpersonal skills. Upholding these values contributes to the cultivation of healthy relationships. In a professional setting, maintain professionalism by consistently treating colleagues with courtesy, regardless of the situation or differences. Learn to navigate potential challenges gracefully, ensuring professionalism prevails even in challenging circumstances.

Key Takeaways: How to Develop Interpersonal Skills

In a world where connections define success, your journey to self-improvement begins with mastering how to improve interpersonal skills. As we conclude this enlightening guide, remember that the power to transform your personal and professional life lies in your hands and the key is to develop interpersonal skills.

By actively listening, showing empathy, and resolving conflicts calmly, you open doors to a world of possibilities. Building trust, collaborating effectively, and developing emotional intelligence enrich your experiences. Active problem-solving and maintaining respect and professionalism ensure you navigate life’s challenges with grace.

Incorporating these “how to improve interpersonal skills” tips into your daily interactions empowers you to foster deeper connections, communicate with impact, and lead with confidence. So, embark on this transformative journey and unlock the potential within you. With improved interpersonal skills, you not only elevate your life but also inspire those around you to reach new heights.

As we come to the end of this article, we would like to invite you to keep pace with our website  The Futuristic Minds , where we unravel the puzzles of tech advancements , the intricacies of  finance , guide your  career  journey, and illuminate the path to an awe-inspiring future. Stay informed, stay motivated.

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How to improve interpersonal skills for students?

Students can improve interpersonal skills by actively participating in group activities, practicing active listening, resolving conflicts constructively, and seeking feedback. Building empathy and effective communication also enhance their ability to work well with others.

Is communication and interpersonal skills the same thing?

No, communication is a component of interpersonal skills. While communication focuses on transmitting information and ideas, interpersonal skills encompass a broader range of abilities, including empathy, teamwork, for effective interactions and relationships.

What are interpersonal skills in the workplace?

Interpersonal skills in the workplace refer to a set of abilities that enable effective interactions and collaborations among employees. These skills include communication, teamwork, conflict resolution, empathy, and active listening, fostering a positive work environment.

How long does it take to see improvements in interpersonal skills?

The time required to see improvements in interpersonal skills varies depending on the individual’s starting point and effort invested. With consistent practice and self-awareness, noticeable improvements can occur within a few weeks to several months.

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•  Employee Communication

Interpersonal Skills: Importance, Types, and Ways to Improve Them

Interpersonal skills are the skills you use to interact with other people. They include communication, problem-solving, and negotiation skills. Read this blog to understand fifteen types and five effective ways to improve interpersonal skills in the workplace.

Table of Contents

Rohan has worked for company A for three years as a sales manager. In this time, he has closed more than one hundred deals, initiated the company's collaboration with other corporations, and earned a high customer satisfaction rating. He feels that his contribution to the company substantiates his desire for a raise or promotion. In addition, Rohan recently took a training course on improving interpersonal skills.

Therefore, he utilises the skills he learned in the course to negotiate for a raise. He implements his assertiveness, negotiation skills, and verbal communication skills to propose his application for a raise to the HR manager. These skills impress his HR manager, who offers him a raise.

Rohan's awareness of interpersonal skills and how to use them in workplace interactions greatly improved his chances of getting a raise. Furthermore, interpersonal skills deal with much more than negotiations. The importance of interpersonal skills is far-reaching and affects other interactions. These include daily activities, collaboration, conflict resolution, and improving morale.

These career skills are not restricted to managers and employees. During interviews, they are essential for job seekers to build a rapport with the interviewer and create a positive first impression.

What are Interpersonal Skills?

Individuals who display remarkable interpersonal skills have a high PQ. PQ is a measure of how well a person interacts with others. A generic term for PQ is 'people smarts.' A person with a high PQ has a good grasp of the behaviours and traits necessary for powerful communication and captivating relations with others. As a result, they are exceptional employers in the office.

An exciting property of interpersonal skills is the assortment of different types of interpersonal skills. These skills cover communication and relationship success. Improving interpersonal skills in the workplace leads to fewer conflicts, seamless coordination of roles, and a healthy work environment.

Many people believe that charisma, assertiveness, and charm are innate personalities. This statement is false. Anyone can learn how to develop interpersonal skills and apply them in their careers and personal lives.

Furthermore, effective interpersonal skills require an aspect of authenticity. People should integrate their personality and reactions to certain social situations to accentuate their people skills.

Importance of Interpersonal Skills

People who have effective interpersonal skills can speak confidently and interpret non-verbal gestures and facial expressions. In addition, they are very charismatic and captivate others with their positive personality. These traits are significant in job interviews. CNBC reported that personality accounted for 70% of employers' reasons for hiring someone.

Furthermore, once individuals learn various ways to improve interpersonal skills, they become more assertive. These people can set healthy boundaries at work. Therefore, they can exclusively focus on their work. Assertive individuals also exhibit effective negotiation skills when asking for a raise or promotion.

Types of Interpersonal Skills

Before detailing interpersonal skills, people should know the difference between soft and hard skills. Hard skills encompass the technical abilities learned and enhanced through education and practice, such as accounting software knowledge, and bilingualism. However, soft skills entail the traits required in everyday interactions and communication, including teamwork and self-discipline.

Below are the various types of interpersonal skills.

1. Verbal communication

One of the basic ways of improving interpersonal skills is improving verbal communication. Oral communication is an intrinsic component of a work environment. Verbal communication is crucial in fostering lasting relationships with customers and other businesses.

Moreover, effective communication facilitates the exchange of ideas and thoughts among colleagues. This skill also ensures increased productivity, reduced errors, and smoother operation.

2. Non-verbal communication

This form of communication comprises physical cues such as eye contact, handshakes, gestures, and facial expressions. Many people overlook their non-verbal communication. However, they are crucial in conveying interest, trust, reliability, and involvement. Strong eye contact, appropriate facial expressions, and confident posture are crucial in business.

3. Assertiveness

The best employees are not the silent ones who take on any project and do not complain. Instead, the employees who relay their concerns, thoughts, and ideas are preferable. Assertive individuals respectfully explain themselves and defend their opinion. They also set boundaries, such as refusing to do more work than they are capable of. Emotional intelligence is crucial to maintaining respect while being assertive.

4. Negotiation skills

The value of negotiation in workplace interactions is undeniable. 60% of people consider negotiation an opportunity to reach an agreement. Negotiation involves the analysis of a problem, prior preparation, clear communication, and emotional control.

Furthermore, the importance of interpersonal skills is stressed in negotiation. It is paramount to maintain a positive relationship with others while negotiating. The best outcome of a negotiation is a win-win situation. In such a situation, the final agreement considers the interests of both parties.

5. Listening skills

Active listening transforms interpersonal relationships and individual performance. Various ways of demonstrating good listening skills include facing the speaker, not interrupting, and repeating the speaker's words for clarification. Employees feel valued when they are carefully listened to.

6. Collaboration

Improving interpersonal skills in the workplace transforms collaboration and coordination. The rise of remote work during the pandemic amplified the relevance of this trait. As people embraced working from home, they also had to work together to create a streamlined routine. These routines involved scheduling meetings, maintaining punctuality, and increasing communication.

7. Respectfulness

Respect is a core factor in relationship management. There are numerous ways to show respect in the workplace. One of the most overlooked examples includes being on time. It is important to respect other people's time and work. Therefore, one can ask their colleague what would be the best time to have a discussion or presentation with them instead of informing them without confirmation. Colleagues should also respect others' spaces and items.

8. Conflict resolution

Learning how to improve interpersonal skills requires an in-depth look into relationship management. Conflict resolution lies at the core of successful relationships. Conflicts are inevitable and manageable. In fact, 85% of employees experience some form of conflict.

Colleagues should have solutions to deal with any misunderstandings or unnecessary conflicts quickly. Managers and HR team members should determine how to develop interpersonal skills to maintain a positive, cooperative environment for all employees.

Greater emphasis has been placed on emotional intelligence in recent years. People who demonstrate the ability to decode others' needs and respond with genuineness are highly appreciated in office settings. These people can read people's non-verbal communication and identify their emotions. They are also more likeable because their empathetic nature creates authentic relationships.

10. Openness to feedback

The dreaded aspect of working in teams is feedback. Of course, everyone likes praise and acknowledgement when they've done something right. However, some people take negative feedback personally or do not change their behaviours after getting such criticism. On the other hand, a person with a high PQ understands that feedback facilitates improvement.

11. Positive attitude

Showing positivity does not necessarily improve one's performance. Nevertheless, it is an incredible example of effective interpersonal skills. People with a positive outlook radiate energy and alertness. They also have less stress and better focus on their work.

12. Self-confidence

Confident people are more likely to take more risks in the workplace. For example, despite their fear of public speaking, they may register themselves to give a presentation or speech. Therefore, people who work on improving their interpersonal skills develop self-confidence, enhance their technical skills and assess their weaknesses.

13. Reliability

In an office, each team member has a role. The members are expected to fulfil their roles to the best of their ability. Employers and colleagues trust reliable employees to perform their work correctly with minimal or no supervision. Furthermore, reliable people are proactive with solutions.

14. Sense of humour

A common trait in charismatic people is humour. As people uncover how to develop interpersonal skills, they realise the importance of building genuine rapport during communication. The fastest way to initiate an interpersonal bond is through humour.

15. Leadership skills

Anyone who decodes the multiple ways of improving interpersonal skills can be a leader. They become charismatic, empathetic, reliable, and good communicators. These personality traits are essential in leadership and management. In addition, a good leader has a good relationship with their colleagues and motivates them to carry out their roles.

How to develop and improve interpersonal skills

Interpersonal skills are most important to communicate properly in an organization. Here are five effective ways to improve interpersonal skills:

1. Promote a positive work culture

Effective interpersonal skills training are the cornerstone of a positive work environment. Creating a culture of honest communication, reliability, and mutual respect uplifts the team's spirits. Moreover, a positive culture allows employees to focus on improving interpersonal skills in the workplace and improve their collaboration.

2. Foster healthy work relationships

Collaboration among colleagues requires mutual trust and friendly interactions. The staff should learn how to improve interpersonal skills to develop healthy work relationships. Skills such as conflict resolution, respectfulness, and assertiveness play a major role in building these relationships.

3. Encourage active listening at work

Listening is a skill people should train. According to HBR , multiple reports showed that people who listened to a talk could only recall 25% of the content after two months . Besides learning interpersonal skills, employees should use these skills in their daily interactions.

Active listening ensures that people clearly hear the instructions and do the work accordingly. This skill also fosters better relationships and improves the employees' morale.

4. Recognise good behaviour

Employees who demonstrate effective interpersonal skills should be rewarded 🎁. These rewards may feature promotions, raises, or bonuses. Good behaviour includes respectful communication, active listening, conflict resolution, and reliability. Furthermore, managers can publicly acknowledge good deeds and quality work. For example, when a quiet employee offers to conduct a presentation.

5. Offer training on interpersonal skills

Individuals with exceptional people skills thrive in the corporate sector. In a 2016 Wonderlic study , 93% of recruiters considered soft skills essential. Therefore, small businesses and large organisations should offer training courses on improving interpersonal skills. In these courses, employees gain the skills to create empowering relationships with team members , colleagues, and consumers.

Why do people skills matter? Many occupations involve collaboration with others in various capacities. These career skills are beneficial in establishing meaningful relationships and facilitating respectful communication. Furthermore, interpersonal skills are much more than verbal communication.

In the workplace, there may be minor conflicts and misunderstandings. These challenges affect an organisation's progression as the employees develop low morale and may choose to leave the company. Developing interpersonal skills allows administrative staff to hone their listening skills, enhance conflict resolution, and sharpen their leadership skills.

Other staff also understand the importance of interpersonal skills such as respectfulness and reliability in creating a positive work environment. An in-depth look into improving interpersonal skills reveals how everyone can enhance their PQ.

Additionally, employees also have a role in the development of soft skills. For example, they can provide training courses on developing interpersonal skills and creating a healthy work environment where these essential skills thrive.

8 Ways to Create a Culture of Sustainability in the Workplace in 2024

What are the pillars of effective communication in the workplace, redefine workplace intranet to bring your digital workplace to life..

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Psychological interventions for resilience enhancement in adults

Isabella helmreich.

University Medical Center of the Johannes Gutenberg University Mainz, German Resilience Center (DRZ), Untere Zahlbacher Str. 8, MainzGermany, 55131

University Medical Center of the Johannes Gutenberg University Mainz, Department of Psychiatry and Psychotherapy, MainzGermany,

Angela Kunzler

Andrea chmitorz, jochem könig.

University Medical Center of the Johannes Gutenberg University Mainz, Institute of Medical Biostatistics, Epidemiology and Informatics (IMBEI), Obere Zahlbacher Str. 69, MainzGermany, 55131

Harald Binder

Michèle wessa.

Johannes Gutenberg University Mainz, Department of Clinical Psychology and Neuropsychology, Institute for Psychology, Wallstraße 3, MainzGermany, 55122

This is a protocol for a Cochrane Review (Intervention). The objectives are as follows:

To assess the effects of resilience‐enhancing interventions in clinical and non‐clinical populations.

Description of the condition

Since the introduction of a salutogenic orientation (focusing on factors that promote health and well‐being), as a basis for health promotion ( Antonovsky 1979 ), and the Ottawa Charter for Health Promotion ( WHO 1986 ), the concept of resilience has stimulated extensive research. Resilience describes the empirically observable phenomenon under which an individual does not or only temporarily, experiences mental health problems despite being subjected to psychological or physical stressors of short (acute) or long (chronic) duration ( Kalisch 2015 ). By definition, resilience always presupposes the exposure to substantial risk or adversity ( Earvolino‐Ramirez 2007 ; Jackson 2007 ; Luthar 2000 ; Masten 2001 ). Thus, the psychological resilience of a person can only be determined if the individual was exposed to previous or current stress or trauma.

In the literature, three different resilience definitions are discussed: trait resilience, resilience as an outcome and resilience as a process ( Hu 2015 ; Kalisch 2015 ). Trait resilience refers to resilience defined as personal resources or static, positive personality characteristics that enhance individual adaptation ( Block 1996 ; Nowack 1989 ; Wagnild 1993 ). This approach has largely been superceded by a view of resilience as an outcome rather than a static personality trait ( Kalisch 2015 ; Mancini 2009 ), that is, psychological adaptation (for example, mental health, well‐being, quality of life), despite significant stress or trauma. According to this outcome‐oriented definition, the positive outcome resilience is partially determined by several resilience factors ( Kalisch 2015 ). To date, a large range of genetic, psychological, social and environmental factors have been discussed in resilience research that often overlap or may interact ( Bengel 2012 ; Bonanno 2013 ; Carver 2010 ; Connor 2006 ; Earvolino‐Ramirez 2007 ; Feder 2011 ; Forgeard 2012 ; Haglund 2007 ; Iacoviello 2014 ; Kuiper 2012 ; Mancini 2009 ; Michael 2003 ; Ozbay 2007 ; Rutten 2013 ; Sapienza 2011 ; Sarkar 2014 ; Southwick 2005 ; Southwick 2012 ; Stewart 2011 ; Wu 2013 ; Zauszniewski 2010 ). Psychosocial resilience factors that are well‐evidenced according to the current state of knowledge and are thought to be modifiable include meaning or purpose in life, sense of coherence, positive emotions, hardiness, self‐esteem, active coping, self‐efficacy, optimism, social support, cognitive flexibility (including positive reappraisal and acceptance) and religiosity or spirituality or religious coping (see Appendix 1 ; level 1). Most recently, resilience has even been conceptualised as a multidimensional, dynamic and variable process ( Johnston 2015 ; Kalisch 2015 ; Kent 2014 ; Mancini 2009 ; Norris 2009 ; Rutten 2013 ; Sapienza 2011 ; Southwick 2012 ). This resilient process is characterised by either a trajectory of undisturbed mental health during or after adversities or temporary dysfunctions followed by successful recovery ( Kalisch 2015 ). In general, resilience is viewed as the outcome of an interaction between the individual and his or her environment ( Cicchetti 2012 ; Rutten 2013 ), which may be influenced through personal (e.g. optimism) as well as environmental (e.g. social support) resources ( Haglund 2007 ; Iacoviello 2014 ; Kalisch 2015 ; Southwick 2005 ; Wu 2013 ). As such, resilience is modifiable and can be improved by interventions ( Bengel 2012 ; Connor 2006 ; Southwick 2011 ).

The development and evaluation of interventions that aim to foster or enhance psychological resilience and prevent stress‐related mental dysfunctions are the focus of the third wave of resilience research ( Bengel 2012 ; Waite 2004 ). Resilience‐training programmes have been developed for, and conducted in, a variety of clinical and non‐clinical populations using various formats, such as multimedia programmes or face‐to‐face settings, and delivered in a group or individual context (see Bengel 2012 and Southwick 2011 for an overview). However, the empirical evidence regarding the efficacy of these interventions is still unclear and requires further research.

Description of the intervention

Despite increasing interest worldwide in the development and evaluation of resilience interventions for different groups, there is little consensus about when to consider a programme as ‘resilience training’ or what components are needed for effective programmes ( Leppin 2014 ). The diversity across resilience‐training programmes in their theoretical assumptions, the operationalisation of their construct, and inclusion of core components reflect the current state of knowledge ( Leppin 2014 ; Macedo 2014 ; Robertson 2015 ). Leading guidelines on definition, conceptualisation, intervention design and assessment of resilience are still under discussion (compare Kalisch 2015 ; Robertson 2015 ).

Most training programmes, whether individual‐ or group‐based, are implemented face‐to‐face. Alternatively used formats include online‐based interventions or multimodal training combining different formats (e.g. face‐to‐face and coaching via telephone). Resilience‐training programmes often use methods such as discussions, role plays, practical exercises and homework to reinforce training contents. Moreover, they mostly contain a psychoeducative element to provide information on the concept of resilience or specific training elements (e.g. cognitive restructuring).

Different psychotherapeutic procedures and methods provide the basis for resilience interventions: cognitive‐behavioural therapy (e.g. Abbott 2009 ; Songprakun 2012 ), acceptance and commitment therapy (e.g. Ryan 2014 ), mindfulness‐based therapy (e.g. Geschwind 2011 ), attention and interpretation therapy (e.g. Loprinzi 2011 ; Sood 2014 ), problem‐solving therapy (e.g. Bekki 2013 ; Sahler 2013 ), as well as stress inoculation (e.g. Farchi 2010 ). Besides, a number of training programmes focus on fostering single or multiple psychosocial resilience factors (e.g. Kanekar 2009 ; Sadow 1993 ), without being assignable to a certain approach. Few interventions base their work on a defined resilience model (e.g. Schachman 2004 ; Steinhardt 2008 ).

How the intervention might work

Depending on the underlying resilience concept, resilience interventions target different resources and competences. The theoretical foundations of resilience‐training programmes and the hypotheses on how they might maintain or regain mental health are as diverse as their contents. Currently, no empirically validated theoretical framework exists that outlines the mode of action of resilience interventions ( Bengel 2012 ; Leppin 2014 ).

As resilience as an outcome is determined by several, potentially modifiable resilience factors (see Description of the condition ), resilience interventions might work by strengthening these factors in interventions. Appendix 2 presents examples of possible training methods to foster well‐evidenced resilience factors. However, depending on the theoretical foundation of resilience training programmes, there are different theories of change on how certain resilience factors and hence resilience might be affected.

From the 'cognitive‐behavioural perspective', stress‐related mental dysfunctions (e.g. depression, anxiety disorder, substance abuse) can be considered as a result of dysfunctional thinking ( Beck 2011 ; Benjamin 2011 ). When confronted with stress or adversity, people show maladaptive behavioural responses or experience negative mood states, or both, due to irrational cognitions ( Beck 1976 ; Ellis 1975 ). This is in line with other stress and resilience theories assuming that not the stressor itself, but its cognitive appraisal may lead to stress reactions (e.g. Kalisch 2015 ; Lazarus 1987 ). Therefore, modifying cognitive processes into more adaptive patterns of thought will probably produce more adaptive emotional and behavioural responses to stress ( Beck 1964 ). By challenging an individual’s maladaptive thoughts and by teaching new problem‐solving coping strategies, resilience interventions based on cognitive behavioural therapy might be beneficial in promoting the resilience factors of cognitive flexibility and active coping, for example.

'Stress inoculation therapy', as a form of cognitive behavioural therapy, is based on the assumption that exposing individuals to milder forms of stress can strengthen coping strategies and the individual’s confidence in using his or her coping repertoire ( Meichenbaum 2007 ). Therefore, resilience training programmes grounded in stress inoculation therapy might foster resilience by enhancing factors such as self‐efficacy.

According to 'acceptance and commitment therapy' ( Hayes 2004 ; Hayes 2006 ), psychopathology is primarily the consequence of psychological inflexibility (i.e. inability to persist or change behaviour according to long‐term values due to language and cognition skills) ( Hayes 2006 ), which is also relevant when an individual is confronted with stress or adversity. By teaching acceptance and mindfulness skills on the one hand (e.g. being in contact with the present moment, acceptance, cognitive defusion), and commitment and behavior‐change skills on the other hand (e.g. values, committed action), several resilience factors might be fostered in resilience interventions based on acceptance and commitment therapy (e.g. cognitive flexibility, purpose in life). In particular, the acceptance of a full range of emotions taught in acceptance and commitment therapy might result in a better adjustment to stressful conditions (i.e. resilience).

In 'mindfulness‐based therapy' (e.g. mindfulness‐based stress reduction (e.g. Stahl 2010 ); attention and interpretation therapy ( Sood 2010 )), mindfulness is characterised by the non‐judging awareness of the present moment and its accompanying mental phenomena (i.e. body sensations, perceptions, thoughts and emotions). Since practitioners learn to accept whatever occurs in the present moment, they are thought to adapt more efficiently to stress ( Grossman 2004 ; Shapiro 2005 ). As being more aware of the 'here and now' possibly enhances the sensitivity for positive aspects in life, mindfulness‐based resilience interventions might help participants to gain a brighter outlook for the future (i.e. the resilience factor of optimism) or to experience positive emotions more regularly. Besides, teaching mindfulness might also increase the participants’ cognitive flexibility by learning to accept negative situations and emotions.

Based on the 'problem‐solving' model of stress and adaptation, effective problem‐solving can attenuate the negative effects of stress and adversity on well‐being by moderating or mediating (or both) the effects of stressors on emotional distress ( Nezu 2013 ). For example, deficient problem‐solving was found to be related to psychological maladaptation to stress in several populations, whereas other studies identified a moderator or mediator function of efficient problem‐solving ( Nezu 2013 ). Resilience interventions based on problem‐solving that enhance an individual’s positive problem orientation as well as his or her planful problem solving (i.e. analysing the problem and setting goals, generating possible solutions, choosing the best solution and creating an action plan, implementing the solution and reviewing the problem‐solving process) might foster the participants’ psychological adaptation to stress (i.e. resilience) by increasing the resilience factor of active coping, especially.

Independent of the underlying theory, resilience training might work differently depending on the respective 'delivery format' and 'intervention setting' ( Robertson 2015 ; Vanhove 2015 ). For example, interventions implemented face‐to‐face could work better than online interventions in increasing resilience due to the more direct contact between trainers and participants ( Vanhove 2015 ), which might also increase the compliance of participants. Resilience training in an individual setting could be more efficient than group‐based interventions as trainers might be better able to attend to participants’ individual needs and provide feedback more easily ( Vanhove 2015 ). On the other hand, group‐based interventions could also enhance the participants’ social resources.

Vanhove 2015 already hypothesised on varying effects of resilience interventions in different populations . Although different target groups (e.g. employees, patient populations, military or police, general population) may experience similar daily stressors, they could, nevertheless, differ in other sources of stress exposure (e.g. combat experience in the military, organisational restructuring in employees) ( Vanhove 2015 ). Moreover, the stressor load (i.e. number of experienced stressors) might vary between groups. As populations at a greater risk of experiencing stress or with a higher stressor load could require more resilience factors to overcome adversities, they might profit more from resilience training programmes.

Why it is important to do this review

To date, two systematic reviews ( Macedo 2014 ; Robertson 2015 ) and two meta‐analyses ( Leppin 2014 ; Vanhove 2015 ) have investigated the efficacy of resilience interventions in adults, each concluding that resilience interventions can improve personal resilience, mental health and performance.

However, all four publications suffer from methodological weaknesses, which the present review seeks to address. Each publication focused on different aspects of resilience training, using different definitions of resilience, different samples and settings, as well as different inclusion and exclusion criteria for studies. Each review varies in the extent to which it describes the search strategy used, and the reporting of 'Risk of bias' assessments also differs for those studies that are common amongst the publications ( Leppin 2014 ; Macedo 2014 ; Robertson 2015 ). One review reports no 'Risk of bias' assessment ( Vanhove 2015 ). The absence of a published protocol for these reviews also reduces the transparency and comparability in the reviews' procedures, leads to possible biases and potentially restricts the evidence found. In addition, to date, only Leppin 2014 and Vanhove 2015 were able to perform a meta‐analysis, whereby Vanhove 2015 focused on resilience‐building programmes for the workplace only.

In the present review, we are particularly interested in psychological resilience interventions offered to clinical as well as to non‐clinical populations in different contexts (i.e. the workplace as well as a student or military context). The interventions have to be scientifically founded, that is, they have to address one or more of the resilience factors stated above that are known to be associated with resilience in adults according to current state of research (compare Appendix 1 ; level 1). In addition, the trained population has to fulfil the condition of stress or trauma exposure (concept implication of resilience), in order to clearly distinguish genuine resilience interventions from other interventions focused on fostering associated constructs such as mental health ( Windle 2011a ). Since resilience as a prevention concept is highly up‐to‐date, and there is increasing interest worldwide in promoting mental health and preventing disease ( WHO 1986 ; WHO 2004 ), the present review will provide further and more detailed evidence on which interventions are most likely to foster resilience and to prevent stress‐related mental health problems. In this way, practitioners as well as policy makers will profit from the present work.

Criteria for considering studies for this review

Types of studies.

Randomised controlled trials (RCT), including cluster‐randomised trials.

Types of participants

Adults aged 18 years and older, irrespective of employment or health status, who have been exposed to stress or trauma in the past, or who are facing substantial stress or trauma currently or will be in the future (see Data synthesis ).

We will include studies involving participants less than 18 years of age, as well as those aged 18 years and older, if data for participants aged 18 years and above are reported separately or can be obtained by contacting the study authors.

Types of interventions

Any psychological resilience intervention, irrespective of content, duration, setting or delivery model.

For the purpose of this review, psychological resilience interventions are defined as follows: interventions focused on fostering resilience or the related concepts of hardiness or post‐traumatic growth by strengthening well‐evidenced resilience factors that are thought to be modifiable by training (see above and Appendix 1 ; level 1).

We will only consider studies on pharmacological (e.g. treatment with antidepressants) and physical (e.g. exercise) interventions, as well as relaxation techniques (e.g. progressive muscle relaxation), if these interventions are part of psychological resilience training.

We will not include studies that merely examine the efficacy of disorder‐specific psychotherapy (e.g. cognitive behavioural therapy for depression). We will include broader, health‐promoting interventions (e.g. well‐being therapy) providing they focus on resilience and they address any of the resilience factors described above.

Types of outcome measures

Due to the different ways in which resilience has been operationalised, as well as the possible inclusion of broader, health‐promoting interventions, resilience as an intervention outcome cannot always be guaranteed in trials. Therefore, we will also define assessments on psychological adaptation (e.g. mental health) as primary outcomes.

Secondary outcomes include a range of psychological factors associated with resilience according to the current state of knowledge that are selected based on conceptual clarity and measurability (level 1a and 1b; see Appendix 1 ). We may include additional secondary outcomes after the full literature review has been conducted.

Measures for the assessment of psychological resilience and psychological adaptation as well as resilience factors are specified on the basis of previous reviews on resilience interventions ( Leppin 2014 ; Macedo 2014 ; Robertson 2015 ; Vanhove 2015 ) and reviews on resilience measurements ( Pangallo 2015 ; Windle 2011b ) (see Appendix 3 , Appendix 4 , Appendix 5 , respectively). We will examine the influence of the differing underlying concept in resilience scales in a sensitivity analysis (intervention outcome versus personality characteristic) (see Sensitivity analysis ).

We will consider self‐rated and observer‐ or clinician‐rated measures as well as study outcomes at all time frames. The missing reporting of the above described primary or secondary outcomes is not an exclusion criterion in this review.

Primary outcomes

• Resilience*, as measured by improvements in specific resilience scales ( Bengel 2012 ; Earvolino‐Ramirez 2007 ; Pangallo 2015 ; Windle 2011b ) such as the Resilience Scale for Adults ( Friborg 2003 ).
• Mental health and well‐being, subsumed into the categories below, and as measured by improvements in the respective assessment scales such as the Depression Anxiety and Stress Scale (DASS‐21) ( Lovibond 1995 ) (see Appendix 4 for further examples).
• Depression*.
• Stress or stress perception*.
• Well‐being or quality of life* (e.g. well‐being, life satisfaction, (health‐related) quality of life, vitality, vigour).

Secondary outcomes

• Resilience factors* (e.g. Bengel 2012 ; Haglund 2007 ; Iacoviello 2014 ; Southwick 2005 ; Southwick 2012 ; Wu 2013 ), whenever they are available as outcomes, as assessed by an increase in the respective instruments (e.g. Life Orientation Test ‐ Revised (LOT‐R); Scheier 1994 ) (for further examples see Appendix 5 ).
• Social support.
• Self‐efficacy.
• Active coping.
• Self‐esteem.
• Hardiness 1 .
• Positive emotions.

We will extract and report secondary outcomes whenever they are assessed. If possible, we will calculate and report effect sizes.

We will note any adverse outcomes reported in a trial. Where data are available, we will use outcomes marked by an asterisk (*) to generate a ‘Summary of findings’ table. In case of insufficient information, we will provide a narrative description of the evidence.

1 Although hardiness is often used as synonym for resilience in the literature, we will conceptualise it as resilience factor (see Appendix 1 ).

Search methods for identification of studies

Electronic searches.

We will retrieve relevant trials from the electronic sources listed below.

• Cochrane Central Register of Controlled Trials (CENTRAL; current issue) in the Cochrane Library, which includes the Cochrane Developmental, Psychosocial and Learning Problems Specialised Register.
• MEDLINE Ovid (1946 to present).
• Embase Ovid (1980 to present).
• PsycINFO EBSCOhost (1840 to present).
• CINAHL EBSCOhost (Cumulative Index to Nursing and Allied Health Literature; 1981 to present).
• PSYNDEX EBSCOhost (1977 to present).
• Science Citation Index Web of Science (SCI; 1970 to present).
• Social Science Citation Index Web of Science (SSCI; 1970 to present).
• Conference Proceedings Citation Index ‐ Social Science & Humanities Web of Science (CPCI‐SSH; 1990 to present).
• Conference Proceedings Citation Index ‐ Science Web of Science (CPCI‐S; 1990 to present).
• International Bibliography of the Social Sciences ProQuest (IBSS; 1951 to present).
• Applied Social Sciences Index & Abstracts ProQuest (ASSIA; 1987 to present).
• ProQuest Dissertations & Theses (PQDT; 1743 to present).
• Cochrane Database of Systematic Reviews (CDSR; current issue) in the Cochrane Library.
• Database of Abstracts of Reviews of Effects (DARE; current issue) in the Cochrane Library.
• Epistemonikos (epistemonikos.org; all available years).
• ERIC EBSCOhost (Education Resources Information Center Institute of Education Sciences; 1966 to present).
• Current Controlled Trials (controlled‐trials.com; all available years).
• ClinicalTrials.gov (clinicaltrials.gov; all available years).
• World Health Organization International Clinical Trials Registry Platform (WHO ICTRP; who.int/trialsearch; all available years).

The search strategy for MEDLINE is presented in Appendix 6 , and we will adapt the search terms and syntax for other databases. We will not restrict the searches to language, publication status or publication format. We will limit our search to the period 1 January 1990 to present, to account for the fact that the resilience concept and its operationalisation have developed significantly over the past decades ( Fletcher 2013 ; Hu 2015 ; Kalisch 2015 ; Pangallo 2015 ). Because of the lack of homogeneity for the period 1990 to 2014 ( Robertson 2015 ), it is likely that using a broader time frame would make it even more difficult to detect resilience‐training studies with similar resilience concepts and assessments. Moreover, it appears plausible to concentrate on the period 1990 to present since the idea of resilience as an outcome and modifiable process only emerged in recent years, and paved the way for the development of resilience‐promoting interventions ( Bengel 2009 ; Southwick 2011 ). Therefore, the idea of promoting resilience by specific training is relatively new ( Leppin 2014 ), which can also be seen in the review of Macedo 2014 , who searched for studies on resilience‐enhancing interventions every year until 2013 but only found RCTs published after 1990.

As resilience‐training programmes should be adapted to scientific findings on a regular basis, and with the current research focusing on the detection of general resilience mechanisms ( Kalisch 2015 ; Luthar 2000 ), the last two years will be especially important in synthesising the evidence on newly developed resilience training.

Searching other resources

In addition to the electronic search, we will inspect the reference lists of all identified RCTs and reviews, and contact researchers in the field as well as the authors of selected trials to check if there are any unpublished or ongoing studies. If data are missing or unclear, we will contact the respective author. We will also search for grey literature (for example, conference proceedings) in appropriate databases (see Electronic searches ).

Data collection and analysis

Selection of studies.

Two review authors (AK, IH) will independently screen titles and abstracts in order to determine eligible studies. Clearly irrelevant papers will be excluded immediately. At full‐text level, eligibility will be also inspected in duplicate by the same two review authors (AK, IH) working independently. We will calculate inter‐rater reliability at both stages of screening (title and abstract screening and full‐text screening). We will record our decisions in a PRISMA flow diagram ( Moher 2009 ).

We will assess the feasibility of the selection criteria a priori by screening a small number (50) of studies in order to attain acceptable inter‐rater reliability. In case screening results in poor feasibility of the eligibility criteria, we will revise the criteria based on a mutual team discussion.

Data extraction and management

We will develop a data extraction sheet ( Appendix 7 ), based on Cochrane guidelines ( Higgins 2011c ), and test it on 10 randomly‐selected included studies. If the initial test of the data extraction sheet fails (e.g. insufficient agreement between review authors AK and IH), we will adapt the extraction sheet on the basis of a mutual team discussion. Review authors AK and IH will independently extract the data in duplicate. The extraction sheet will contain the following aspects: source and eligibility, study methods (e.g. design), allocation process, participant characteristics, interventions and comparators, outcomes and assessment instruments (means and standard deviations in any standardised scale), results and miscellaneous aspects. Both review authors will resolve any disagreements in data collection by discussion; where they cannot reach a consensus, a third review author (AC or KL) will arbitrate. If necessary, we will contact the study authors to seek additional information.

Assessment of risk of bias in included studies

Two review authors (AK, IH) will independently assess the risk of bias of the included studies. We will check the risk of bias for each trial using the criteria presented in the Cochrane Handbook for Systematic Reviews of Interventions , hereafter referred to as the Cochrane Handbook ( Higgins 2011d ) (see Appendix 8 ). Any disagreements will be resolved by discussion or by consulting a third review author. In accordance with Cochrane’s tool for assessing risk of bias ( Higgins 2011b ), we will critically assess the following domains: sequence generation and allocation concealment (selection bias), blinding of participants and personnel (performance bias), blinding of outcome assessment (detection bias), incomplete outcome data (attrition bias), and selective outcome reporting (reporting bias). In the first part of the assessment, we will describe what was reported to have happened in the study for each domain before assigning a judgment regarding the risk of bias (low, high or unclear) for that entry.

Measures of treatment effect

Dichotomous data.

We will analyse dichotomous outcomes by calculating the risk ratio (RR) of a successful outcome (i.e. improvement in relevant variables) for each trial. We will express uncertainty in each result using 95% confidence intervals (CIs).

Continous data

Because it is unlikely that most resilience‐training studies use the same measurement scale to assess resilience and related constructs ( Leppin 2014 ; Macedo 2014 ; Robertson 2015 ), we will use standardised mean difference (SMD) effect sizes (Cohen's d) and their 95% CIs for continuous data in pair‐wise meta‐analysis. We will calculate effect sizes on the basis of means, standard deviations and sample sizes for each trial condition. In case respective data are not provided, we will compute Cohen's d from alternative statistics (e.g. t test).

Unit of analysis issues

Cluster‐randomised trials.

As allocation of individuals to different conditions in resilience intervention studies partly occurs by groups (e.g. work sites, army platoons), we intend to include cluster‐randomised trials along with individually‐randomised trials. If the clustering is ignored and the unit of analysis is different from the unit of allocation (‘unit‐of‐analysis error’) ( Whiting‐O'Keefe 1984 ), P values may be artificially small and result in false positive conclusions ( Higgins 2011e ). Therefore, we will account for the clustering in the data and follow the recommendations given in the literature ( Higgins 2011e ; White 2005 ). For those cluster‐randomised trials that do not report correct standard errors, we will first try to recover correct standard errors by applying the usual formula for the variance inflation factor 1 + (M – 1) ICC, where M is the average cluster size and ICC the intracluster correlation coefficient ( Higgins 2011e ). If it is not possible to extract ICC values from the study, we will use the ICC of all cluster‐randomised trials in our review that investigate the same primary outcome scale in a similar setting. If this is not available, we use the average ICC of all other cluster‐randomised trials in our review. If no such studies are available, we will use ICC = 0.05 as a mildly conservative guess for the primary analysis, and add a sensitivity analysis using ICC = 0.10. We will conduct sensitivity analyses based on the unit of randomisation as well as the ICC estimate in cluster‐randomised trials (see Sensitivity analysis ).

Repeated observations on participants

If there are longitudinal designs with repeated observations on participants, we will define several outcomes based on different periods of follow‐up and conduct separate analyses, as recommended in the Cochrane Handbook ( Higgins 2011e ). One analysis will include all studies with measurement at the end of intervention (post‐test), other analyses will be based on the period of follow‐up (short‐term: three months or less; medium‐term: more than three to six months; and long‐term follow‐up: more than six months).

Studies with multiple treatment groups

If selected studies contain more than two intervention groups, two review authors will determine which group is relevant to the systematic review and the particular meta‐analysis based on the inclusion criteria for interventions (see Types of interventions ). In case multiple groups in a study are relevant, we will account for the correlation between the effect sizes from multi‐arm studies in a pair‐wise meta‐analysis ( Higgins 2011e ).

We will formally treat each comparison between a control group and a treatment group as an independent study. We will multiply the standard errors of the effect estimates by an adjustment factor to account for correlation between effect estimates. In doing so, we acknowledge heterogeneity between different treatment groups. If there is an adequate evidence base, we will consider performing a network meta‐analysis (see Data synthesis ).

Dealing with missing data

If there are missing data within the RCTs, we will contact the original researchers to provide the missing information (e.g. outcome data). We will compute missing standard deviations of continuous outcomes on the basis of other statistical information (e.g. CIs, standard errors, t values, P values, F values) ( Higgins 2011e ).

If standard deviations can neither be recovered from reported results nor obtained from the authors, we will consider single imputation by the means of pooled within‐treatment standard deviations from all other studies, providing less than five studies have missing standard deviations. If more than five studies have missing standard deviations, we will perform multiple imputation on the basis of the hierarchical model fitted to the non‐missing standard deviations. We expect to find enough information in all papers to restore standard deviations from the reported results.

We will record missing data and attrition levels for each included trial in the ‘Risk of bias’ tables (beneath the 'Characteristics of included studies' tables). Moreover, we will conduct a sensitivity analysis to examine the consequences of excluding trials with high levels of missing data on the conclusions of the review (see Sensitivity analysis ).

Assessment of heterogeneity

We will assess the presence of clinical heterogeneity by comparing the trial and study population characteristics across all eligible trials (e.g. by generating descriptive statistics). In accordance with the Cochrane Handbook ( Deeks 2011 ), we will explore if studies are sufficiently homogenous in terms of participant characteristics, interventions and outcomes.

We will assess methodological diversity by inspecting included studies for variability in study design and risk of bias. In accordance with previous reviews, which have already described the great heterogeneity in resilience intervention studies ( Leppin 2014 ; Macedo 2014 ; Robertson 2015 ; Vanhove 2015 ), we will also discuss different forms of diversity in full in our review.

To assess statistical heterogeneity between included trials within each pair‐wise meta‐analysis (i.e. heterogeneity in observed treatment effects that exceeds sampling error alone), we will rely on forest plots, Chi² test, tau² statistic and I² statistic, as suggested by Deeks 2011 . In addition, we will consider G², to take small‐study effects into account ( Rücker 2011 ). Significant statistical heterogeneity will be indicated by a P value on the Chi² test lower than 0.10. Since resilience‐training studies are often conducted with relatively small sample sizes (e.g. Loprinzi 2011 ; Sood 2014 ), we acknowledge that the Chi² test has only limited power in such cases. The I² is a descriptive statistic, which equally reflects the percentage of total variation across studies that is due to heterogeneity rather than chance. In accordance with the guidelines of Deeks 2011 , we will suppose substantial heterogeneity if an I² is greater than 50%. G² indicates the proportion of unexplained variance, after having allowed for possible small‐study effects ( Rücker 2011 ). No statistical heterogeneity is indicated by a G² near zero.

Assessment of reporting biases

We will assess potential publication bias by inspecting funnel plots (plotting the effect estimates of trials against their standard errors on reversed scales) ( Sterne 2011 ). We acknowledge the fact that funnel plot asymmetry does not necessarily reflect publication bias, but can stem from a number of reasons ( Sterne 2011 ). To differ between real asymmetry and chance, we will follow the recommendations in Sterne 2011 and use Egger’s test ( Egger 1997 ) to test for funnel plot asymmetry, providing there are at least 10 studies included in the meta‐analysis.

Data synthesis

We will synthesise results by describing the resilience interventions, their theoretical concept (when possible), as well as the populations and outcomes studied. We will summarise results in narrative and tabular form. We will perform statistical analyses either in RevMan 2014 or R ( R 3.2.2 2015 ), when appropriate. We will attempt to combine the outcome measures of trials through a pair‐wise meta‐analysis (any resilience training versus control), in order to determine summary (pooled) intervention effects of resilience‐training programmes. The decision to summarise numerical results of RCTs in a pair‐wise meta‐analysis will depend on the number of studies found as well as the heterogeneity of included trials with regard to content or components of resilience interventions, outcomes measured as well as the methodological quality (risk of bias) of selected studies. If intervention studies differ excessively regarding their content, outcomes are too diverse or individual studies are predominantly at high risk of bias, we will not perform a meta‐analysis.

In case a trial reports more than one resilience scale, we will use the scale with better psychometric qualities (as specified in Appendix 3 ) to calculate effect sizes. If a study reports results for more than one instrument for mental health and well‐being outcomes or for a specific resilience factor, we will select the measure used most often among included studies to calculate effect sizes. In case a study provides data of two instruments used equally frequently in the included RCTs, two review authors (AK, IH) will identify the appropriate measure through discussion (compare Stoffers 2013 ).

For interventions conducted as preparation for a pre‐defined upcoming stressor or trauma (e.g. military deployment), the stress exposure has to be finished when intervention outcomes are assessed (post‐test or follow‐up) or the stress exposure has to be simulated (e.g. scenarios, video simulation, laboratory stress test) in order to include these studies in the meta‐analysis. This guarantees that the study can be considered as the evaluation of a resilience training and not an intervention fostering related constructs such as mental health.

Since we expect a certain degree of heterogeneity between trials, as indicated by the results of previous reviews ( Leppin 2014 ; Macedo 2014 ; Robertson 2015 ), we intend to perform a random‐effects, pair‐wise meta‐analysis using an inverse variance approach, specifically the restricted maximum likelihood method ( Veroniki 2015 ), which is implemented in R ( Schwarzer 2015 ; Viechtbauer 2010 ). As part of our sensitivity analyses, we will perform both fixed‐effect and random‐effects analyses (see Sensitivity analysis ).

Once we have produced a summary of the evidence to date, and only if a pair‐wise meta‐analysis (any resilience training versus control) is possible, we will examine if data are also suitable for a network meta‐analysis (NMA). Network meta‐analyses will be merely exploratory and will only be conducted if the review results in a sufficient and adequate evidence base.

Network meta‐analyses offer the possibility of comparing multiple treatments simultaneously ( Caldwell 2005 ). They combine both direct (head‐to‐head) and indirect evidence ( Caldwell 2005 ; Mills 2012 ), by using direct comparisons of interventions within RCTs, as well as indirect comparisons across trials on the basis of a common reference group (e.g. an identical control group) ( Li 2011 ). Up to now, a network meta‐analysis on resilience‐training programmes does not exist.

According to Mills 2012 , Linde 2016 and the Cochrane Handbook ( Higgins 2011e ), there are three important conditions for the conduction of NMAs (transitivity, homogeneity, consistency). If a NMA is possible (i.e. the three conditions are fulfilled), we will conduct an analysis ‐ with expert statistical support as suggested by Cochrane ( Higgins 2011e ) – using a frequentist approach in R ( Rücker 2015 ; Viechtbauer 2015 ). For sensitivity analyses, the same models will be fitted by the restricted maximum likelihood method ( Piepho 2012 ; Piepho 2014 ; Rücker 2015 ). We will consider categorising resilience training into seven groups, based on the underlying training concept: (1) cognitive behavioural therapy, (2) acceptance and commitment therapy, (3) mindfulness‐based therapy, (4) attention and interpretation therapy, (5) problem‐solving therapy, (6) stress inoculation therapy and (7) multimodal resilience training. We may include additional groups after the full literature search has been conducted. Reference groups that will possibly be included in the network meta‐analysis are: attention control, wait‐list, treatment as usual or no intervention. We will investigate inconsistency and flow of evidence in accordance with recommendations in the literature (e.g. Dias 2008 ; Higgins 2011a ; König 2013 ; Krahn 2013 ; Krahn 2014 ; Lu 2006 ; Lumley 2002 ; Rücker 2015 ; Salanti 2008 ; White 2012a ).

Summary of findings

In the review, we will create a ‘Summary of findings’ table per comparison using the software developed by the GRADE Working Group: GRADEpro: Guideline Development Tool ( GRADEpro GDT 2015 ). To create the table, we will consider the comparison between resilience‐training programmes and control group. We will include in the ‘Summary of findings’ table all primary outcomes (resilience, anxiety, depression, stress or stress perception, well‐being or quality of life). Depending on the assessment of heterogeneity and possible effect modifiers (see Subgroup analysis and investigation of heterogeneity ), we will create several ‘Summary of findings’ tables, for example, with regard to the clinical status of study populations or the comparator group. We will assess the quality of the body of evidence using the GRADE approach proposed by the GRADE working group ( Schünemann 2011 ; Schünemann 2013 ).

We will assess the quality of the evidence using the five GRADE considerations: limitations in the design and implementation of available studies (i.e. high risk of bias of studies contributing to the respective outcome), indirectness of evidence (i.e. indirect population, intervention, control, outcomes), unexplained heterogeneity or inconsistency of results (i.e. heterogeneity exists but the subgroup analyses fail to identify a plausible explanation), imprecision of results (i.e. wide CIs) and high probability of publication bias (i.e. high risk of selective outcome reporting bias for studies contributing to the outcome) ( Schünemann 2011 ). The quality assessment will be performed in duplicate, by two review authors (AK, IH), working independently. They will resolve any disagreements by discussion or by consulting a third review author.

Subgroup analysis and investigation of heterogeneity

If substantial heterogeneity is detected, we will examine characteristics of studies that may be associated with this diversity ( Deeks 2011 ). The selection of potential effect modifiers is based on experiences from previous reviews ( Leppin 2014 ; Robertson 2015 ; Vanhove 2015 ). We plan to perform the following subgroup analyses:

• setting of resilience interventions (group setting versus individual setting versus combined setting);
• delivery format of resilience interventions (face‐to‐face versus online versus bibliotherapy versus multimodal delivery);
• target group of resilience‐training programmes (employees versus patient populations versus military or police versus general population)³;
• theoretical foundation of resilience‐training programmes (cognitive behavioural therapy versus acceptance and commitment therapy versus mindfulness‐based therapy versus attention and interpretation therapy versus problem‐solving training versus stress inoculation versus multimodal resilience training)³; and
• comparator group in intervention studies (attention control versus wait‐list control versus treatment as usual versus no intervention).

We will only conduct subgroup analyses if we identify 10 or more studies in the review process ( Deeks 2011 ). Moreover, we will restrict the subgroup analyses to our primary outcomes.

³We will provide details in the ‘Differences between protocol and review’ section of the review if the literature search reveals further relevant groups.

Sensitivity analysis

Comparable to the planned subgroup analyses, we will perform sensitivity analyses on the condition that more than 10 RCTs are included in the review. We will also restrict the sensitivity analyses to the primary outcomes.

With regard to intervention studies assessing resilience via resilience scales, we will perform a sensitivity analysis on the basis of the underlying concept (state versus trait) in these measures and limit the analysis to scales assessing resilience as an outcome of an intervention.

In order to examine the impact of the risk of bias of included trials, we will limit the studies to be included in the sensitivity analysis to those whose risk of bias was rated as low or unclear. We will exclude studies assessed at high risk of bias. For studies with low or unclear risk of bias, we will conduct subgroup analyses.

We also plan to consider the restriction to registered studies. We will identify registration both by recording whether we found a study in a trial registry and by noting whether the author claimed to have registered it.

We will perform sensitivity analyses moreover by limiting analysis to those studies with low levels of missing data (less than 10% missing primary outcome). With regards to coping with missing data, we will limit the analysis to studies where missing data were imputed or accounted for by fitting a model for longitudinal data, or where the proportion of missing primary outcome data was less than 10%.

In addition, we intend to check the robustness of our findings, by performing both fixed‐effect and random‐effects analyses in our sensitivity analyses.

We also plan to perform sensitivity analyses based on the ICC estimate in cluster‐randomised trials without adjustment for clustering by excluding cluster‐RCTs where standard errors were not corrected or corrected only on the basis of an externally‐estimated ICC. In an additional sensitivity analysis, we will replace all externally‐estimated ICCs that were less than 0.10, by 0.10.

Finally, we will conduct a sensitivity analysis with regard to the unit of randomisation by limiting the analysis to individually‐randomised trials.

Acknowledgements

The authors wish to acknowledge the support of the Cochrane Developmental, Psychosocial and Learning Problems Group (CDPLPG), based at Queen's University Belfast. We would like to thank especially Professor Geraldine Macdonald, the Co‐ordinating Editor, Dr Joanne Wilson, the Managing Editor, Gemma O'Loughlin, the Assistant Managing Editor, and Margaret Anderson, the Information Specialist of CDPLPG, for advice and assistance in the editorial process. Furthermore, we would like to acknowledge the support and recommendations of the external referees, the statistician and the members of the Cochrane Editorial Unit.

Appendix 1. Evidence rating of modifiable resilience factors

Although an immense number of factors have been discussed in the literature, only a set of psychosocial factors has been scientifically validated as being appropriate determinants of resilience by cross‐sectional and longitudinal (frequently observational) studies in different populations (e.g. patients affected by physical diseases like cancer, diabetes, spinal cord injury, coronary heart disease, etc.; different caregiver groups; individuals after trauma exposure). Upon closer examination, only some of the discussed resilience factors may be viewed as well‐evidenced factors that have also been found to be protective factors in systematic reviews and meta‐analyses (level 1). These factors are most likely to be related to adult resilience, as they were proven in different populations facing various adversities and stressors. However, it has to be kept in mind that the chosen factors represent the current state of knowledge on psychosocial resilience‐promoting factors, and that other factors, which are not yet well researched, could also contribute to resilience.

MA: Meta‐analysis; SR: Systematic review.

Results on systematic reviews and meta‐analyses based on a literature search for potentially modifiable resilience factors in MEDLINE (search strategy: respective resilience factor.tw. AND (review or meta‐analy$).tw.; search limited to “All adults (19 plus years)” and 1990‐2016).

1 Cognitive flexibility and religiosity or spirituality are multidimensional concepts resulting in highly ambiguous operationalisations. Cognitive flexibility comprises several concepts, such as positive reappraisal and acceptance ( Southwick 2005 ). Religiosity or spirituality combines affective, behavioural and cognitive dimensions, each measured differently ( Ano 2005 ; Pargament 2000 ; Salsman 2015 ).

Appendix 2. Examples of training methods to address resilience factors

Appendix 3. Potential instruments for the measurement of psychological resilience based on previous reviews (Leppin 2014; Macedo 2014; Robertson 2015) and additional literature searches

The resilience scales are specified hierarchically according to psychometric quality criteria.

Theory & item selection : ‐ (✧): no description of theory or item selection process available; and + (✦): description of theory or item selection process available.

Internal consistency (Cronbach’s alpha) : ‐ (0): no information; + (1): α < 0.70; ++ (2): α ≥ 0.70; and +++ (3): α > 0.90.

Validity (convergent/divergent or criterion validity) : ‐ (0): no information; + (1): correlations (r) with construct‐related measures or criterions available, all correlations < 0.50 or resilience measure only correlated with original instrument/long‐form or no correlations but alternative results reported (e.g. odds ratio); ++ (2): correlations (r) with construct‐related measures or criterions available, ≤ 50% of correlations ≥ 0.50; and +++ (3): correlations (r) with construct‐related measures or criterions available, > 50% of correlations ≥ 0.50.

4 Scales assessing resilience as personality characteristic.

5 Scale assessing post‐traumatic growth.

Appendix 4. Possible assessment instruments for the measurement of mental health and well‐being based on intervention studies included in previous reviews and meta‐analyses (Leppin 2014; Macedo 2014; Robertson 2015; Vanhove 2015)

• Depression Anxiety and Stress Scales (DASS‐21) ( Lovibond 1995 )
• Smith Anxiety Scale (SAS) ( Smith 2007 )
• Beck Anxiety Inventory (BAI) ( Beck 1993 )
• State‐Trait Anxiety Inventory (STAI) ( Spielberger 1970 )
• Center for Epidemiological Studies ‐ Depression Scale (CES‐D) ( Radloff 1977 )
• Maslach Burnout Inventory (MBI) ( Maslach 1997 )
• Oldenburg Burnout Inventory ( Demerouti 2010 )
• Beck Depression Inventory (BDI) ( Beck 1961 )
• Beck Depression Inventory ‐ II (BDI‐II) ( Beck 1996 )
• Visual Analog Scale ‐ Fatigue (VAS‐Fatigue) ( Wolfe 2004 )
• Patient Health Questionnaire for Depression (PHQ‐D) ( Spitzer 1999 )
• Hospital Anxiety and Depression Scale (HADS) ( Zigmond 1983 )
• Time Urgency Scale (TUS) ( Landy 1991 )
• Perceived Stress Scale (PSS) ( Cohen 1988 )
• Personal Stress Scale (PSS) (self‐developed) ( Petree 2012 )
• Subjective Units of Distress (SUDS) ( Wolpe 1958 )
• Visual Analog Scale (VAS) ( Arnetz 1985 ; Hasson 2005 )
• Stress and Perception of Control Scale (SPOCS) (unpublished instrument) ( Rose 2013 )
• Ryff's Scales of Psychological Well‐Being ( Ryff 1989 )
• Workplace Well‐being Index (WWBI) ( Page 2005 )
• Satisfaction with Life Scale ( Diener 1985 )
• Linear Analog Self‐Assessment Scale (QOL‐LASA) ( Locke 2007 )
• Medical Outcomes Study (MOS) 36‐item short‐form health survey (SF‐36) ( Ware 1994 )
• World Health Organization Quality of Life – BREF (WHOQOL‐BREF) ( WHOQOL Group 1998 )
• Subscale of the MOS 36‐item short‐form health survey (SF‐36) ( Ware 1994 )
• Work Vigour subscale of the Utrecht Work Engagement scale ( Schaufeli 2002 )

Appendix 5. Possible assessment instruments for the measurement of resilience factors based on intervention studies included in previous reviews and meta‐analyses (Leppin 2014; Macedo 2014; Robertson 2015; Vanhove 2015)

• Interpersonal Support Evaluation List ‐ 12 (ISEL‐12) ( Cohen 1983 )
• Personal Resources Questionnaire (PRQ‐85) ( Brandt 1981 )
• Social Provisions Scale ( Cutrona 1987 )
• Subscale Interpersonal relations of the Health‐Promoting Lifestyle Profile II ( Walker 1987 )
• Interpersonal Relationship Inventory (IPR) ( Tilden 1990 )
• Support questionnaire ( Cushway 1996 )
• MOS Social Support Survey ( Sherbourne 1991 )
• Total of four scales devised by Moos (1979) for perceived social support ( Maddi 1998 )
• Life Orientation Test ‐ Revised (LOT‐R) ( Scheier 1994 )
• Coping self‐efficacy (CSE) ( Chesney 2003 )
• Self‐efficacy scale ( Sherer 1982 )
• Teachers’ Sense of Efficacy Questionnaire (TSES) ( Tschannen‐Moran 2001 )
• New General Self‐Efficacy Scale (NGSE) ( Chen 2004 )
• Coping Efficacy Scale (self‐developed) ( Bekki 2013 )
• Brief Coping Orientations to Problems Experienced scale (Brief COPE) ( Carver 1997 )
• Ways of Coping Questionnaire (WOC) ( Folkman 1988 )
• Coping Styles Questionnaire (CSQ) ( Williams 1997 )
• Coping Styles (self‐developed) ( Bekki 2013 )
• Rosenberg Self‐Esteem Scale (RSES) ( Rosenberg 1965 )
• Self‐Esteem Rating Scale (SERS) ( Nugent 1993 )
• HardiSurvey III ‐ R ( Maddi 2001 )
• Personal Views Survey ( Maddi 1987 )
• Hardiness Scale or College Student Hardiness Measure (CSHM) ( Atri 2007a ; Atri 2007b ; Kanekar 2009 )
• Cognitive Hardiness Scale ( Nowack 1990 )
• Positive and Negative Affect Schedule (PANAS) ( Watson 1988 )
• Positive and Negative Affect Schedule Expanded Form (PANAS‐X) ( Watson 1994 )
• Authentic Happiness Inventory (AHI; unpublished measure) ( Abbott 2009 )

Appendix 6. MEDLINE search strategy (January 1990 to present)

In order to get a comprehensive understanding of the evidence in the field of psychological resilience interventions, and to identify training programmes that can really be assumed to enhance resilience in adults based on scientific findings, we will perform a literature search that combines and complements the search approaches from previous reviews and meta‐analyses.

In contrast to the search strategy of Leppin 2014 , Robertson 2015 and Vanhove 2015 , who used very narrow search terms (e.g. ‘resilience programme’ or 'hardiness training’), we will also search for broader intervention terms. These broader search terms will be based on the search performed by Macedo 2014 , but will also be supplemented by new terms (e.g. ‘acceptance and commitment therapy’, ‘stress management’, ‘mindfulness’).

1 Resilience, Psychological/ 2 social adjustment/ 3 Adaptation, Psychological/ 4 (post‐traumatic growth or posttraumatic growth or stress‐related growth).tw,kf. 5 (positiv$ adj1 (adapt$ or adjust$)).tw,kf. 6 (psychol$ adj1 (adapt$ or adjust$)).tw,kf. 7 (resilien$ or hardiness$).tw,kf. 8 (cope or coping).tw,kf. 9 ((withstand$ or overcom$ or resist$ or recover$ or thriv$ or adapt$ or adjust$ or bounc$ back) adj5 (stress$ or trauma$ or adversit$)).tw,kf. 10 or/1‐9 11 exp psychotherapy/ 12 Stress, Psychological/th 13 (psychotherap$ or psycho‐therap$).tw,kf. 14 (behav$ adj3 (intervention$ or program$ or therap$)).tw,kf. 15 ((cognit$ or cognitive behavior$ or CBT) adj3 (intervention$ or program$ or therap$)).tw,kf. 16 (psycho$ adj3 (intervention$ or program$ or therap$)).tw,kf. 17 relaxation.tw,kf. 18 mindful$.tw,kf. 19 (counsel?ing or coaching).tw,kf. 20 (third wave adj (psycho$ or therap$)).tw,kf. 21 cognit$ restructur$.tw,kf. 22 positive psychology.tw,kf. 23 (refram$ or re‐fram$ or reapprais$).tw,kf. 24 (stress adj1 (inoculation or manag$ or reduc$ or resist$)).tw,kf. 25 (anxiety adj3 manage$).tw,kf. 26 "acceptance and commitment ".tw,kf. 27 Combined Modality Therapy/ 28 (multimodal or multi‐modal or combined modal$).tw,kf. 29 exp Health promotion/ 30 (health adj3 (educat$ or promot$)).tw,kf. 31 or/11‐30 32 10 and 31 33 (resilien$ adj5 (train$ or program$ or intervention$ or promot$ or prevent$ or enhanc$ or learn$ or teach$ or educat$ or increas$ or develop$ or manag$ or therap$ or protocol$ or treat$)).tw,kf. 34 (hardiness$ adj5 (train$ or program$ or intervention$ or promot$ or prevent$ or enhanc$ or learn$ or teach$ or educat$ or increas$ or develop$ or manag$ or therap$ or protocol$ or treat$)).tw,kf. 35 or/32‐34 36 randomized controlled trial.pt. 37 controlled clinical trial.pt. 38 randomi#ed.ab. 39 placebo$.ab. 40 drug therapy.fs. 41 randomly.ab. 42 trial.ab. 43 groups.ab. 44 or/36‐43 45 exp animals/ not humans.sh. 46 44 not 45 47 35 and 46 48 limit 47 to yr="1990 ‐Current"

Appendix 7. Data collection/extraction sheet (items according to Higgins 2011c)

*Full description required for standard items in ‘Risk of bias’ tool.

CI: confidence interval; ID: identifier; SD: standard deviation.

Appendix 8. Criteria for 'Risk of bias' assessment in included RCTs (according to Higgins 2011d)

RCT: randomised controlled trial.

Contributions of authors

All seven review authors contributed to the development of this protocol. The first authorship as well as the overall responsibility for the review is shared by IH and AK. IH, AK, AC and KL conceived the initial review design and developed the protocol. JK and HB provided expert statistical support for the planned data analysis. JK, HB, MW and KL critically commented on the protocol. All protocol authors agreed on this version before publication.

Sources of support

Internal sources.

Home institution of IH, AK, AC, MW and KL; support provided in the form of salary and resources

Home institution of JK and HB; support provided in the form of salary and resources

External sources

• None, Other.

Declarations of interest

Isabella Helmreich ‐ none known. Angela Kunzler ‐ none known. Andrea Chmitorz ‐ none known. Jochem König ‐ none known. Harald Binder ‐ none known. Michèle Wessa ‐ none known. Klaus Lieb ‐ is a board‐certified cognitive‐behaviour therapist with a special interest in schema therapy. Klaus Lieb is an Editor with the Cochrane Developmental, Psychosocial and Learning Problems Group.

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Difference Between Personal and Interpersonal Skills

8 mins read

by Disha Nirav

Updated On Jun 05, 2023

Personal skills are qualities and abilities primarily centered on an employee's self-awareness, self-management, and self-expression. These skills pertain to how a person understands and regulates their emotions, and behaviors. Interpersonal skills are the abilities that facilitate effective communication, collaboration, and interaction with others. These skills are focused on how employees relate to and interact with people around them. ‍ ‍ Read More : Best ways to improve your interpersonal skills at work ‍

Eliminate and Clear Your Confusions

Let's embark on a journey to explore the fascinating world of skills that make us better professionals and effective communicators in the workplace. It's quite common to encounter confusion between personal and interpersonal skills, but fret not, as we will delve into the heart of the matter and clear up any uncertainties you may have. Based on a LinkedIn data , "Hard skills can help you get a recruiter's attention, but soft skills can help you land the job."

Difference Between Personal and Interpersonal Skills: A Detailed Explanation

Personal and interpersonal skills are essential for effective communication and interaction but differ in focus and application. Both sets of skills are important in different contexts and contribute to an employee's overall success and fulfillment in various aspects of life.

In both personal and professional spheres, skills play a pivotal role in shaping an individual's character and effectiveness. Two fundamental categories stand out among the plethora of skills: personal and interpersonal skills. Although often used interchangeably, these skill sets differ significantly in various contexts and aspects. Understanding the distinctions between these skills can lead to enhanced self-awareness and improved interactions with others.

1. Differences In The Key Components:

Via Edstellar

Personal and interpersonal skills are important for personal and professional success, but they refer to different components. Here are the different key components of personal and interpersonal skills:

Personal Skills Components: 

• Emotional Intelligence: Understanding and managing emotions effectively.
• Self-Reflection: Assessing one's strengths, weaknesses, and personal values.
• Goal Setting: Establishing clear objectives and working towards achieving them.
• Time Management: Organizing and prioritizing tasks to maximize productivity.
• Stress Management: Developing coping strategies to handle stress and pressure.

Interpersonal Skills Components:

• Communication: Expressing ideas clearly, actively listening, and using non-verbal cues.
• Empathy: Understanding and acknowledging the feelings and perspectives of others.
• Conflict Resolution: Resolving disagreements and conflicts constructively.
• Teamwork: Collaborating effectively with others towards a common goal.
• Networking: Building and maintaining relationships to create professional opportunities.

2. Differences In Employee’s Abilities

It's worth noting that personal and interpersonal skills are interconnected, and developing both skills is crucial for overall personal and professional effectiveness. They complement each other in creating a well-rounded employee who can confidently navigate many social and professional environments. Here are the 

3. Differences In Work Aspects

Personal and interpersonal skills play crucial roles in different settings, contributing to employee success and positive outcomes. Here are some examples of the importance of these skills in several contexts:

Professional Settings:

• Personal skills: In professional settings, personal skills such as time management, organization, self-motivation, and adaptability are essential. These skills enable employees to prioritize tasks, meet deadlines, handle stress, and adapt to changing work environments.
• Interpersonal skills: Interpersonal skills are highly valuable in professional settings as they facilitate effective communication, teamwork, and collaboration. These skills help employees build positive relationships with colleagues, supervisors, and clients, enhancing productivity, problem-solving, and overall work satisfaction.

Leadership and Management:

• Personal skills: Strong personal skills are critical for effective leadership and management. Leaders with self-awareness, emotional intelligence, and resilience can inspire and motivate their teams, make informed decisions, and manage conflicts and challenges.
• Interpersonal skills: Interpersonal skills are essential for leaders and managers to communicate their vision, listen actively to team members, provide constructive feedback, delegate tasks, and foster a positive work environment. These skills contribute to building trust, promoting teamwork, and achieving organizational goals.

Read More : The importance of interpersonal skills in leadership. Customer Service and Sales:

• Personal skills: Personal skills such as empathy, active listening, and problem-solving are essential in customer service and sales roles. These skills enable employees to understand customer needs, address concerns, and provide personalized solutions, resulting in customer satisfaction and loyalty.
• Interpersonal skills: Effective communication, persuasion, and relationship-building are crucial in customer service and sales. Building rapport with customers, negotiating deals, and resolving conflicts require strong interpersonal skills to create positive interactions and foster long-term business relationships. Organizations need to provide customer support service and communication training for their employees.

Education and Teaching:

• Personal skills: Personal skills such as patience, adaptability, and continuous learning are valuable for educators and teachers. These skills help them create a supportive and engaging learning environment, manage diverse student needs, and stay updated with educational advancements.
• Interpersonal skills: Interpersonal skills have a crucial role in education, as teachers need to communicate effectively with students, establish rapport, provide feedback, and facilitate collaborative learning. These skills promote student engagement, participation, and academic growth.

Personal Relationships and Well-being:

• Personal skills: Personal skills are essential for maintaining healthy relationships and overall well-being. Skills like self-awareness, self-care, empathy, and resilience contribute to managing emotions, setting boundaries, and nurturing positive connections with others.
• Interpersonal skills: Interpersonal skills enable employees to communicate effectively, listen actively, understand others' perspectives, and resolve conflicts in personal relationships. These skills foster trust, empathy, and mutual support, leading to stronger and more fulfilling connections.

Personal and interpersonal skills are vital in different settings, as they enhance employee effectiveness, facilitate positive interactions, and contribute to personal and professional growth. Developing and honing these skills can lead to improved outcomes, increased satisfaction, and overall success in several aspects of life. 

Importance Of Upskilling In Personal and Interpersonal Skills

The significance of upskilling employees in both personal and interpersonal skills cannot be overstated. Organizations recognize that a highly skilled workforce, armed with robust soft skills, is a key driver of enhanced productivity and overall success. As workplace dynamics continue to evolve, investing in the development of these skills has become a top priority for forward-thinking companies.

Read More about Upskilling : what is upskilling and why is it important?

To upskill employees' soft skills effectively, organizations can implement various strategies. Providing comprehensive business communication skills training workshops focused on emotional intelligence, conflict resolution, and teamwork can empower employees to excel in their roles. Encouraging regular self-assessment and setting personalized development goals can also foster a culture of continuous improvement. 

Furthermore, incorporating experiential learning opportunities, such as role-playing exercises or team-building activities, can help reinforce the practical application of these skills in real-world scenarios. By actively investing in upskilling employee soft skills, companies can unlock their employees' full potential, leading to a more engaged, motivated, and productive workforce. Ultimately, a harmonious blend of personal and interpersonal skills within the organization paves the way for greater innovation, collaboration, and success in the ever-evolving global landscape.

Training providers such as Edstellar understand the difference between personal and interpersonal skills and believe investing in their development is the key to unlocking an organization's potential. Tailored training programs empower employees to navigate challenges, build strong relationships, and contribute to business growth.

By Disha Nirav

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Problem-Solving Mastery: Your Roadmap to Effective Solutions

• Job Skills , Life skills , Soft skills

In today’s rapidly evolving world, problem-solving skills have become more critical. The ability to identify, analyze, and find effective solutions to complex challenges is highly valued across various domains, including education, business, and personal life. Problem-solving skills empower individuals to overcome obstacles, make informed decisions, and confidently navigate uncertain situations. They are key personal and professional success drivers, enabling individuals to adapt to change, innovate, and seize opportunities.

This article will delve into the essential steps for mastering problem-solving skills. We will explore the characteristics of effective problem solvers and highlight the step-by-step process they follow to tackle problems. From defining the problem and gathering information to evaluating solutions and implementing the chosen course of action, we will cover each stage in detail, providing valuable insights and practical strategies. Additionally, we will discuss various techniques and tools that can enhance problem-solving abilities and address common challenges individuals encounter. Whether you are a student, professional, or simply looking to enhance your problem-solving skills, this article will serve as a comprehensive guide to equip you with the necessary knowledge and techniques to become a proficient problem solver.

Understanding Problem Solving

A. definition of problem-solving.

Problem-solving is a fundamental skill applicable across diverse academic, professional, and personal contexts. It plays a crucial role in business, science, engineering, and everyday life, enabling individuals to overcome obstacles, achieve goals, and improve outcomes.

Here are some definitions with sources-

“Problem-solving is the cognitive process of identifying, analyzing, and resolving obstacles or difficulties encountered in order to achieve a desired goal or outcome.”

� Source: – Simon, H. A. (1972). Theories of Bounded Rationality. Decision and Organization, 1(1), 161-176.

� “Problem-solving refers to the systematic approach of finding solutions to challenges by utilizing logical thinking, analytical skills, and creativity.”

Source: – D’Zurilla, T. J., & Nezu, A. M. (2007). Problem-Solving Therapy: A Positive Approach to Clinical Intervention. Springer Publishing Company.

� “Problem-solving is the cognitive process of identifying, analyzing, and overcoming obstacles through the application of problem-solving strategies, critical thinking , and decision-making skills.”

Source: – Fogler, H. S., LeBlanc, S. E., & Rizzo, E. (2020). Strategies for Creative Problem Solving. Pearson.

“Problem-solving involves the ability to define problems, generate potential solutions, evaluate alternatives, and implement the best course of action, resulting in effective decision making and successful resolution of challenges.”

Source: –  Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School : Expanded Edition. National Academies Press.

B. The role of problem-solving in personal and professional life

The Role of Problem-Solving in Personal and Professional Life:

1. Personal Life:

   a. Decision Making: Problem-solving is crucial in making informed decisions about personal matters, such as career choices, relationships, and financial planning.

   b. Resolving Conflicts: Effective problem-solving skills help resolve conflicts and disputes, fostering healthier relationships and communication.

   c. Adaptability: Problem-solving enables individuals to navigate life’s challenges and adapt to changing circumstances, enhancing personal growth and resilience.

   d. Goal Achievement: By identifying obstacles and finding solutions, problem-solving helps individuals overcome barriers and progress towards achieving personal goals.

2. Professional Life:

   a. Innovation and Creativity: Problem-solving is at the core of innovation, enabling individuals to identify opportunities, develop new ideas, and implement creative solutions.

   b. Decision Making: Effective problem-solving skills aid in making sound business decisions, analyzing data, and evaluating options to achieve desired outcomes.

   c. Troubleshooting and Crisis Management : Problem-solving is crucial in addressing workplace issues, identifying root causes, and implementing solutions to operational challenges and crises.

   d. Collaboration and Teamwork: Problem-solving skills facilitate effective collaboration and teamwork, as individuals work together to analyze problems, generate ideas, and implement solutions.

   e. Continuous Improvement: By identifying inefficiencies and finding better solutions, problem-solving drives continuous improvement in processes, products, and services.

   f. Leadership: Strong problem-solving abilities are essential for effective leadership, as leaders navigate complex situations, inspire teams, and drive organizational success.

Overall, problem-solving is vital in personal and professional life, empowering individuals to overcome obstacles, make informed decisions, foster innovation, and achieve desired outcomes. It promotes adaptability, resilience, and growth, enhancing overall success and satisfaction in various aspects of life.

Characteristics of Effective Problem Solvers

Here are some Characteristics of Effective Problem Solvers:

1. Critical Thinking: Effective problem solvers possess strong critical thinking skills. They can analyze situations objectively, evaluate information, identify patterns, and make logical connections to understand the underlying causes of problems.

2. Analytical Skills: Effective problem solvers can break down complex problems into smaller, more manageable components. They can examine each component individually, identify relevant factors, and assess their interrelationships to understand the problem comprehensively.

3. Creativity and Innovative Thinking: Effective problem solvers think outside the box and are open to unconventional ideas and solutions. They approach problems creatively, seeking new perspectives, alternative approaches, and innovative solutions.

4. Persistence and Resilience: Effective problem solvers persevere when facing obstacles and setbacks. They are resilient and maintain a positive attitude, viewing challenges as opportunities for growth and learning rather than insurmountable barriers.

5. Adaptability and Flexibility: Effective problem solvers are adaptable and flexible in their thinking and approach. They are open to adjusting their strategies, considering different viewpoints, and embracing change as they navigate complex problem-solving situations.

6. Systems Thinking: Effective problem solvers consider the larger context and understand the interconnectedness of various factors. They can see how different elements within a system influence each other and recognize the ripple effects of their decisions and actions.

7. Collaboration and Communication: Effective problem solvers are skilled in collaboration and communication. They actively listen to others, seek input and feedback, and can articulate their thoughts and ideas clearly. They can work well in teams, leveraging diverse perspectives and expertise to find optimal solutions.

8. Decision Making: Effective problem solvers are proficient in decision-making . They gather relevant information, weigh different options, assess risks and benefits, and make informed choices based on a logical and rational evaluation process.

9. Continuous Learning: Effective problem solvers have a growth mindset and a thirst for knowledge. They actively seek opportunities to learn new skills, expand their knowledge base, and stay updated on industry trends and advancements.

10. Emotional Intelligence: Effective problem solvers possess emotional intelligence, allowing them to understand and manage their emotions and empathize with others. They can navigate interpersonal dynamics, handle conflicts constructively, and foster positive relationships while solving problems.

These characteristics collectively contribute to the effectiveness of problem solvers, enabling them to approach challenges with a systematic, innovative, and resilient mindset, ultimately leading to successful problem resolution and achieving desired outcomes.

The Problem-Solving Process

Here is The Problem-Solving Process Step by Step:

Step 1: Defining the Problem:

1. Identifying the root cause: To effectively solve a problem, it’s important to identify the underlying cause or causes. This involves digging deeper to understand the factors or circumstances that led to the problem’s occurrence.

2. Clarifying the desired outcome: Clearly defining the desired outcome provides a clear direction for problem-solving. It helps in setting goals and measuring the success of the solution.

Step 2: Gathering information and analyzing the situation:

1. Collecting relevant data and facts: Gathering relevant data and facts about the problem is crucial for making informed decisions. This involves collecting information from reliable sources, conducting surveys, interviews, or analyzing existing data.

2. Conducting research and seeking different perspectives: Researching the problem and seeking different perspectives allows for a comprehensive understanding of the situation. This may involve studying case studies, consulting experts, or getting insights from people who have faced similar challenges.

Step 3: Generating potential solutions:

1. Brainstorming techniques: Brainstorming involves generating many ideas without judgment. It encourages creativity and open-mindedness, allowing for the exploration of various solutions.

2. Considering multiple options: Considering multiple options helps in expanding the range of possibilities. It involves evaluating different approaches, strategies, or alternatives to find the most effective solution.

Step 4: Evaluating and selecting the best solution:

1. Assessing pros and cons: Evaluating the potential solutions involves assessing their advantages and disadvantages. This helps in understanding the potential benefits and drawbacks of each option.

2. Using decision-making tools and techniques: Decision-making tools and techniques, such as decision matrices, cost-benefit analysis, or SWOT analysis, can provide a structured approach to evaluating and comparing different solutions. They help in making an informed decision.

Step 5: Implementing the chosen solution:

1. Developing an action plan: A detailed action plan outlines the steps and tasks needed to implement the chosen solution. It includes setting deadlines, assigning responsibilities, and allocating necessary resources.

2. Overcoming potential obstacles: Anticipating potential obstacles and challenges helps develop contingency plans. By identifying potential barriers in advance, proactive measures can be taken to overcome them and ensure a smoother implementation process.

Step 6: Monitoring and evaluating the outcomes:

1. Assessing the solution’s effectiveness: Regularly monitoring and evaluating the outcomes of the implemented solution is crucial. This involves measuring the results against the desired outcome and assessing whether the solution effectively addresses the problem.

2. Making adjustments if necessary: If the desired outcomes are not achieved or new issues arise, it may be necessary to adjust the solution or implementation plan. This ensures continuous improvement and adaptability throughout the problem-solving process.

By following this step-by-step process, individuals and teams can approach problem-solving systematically and comprehensively, increasing the chances of finding effective solutions and achieving desired outcomes.

Techniques and Strategies for Effective Problem Solving

Here are some Techniques and Strategies for Effective Problem Solving:

A. SWOT analysis (Strengths, Weaknesses, Opportunities, Threats):

SWOT analysis is a widely used technique for understanding a situation or organization’s internal strengths and weaknesses and the external opportunities and threats it faces. It involves identifying and analyzing these four factors to gain insights into the current state and potential future scenarios. One can effectively capitalize on opportunities and mitigate threats by understanding strengths and weaknesses.

B. Root cause analysis:

Root cause analysis is a technique used to identify the underlying cause or causes of a problem. It involves digging deeper into the problem to determine the fundamental reasons for its occurrence. By identifying and addressing the root cause, rather than just treating symptoms, one can prevent the problem from recurring and find long-term solutions.

C. Pareto analysis:

Pareto analysis, also known as the 80/20 rule, is a technique that helps prioritize tasks or issues based on their significance. It involves identifying the vital few (20%) contributing to the majority (80%) of the problem. One can achieve the greatest impact with limited resources by focusing efforts on addressing the most significant factors.

D. Six Thinking Hats technique:

The Six Thinking Hats technique, developed by Edward de Bono, is a method for approaching problem-solving from different perspectives. Each “hat” represents a different thinking mode or mindset, such as logical, creative, critical, etc. By consciously adopting these different perspectives, individuals or teams can explore different angles, consider various factors, and enhance problem-solving.

E. Design thinking approach:

The design thinking approach is a human-centered problem-solving methodology. It emphasizes empathy, collaboration, and experimentation to understand the user’s needs, ideate innovative solutions, and iterate through prototypes. It involves several stages, including empathizing with users, defining the problem, ideating potential solutions, prototyping, and testing. This approach encourages a creative and iterative problem-solving process that delivers solutions meeting user needs.

By utilizing these techniques and strategies for effective problem-solving, individuals and teams can enhance their problem-solving capabilities, think more critically and creatively, and arrive at comprehensive and innovative solutions to address various challenges.

Overcoming Common Challenges in Problem-Solving�

Now we discuss how to overcome Common Challenges in Problem-Solving:

A. Emotional barriers and biases:

1. Self-awareness: Recognize and acknowledge your emotions and biases that may hinder the problem-solving process.

2. Objective perspective: Strive to approach problems with an open mind and consider alternative viewpoints.

3. Seek feedback: Involve others in problem-solving to gain diverse perspectives and challenge your biases.

B. Fear of failure and risk aversion:

1. Embrace a growth mindset: View failures as learning opportunities and be open to taking calculated risks.

2. Break problems into smaller steps: Breaking down complex problems into smaller, manageable tasks can help reduce the Fear of failure.

3. Experiment and iterate: Implement solutions in iterative stages, allowing for adjustments and learning from setbacks.

C. Lack of communication and collaboration:

1. Active listening: Listen attentively to others’ perspectives, fostering effective communication and understanding.

2. Encourage participation: Create a supportive environment where everyone feels comfortable contributing ideas and insights.

3. Foster teamwork: Promote collaboration and establish clear roles and responsibilities within problem-solving teams.

D. Ineffective time management:

1. Prioritize tasks: Identify the most critical aspects of the problem and allocate time accordingly.

2. Set deadlines and milestones: Establish specific deadlines for each step of the problem-solving process to stay on track.

3. Avoid distractions: Minimize interruptions and focus on the task by creating a conducive work environment.

By addressing these common problem-solving challenges, individuals and teams can enhance their problem-solving effectiveness and achieve better outcomes. Overcoming emotional barriers and biases, embracing risk-taking, fostering effective communication and collaboration, and managing time efficiently are key factors in successful problem-solving endeavors. By developing strategies to tackle these challenges, individuals can unlock their problem-solving potential and approach challenges with confidence and resilience.

Developing Problem-Solving Skills�

Is it possible to develop problem-solving skills? Yes, it is possible. But How?�

A. Continuous learning and skill development:

1. Stay curious: Cultivate a continuous learning mindset by seeking new knowledge, exploring different perspectives, and staying updated on industry trends.

2. Acquire relevant knowledge: Develop a solid foundation in the areas relevant to problem-solving, such as critical thinking, analytical skills, creativity, and decision-making.

3. Pursue professional development: Attend workshops, training programs, and online courses on problem-solving techniques and strategies.

B. Seeking feedback and reflection:

1. Welcome constructive criticism: Seek feedback from peers, mentors, or supervisors to gain insights into areas for improvement in your problem-solving approach.

2. Reflect on past experiences: Evaluate your problem-solving efforts, identify strengths and weaknesses, and learn from your successes and failures.

3. Develop self-awareness: Understand your thinking patterns, biases, and emotional reactions to improve your problem-solving skills.

C. Practicing problem-solving exercises and scenarios:

1. Solve puzzles and brain teasers: Engage in activities that challenge your problem-solving abilities, such as puzzles, riddles, or logic games.

2. Simulate problem-solving scenarios: Create hypothetical problem-solving situations and brainstorm potential solutions to enhance your critical thinking and decision-making skills.

3. Participate in group problem-solving activities: Collaborate with others in problem-solving exercises or workshops to foster teamwork and develop effective communication skills.

D. Engaging in real-life problem-solving experiences:

1. Embrace challenges: Seek opportunities to tackle real-world problems, whether at work, in personal projects, or community initiatives.

2. Apply problem-solving techniques: Utilize the problem-solving process and relevant strategies to address issues encountered in various aspects of life.

3. Learn from experiences: Reflect on your problem-solving approach in real-life situations, identify areas of improvement, and adjust your strategies accordingly.

Developing problem-solving skills is an ongoing process that requires continuous learning, practice, and application in both simulated and real-life scenarios. By investing time and effort in skill development, seeking feedback, reflecting on experiences, and engaging in problem-solving activities, individuals can strengthen their problem-solving abilities and effectively address complex challenges.

Applying Problem-Solving Skills in Different Areas

Now we will discuss Applying Problem-Solving Skills in Different Areas:

A. Problem-solving in the workplace:

Problem-solving skills are highly valuable in the workplace as they enable individuals to address challenges, make informed decisions, and contribute to organizational success. In a professional setting, problem-solving involves identifying and analyzing issues, generating effective solutions, and implementing them to achieve desired outcomes. It often requires collaboration, critical thinking, and creative problem-solving techniques. Effective problem-solving in the workplace can lead to increased productivity, improved teamwork, and innovation.

B. Problem-solving in personal relationships:

Problem-solving skills play a crucial role in maintaining healthy and constructive personal relationships. Conflicts and challenges are inevitable with family members, friends, or romantic partners. Applying problem-solving skills in personal relationships involves active listening, empathy, and open communication. It requires identifying and understanding the issues, finding common ground, and working towards mutually beneficial solutions. Problem-solving in personal relationships helps build trust, strengthen connections, and promote harmony.

C. Problem-solving in entrepreneurship:

Problem-solving is an essential skill for entrepreneurs, as it drives innovation and the ability to identify and seize opportunities. Entrepreneurs face various challenges, such as market competition, resource constraints, and changing customer needs. Applying problem-solving skills in entrepreneurship involves identifying market gaps, analyzing customer pain points, and developing innovative solutions. Entrepreneurs must be adaptable, resilient, and creative in finding solutions that address real-world problems and create customer value.

D. Problem-solving in everyday life:

Problem-solving skills are not limited to specific areas but are applicable in everyday life. From simple tasks to complex decisions, problem-solving helps navigate challenges efficiently. Everyday problem-solving involves assessing situations, setting goals, considering available resources, and making informed choices. It can range from troubleshooting technology issues to managing personal finances, resolving conflicts, or finding solutions to logistical problems. Developing problem-solving skills in everyday life leads to increased self-confidence, improved decision-making abilities, and overall personal effectiveness.

In all these areas, applying problem-solving skills enables individuals to approach challenges with a structured and analytical mindset, find practical solutions, and overcome obstacles effectively. It empowers individuals to think critically, adapt to changing circumstances, and positively contribute to various aspects of their lives.

Case Studies of Successful Problem Solving

Here are some Case Studies of Successful Problem Solving:

A. Real-life examples of problem-solving success stories:

1. NASA’s Apollo 13 Mission: The Apollo 13 mission faced a critical problem when an oxygen tank exploded, jeopardizing the lives of the astronauts. Through collaborative problem-solving, the NASA team on the ground and the astronauts in space worked together to develop innovative solutions, such as building a makeshift CO2 filter, conserving power, and navigating a safe return to Earth.

2. Apple’s iPhone Development: Apple faced the challenge of creating a revolutionary smartphone that combined multiple functions in a user-friendly design. Through rigorous problem-solving, Apple’s team developed groundbreaking solutions, such as the touch screen interface, intuitive user experience, and integration of various technologies, leading to the successful launch of the iPhone.

3. Toyota’s Lean Manufacturing System: Toyota encountered production inefficiencies and quality issues. By implementing problem-solving techniques, such as the Toyota Production System, the company focused on waste reduction, continuous improvement, and empowering employees to identify and solve problems. This increased productivity, improved quality, and a competitive advantage in the automotive industry.

B. Analysis of the problem-solving strategies employed:

1. Collaborative Problem-Solving: Successful problem-solving often involves collaboration among individuals or teams. Organizations can tackle complex challenges more effectively by leveraging diverse perspectives, knowledge, and skills.

2. Innovative Thinking: Problem-solving success stories often involve innovative thinking to address issues in novel ways. This may include exploring new technologies, challenging conventional wisdom, or adopting creative approaches that disrupt the status quo.

3. Systematic Approach: Effective problem-solving requires a systematic approach that involves defining the problem, gathering relevant information, analyzing options, and implementing solutions. This structured method provides a comprehensive understanding of the problem and helps identify the most appropriate action.

4. Continuous Improvement: Many successful problem-solving cases are committed to continuous improvement. Organizations embracing a learning and adaptability culture are better equipped to identify and solve problems efficiently, leading to long-term success.

5. Customer-Centric Solutions: Problem-solving strategies that prioritize understanding and meeting customer needs tend to yield successful outcomes. Organizations can develop solutions that deliver value and drive customer satisfaction by placing the customer at the center of problem-solving efforts.

Analyzing the problem-solving strategies employed in these case studies provides valuable insights into the approaches, techniques, and mindsets that contribute to successful problem resolution. It highlights the importance of collaboration, innovation, systematic thinking, continuous improvement, and customer focus in achieving positive outcomes.

Conclusion:

In conclusion, problem-solving skills are vital in various aspects of life, including personal, professional, and entrepreneurial endeavors. Through this article, we have explored the importance of problem-solving, its Definition, its role in different areas, characteristics of effective problem solvers, the problem-solving process, and techniques for effective problem-solving. We have also examined case studies of successful problem-solving and analyzed the strategies employed.

Recap of key points:

1. Problem-solving skills are crucial for personal, professional, and entrepreneurial success.

2. Effective problem solvers possess critical thinking, creativity, adaptability, and perseverance.

3. The problem-solving process involves defining the problem, gathering information, generating solutions, evaluating options, implementing the chosen solution, and monitoring outcomes.

4. Techniques like SWOT analysis, root cause analysis, Pareto analysis, Six Thinking Hats, and design thinking provide valuable frameworks for problem-solving.

As you have learned about the importance and various aspects of problem-solving, I encourage you to apply these skills in your own life. Problem-solving is not a mere intellectual exercise but a practical tool that can lead to personal growth, professional success, and positive societal contributions. Developing and honing your problem-solving abilities allows you to navigate challenges, make informed decisions, and find innovative solutions.

Embrace a continuous improvement mindset and a willingness to think outside the box. Seek opportunities to apply problem-solving skills in your relationships, workplace, entrepreneurial ventures, and everyday life. Remember that each challenge presents an opportunity for growth and learning. You can overcome obstacles and achieve desired outcomes by approaching problems with a structured and analytical mindset, considering multiple perspectives, and employing effective problem-solving techniques.

Incorporate problem-solving into your daily life and encourage others to do the same. By doing so, you contribute to a more proactive and solution-oriented society. Remember, problem-solving is a skill that can be developed and refined through practice and experience. So, take on challenges, embrace creativity, and be a proactive problem solver.

Start applying problem-solving skills today, and you will witness the positive impact it can have on your life and the lives of those around you.

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What are interpersonal skills in the workplace, and why are they important? Interpersonal skills relate to how you interact and communicate with people. They’re also known as soft skills, emotional intelligence, or people skills.

This article will cover interpersonal skills examples, the best interpersonal skills for a resume, and how to improve your interpersonal skills. Whether you’re a job seeker trying to highlight your soft skills or you’re trying to improve your relationships, interpersonal skills are essential in the modern workplace.

Key Takeaways:

Examples of interpersonal skills include communication, empathy, and active listening.

Use the experience section on your resume to show quantifiable achievements you owe to your interpersonal skills.

Use the STAR method (Situation, Task, Action, Result) to respond to interview questions about your interpersonal skills.

What are interpersonal skills?

Interpersonal skills examples, interpersonal skills on a resume, interpersonal skills on a cover letter, interpersonal skills during an interview, how to improve your interpersonal skills, interpersonal skills faq.

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Interpersonal skills are skills that relate to your ability to interact and collaborate with other people. Examples of interpersonal skills range from simply having a good attitude to managing conflict well.

Interpersonal skills are also known as soft skills, in opposition to hard skills, which relate to your on-the-job technical expertise and are learned through instruction.

Soft skills, on the other hand, relate to the intangible qualities and personality traits that make you a great employee. Managers and recruiters value interpersonal skills highly because they’re harder to teach.

Interpersonal skills’ definition is simple enough, but to see interpersonal skills’ meaning more clearly, here are examples of the most important ones:

Communication . This is one of the most valuable interpersonal skills in the workplace. Communicating clearly and effectively with your coworkers and clients is vital to the organization’s (and your) success.

This goes beyond crafting engaging presentations and well-written memos. Good communication skills include knowing when to send an email and when to meet face-to-face, sharing your concerns while remaining respectful, and understanding when to speak up and when to save it for later.

The nuances of your communication style should adjust to fit the culture of your workplace, but having a general understanding of how to interact with others well will help projects run smoothly, keep you in good graces, and show that you can take on more responsibility in the future.

Public speaking

Noverbal communication

Constructive criticism

Writing emails

Leadership. Having good leadership skills means more than being bossy. It means taking the initiative, leading by example, looking out for your team and the organization, and being willing to have tough conversations.

Even if you aren’t technically in a leadership position, hiring managers want to know that if they put you in charge of a project or team, you’ll be able to lead it well. They also want to know that you aren’t just a yes-man or lazy worker, but that you will lead by example through hard work and ethical behavior.

People/project management

Instruction

Active listening . You’ve probably been told, “You have two ears for listening and one mouth for speaking,” at some point in your life. Well, this is a skill that remains important from Kindergarten through adulthood.

Being a good listener involves more than just not talking. Employers want to know that you’ll not only hear them, but that you’ll do what they ask you to do. They also want to know that you’ll listen to customers and colleagues as they bring up concerns and ideas.

Taking direction

Responding to constructive criticism

Giving feedback

Teamwork . Even if you’re the only person in your department, you’re still a part of a larger organization, and you need to be able to show that you’re willing to support it.

Being a team player doesn’t mean you have to roll over and neglect your personal needs, but you do need to give your team your best effort and be willing to make some personal sacrifices for the good of the group.

Collaboration

Team-building

Selflessness

Conflict management . No matter where you work, chances are you’ll encounter conflict, whether directly involving you or not. Knowing how to manage it well is a skill many companies look for when they’re hiring.

Your ability to be assertive, come up with creative solutions and compromises, and look out for the interests of all parties involved in the conflict is invaluable.

While this is one of the most difficult interpersonal skills to master, it’s also one of the most teachable, as several classes and resources are available to help you learn how to do this well.

Problem-solving

Conflict resolution

Empathy . Whether you’re working with customer complaints or just coordinating with your coworkers, being able to put yourself in another person’s shoes is vital.

Before you get defensive about your boss’s complicated new formatting requirements or a customer complaint, take a moment to look at the situation through their eyes.

Maybe the extra five minutes it takes to format your report differently will save your boss hours of work, or maybe the customer is on a tight budget and really needed your product to come through for them, and it didn’t.

This skill will help you be enjoyable to work with and make it easier for you to work with difficult people.

Sensitivity

Helpfulness

Desire to grow. Most good managers want to help you succeed at your job, and great managers want to help you grow into new roles and responsibilities. They can’t do that if you get defensive every time they try to help you improve, though.

Being coachable is vital to being a good employee and coworker, as well as opening doors for future roles and promotions. Show that you want to learn by seeking out relevant training opportunities, asking for feedback on your work, and thanking those who give you constructive criticism .

Self-motivated

Negotiation . Like conflict management, negotiation requires assertiveness and creative problem-solving. Whether you need to negotiate with clients or just help resolve conflicts within the office, having this skill can help you stand out as an employee or manager .

Negotiating well can also help you individually when it comes to your job, especially if you create a lot of sales or contracts.

Thankfully, this skill is relatively easy to find practical training for.

Positive attitude. No one likes a complainer, especially if you have to work with them consistently. You can easily be the bright spot in someone’s day by accepting assignments and facing obstacles with a smile on your face.

You can and should still be realistic, because over-the-top optimism can be just as annoying as constant complaining, but responding graciously, no matter how you feel, will set a pleasant tone for the whole office. It helps you feel better about the situation as well.

Friendliness

Dependability . It may sound obvious, but your employer should feel like they can trust you to do your job. This includes showing up on time and giving consistently good results. It means that when you say you’ll spot-check that report, you’ll do it, and you’ll do it thoroughly and promptly.

You want to be someone your boss and coworkers can rely on to make their jobs easier.

Consistency

Punctuality

When it comes time to showcase these skills during the job application process, start by incorporating them throughout your resume . You can list them under the “skills” section or find ways to weave them into your “experience” sections. Check the job description and include the listed skills, as this can often get you through the initial screening.

Interpersonal skills in your resume’s skills section . You might naturally think the skills section is the best place to include your interpersonal skills. While you’re correct to think this makes a good home for them, we don’t recommend simply listing “Interpersonal Skills.”

Interpersonal skills in your resume’s work experience section . Now is when the “show, don’t tell” mantra comes into play. Instead of simply listing your tasks with phrases like “Organized X event” or “Communicated Y data,” look for professional accomplishments you owe to your interpersonal skills.

Interpersonal skills in your resume’s summary statement . You can also lead your resume with a vibrant picture of yourself as possessing top-notch interpersonal skills. Something like “Compassionate caretaker with 5+ years experience helping patients understand, cope with, and manage the stress of illness” helps sell both your experience and your value as an interpersonal wizard.

No matter where you choose to incorporate your interpersonal skills into your resume, be sure to tailor your qualifications to the job. Read the job description carefully and note which interpersonal skills are mentioned multiple times or otherwise emphasized.

Then, look for ways to honestly and naturally use that same language in your resume.

When you write your cover letter , feature your top one or two skills that make you an ideal candidate for the position you’re applying for. Don’t just say you have them; show how you’ve used them in the past and how they’d help you with this position.

A cover letter is a great place to add personality to your resume’s technical qualifications. In short, it’s a great opportunity to show that you’re friendly, personable, and able to communicate clearly via the written word.

As always, try to bring in great results that you owe to your interpersonal skills. For example, if you’re applying for a customer service role, you might write about a time when your positive attitude and solutions-oriented mindset brought about a great resolution that helped create a happy return customer.

Before your interview, go through this list and think of one or two anecdotes for each skill that demonstrates your abilities. If you do have a weak spot, explain what you’re doing to grow in that area.

This is also a great answer to the ever-popular interview question , “What’s your greatest weakness?” Hiring managers know that no one is perfect, and you have a better chance of being hired if you show that you’re self-aware and actively working to grow.

Many questions that relate to your interpersonal skills are behavioral interview questions that ask you to describe an example of your past behavior. They often start with phrases like “tell me about a time” or “give me an example of a time when.”

The best method for answering these common interview questions is to use the STAR method . STAR stands for Situation, Task, Action, Result, and it’s a great way to organize short stories that pack a punch. Let’s take a look at a couple of common interview questions designed to test your interpersonal skills to the test, as well as example answers using the STAR method:

At my last job at XYZ Inc., I had a coworker who would often turn in work late and fail to communicate their progress with teammates. We all did our best to work around the problem, but eventually, it became too much. I stepped up and had a frank conversation with our coworker about how our projects were being delayed because of him and asked if we could work out a better communication system. We agreed to morning meetings every other day to establish how far along he was and get him resources if he was stuck. Overall, the increased accountability led to fewer delays, and the delays that did happen were much more manageable, since we were more in-tune with his progress.

The seasonal rush is a big thing in retail and, sadly, many customers become irate with all the stress of the holidays. Last year, a few days before Christmas, a customer came in with a jacket she had purchased but turned out to be the wrong size. She wanted it fixed before Christmas day, but we were out of stock of her desired size, and our website was also showing out of stock. She became really upset, but I looked into creative solutions. I found that one of our outlets had the same jacket from the previous season in the size she wanted it. Not only did she get the product she wanted, but at half the cost!

You’ll use these interpersonal skills for the rest of your life, so it’s worth putting in the effort to develop them. Get in the habit of looking for ways to hone your strengths and improve your weaknesses, as this will help you be sure you’re always growing and make you an even more valuable asset to your employer. Here are some ways to do this:

Ask for honest feedback. Find a trusted coworker or manager and ask them which areas you are naturally gifted in and where you might need to improve.

Find a class or workshop. There is no shortage of articles, classes and lectures on the internet. Find some reputable ones and put together your own training regimen.

Look into local in-person classes and workshops that you can attend on your lunch break, or sign up for a conference that covers these topics.

Ask your employer what professional development opportunities they provide as well. Companies are often more than happy to help their employees grow, and they may even pay for your training.

Ask for help. If you have someone you look up to who has strong interpersonal skills, consider asking them to mentor you. This can be over the span of several years or just a day of watching them in action and asking questions.

If you have some specific areas you want to grow in, find one or two people you admire who demonstrate these skills and ask them for advice. Usually, people are more than willing to offer a helping hand.

Practice empathy. We could all stand to focus a little less on ourselves and a little more on those around us. To practice empathy, start putting yourself in the shoes of those you work and live alongside.

Boost your confidence. Feeling good about yourself helps you treat others well. Start keeping a brag book of all the compliments you’ve received at work, and note down any major accomplishments you’re proud of.

Ask more questions. Not just during on-the-clock, professional conversations (but certainly do ask questions that relate to your job performance), but also during less formal conversations. When you express interest in other people’s ideas, you become more likable.

What is the most important interpersonal skill?

Communication is one of the most important interpersonal skills. Although there are many important interpersonal skills for the workplace, communication is one of the most crucial. Since interpersonal interactions result in many acts of communication, from communication do a lot of other interpersonal skills follow.

Why are interpersonal skills important?

Interpersonal skills are important because the workplace requires effective interactions among employees, clients, and competitors. Most professionals, regardless of their occupation, will inevitably interact with others. Therefore, with good interpersonal skills, you can improve your chances to positive interactions and results.

Which jobs need interpersonal skills?

Highly social jobs such as teaching, nursing, customer service, and marketing need employees with great interpersonal skills. Although many other professions need some level of interpersonal skills, unsurprisingly, jobs that require constant interaction with others require a high level of interpersonal skills. If you plan to work in a profession where your must work with others, make sure you have great interpersonal skills.

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Abby is a writer who is passionate about the power of story. Whether it’s communicating complicated topics in a clear way or helping readers connect with another person or place from the comfort of their couch. Abby attended Oral Roberts University in Tulsa, Oklahoma, where she earned a degree in writing with concentrations in journalism and business.

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The importance of interpersonal skills for an sna.

In the dynamic landscape of special education, Special Needs Assistants (SNAs) play a pivotal role in fostering an inclusive and supportive learning environment.

Alongside academic qualifications, the importance of interpersonal skills cannot be overstated.

In this article, we delve into why these skills are essential for SNAs, exploring their impact on the quality of support provided to students with diverse needs.

What are Interpersonal Skills?

Interpersonal skills, also known as people skills or social skills, refer to the ability to effectively communicate, interact, and build positive relationships with others.

These skills are essential in various aspects of life, including personal relationships, the workplace, and educational settings.

Interpersonal skills involve both verbal and non-verbal communication, as well as the ability to understand and respond to the emotions of oneself and others.

Key components of interpersonal skills include:

Communication: The ability to express ideas, thoughts, and information clearly and effectively, both verbally and in writing. It also involves active listening to understand others.

Empathy: Understanding and sharing the feelings of others. Empathy allows individuals to connect with others on an emotional level, fostering understanding and compassion.

Conflict Resolution: The skill to address and resolve conflicts constructively and positively. This involves finding solutions that benefit all parties involved.

Teamwork: Collaborating effectively with others to achieve common goals. Teamwork requires good communication, cooperation, and a willingness to contribute to the success of the group.

Adaptability: The ability to adjust to new situations, people, and environments. Being adaptable allows individuals to navigate changes and challenges with ease.

Assertiveness: Expressing one's opinions, needs, and feelings respectfully and confidently. Assertiveness is about advocating for oneself while considering the rights and opinions of others.

Non-Verbal Communication: Understanding and using body language, facial expressions, gestures, and other non-verbal cues to convey messages and emotions.

Problem-Solving: The capacity to analyze situations, identify problems, and develop effective solutions. Problem-solving skills are crucial in both personal and professional contexts.

Respect: Treating others with courtesy, consideration, and respect for their perspectives and boundaries. Respect is fundamental for building positive relationships.

Interpersonal skills are highly valued in the workplace, educational settings, and social interactions.

They contribute to effective collaboration, successful communication, and the establishment of positive and harmonious relationships with others.

Developing and honing interpersonal skills is an ongoing process that can lead to improved personal and professional success.

Understanding the Importance of Interpersonal Skills for SNAs

Effective Communication in Special Education Settings: In the context of SNAs, effective communication is paramount. SNAs must be able to convey instructions, provide feedback, and engage in meaningful dialogue with students, teachers, and other professionals. Clear communication ensures that everyone involved in a student's care is on the same page, facilitating a coordinated and holistic approach to support.

Building Trust and Rapport with Students: Interpersonal skills are instrumental in building trust and rapport with students with special needs. Establishing a trusting relationship is foundational for successful support. SNAs who can connect with students on a personal level create an environment where students feel comfortable expressing their needs and challenges, ultimately enhancing the effectiveness of the assistance provided.

Collaboration with Multidisciplinary Teams: SNAs often work within multidisciplinary teams that include teachers, therapists, and other support professionals. Strong interpersonal skills are essential for effective collaboration, allowing SNAs to contribute their unique insights, understand the perspectives of others, and work together to create comprehensive support plans tailored to the individual needs of each student.

Navigating Emotional Challenges: Students with special needs may face emotional challenges that require a nuanced and empathetic response. SNAs with well-developed interpersonal skills can navigate these situations with sensitivity, offering emotional support and understanding. The ability to connect emotionally with students contributes significantly to their overall well-being and sense of security in the learning environment.

Fostering Positive Parental Relationships: Interpersonal skills extend beyond the classroom to interactions with parents and guardians. SNAs who can effectively communicate and collaborate with families create a more inclusive and supportive network. Building positive relationships with parents is crucial for sharing insights, discussing progress, and working together to create a consistent and supportive environment for the student.

Enhancing the Learning Experience: Beyond the technical aspects of the role, strong interpersonal skills enhance the overall learning experience for students. A positive and supportive atmosphere, facilitated by SNAs with excellent interpersonal skills, contributes to a more engaging and enjoyable educational journey for students with special needs.

The Impact of Interpersonal Skills on Student Support

Creating a Supportive Environment: Interpersonal skills are the cornerstone of creating a supportive and inclusive environment for students with special needs. SNAs who possess strong interpersonal skills contribute to a positive atmosphere where students feel valued, understood, and encouraged. This environment is conducive to effective learning and personal development.

Building Trust and Confidence: The establishment of trust is a fundamental outcome of effective interpersonal skills. When students with special needs trust their SNAs, they are more likely to engage in the learning process with confidence. This trust enables SNAs to provide the necessary support, whether it be academic assistance, emotional support, or help with daily activities.

Enhancing Communication and Understanding: Interpersonal skills significantly impact communication between SNAs, students, and other stakeholders. The ability to listen actively, express ideas clearly, and understand non-verbal cues fosters a deeper understanding of each student's unique needs. This understanding is crucial for tailoring support strategies that align with the student's abilities and challenges.

Encouraging Positive Social Interactions: For students with special needs, positive social interactions are integral to their overall development. SNAs with strong interpersonal skills create an inclusive environment where students can interact with their peers positively. This social engagement not only enhances the students' sense of belonging but also contributes to the development of essential social skills.

Motivating and Inspiring Students: Interpersonal skills play a vital role in motivating and inspiring students to overcome challenges. SNAs who can effectively communicate encouragement and provide constructive feedback contribute to the development of a growth mindset among students. This, in turn, fosters resilience and a positive attitude towards learning.

Supporting Emotional Well-being: Students with special needs may experience a range of emotions, and SNAs with strong interpersonal skills are well-equipped to provide emotional support. The ability to empathize, offer reassurance, and create a nurturing environment positively impacts the emotional well-being of students, contributing to a more holistic approach to their care.

Read More: Play Supporting Young Children’s Introduction to Science Concepts

The importance of interpersonal skills for an SNA cannot be overstated. These skills form the bedrock of effective communication, collaboration, and empathetic support for students with diverse needs.

As we prepare you to become a future SNA, we emphasise the development of these skills to ensure you are equipped to excel in your roles.

By recognising and prioritising the significance of interpersonal skills, universities contribute to the preparation of SNAs who not only meet the academic requirements but also possess the emotional intelligence and relational competence necessary to make a lasting impact on the lives of students with special needs.

Interested in Becoming an SNA?

If you are interested in becoming an SNA, visit our   SNA department   for upcoming courses:

• Special Needs Assistant – Level 5
• Special Needs Assistant – Level 6
• Special Needs Assistant – Level 5 & Level 6 Booking Package
• BA (Ord) Inclusive Education Practice
• BA (Hons) Inclusive Education Practice
• MA Inclusive Education and SEN

If you have any questions please   book a consultation call   with our admissions expert Jennifer Matteazzi, email   [email protected]   or call   01 8920031.

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Mastering Consulting: Essential Interpersonal Skills for Success in Cybersecurity

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Cybersecurity consulting requires more than just technical expertise.

Success in this field also hinges on effectively communicating, building relationships, and navigating complex situations.

Read on for an in-depth approach to mastering interpersonal skills for success in cybersecurity.

Understanding the necessary interpersonal skills for success in cybersecurity

Interpersonal skills for success in cybersecurity most definitely include excellent communication skills.

As a cybersecurity consultant, you will often need to explain complex technical concepts to stakeholders with limited knowledge in this area.

The role of communication in consulting

Effective communication in cybersecurity consulting involves more than just conveying information. It involves active listening to understand clients’ needs, concerns, and objectives.

By actively listening, you can tailor your advice and solutions to their specific requirements, ultimately improving your value.

Furthermore, clear communication helps manage expectations and ensure clients understand the limitations and feasibility of different security measures.

You can avoid miscommunications and build trust with your clients by setting realistic expectations.

Building trust with clients and colleagues

Trust is the foundation of successful consulting relationships.

Clients rely on your guidance and expertise to protect their valuable assets. Building trust requires demonstrating competence, integrity, and reliability.

Delivering high-quality work, meeting deadlines, and maintaining confidentiality are essential to establishing trust.

Building trust also extends to your relationships with colleagues.

Collaborating effectively with your team members is crucial to ensure seamless project execution.

Sharing knowledge, supporting each other, and fostering a positive working environment contribute to more robust team dynamics and collective success.

Negotiation and persuasion in the cybersecurity field

Key interpersonal skills for success in cybersecurity include the art of negotiation and persuasion.

Negotiation and persuasion skills are essential to convincing stakeholders of the importance of certain security measures.

Clients may often be hesitant to invest in robust security measures due to the associated costs or perceived inconvenience.

As a consultant, you are responsible for effectively presenting the risks and benefits of different security solutions, enabling clients to make informed decisions that align with their business objectives.

Negotiation skills also come into play when resolving conflicts or addressing disagreements within teams.

Finding mutually beneficial solutions and mediating discussions is essential for maintaining a synergized and productive work environment.

Moreover, in the ever-evolving landscape of cyber threats, staying up-to-date with the latest industry trends and technologies is crucial for a cybersecurity consultant.

By continuously expanding your knowledge and skills , you can provide cutting-edge solutions to clients and stay ahead of potential risks.

Additionally, a strong understanding of legal and regulatory frameworks is essential in the field of cybersecurity.

Compliance with laws and regulations is crucial to ensure that clients’ security measures align with industry standards and best practices.

By staying informed about the legal landscape, you can guide clients toward effective and compliant security solutions.

Key interpersonal skills for success in cybersecurity

While the specific interpersonal skills required may vary depending on the consulting role and organization, several key skills should be developed by all cybersecurity consultants.

Active listening in effective communication

Active listening involves:

• Giving your full attention to the speaker.
• Avoiding distractions.
• Seeking to understand their perspective.

You can provide targeted recommendations and demonstrate empathy by truly understanding clients’ needs and concerns.

Furthermore, effective communication involves conveying information clearly and concisely.

Avoid technical jargon and ensure that a non-technical audience understands your message.

Utilise visuals, examples, and analogies to enhance comprehension.

Problem-solving and decision-making abilities

Cybersecurity consultants often encounter complex problems that require critical thinking and creative problem-solving.

Developing strong analytical and decision-making skills is crucial for identifying root causes, evaluating alternative solutions, and recommending the most effective approaches.

Additionally, timely decisions, even in high-pressure situations, are essential for a cybersecurity consultant.

Prioritise tasks, identify potential risks and act decisively to mitigate threats swiftly.

Emotional intelligence in the consulting industry

Fundamental to mastering interpersonal skills for success in cybersecurity is emotional intelligence.

Emotional intelligence encompasses self-awareness, empathy, and managing emotions effectively.

In the consulting industry, being aware of your emotions and how they may impact your interactions with clients and colleagues is crucial.

Furthermore, empathy and understanding of clients’ concerns and challenges help build rapport and trust.

By recognizing and managing emotions, you can maintain composure and professionalism even in stressful situations.

Moreover, cybersecurity consultants must also possess excellent teamwork skills.

Collaboration and effective teamwork are vital as consultants often work in multidisciplinary teams to address complex security challenges.

Working collaboratively allows consultants to leverage their team members’ diverse expertise and perspectives, leading to more comprehensive and innovative solutions.

Effective teamwork also fosters a supportive and inclusive work environment where individuals can learn from one another and collectively contribute to the project’s success.

Cybersecurity consultants should also stay updated with the latest industry trends and developments.

Cybersecurity is constantly evolving, with new threats and vulnerabilities emerging regularly.

By staying informed about the latest technologies, tools, and best practices, consultants can provide cutting-edge solutions to their clients.

Attending industry conferences, participating in webinars, and engaging in continuous professional development activities are effective ways to stay abreast of the latest advancements in the field.

This commitment to ongoing learning enhances a consultant’s knowledge and skills and demonstrates their dedication to delivering the highest level of service to their clients.

How to enhance your interpersonal skills

Mastering interpersonal skills for success in cybersecurity is an ongoing process that requires commitment and self-reflection.

Strategies for improving communication skills

• Practice active listening during conversations and meetings.
• Seek feedback from colleagues or trusted mentors to identify areas for improvement.
• Invest time in developing your written communication skills through courses or workshops.
• Regularly engage in public speaking or presentation opportunities to build confidence and clarity.

Techniques for effective problem-solving

• Break down complex problems into smaller, manageable components.
• Utilise brainstorming and mind-mapping techniques to generate innovative solutions.
• Collaborate with colleagues to leverage diverse perspectives and expertise.
• Continuously develop your technical knowledge to ensure up-to-date solutions.

Ways to boost emotional intelligence

• Practice self-reflection and self-awareness to understand your own emotions and reactions better.
• Develop empathy by putting yourself in others’ shoes and considering their perspectives.
• Seek opportunities to manage conflicts and difficult diplomatic conversations.
• Participate in emotional intelligence training programs to enhance your skills.

Overcoming challenges in consulting

While mastering interpersonal skills for success in cybersecurity is vital for consultants, challenges are bound to arise.

Dealing with difficult clients

Not all clients have the same level of understanding or commitment to cybersecurity. Some may resist implementing recommended security measures due to financial constraints or other reasons.

It is important to clearly articulate the risks and consequences of inaction to address this challenge while offering feasible alternatives that align with their resources and goals.

Navigating complex cybersecurity issues

Cybersecurity is constantly evolving, and consultants must stay informed of the latest threats, regulations, and industry practices.

This requires continuous learning and knowledge sharing within your team.

Engage in professional development activities, attend industry conferences, and participate in forums to stay ahead of the curve.

Balancing technical expertise and interpersonal skills

Cybersecurity consultants must balance their technical knowledge and interpersonal skills.

While technical expertise is essential for providing sound advice and implementing robust security measures, interpersonal skills are equally important for building relationships and effectively communicating with clients and colleagues.

Continuously develop technical and interpersonal competencies to excel in your cybersecurity consulting career.

Mastering interpersonal skills for success in cybersecurity is crucial for anyone consulting in the industry.

Effective communication, problem-solving abilities, emotional intelligence, and navigating challenges are essential to a successful career.

By continuously developing and honing these skills, you can provide exceptional value to clients and build a thriving career in cybersecurity consulting.

Considering a career in cybersecurity?

The Institute of Data’s Cybersecurity Program offers a practical, hands-on curriculum taught by industry-experienced professionals.

Consider downloading a Cybersecurity Course Outline to learn more about our bootcamps and the modules within them.

Join us today for tailored online learning designed to fit in with your schedule, offering cutting-edge technical skills to boost your resume.

Want to learn more about our programs? Our local team is ready to give you a free career consultation . Contact us today!

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