• abuse
  • accelerated learning
  • active verbs
  • adapt activities to the available time
  • adapt learning activities for large groups
  • adapt participatory activities for large groups
  • administrative organization
  • admit mistakes
  • adult learning principle
  • advanced leadership institute
  • affinity diagram
  • agenda process wall map
  • ampliication options for facilitating small groups
  • answer interview questions
  • anticipation
  • attitude
  • audience size
  • audiovisuals
  • avoid trainer mistakes
  • binders
  • blaming messages
  • blocked compassion
  • Bloom's Taxonomy
  • brain research
  • brainstorming
  • build in extra time
  • burnout
  • business growth
  • candles
  • case study
  • celebration circle
  • change
  • change initiative
  • change management
  • check AV equipment
  • check marking pens
  • children
  • choosing learning activities
  • class audits
  • classroom management
  • classroom training
  • clear action-oriented requests
  • close training session
  • code of conduct
  • cognitive load
  • comic strips in av
  • common ground questions
  • communication
  • community college
  • compassionate communication
  • conflict management
  • constructive criticism
  • constructive dialogue
  • content mistakes
  • courage
  • craft organization
  • critical conversation
  • critical evaluation
  • Croatia
  • crossword puzzle
  • curriculum design
  • customer service
  • customer-centered
  • debriefing activities
  • decisions
  • delegation
  • demonstration
  • design mistakes
  • difficult participants
  • dignify jobs
  • do the best you can
  • Dr. Deming
  • dry topics
  • effective trainers
  • effective training
  • Elderhostel
  • emotional liberation
  • emotional slavery
  • empathy
  • employee emotional needs during change
  • employee productivity
  • employee turnover
  • encore career
  • energizers
  • engage learners
  • enrich learning situations
  • entrapment
  • entrepreneur
  • evaluation mistakes
  • evidence-based
  • examples
  • Exploritas
  • express feelings
  • facilitate
  • facilitate large groups
  • facilitation mistakes
  • facilitators
  • fading
  • fatigue
  • flip charts
  • fourth level education
  • free tuition for seniors
  • frequent breaks
  • gender subversion
  • generosity
  • George Soros
  • Golden Circle
  • good business
  • good impression
  • grace
  • group facilitation
  • handle disruptive participants
  • hands on activities
  • help participants be more focused
  • highly technical topics
  • hiring interview
  • hiring steps
  • hope
  • humor
  • humor in training
  • incompetence
  • independent training consultant
  • interpersonal communication skills training
  • interpreting other's actions
  • interview strategy
  • isolation
  • job interview
  • Jordan
  • just-in-time training
  • keep lights on during AV
  • key learning
  • kinesthetic objects
  • leadership training
  • learner competence
  • learner confidence
  • learner participation
  • learner-centered training
  • learning
  • learning activities
  • learning contract
  • learning environment
  • learning institute
  • learning objectives
  • learning process
  • learning styles
  • lesson plan
  • level of learning
  • life management
  • lifelong learning
  • limited training time
  • long-term memory
  • luggage snafu
  • make a difference
  • make boring topic interesting
  • make good impression during interview
  • make participants more alert
  • make participants more comfortable
  • making requests
  • making requests instead of demands
  • management issues
  • manager's role
  • mark up
  • materials checklist
  • mature learner
  • measure learning
  • mistakes when timing activities
  • misuse of training
  • monitor performance
  • moralistic judgment
  • more beginnings and endings
  • multi-day training
  • naysayers
  • negative attitude to training
  • negative participants
  • nightmare
  • nonviolent communication
  • number pages
  • NVC
  • observation without evaluation
  • off-the-shelf training
  • oral relay
  • organizational success
  • overcome adversity
  • overextension
  • pair share
  • paraphrasing
  • participant buy-in
  • participant materials
  • participant resistance
  • participatory activities
  • participatory learning
  • peace
  • performance feedback
  • performance impact
  • performance management
  • planning
  • political
  • poor health
  • pop ups
  • positive difference
  • powerlessness
  • PowerPoint
  • practice
  • preparation
  • presentation
  • prime learners to participate
  • priming employees to learn
  • printing training materials
  • problem-solving
  • problem-solving conversation
  • productivity
  • program feedback
  • promotional organization
  • prompt return from breaks
  • proper use of Power Point
  • quality service
  • questionnaire
  • reading AV
  • receiving empathetically
  • redirect negative attitudes
  • relay race
  • responding to questions
  • role-play
  • room arrangement for large groups
  • satisfy participants
  • self-discovery activity
  • Simon Sinek
  • social networking
  • solo practitioner
  • song
  • specific learning objectives
  • spirit
  • start with "why"
  • steps during change process
  • stop waiting for life to start
  • stress
  • success
  • successful training
  • supervisory involvement in training
  • supervisory training
  • supplementing lecture with AV
  • survive business challenge
  • system barriers
  • table of contents
  • take digital photos of flip charts
  • take responsibility for feelings
  • teachers
  • team mission
  • team operating principles
  • team training
  • teamwork
  • TED
  • three decisions trainers make
  • time limitations
  • timing learning activities
  • timing mistakes when scheduling activiites
  • title pages
  • too much information in training program
  • trainer assumptions
  • trainer characteristics
  • trainer credibility
  • trainer mistakes
  • trainer preparation
  • trainer preparation materials
  • trainer respect
  • trainer's primary mission
  • training activities
  • training benefits
  • training design and delivery
  • training design questions
  • training evaluation
  • Training in Nigeria
  • training logistics
  • training mistakes
  • training needs assessment
  • training participants
  • training preparation
  • training reinforcement
  • training scheduling
  • training travel
  • turn AV off
  • UCLA Mastery Teaching Model
  • Uncategorized
  • understanding
  • use a pointer with AV
  • use of audiovisuals
  • validate concerns
  • value of training
  • vicious cycle
  • walkabout
  • why and change
  • win/win communication
  • worked examples
  • working memory
  • worry
  • wrong participants
  • wrong training focus
  • Tip #315: Nonviolent Communication #6: Take Responsibility for Feelings

    In last week’s Tip, we posed a test of your ability to identify statements that express feelings rather than interpreting other’s feelings or behavior. The statements in bold print are feeling statements. The remaining statements either express: our interpretation of how others feel or behave, our thoughts rather than our feelings, or our feelings with words that are too vague.

    1. “I feel you don’t want me here.”
    2. “I’m glad that you’re back home.”
    3. “I feel angry when you do that.”

    4. “When you don’t invite me to dinner with your friends, I feel rejected.”
    5. “I’m terrified about the situation.”
    6. “You’re infuriating.”
    7. “I feel like hugging her.”
    8. “I feel misunderstood.”
    9. “I feel bad about what he did.”
    10.“I’m useless.”


    “People are disturbed not by things, but by the view they take of them.”
    Epictetus

    According to Dr. Marshall Rosenberg in Nonviolent Communication: A Language of Life, the third component of Nonviolent Communication requires that we learn how to take responsibility for our feelings.

    We do this by acknowledging the root cause of our feelings. What others say or do may be the stimulus for our feelings, but not the cause of our feelings. Our feelings result from how we choose to receive what others say or do, as well as our specific needs and expectations in that situation.

    NVC identifies four options for receiving verbal or nonverbal negative messages. We can:

    (1) take it personally by hearing blame and criticism. In this case, we accept the
    speaker’s judgment and blame ourselves.

    (2) blame the speaker. In this case, we often get angry with the speaker.

    (3) recognize that our response has to do with our own feelings and needs. In this
    case, we become conscious that our feeling is caused by the fact that our needs are not being met.

    (4) explore the speaker’s underlying feelings and needs that prompted the message.
    In this case, we focus on the speaker rather than our reaction.

    Assertiveness training teaches us to accept responsibility for our feelings, rights and needs. NVC takes this one step further by adding that: “We accept responsibility for our feelings, rather than blame other people, by acknowledging our own needs, desires, expectations, values or thoughts.”

    For example, when I say, “You hurt my feelings when you didn’t call me back right away, “ I attribute my hurt feelings to the other person’s behavior.
    However, when I say, “I was hurt when you didn’t call me back right away, because I really wanted to plan to get together tonight,” I attribute my hurt feelings to my unfulfilled desire to get together.

    An important NVC concept is that the more we are able to connect our feelings to our own needs, the easier it is for other to respond in a compassionate manner.

    There are three common speech patterns that make it sound as if we are stating how we feel, but actually end up blaming others:

    1. Using impersonal pronouns such as it and that. For example, “It really frustrates me when the Internet is slow.” “That worries me.”

    2. Using the expression “I feel (an emotion) because… (followed by a person or personal pronoun other than I)”. For example, “I feel sad because you forgot my gift.” “I feel terrified because my landlord has not changed our locks yet.”

    3. Using statements that mention only the actions of others. For example, “When you constantly forget my name, I feel badly.” “Grandma is nervous when you don’t come when I call you.”

    We can accept responsibility for our feelings rather than blaming the other person if we connect our feeling with our need: “I feel…because I need…” This will convert our previous statements as follows:

    1. “I feel frustrated when the Internet is slow because I can’t get my work done on time.”

    2. “I feel terrified that my landlord hasn’t changed my locks, because I don’t feel safe.”

    3. “Grandma feels nervous when you don’t come when I call you, because I get worried that you might be hurt or in trouble.”

    Judgments, criticisms, diagnoses and interpretations of others are all alienated expressions of our own unmet needs. What this means is that if someone says, “You never appreciate me,” they are really saying that their need to be appreciated is not being fulfilled.

    When we express our needs indirectly through evaluations and interpretations of other’s behavior, the person at the receiving end is more likely to hear the message as criticism. This starts a negative chain of events, because when someone feels criticized, it is natural for them to become defensive. They then focus their energy on either defending themselves or counterattacking. As a result, we definitely do not get the compassionate response we desire.

    The more directly we can connect our feelings to our own needs, the easier it is for others to respond to us compassionately. Unfortunately, we have not been taught to think in these terms. Instead, we tend to think about what is wrong with other people when our needs aren’t met.

    For example, we may complain that our roommates are inconsiderate when they don’t wash their dishes thoroughly. A NVC statement, in which we connect our feelings to our own needs, would be, “I feel disgusted when my roommates don’t wash their dishes thoroughly, because I don’t like eating on dirty dishes.”

    According to Marshall Rosenberg, “It has been my experience over and over again that from the moment people begin talking about what they need rather than what’s wrong with one another, the possibility of finding ways to meet everybody’s needs is greatly increased.”

    Let’s test your ability to identify statements in which the speaker acknowledges responsibility for his or her feelings. Which of the following statements accept responsibility for feelings rather than blaming someone else?

    1. “You insult me when you do not introduce me to your friends.”
    2. “I am jealous when you choose to spend time with her instead of me, because I need to feel important in your life.”
    3. “I feel delighted when you bring me flowers.”
    4. “I’m horrified that you feel that way because I was hoping that we would be able to reach an agreement.”
    5. “I feel despondent because you never fulfill your promises.”
    6. I’m worried because I thought we would make good time on the road.”
    7. “Certain words make me very uncomfortable.”
    8. “I feel relieved that you weren’t hurt.”
    9. “I feel exhilarated when they shout out my name.”
    10. “I am hurt that you did not invite me to your party, because I thought that we were friends.”

    If you email your answers to me at dlaurel@laurelandassociates.com with NVC Answers in the subject heading, I will send you a list of the basic human needs that we all share.

    In the next Tip, we will continue our discussion of this third component of NVC with a look at basic human needs and the three stages in developing emotional responsibility.

    May your learning be sweet.