• 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 #312: Nonviolent Communication #3: Blocked Compassion

    “Most of us grew up speaking a language that encourages us to label, compare, demand, and pronounce judgments rather than to be aware of what we are feeling and needing.” Marshall B. Rosenberg, Ph.D.

    According to Dr. Marshall Rosenberg in

    Nonviolent Communication: A Language of Life,

    many of us have learned to use “life-alienating communication” that leads us to speak and behave in ways that injure others and ourselves. It is “life-alienating” because it distracts, distances and deflects both parties from their true feelings and needs. Please note that all quoted material in the paragraphs that follow is taken from Dr. Rosenberg’s book.

    Moralistic Judgments. “You’ll never be good enough.”

    Judging statements include blame, insults, put-downs, labels, criticism, comparisons, and diagnoses. When we cast judgments, “we think and communicate in terms of what is wrong with others for behaving in certain ways or, occasionally, what is wrong with ourselves for not understanding or responding as we would like.”

    Moralistic judgments are life-alienating because “our attention is focused on classifying, analyzing, and determining levels of wrongness rather than on what we and others need and are not getting.”

    For example, “If my colleague is more concerned about details than I am, he is ‘picky and compulsive.’ On the other hand, if I am more concerned about details than he is, he is ‘sloppy and disorganized.’ ”

    When we express our values and needs in terms of judgments, one of two things happens. Either the other person becomes defensive and resistant, or that person gives in because they feel afraid, guilty or ashamed.

    “Had we been raised speaking a language that facilitated the expression of compassion, we would have learned to articulate our needs and values directly, rather than to insinuate wrongness when they have not been met. For example, instead of ‘Violence is bad,’ we might say instead, ‘I am fearful of the use of violence to resolve conflicts; I value the resolution of human conflicts through other means.’ ”

    Making Comparisons. “No one can ever be too rich or too thin.”

    This type of thinking blocks compassion both for ourselves and for others, because someone always falls short in a comparison.

    Denial of Responsibility.The Devil made me do it!”

    We deny responsibility for our actions whenever we attribute our actions to external factors, such as:

    * Vague, impersonal forces: “I went to work because I had to.”
    * Our condition, diagnosis, or personal or psychological history. “I abuse drugs because of my bad childhood.”
    * The actions of others: “You made me do that.”
    * The dictates of authority: “ I tabled the motion because the major asked me.”
    * Group pressure: “I started drinking because all of my friends were doing it.”
    * Institutional policies, rules and regulations: “I have to suspend your membership because that’s our policy.”
    * Gender roles, social roles, or age roles: “I hate staying up until my teenager comes home, but I do it because I’m a caring parent.”
    * Uncontrollable impulses: “I couldn’t help myself.”

    When we deny the fact that we have a choice about how we behave, think and feel, we become a danger to ourselves and to others.

    Demands. “You better do what I tell you to do.”

    A demand explicitly or implicitly threatens listeners with blame or punishment if they fail to comply.

    Just Desserts. “You made your bed, now lie in it.”

    The concept that certain actions deserve to be rewarded and others deserve to be punished is also associated with life-alienating communication.

    When we use life-alienating communication, we evaluate others and ourselves in a critical and damaging fashion.

    The first component of Nonviolent Communication requires that we learn how to observe behavior without evaluating it. That will be the focus of next week’s Tip.

    May your learning be sweet.