• 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
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  • employee turnover
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  • engage learners
  • enrich learning situations
  • entrapment
  • entrepreneur
  • evaluation mistakes
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  • examples
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  • express feelings
  • facilitate
  • facilitate large groups
  • facilitation mistakes
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  • fading
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  • fourth level education
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  • gender subversion
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  • group facilitation
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  • interpreting other's actions
  • interview strategy
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  • just-in-time training
  • keep lights on during AV
  • key learning
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  • learning
  • learning activities
  • learning contract
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  • 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
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  • measure learning
  • mistakes when timing activities
  • misuse of training
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  • naysayers
  • negative attitude to training
  • negative participants
  • nightmare
  • nonviolent communication
  • number pages
  • NVC
  • observation without evaluation
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  • organizational success
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  • PowerPoint
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  • prime learners to participate
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  • problem-solving
  • problem-solving conversation
  • productivity
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  • proper use of Power Point
  • quality service
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  • receiving empathetically
  • redirect negative attitudes
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  • Simon Sinek
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  • steps during change process
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  • stress
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  • survive business challenge
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  • time limitations
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  • 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 #318: Nonviolent Communication #9: Making Requests Rather Than Demands

    “Self absorption and empathy for others are mutually exclusive.” Donald Blum

    In this Tip, we continue our discussion of the fourth component of NVC by looking at what we want when we make a request and how to make a request so it is not perceived as a demand.

    According to Dr. Marshall Rosenberg in Nonviolent Communication: A Language of Life, after we express ourselves in terms of our feelings and needs, there are three possible responses we may want: (1) what the listener is feeling, (2) what the listener is thinking, or (3) whether the listener will be willing to take a particular action. It is important for us to clearly identify which response we desire.

    This becomes problematic if there is a history of blaming or finding fault. If so, it is more likely that any request will be perceived as a demand- to which the listener will only have two options: to submit or to rebel.

    The only way to tell if the statement is a request or a demand is to observe what the speaker does if the listener does not comply with the request. If the speaker takes the lack of compliance as a personal reject and then criticizes or judges the listener, the statement will be heard as a demand rather than a request.

    However, if we indicate that we only want others to comply if they can do it willingly, showing empathy toward their needs, then our statement will be heard as a request. This is because a request, by definition, can be refused.

    Dr. Rosenberg cautions that “If our objective is only to change people and their behavior or to get our way, then NVC is not an appropriate tool. The process is designed for those of us who would like others to change and respond, but only if they choose to do so willingly and compassionately.” NVC is meant to create relationships based on honesty and empathy, not judgment and coercion.

    If we make our requests from a self righteous and judgmental perspective in which the words: should, supposed, deserve, justified, and right play a part, those requests automatically become demands.

    Let’s test your ability to identify statements that are clear expressions of requests. Which of the following statements make clear, positive, action-oriented requests?

    1. “I want you to care about me.”
    2. “I’d like you to tell me one reason why you think I would do well in that job.”
    3. “I’d like you to act more serious about this project.”
    4. “I’d like you to stop yelling at me.”
    5. “I’d like you to let her be herself.”
    6. “I’d like you to be honest with me.”
    7. “I would like you to stay on the highway.”
    8. “I’d like to get to know your parents better.”
    9. “I would like you to show respect for my privacy.”
    10. “I’d like you to get home early more often.”

    In the next Tip, we will discuss the next step in NVC, which is to empathically receive what others are observing, feeling, needing and requesting.

    May your learning be sweet.