Transforming Communication in Leadership and Teamwork

Abstract

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Facilitating encounter within an academic course on communication

“…Nevertheless, I have been aiming to find a process that would bear less risk of digression, overlong searching phases and slipping into discussion mode. My suggestion in that direction is the 'Open Case' setting (Motschnig & Ryback, 2016). In a nutshell, small groups of three to seven people sit together in a circle to deal with some specific case that has been proposed by a participant beforehand.…”

“…While there are various goals for the course, during encounter group sessions I aim to be fully present above all, providing a person-centered atmosphere based on Rogers' core conditions of congruence, unconditional positive regard and empathic understanding (Rogers, 1957). Perhaps the only slight 'adaptation' is that my endeavor to deeply understand a student extends to a thorough, encompassing understanding of 'all there is' (Motschnig & Ryback, 2016), including the subject matter, context, and ideas, whilst still emphasizing the feeling level. Personally, I do not feel that my aim to understand participants' comprehensively at all levels contradicts person-centered theorizing due to Rogers' own conceptualization of significant, whole-person learning as:…”

“…Currently there are some reoccurring elements in each course instance on communication, such as elaborating on participants' expectations and fears, the active listening exercise and its reflection, Rogers' core conditions, encounter group (unless students resent trying it), being in dialogue versus having a discussion, and the open case setting (Motschnig & Ryback, 2016). Aside from these, particular themes and activities come up through the flow of the course.…”

Empowering Leaders through the COVID -19 Crisis: Implementing a Transformative Communication Model

“…Rogers purports that these factors prepare the conditions for change, and that there should be the empathetic understanding where the leader is sensitive and attune to the feelings of the constituents. Motschnig and Ryback (2016) refers to this kind of empathy as active listening, an idea he believes was adapted by contemporaries like Goleman (1995) who used the ideology as one of the components in his model on emotional intelligence.…”

Affect and cognition, part 1: “cross-fire” interaction model

“…This implies that in healthy personality systems, affective figurative system information would not be directly manifested into the cognition figurative system, and vice versa. However, in personality with pathologies, or when “brain is at default mode” (Damoiseaux et al , 2006; Fox and Raichle, 2007; Motschnig and Ryback, 2016), this could happen. When this does occur, rationality may fail during emotional stress since the manifestation of cognitive figurative information into the operative system gets impeded (as in case of pathologies), or is standardised irrespective of context (as in case of the “brain default mode”).…”