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Many of the most powerful training techniques have their roots in therapeutic techniques. For instance, psychodrama techniques morphed into role play techniques. Solution focused questions moved from hypnotherapy into training room via solution focused therapy. Even the simple process of ‘breaking into groups’ comes from a therapeutic technique: groupwork.

In therapy, groupwork techniques are used to help people address issues they hold in common (such as addiction or eating disorders). The idea behind groupwork is that by connecting with – and supporting – others, an individual will find their own strategies for success. In training and organisational development contexts, the same idea applies. Thus, positive psychology trainers can benefit from adding a few standard groupwork practices to their toolkits.

How can you do this? First, you must be clear about your role. During groupwork, your job is to guide the thinking and problem-solving activities of your group. You need to provide method and structure so the group can focus its energy and creativity on the issue at hand. The following techniques help you do this.

Setting ground rules

Never start a groupwork session without explaining the ‘rules of engagement’. This safeguards group members from unnecessary attacks by others. It also gives you a format for addressing group dynamics issues. If you’ve set clear ground rules at the beginning of a session, you can later say, “Remember our rule about being respectful” or “Remember we’ve agreed to stay solution focused today.”

Blocking

This is a technique for addressing disruptive behaviours. It is particularly useful in situations where group members are aggressive or argumentative. In group therapy, counsellors use ‘I’ statements when blocking. Positive psychology trainers can do the same. Here are some useful phrases for blocking unhelpful behaviour in your sessions.

• I notice that you’re getting off topic. What’s behind this?
• I need to intervene here because some very personal comments are being made
• I would like to move us back to the key issue.
• I hear a lot of anger in your voice right now. What are you most concerned about?

Linking

Linking is an advanced form of reflective listening. It involves pointing out group members that share the same concerns, drawing out common themes and highlighting shared values. Linking is often used by mediators. It is also useful for facilitators who are leading problem-solving sessions. To link, make a simple statement such as “I notice the theme of …has come up several times today.” Then invite comments from the group.

Delegating

Positive psychology trainers use delegating to boost group accountability and individual self-efficacy. The point of delegating is to prompt experiential learning and increase consensus. As an experienced trainer, you know that people learn best by doing. Delegating tasks is a simple way to prompt action. If you’re delegating a complex task, consider documenting the steps before your session. This makes it easier for your group participants to experience success.

After all, setting people up for success is what positive psychology training is all about. If you want to create engaged and vibrant learning environments, you need to tap into the positive deviants in groups. Using groupwork techniques is a simple way to do this.

Want to boost your groupwork skills? Enrol in a trainers’ master class with Eleanor Shakiba today.

About the author: Eleanor Shakiba

Eleanor is a specialist in positive psychology training. Her core strength is creativity, which she expresses in the training room through storytelling and visual design. She has dedicated her career to helping experienced professionals break through glass ceilings by developing their confidence, communication skills and leadership mastery. Eleanor is qualified in a range of fields including Social Anthropology, Positive Psychology, Counselling, Coaching, Adult Education and Neuro Linguistic Programming. She is also the author of the Positive Psychology Toolkit for HR and L&D Practitioners. This is a free resource for trainers and facilitators.

Signing up to a theatre group was an unusual choice for a shy, awkward teenager. I suffered badly from stage fright, a factor I first realised when I joined the school debating team. While other teenage girls were rolling their skirts up at the waist to shorten them, I insisted on buying the longest skirt I could find. Why? It meant I could cover my shaking knees while standing onstage.

But there was something about performing that intrigued me and inspired me to overcome the discomfort. I loved the work involved in rehearsing and refining a performance. Connecting with an audience inspired me. I became obsessed with getting better at stagecraft. Of course, as I practised my craft, the fear gradually subsided. It never fully disappeared, but it was more manageable now.

So, I joined a drama class during school holidays. That’s where I met my first mentor. Her name was Mary Spicer, and she was co-director of the local theatre company. I was fascinated by her tales of producing and touring plays in England before she moved to rural Australia. I questioned Mary on every aspect of performance I could think of. I wanted to know how to write plays. I wanted to learn how to stage them. I was torn between directing and acting. And I wanted to learn everything I could from my new role model.

Mary spotted something in me. She invited me to visit the theatre during one of their rehearsals. I was so excited as I walked through the stage door. A musty, dark space greeted me. The smell of theatre makeup anchored itself in my memory. I recall the lights on stage and the echo of the actors’ voices in an empty auditorium. I was mesmerised.

Mary signed me up as the youngest member of the company. I spent my weekends and evenings backstage, becoming the props assistant and then a stage manager. Occasionally, I got to play bit parts. However, most of my time was spent observing the dynamics backstage. The actors adopted me and answered all my eager questions with patience and wisdom. The lessons I learned in those conversations have lived with me for life.

As an introvert, this group was the first that I truly felt I belonged to. In the Lieder Theatre, I discovered the power of connecting with like-minded people. I encountered the resonance of positivity, which Barbara Fredrickson describes so well in her work. As a teenager, I didn’t recognise that I was immersed in a positive space. However, I did know this was something that made me feel happy and optimistic.

Looking back, I don’t think it’s a coincidence I became a specialist in group dynamics and facilitation. I modelled the brilliance of Mary, and her husband John, as they drew out star performances from their casts. I soon began writing and producing my own plays, which gave me an opportunity to try out what I’d observed in the theatre. All that experience became encoded in my work and life.

So I am grateful for the kindness and inspiration of those early role models. I also hope that I will be a similar role model for the people I meet. What I’ve learned through the dynamics of performing is that everyone has wisdom to express. We are all capable of taking our place onstage. And anyone can build the confidence and performance skills they need to express the unique blend of strengths that make them special.

About the author: Eleanor Shakiba

Eleanor is a specialist in positive psychology. Her passion is teaching talented people to use social and emotional intelligence to excel in business. These skills centre around building positive mindsets, proactive communication habits and purposeful leadership behaviours. Eleanor’s qualifications include degrees and diplomas in Social Anthropology, Positive Psychology, Counselling, Coaching, Adult Education and Neuro Linguistic Programming. She is also the author of the Positive Psychology Toolkit for HR and L&D Practitioners. This is a free resource for trainers and facilitators.

Presenting on Zoom adds an extra layer of complexity to any training course. Not only do you need to manage the tech issues but seeing yourself in action can distract you from doing a good job. That’s why I always turn my ‘self-view’ off before starting a session.

Most presenters don’t even realise they can do this. Yet its remarkably easy. Right click on your video panel. This will display a menu which includes the option ‘hide self-view’. Then voila! No more distraction.

Here’s another tip. Tell your audience about this setting. Many people turn their cameras off because they dislike looking at themselves. This impacts group dynamics during training. So if you quickly brief the group on how to ‘switch off self’, you will often find that people are much happier leaving their cameras on. It’s also useful to know that this improves the dynamic of conversations in breakout groups. This is probably because participants focus on each other, rather than admiring their own faces.

Who would have known that improving Zoom sessions and reducing fatigue could be so easy? This is the sort of tip that can make a huge difference to your performance as a presenter or trainer. As is often the case, a simple change can reap a huge result.

About the author: Eleanor Shakiba

Eleanor is a positive psychology trainer and coach. She consults to a range of sectors – including higher education, health, finance and local government. Eleanor has been running training and coaching sessions for people in high intellect professions since 1994. She is qualified in Social Anthropology, Positive Psychology, Counselling, Coaching, Adult Education and Neuro Linguistic Programming. She is also the author of the Positive Psychology Toolkit for HR and L&D Practitioners . This is a free resource for trainers and facilitators.