Course Features
Language: English
7 Days
Certificate of Completion

Programme summary

The course aims at developing communication skills in order to improve relationships in  organisations. It is based on Transactional analysis, a theory of communication and personal growth.  The participants are encouraged to bring their own experiences, questions and dilemmas in communication and conflict management in the context of education field.  With various pedagogical methodologies, they will recognise their own communication patterns, develop feedback giving techniques and learn to recognise psychological games.


The main objective of the course is developing effective communication skills of participants in their workplace through identification and understanding of shortcomings in communication process is the main aim of the course. By the end of the course participants will have a substantial understanding of psychological dynamics in communication process. Furthermore, they will develop powerful communication skills in order to overcome barriers in communication process and to support their managing role. Participants will be able to manage conflicts better and communicate effectively with various stakeholders.

Target groups

Teachers (pre-school, primary, secondary, vocational, adult, special needs), teacher trainers, careers officers, educational counsellors, headteachers / principals / managers of schools / organisations offering adult education, HRM professionals.

Programme day-by-day


Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.


– Icebreakers.

– Introduction to Transactional analysis (TA), philosophy of TA.

– Introduction to communication: frames of reference, life positions and their role in communication, communication channels, congruency and incongruence in communication.

– Understanding of basic TA concepts in communication: communication model of ego states, transactions, transactional options, diagnosis of ego states.


– Analysis of transactions 1: simple and complex transactions, complementary and crossed transactions, 1st rule of communication, role play.

– Analysis of transactions 2: 2nd rule of communication, role play.

– Analysis of transactions 3: Ulterior transactions, 3rd rule of communication, role play.


– Strokes, positive and negative strokes, conditional and unconditional strokes, strokes profile.

– Defining and developing core communication skills including strokes, I messages, sandwich messages, reframing.

– Excursion.


– Introduction to psychological games in TA and their role in communication, powerful questions in games identification.

-Games analysis with Karpman drama triangle.

– Study visit in yoga centre: Role of non-verbal communication.

– Common psychological games in organisational settings, including “Why don’t you/ Yes, but”, “Look how hard I’ve tried”, “I’m only trying to help you”, personal reflection.


– Examples of psychological games, role play.

– Integration of knowledge and skills, transfer of learning to the workplace, peer- supervision.

– Concluding remarks, feedback to the trainer using creativity technique.


– Planning follow up activities, dissemination and implementation of learning outcomes.

– Discussing possibilities for future cooperation among participants.

Download Europass template for this course


  • 03. 05. – 09. 05.
    (open for pre-registration)
  • 22. 11. – 28. 11.
    (open for pre-registration)

  • 11. 04. – 17. 04.
    (open for pre-registration)
  • 14. 11. – 20. 11.
    (open for pre-registration)

Pre-registration form for Communication Skills

Useful information about Communication skills course

Which competencies will you acquire in the “Communication skills” course?

Course about effective communication skills uses principles of transactional analysis for better communication with students and parents. It is also powerful tool for personal development. Some of the competencies acquired during the course:

  • Understanding basic principles of transactional analysis.
  • Getting insights into personal communication pattern and communication patterns of friends, relatives, students and colleagues.
  • Learn how to use effective communication techniques when presenting messages.
  • Providing feedbacks in non-threatening, constructive way.
  • Rising awareness of non-verbal communication in relationships with students, parents and work colleagues.
  • Using rules of assertive communication in demanding, conflicting situations.
  • Developing new communication skills of the students as a tool for better anger management, social skills and conflict solving.
  • Applying advanced communication techniques into individual counselling and group moderating.
  • Applying active listening skills in classroom situations.
  • Using efficient communication patterns for building trust and open communication with emotionally vulnerable students.

In what ways can you integrate competencies into work?

Highly developed communication skills are important competency of highly skilled teacher. Course is important for teachers that are entering into demanding relationships at their work and feel the urge for better communication patterns. Basic soft skills like communication are transferable into numerous situations:

  • Upgrading communication skills of the teachers at the beginning of their career.
  • Better management of interpersonal relationships and conflicts for teachers, counsellors and principals.
  • Using effective communication to Influence, persuade and foster change of attitudes change at students/clients.
  • Empowering students with weak social and interpersonal skills.
  • Establishing fruitful cooperation with disadvantaged groups in educational environment (like immigrants, minorities).
  • Upgrading existing communication competencies as a preparation for more demanding job roles (like moving from teacher to principal).
  • Upgrading existing communication competencies as a preparation for work in more multicultural environment.
  • Using new communication patterns to bridge intergenerational gap (senior teacher who is working with young students or young teacher working with senior students).
  • Implementing more supporting, nondirective and democratic teaching methods in the classroom.
  • Meeting colleagues of different nationalities and building fruitful networks for further collaboration.

Meet the trainers

Ana Arzenšek


Ana Arzenšek, PhD, is a psychologist and transactional analyst. She works at the Faculty of management at the University of Primorska. Her main teaching and research areas include human resource management, communication in business environment  and organisational behaviour, where she authored or co-authored various scientific papers. She worked as an HRM assistant in financial sector. She has carried out several workshops in the field of human resource development. As a transactional analyst, she is involved in psychological counselling, fostering productive problem solving behaviours. Her main professional interest is in creating positive changes in behaviour in private life and in organisational settings.


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