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All success in life is based on your ability to connect. Connection is a pillar that supports every successful person and every meaningful pursuit. The Power of Connection offers a fresh, modern and holitsitc approach to building, maintaing and primpving your prfoeesional the personal connections through bettter communication, whether you're in the boardroom, the living room or the classroom.

The end of a conversation leaves the last impression so we need to do it well. It is important to know when and how to end a friendly, casual conversation. Psychologists Eve Ash and Peter Quarry chat with people they have just met and demonstrate ways to end a conversation politely and positively with appropriate gestures, words and phrases.

A sensitive topic is one that people respond to emotionally. It might be a controversial issue that everyone has an opinion about, or it could be something that is very personal to one individual. Usually we discuss sensitive topics with people we know well, such as close friends or family. However, a sensitive topic can come up even in a conversation with someone you don't know well. In this course psychologists Eve Ash and Peter Quarry engage in real-life conversations and demonstrate strategies for dealing with a sensitive topic. Successfully discussing a sensitive topic should always start with listening openly and showing empathy.

Learn the art of making effective suggestions with psychologists Eve Ash and Peter Quarry. In this program, you will learn how to present ideas and plans for others to consider, especially when they are unsure of what to do. Using real-life conversations, you will learn both direct and indirect ways to make practical and useful suggestions. Discover how to express your opinion and use challenging questions effectively.

Rapport is a connection with another person, which can happen instantly or develop over time. In this program, psychologists Eve Ash and Peter Quarry explain how to build rapport through openness, friendliness, and relaxed, two-way conversations. Learn simple strategies to reduce tension and create a comfortable, engaging interaction, even with someone you don't know well or meet for the first time.

Stories grab our attention because they tap into feelings and emotions, and they help us connect with others. Sharing our stories and experiences makes conversations more personal and more interesting, and helps build relationships. Sharing our personal, significant experiences is an effective way to engage with others and to learn about ourselves and each other. In this course, psychologists Eve Ash and Peter Quarry meet new people and show how sharing personal stories can make conversations more interesting and engaging, and build emotional connections.

Master the art of engaging, focused and balanced conversations with psychologists Eve Ash and Peter Quarry. Real-life examples demonstrate these techniques in action. Learn how to steer the subject, mood, and flow using a variety of questions and conversation bridges. This program focuses on creating balanced, two-way interactions, ensuring both parties feel engaged and valued without monopolizing the talk or imposing opinions.

Knowing how to start a conversation is an important social skill, but it can be a challenge, especially with someone you have just met. In this program, we show documentary examples of psychologists Eve Ash and Peter Quarry starting conversations with strangers in a park. They explain some simple strategies that make starting a conversation easier and more relaxed.

Meeting new people can be daunting, especially if you feel shy, but this program will help you introduce and talk about yourself with confidence. Learn to describe yourself briefly, ask engaging friendly questions, and show interest in others to build the conversation. Psychologists Eve Ash and Peter Quarry offer practical suggestions and real-life examples to demonstrate effective conversational techniques.

Purpose The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al., 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method. Design/methodology/approach Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following: Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework; Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion; In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers; Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand; Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences. In this article, ChatGPT-4 was used as a copyediting tool to improve readability and the clarity of the paper. Findings Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following: Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material; Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD. Originality/value From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.