Appendix 4.G – Better Communication for a Healthy and Sustainable RTW

Communication functions

In the context of discussions between stakeholders, communication is primarily a tool for gathering and transmitting information. When the approach is worker-centred, communication becomes a means of knowing and understanding the needs/capabilities of the worker and the work environment. In this case, communication allows for prevention, education, and health promotion (definition adapted from Richard and Lussier, 2016, pp. 150-156) .

In this appendix, the following items are presented:

The definition of effective communication
Defining communication skills, an effective intervention component
Communication as a professional skill to be acquired
An example of initial communication with the worker from the human resources department, an important step in RTW.
Non-violent communication to prevent or manage conflicts

Effective communication

For a healthy and sustainable RTW, it is important to ensure effective communication throughout the process. Effective communication is defined as the exchange of information to reduce uncertainty about a topic while pursuing a specific goal. It is a dynamic and flexible communication that is iterative (repetitive) rather than linear (definition based on the five principles that characterize effective communication, Richard and Lussier, 2016, p. 210)

Communication skills

Communication skills represent specific communication knowledge. They refer to the “what” (e.g., accuracy of information exchanged), the “how” (e.g., strategies needed to initiate, maintain, and terminate contact; see table below), and the “perceptual,” i.e., being aware of what one is thinking and feeling during a contact (or encounter). This last point is particularly important to avoid discrimination and stigmatization of workers.

Example of the “how” of contacts between the worker and the actors involved

Greet the worker

Introduce yourself, your role and the purpose of the contact. Obtain the worker’s consent if needed and specify what you will do with the information the worker will share with you.

Show empathy and interest in the worker

Formulate questions clearly and use open-ended questions when appropriate. Note: An open-ended question opens the door to discussion and invites the worker to continue talking. In comparison, a closed question will invite the worker to answer with a few words, most often yes or no. It is up to you to choose according to your objective.

Adapt vocabulary to the need (notion of literacy)

Practice active listening

Summarize what the worker has said and validate the content with him/her

Summarize the important points of the meeting

Invite the worker to ask questions

Plan the next meeting or follow-up, if applicable

Greet the worker

Effective communication as a professional skill to be acquired

Here, it is recommended that you develop the “effective communication” competency in order to apply it in all stages of the RTW process. It is broken down into four components, as detailed below (content adapted from Richard and Lussier (2016). However, mastering communication skills is a complex learning process; it is up to you to adapt the suggested information to your company’s needs and resources.

Show empathy towards the worker

Empathy (understanding the other person) plays a key role in building trust and facilitating information sharing. It is simply accepting the other person’s point of view, without judgment.

Practice active listening

Active listening is a way of trying to detect the real message, the worker’s intention. This means paying attention to the words, but also to the way the message is expressed and, above all, offering quality feedback. Active listening is a voluntary act. Thus, one must:

Be willing to listen, and avoid rushing the worker because you are in a hurry or have a lot on your plate
Be aware of the worker’s verbal (speech) or non-verbal (paralinguistic elements, facial expressions, body language) cues
Be understanding and encourage the worker to speak up. Use verbal prompts (“um”, “yes”, “I’m listening”, “if I understand correctly…” or non-verbal prompts (a welcoming posture, a direct look, an encouraging smile, a nod)
Rephrase what the worker has said to make sure he or she understands and ask for additional information if needed. Remember to use pauses judiciously, either before asking certain questions, or before rephrasing the worker’s message, or to give the worker time to express himself

Formulate your questions clearly

The way we phrase our questions can determine the quality and quantity of information the worker will provide in their responses. Using open-ended questions (e.g., how are you feeling today?) rather than closed-ended questions (e.g., are you okay?) will facilitate the discussion. Finally, it is important to use clear and simple language given the potential literacy issues of the worker and to stay on the theme of work (notion of work ethic).

Did you know? Open-ended questions allow you to quickly determine the level of language you need to use to be understood by the worker, as the answers will go beyond “yes/no/don’t know.”

Structure your messages and adapt your vocabulary

Are you from the workplace or the health care field? Let’s not forget that the worker doesn’t speak quite the same language as us. Do they understand what the RTW process means? Workplace accommodations? Cognitive therapy? So, effective communication is based on short, easy-to-understand, jargon-free questions and answers that are tailored to the worker

Non-violent communication to prevent or manage conflicts

In everyday life, conflicts can occur. However, learning how to manage conflict by using non-violent communication can also help a relationship evolve in a positive way. These four steps will help you prevent or manage conflicts at work. (Content adapted from Ansembourg, 2002).

Name objective, objectifiable and observable For example:

Worker with MSD – words from a co-worker to the immediate supervisor: Charles keeps the cart used to help him move the boxes close to him, thus preventing us (co-workers) from having quick access to it.
Worker with CMD – words of the immediate supervisor to the worker: Keeping your door closed hinders the exchange of information with your co-workers.

Why? We are reacting to something or a situation, not to rumors, perceptions or interpretations.

Express emotions/feelings or discomfort triggered by the conflict situation. For example:

MSD: I must admit that I feel a little upset.
CMD: I am uncomfortable (immediate supervisor) with the fact that you (worker) place yourself apart from your co-workers.

Express emotions/feelings or discomfort that are related to your needs (not the conflict situation). For example:

MSD: I can’t be as productive as I used to be. Ex. TMC: I fear (immediate supervisor) that this situation will escalate and jeopardize your return to work and your work retention.

Why is this? Naming needs allows us to put forward values (e.g. justice, respect) and to remain conscious of the way we act and think.

Formulate a concrete and negotiable request. For example:

MSD: Can the company buy a new cart?
CMD: I would like the office door of the workers in our team to remain open or even ajar. That way, I would feel more comfortable asking questions or requesting information to complete my work. Is this possible? If not, is it possible to keep your door open for 1.5 hours in the morning and 1.5 hours in the afternoon?

References:

D’Ansembourg, T. (2002). Cessez d’être gentil soyez vrai! : être avec les autres en restant soi-même. Montreal, QC: Éditions de l’homme.

Richard, C., & Lussier, M.-T. (2016). La communication professionnelle en santé. Communication, 35(1). Retrieved from http://journals.openedition.org/communication/7513