What if the way we talk at work is quietly sabotaging our team? Even tiny cues – a sigh, a clipped tone, or an interruption, can trigger the brain’s threat response, shutting down problem-solving and creativity before anyone even realises it. Most leaders don’t notice these small, everyday missteps because they happen in seconds and feel natural, but our brains register them instantly. The result? Teams stay silent, ideas get lost and innovation stalls. The good news is these behaviours can be corrected, and with the right skills, you can turn micro-triggers into moments of trust.
Picture a typical meeting. Someone starts sharing a half-formed idea. A colleague jumps in to “clarify”. Another checks their phone. The manager replies, “We tried that before.”
No one meant to shut the idea down. But the signals land anyway, the brain reads them as not safe.
When the brain detects even subtle social threats, the amygdala – the brain’s “alarm system” – activates, and the prefrontal cortex, which handles reasoning, learning, and creativity, becomes less effective. That means people literally think and respond less clearly in the moment. Everyday behaviours – a raised tone, a dismissive glance, or interrupting someone – can trigger this response before anyone realises it. The good news? These micro-mistakes can be noticed, practised, and corrected. Here are the most common culprits, and practical ways to turn them into trust-building moments:
· New: The hidden behaviours that block ideas before they’re even spoken — and how to change them.
Why it matters: Sends a signal of dominance, making the brain feel under threat.
Fix: Pause before responding, let people finish, and mirror their phrasing to show you’re listening.
How to avoid escalating: If someone interrupts you, stay calm and return to your point rather than competing for airtime. This helps reset the tone of the conversation.
Why it matters: Even neutral words can feel critical if your tone is abrupt.
Fix: Slow down, soften your voice, and practise phrasing feedback positively.
How to avoid escalating: If someone’s tone feels abrupt, assume pressure or distraction rather than hostility. Respond with steadiness rather than matching their intensity.
Why it matters: Eye-rolling, sighs, crossing arms, or looking away can signal judgement.
Fix: Maintain open body language, nod and keep your posture relaxed and engaged.
How to avoid escalating: If you notice negative signals from others, stay engaged and curious rather than withdrawing. Often, calm presence helps shift the dynamic.
Why it matters: Feeling interrogated triggers threat responses and shuts down thinking.
Fix: Space your questions, frame them with curiosity, and give people time to respond.
How to avoid escalating: If questions come quickly, pause before answering and respond thoughtfully rather than defensively.
Why it matters: Silence or ignoring input signals “this doesn’t matter” to the brain.
Fix: Paraphrase, thank, and validate ideas – even small recognition reinforces trust.
How to avoid escalating: If your idea isn’t acknowledged, build on it calmly or invite reflection rather than disengaging.
Spotting these behaviours is the first step. Changing them is harder. When the pressure is on, we don’t default to our intentions, we default to habit. Most communication habits aren’t trained; they are absorbed over years: talking over people, rushing
questions, reacting defensively. Reading about psychological safety doesn’t fix that. A policy won’t either.
Safer communication is a skill, and skills only stick through practice. That’s why Ashorne Hill’s Skill Mastery Workshops focus on rehearsal, not theory. Teams practise the moments that matter – giving feedback, challenging ideas, responding to mistakes -in real time, with coaching and reflection. So the behaviours become automatic, even under pressure.
Psychological safety grows in conversations, not in strategy documents. Every interaction sends a signal – threat or trust – and the difference lies in skill.
If you want your team to speak up, collaborate, and innovate without fear, now is the time to turn awareness into action. Ashorne Hill’s Skill Mastery Workshops give teams the space to practise, experiment, and embed trust-building behaviours so that psychological safety and effective communication aren’t just concepts – they become a lived reality.
Develop practical skills your team can use immediately: listen actively, respond with clarity, and give feedback that builds trust. Practise the moments that matter in real time, with coaching and reflection. Learn more and book the Communication Ace Workshop.
Create an environment where everyone feels able to speak up, challenge ideas, and innovate confidently. Practise trust-building behaviours so psychological safety becomes a habit, not just a policy. Learn more and book the Psychological Safety Workshop.
Or, if you’d like to explore other ways we can support your team, fill out the enquiry form below.
If you’d prefer to have a chat with a member of our L&D team to find out more, get in touch to arrange a call back.
Kalindi Hawkins
Kalindi Hawkins works in research and strategy at Ashorne Advantage, where they focus on bringing real-world insight and cutting edge science into the world of L&D. With a background in curriculum development and research, she is passionate about translating complex information into skill and leadership development.
Rizzolatti, G., & Craighero, L. (2004). The Mirror-Neuron System. Annual Review of Neuroscience, 27.https://www.researchgate.net/publication/8491604_The_Mirror-Neuron_System
McLeod, S. (n.d.). Albert Bandura’s Social Learning Theory. SimplyPsychology. https://www.simplypsychology.org/bandura.html
Okon-Singer, H., Hendler, T., Pessoa, L., & Shackman, A. J. (2015). The Neurobiology of Emotion-Cognition Interactions: Fundamental Questions and Strategies for Future Research. Frontiers in Human Neuroscience, 9, 58. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4344113/
Edmondson, A. C. (2019). The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Wiley.
Delizonna, L. (2017). High-Performing Teams Need Psychological Safety. Here’s How to Create It. Harvard Business Review. https://hbr.org/2017/08/high-performing-teams-need-psychological-safetyheres-
how-to-create-it
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060654/
Caspers, S., Zilles, K., Laird, A. R., & Eickhoff, S. B. (2010). ALE meta-analysis of action observation and imitation in the human brain. Current Biology, 20(8),
738–743. https://linkinghub.elsevier.com/retrieve/pii/S0960982210002332
