INTERPERSONAL COMPETENCE AND THE DIGITAL PDP-11:40 Insights into Experiential Pedagogy, Volume 6, 1979 39 INTERPERSONAL COMPETENCE AND THE DIGITAL PDP-11:40 George T. Solomon, The George Washington University ABSTRACT The purpose of this paper is to (1) define interpersonal competence based on Argyris’ theory, (2) present a rheoretical framework that outlines the conditions under which interpersonal competence can be acquired, (3) present a set of categories designed to measure interpersonal competence, and (4) introduce a new approach for dealing with and acquiring interpersonal competence. The understanding and acquisition of interpersonal competence provides individuals one approach for effectively dealing with implicit and explicit interpersonal relationships. By effectively dealing with such relationships, individuals are provided an opportunity to increase their interpersonal competence. By increasing one’s interpersonal competence, an individual is, in Argyris’ terms, moving toward a state of mental/organizational health. As an individual moves toward a state of mental/organizational health, he tends to display behavior which supports coping competently with inter- personal relationships. There has been some confusion by theorists as to a clear and concise definition of interpersonal competence. Therefore it is logical that any discussion centered on the issue of interpersonal competence begins with a clear definition, to eliminate any confusion of terms. DEFINITION OF INTERPERSONAL COMPETENCE Interpersonal competence is the ability to cope effectively with interpersonal relationships. Three criteria of effective interpersonal coping are: 1. Individuals perceive the interpersonal situation accurately. They are able to identify the relevant variables plus their relationships. 2. Individuals are able to solve the problems in such a way that they remain solved. If, for example, interpersonal trust is low between A and B, they may not have been said to solve the problem competently unless and until it no longer recurs. 3. The solution is achieved in such a way that A and B are still able to work with each other at least as effectively as when they began to solve their problem.i The test of interpersonal competence is not limited to insight and understanding. Interpersonal competence is the function of an individual’s ability (and the ability of others involved) to solve interpersonal problems. As such, this implies that to test the interpersonal competence developed in a learning situation, the individual(s) must show that the learning has transferred beyond the learning situation into a theory of practice. The aim, therefore, is to change behavior and attitudes in such a way that observable changes can be found in solving interpersonal problems outside the learning situation. Transfer of learning is a central issue in competence acquisition.ii Having defined interpersonal competence, I would like to present a theoretical framework for acquiring interpersonal competence. THEORETICAL FRAMEWORK Providing the conditions for the maximum transfer of leaning is difficult in the interpersonal area. As such, certain basic requirements need to exist to facilitate effective transfer of learning. First, “it takes much practice to develop interpersonal skills because they are complex, and much unfreezing is usually required.”iii Individuals have to commit themselves to deciding whether or not to abandon old “familiar” behaviors for new “untested” behaviors. The central issue for individuals is arriving at a conclusion which tends to support the contention that the old behaviors were ineffective in competently dealing with interpersonal relationships. Second, ‘the individual must develop new modes of behavior that have been tested and found more effective than the old."iv Individuals must practice their new modes of behavior often enough so that they feel confident in their ability to use them. Third, “individuals must develop new nodes of adjunct behavior that may he called for in the practice of their new modes of behavior.”v It is important for individuals to learn how to exhibit their new behavior in such a way that they minimize the probability of causing others to become defensive or uncomfortable, thereby creating a potentially threatening environment. Fourth, “the probability that an individual] will behave in an interpersonally competent manner is not only a function of his own confidence in his abilities to do so; it is also a function of the others’ confidence and willingness to behave in an interpersonally competent manner:"vi Interpersonal competence is situational in nature and flat simply determined by individual or personal ability. Individuals thus will tend to exhibit more interpersonal competence among individuals and within environments which support the acquisition and display of competent behavior. Finally, “the probability is very low that individuals can be taught everything they need to know in order to behave competently in most situations.”vii Once the individual understands the theoretical framework the next step is to transfer that knowledge into new modes of behavior. The most important requirements in obtaining transfer of learning are: (a) good working knowledge of the new modes of behavior being adopted by the individual and (h) the ability to recognize how the new modes of behavior can he used in various situations and environments. Also, to develop interpersonal competence, individuals need to obtain the cooperation of those individuals involved in a particular situation or environment to generate the interpersonally competent behavior appropriate to the situation. Experience and theory relevant to competence acquisition suggests that there are several key elements in the learning situation if these five requirements all are to be fulfilled. The individuals must learn how to (a) communicate with one another in a manner that generates minimally distorted information, (b) give and receive feedback that is directly validatable and minimally evaluative, (c) perform these skills in such a way that self-acceptance and trust among the individuals Insights into Experiential Pedagogy, Volume 6, 1979 40 tend to increase, and (d) create effective groups in which problem solving may occur.viii The minimum requirement that each individual must meet (if they are to provide minimally distorted information) is that they manifest a relatively high degree of self-awareness and self- acceptance. The more individuals are aware and accepting of those aspects of their selves which are operating in a given situation (a) the higher the probability that they will discuss them with minimal distortion, and (b) the higher the probability that they will listen with minimal distortion. Individuals can increase their self-awareness and self- acceptance by receiving minimally distorted feedback from others about their impact on them and by being willing to be accepting and understanding of that behavior, even though the individuals exhibiting the behavior may not be. As the trust of self and others increases, the probability of giving and receiving valid information increases, and so does the probability of self-awareness and self-acceptance, which in turn increase the predisposition for more experiences of psychological success.ix Feedback may be undistorted but not very helpful in creating behavioral change, self-acceptance and an effective group. For information to be most helpful it should be directly verifiable, minimally evaluative, and minimally contradictory. The first major characteristic of helpful information, that it be directly verifiable, is important to distinguish information that can be verified directly by self and by others from information that can be validated only by reference to some conceptual scheme. The first type of feedback includes categories of behavior that are directly observable. ‘When you shout at me I become defensive and extremely anxious.” The second type of feedback uses categories that are inferred. “According to Mon, I sense the group is operating in a basic assumption mentality of fight- flight.”x The more the information used in the learning situations is composed of inferred categories that refer to a conceptual scheme, the greater the dependence of the individuals upon the conceptual scheme if they are to verify the information presented. The second major characteristic of helpful information is that it be minimally evaluative of the recipient’s behavior for two specific reasons. One, such information reduces the probability of making the receiver defensive because it creates conditions favorable to an increase in active listening. Two, minimally evaluative information describes how the receiver feels about the sender’s message without describing it as “good” or “bad.” The third major characteristic of helpful information is that its meaning is consistent. Contradictory feedback tends to create a double bind in the mind of the receiver. Individuals tend to dislike the anxiety created by dual messages such as “I love you, but get lost.” The acquisition of interpersonal competence requires that individuals learn to minimize the contradictory messages that they intentionally communicate to others. To summarize, the probability of learning to behave more competently and to transfer this learning beyond a learning situation increases: 1. As the individuals’ self-awareness and self-acceptance increases, and as their acceptance and trust of others increase. 2. As the individuals learn to communicate with others in a manner which generates minimally distorted information and which gives and receives feedback that is directly verifiable, minimally evaluative, and consistent. Having presented a theoretical framework for acquiring interpersonal competence, I would like to present a set of categories designed to measure interpersonal competence. CATEGORIES TO MEASURE INTERPERSONAL COMPETENCE To increase an individual’s ability to become interpersonally competent, one must be able to measure the individual’s movement to becoming interpersonally competent. It becomes important, therefore, to select criteria for measuring the individual’s movement based on verifiable and observable actions, attitudes and behaviors. All interpersonal relationships are based on actions and reactions of the individuals involved in the interaction changes in the individuals’ behavior can be measured and provide a valid criteria for categorizing different behaviors. Argyris perceives that all behavior manifested by individuals can be viewed as having two basic components: emotional or feeling (f), and ideational (i). In his view, individuals exhibiting the first component of behavior tend to communicate their feelings to others by making statements such as “I am feeling anxious.. or “I hate you.. .“ Individuals exhibiting the second component of behavior tend to communicate their ideas to others by making statements such as “In my opinion or “My idea was. . He also supports the hypothesis that all behavior exists at two levels, individual and group. “Behavior can be categorized at two levels: Level I, referring to the individual or interpersonal aspects, and Level II, referring to the cultural aspects of behavior which may be designated as norms.”xi In Argyris’ opinion, all behavior can be further broken down into two basic sub-units: competent and incompetent. In his view, individuals exhibiting competent behavior at Level I tend to be more willing to (a) own up to their feelings--”! am feeling...,” (b) be open to new ideas and feelings--”Please go on, I am interested in your thoughts...,” and (c) be willing to experiment with new ideas and feelings--”I am willing to try.. In the same light, individuals exhibiting incompetent behavior at Level I tend to be more likely to (a) not own up to their feelings--”r am not upset” (although flustered and redfaced), (b) not be open to new ideas or feelings--I don’t want to hear and (c) reject experimentation--”I refuse to participate.. At Level II, the basic unit of observation is not one’s interpersonal behavior but the cultural norms of the system. “Norms may be thought of as developing from those interactions among the individuals that have proved useful (to the individuals) in maintaining the system.”xii Norms are commonly perceived and approved patterns of behavior that act to influence the behavior of those individuals who desire to remain in the system. Argyris views three basic norms as contributing to the acquisition of competence: (a) individuality, (b) concern, and (c) trust. In the same regard, he views three other basic norms as contributing toward the acquisition of incompetence: (a) conformity, (b) antagonism, and (c) mistrust (see Figure 1). After conducting extensive research, Argyris demonstrated significant correlations between certain norms of behavior, Level II, and specific types of individual Insights into Experiential Pedagogy, Volume 6, 1979 41 Insights into Experiential Pedagogy, Volume 6, 1979 42 To summarize, Argyris assumes: that most behavior consists of two basic components-emotional or feeling (f) and ideational (1); that behavior exists on two levels --Level I, interpersonal/individual behavior, and Level It, group norms (cultural aspects) of the particular organization or system; that all behavior, regardless of level or basic components, is divided into two major classifications--competent and incompetent; that individuals and organizations seeking to remain “healthy” and effectively use the psychic energy available need to understand and acquire the basic elements of interpersonal competence; and that certain norms of behavior in organizations/systems are correlated with specific types of individual behavior. Having explained and illustrated a set of categories designed to measure interpersonal competence, I would like to present a new approach to acquiring and dealing with interpersonal competence. A NEW APPROACH TO ACQUIRING AND DEALING WITH INTERPERSONAL COMPETENCE The central issue in acquiring and dealing with interpersonal competence is to be given ample opportunity to understand and practice new modes of behavior. Since one cannot deal effectively with the issues of interpersonal competence alone, one needs to find another individual with whom to practice the new modes of behavior. To this end, I have developed a computer simulation exercise which allows individuals the opportunity to practice and develop modes of behavior that provide them the opportunity to be interpersonally competent. The computer simulation exercise was designed to be used with the Digital PDP-11 interactive computer because it allows individuals to respond and to receive feedback immediately from the computer. Computer Simulation Exercise The simulation exercise contains twenty-two situations! dilemmas which are displayed sequentially. After a particular situation/dilemma is displayed, the individual is required to generate a response to that particular situation/dilemma. Responses to the various situations/dilemmas require individuals to use elements from a sample vocabulary which is printed and distributed prior to beginning the exercise. The vocabulary contains sufficient nouns, verbs, modifiers and conjunctions to construct an adequate response in each case. The purpose in using the sample vocabulary is to allow the computer to rate the responses from the individuals. The basis for rating the individual response is Argyris’ theoretical framework for competence acquisition and the set of categories he designed to measure interpersonal competence. Both areas have been discussed earlier in the paper. Once the individual response is rated, the computer in turn responds to the feedback from the individual. In all cases, if the individual responds incompetently to the situation/dilemma, as rated by the computer, the computer will respond back with an incompetent message. The purpose of this design is to keep all communications relatively congruent. If the individual responds incompetently to any given situation/dilemma, the system also is designed to allow the individual an opportunity to repeat the given situation/dilemma in an attempt to foster learning by attempting to correct the mistake from the initial encounter. The individual has the option to repeat the exercise or to move on to the next situation/dilemma, If the individual chooses to engage again in the same situation/dilemma, he will be allowed one additional opportunity and then will be shown the next situation! dilemma. If an individual responds competently, as rated by the computer, the computer will respond back with a competent message and display the next situation/dilemma. The individual’s role is to deal with each situation/ dilemma as a complete and separate entity, until all twenty-two situations/dilemmas are displayed or the individual quits. Individuals may engage in the exercise as many times as they feel they need to do so. The exercise is an attempt to give participants the opportunity to learn new behavior(s) and attitude(s) and to support movement toward being interpersonally competent. The exercise allows individuals an opportunity to practice and develop interpersonal skills. It also allows the participants to experiment and develop new models of behavior to become confident in their ability to use them. Also, the computer will, be constantly offering feedback which can help the individual understand which behaviors manifested in the communication link are competent or incompetent, in Argyris’ terms. The use of the computer allows individuals an opportunity to engage in an interaction with a non-biased member. Also, most communications from the computer will be minimally distorted, evaluative, attributive or contradictory. Constant reinforcement of valid feedback may support movement toward being interpersonally competent. As such, it will be supporting individuals to become more open to new ideas and feelings. It also will support individuals’ rights to own up to their feelings and ideas without fear of punishment. Overall, the computer simulation exercise serves to create an environment supportive of the individual(s)’ desire to experiment with new and relatively untested behaviors. CONCLUSION I have attempted in this paper to offer (a) a definition of interpersonal competence, (b) a theoretical framework for acquiring interpersonal competence, (c) a set of categories for measuring interpersonal competence, and (d) a new approach using the Digital PDP-11 interactive computer for acquiring interpersonal competence. The use of an interactive computer simulation exercise as an approach to developing an individual’s interpersonal competence is relatively new and, as such, will require further research and experimentation to improve my initial effort. Computer simulation exercises such as mine are beginning attempts by behavioral scientists to use previously untested vehicles to deal with the numerous issues in the field of behavioral science. As management adapts more to technological innovation, so too will creative consultants, trainers and educators integrate the behavioral theories into practical exercises using this advanced technology. The dawn of the man-machine interface is upon us and offers individuals a further opportunity to expand and explore the dynamics of human behavior. Insights into Experiential Pedagogy, Volume 6, 1979 43 Insights into Experiential Pedagogy, Volume 6, 1979 44 The instructions for accessing this exercise are as follows: Good day, welcome to our session on Interpersonal Competence. The following instructions are provided for your benefit: This exercise contains twenty-two situation(s)/dilemma(s) which will be displayed sequentially. Your role is to deal with each situation/dilemma as a complete and separate entity, remembering at all times that your response is needed. Immediately proceeding this section, you will be asked if you need to see the sample vocabulary listing. The listing contains various parts of speech needed to construct your response to the particular situation/ dilemma. If you have obtained a copy of the vocabulary prior to beginning this exercise, you should respond by saving, “No,” at which time the program will display the first situation/dilemma. If you have not received the vocabulary handout prior to the beginning of this exercise, you should respond by saying “Yes,” to seeing the vocabulary. The vocabulary will then be listed. Immediately after the vocabulary is listed, the program will display the first situation/dilemma. After each situation/dilemma is displayed, you are required to respond to that particular event; keep in mind that your response should contain parts of the vocabulary presented, either in the handout or in the program. If you feel the need to use parts of speech not In the vocabulary listed, make sure that at least 50% of the response contains parts of speech from the listed vocabulary. You need to end your responses with a period in each situation/dilemma. All responses must have a minimum of five words. After each response is entered into the system, the individual should then hit the carriage return key-- (herein referred to as CR). Once your response is entered into the system, the system will rate your response and feedback a response congruent with your response. The computer’s basis for rating your response will be Argyris’ theory of Interpersonal Competence. The computer will scan your response, looking specifically for certain conditions to exist which would classify your response as incompetent. These conditions are whether you spoke in the third person, in the past or future tense, and finally, if you made evaluative and attributive statements. If your response has at least three of these conditions existing, your response will be rated incompetent. 1 1 1 1 (i.e., 1 ”They should have been careful with my sweet attractive wife” = 5, incompetent.) If, in the opinion of the computer, you have not handled yourself in a competent manner (in Argyris’ terms), you will be given another opportunity to respond to the same situation/dilemma. The computer will ask you if you wish to respond again to the situation/dilemma. You will type either “Yes” or “No” and then hit the (CR) key. If you type in “Yes” then you will be allowed to Input another response. As before, the computer will rate the response and give a congruent reply. The process will take place only once in each situation/dilemma. If at any time you wish to cease operations, you should hit the control key and the letter “C” simultaneously. The system will print “C” and go to the end of the program. When you have either finished all twenty-two situation(s)/dilemma(s) or have hit “C”, you should then type “EYE”. The system will then echo your statement of “BYE” and ask you to “CONFIRM”. You will type into the system “YES” and the computer will sign off. Insights into Experiential Pedagogy, Volume 6, 1979 45 REFERENCES [1] Argyris, Chris. “Explorations in Interpersonal Competence I.” Journal of Applied Behavioral Science, 1956, I (3), pp. 58-83. [2] ______________. “Conditions for Competence Acquisition and Therapy.” Journal of Applied Behavioral Science, 1968, 4 (2), pp. 147-177. [3] Bion, W. R. Experiences in Groups. New York, New York: Basic Books, 1959. ENDNOTES i Chris Argyris, “Conditions for Competence Acquisition and Therapy,” Journal of Applied Behavioral Science. Vol. 4, No. 2: p. 148. ii Ibid. iii Ibid. iv Ibid., p. 149. v Ibid. vi Ibid. vii Ibid. p. 150 viii Ibid. ix Ibid., p. 154. x W. R. Bion, Experiences in Groups. (New York, New York: Basic Books, 1959), pp. 63-65. xi Argyris, p. 154. xii Chris Argyris, “Explorations in Interpersonal Competence - I,” Journal of Applied Behavioral Science. Vol. 1, No. 1: p. 61. xiii Ibid., p. 64. xiv Ibid., p. 65. Table of Contents Volume 6, 1979 The Use of Cases with Role Plays in a Research Methods Course Debugging and Implementing the Live-Case Approach to Marketing Research in the Australian Environment Using a Case as the Basis for a Modified Debate Using Cases in Business Communication Classes A Structured Approach to Case Analysis and Reporting Intercollegiate Case Analysis Competition as an Experiential Learning Experience Attributes Germane to Student/Live Case Situations Understanding Dispute Resolution Through Experiential learning Personality Development and Conflict Dynamics: An Experimental Design to Study the Effects of Teaching Methodologies on Conflict Resolution Interpersonal Competence and the Digital PDP-11:40 The process of Writing a Collective Bargaining Simulation: A Case Study in Practical Pedagogy Simulating Negotiations in an Educational Context Simulations as a Technique for Teaching Collective Bargaining Experiential Processing of Differing Managerial Perspectives: The Use of a Game Show Format Individual Self Report vs. Group consensus in Small Decision-Making Groups Effects of Sex-Role Stereotypes on Promotion Decisions: An Exercise Computer Aids to Planning: The Budget and Forecasting Module Use of a Microcomputer in a Decision Analysis for Investment Portfolio Selection A Game of Investment Strategy: Description, Use, Criticism and Modification Coping with Future Uncertainties Through Probabilistic Budgeting Administration and Design of Simulation Materials for a Specialized Management Training Program Managing Stress in Organizational Life Banksim: The Bank Management Simulation Issues in the Organizational Application of Simulation and Experiential material Games Within Games: The Role of the Glitch Experiential Learning from Classroom to Business An Evaluation of the Small Business Institute Program as an Experiential learning Exercise Conversations with Top Management (Simulated) Experience in the Use and Assessment of Simulation in Management Education A Statistical Analysis of Simulation Users: Relationships between Stress and Human Subject guidelines Group Decision Making in a Computer Game Analysis of Demographic and Psychosocial Variables Comparing Performance During Three Managerial Accounting Simulation Schedules Business Policy Simulation and the Intense Course Structure The Use of Intensive Simulation in Executive Development and Academic Settings The Use of Experiential Exercises in the Undergraduate Consumer Behavior Course A Personal Marketing Strategy Approach: Framework and Application Teaching PERT Experientially in Marketing Research Discovering the Majority Fallacy An Experiential Approach to Studying International Business A Demonstration of the Business Simulation Game as a Curriculum Assessment Device Relating Teaching Methods with Educational Objectives in the Business Curriculum The Junior Achievement Applied Management Program as a Compromise Situation Between the Simulation and the Internship Who is Using Computerized Business Games?: A View from Publishers' Adoption Lists Trials and Tribulations in Testing Educational Innovations An Examination of the Perceived Effectiveness of Computer Simulation in a Classroom Setting as Affected by Game, Environmental and Respondent Characteristics Game Administration: A Life Cycle Analysis Research on the Effectiveness of Using a Computerized Simulation in the Basic Management Course Gaming and Attitudinal Change The Teacher-Student Relationship in Experiential Classes and the Student's Perception of Course Effectiveness An Exploratory Study of Student Characteristics and Educational Processes in Programmatic Experiential learning General Incongruity Adaption Level (GIAL) as a Predictor of Risk Preferences in a Simulated Management Game The Cap-Stone Opportunity: Combining Business Simulation and Experiential Learning Incorporating MIS/DSS into Policy Courses Via Simulation Who Benefits Most from Participation in Business Policy Simulations: An Empirical Study of Skill Development by Functional Areas The Use of Program NAMEX in Teaching the Accounting for Nonmonetary Assets The Use of Program CVP in Teaching Cost-Volume-Profit Analysis Experiential vs. Traditional Classroom Approach in the Basic Management Course: A Puerto Rican Experience A Guide to the Successful Use of Business Simulation Games The Dynamic Aspects of Interactive Gaming Puts the Realism into Gaming System Representation of SIMORG The Design of a Database System to Support Business Simulation and Experiential Learning A Data Entry and Retrieval System for a Computer Simulation (DERS) Simulation - An Advantage for Accounting Research Computer-Aided Project Performance Control Simulation: An Interactive Experiential Gaming Technique for Managerial Decision Making Utilization of Manual Simulation Games to Develop Scenarios of Future Events - An Exploratory Study Foundry: A Foundry Simulation Customized Debriefing: The Achilles Heel of Experiential learning? Computerized Business Simulations and Experiential Learning Exercises: An Instructional Interface The Baseball Game: A Group Role Observation, Problem Solving Experience A Practical Design for Experiential Learning Exercises: Roles, Technical Equipment and Alternative Debriefing Formats