The Blackwell Encyclopedic Dictionary of Organizational Behavior

Document
must include development of associated COGNITIVE PROCESSES (see COGNITION IN
ORGANIZATIONS).
Page 259
4. Learning resistance. Whereas a behavioristic approach assumes the skill learner is indifferent to the
content of what is learned, interpersonal skill learners have already developed orientations and practice
theories (i.e., implicit behavioral programs driving their behavior, see DOUBLE-LOOP LEARNING,
Argyris & Schon, 1978) which already dominate their interactions. These prior learnings can strongly
interfere with attempts to develop new behaviors. Thus, the learning of interpersonal skills must include
the surfacing, examination, and reassessment of what the individual has already learned.
In sum, our picture of the interpersonally skilled practitioner is becoming much richer than that implied
by behaviorism. Interpersonally skilled people are able to orient themselves to situations. They take into
account not only the situation, but their prospective broader impact beyond the encounter itself. They
have developed a repertoire of interaction tactics and are able to draw on them as needed, or may
develop new tactics as the situation warrants. During interaction, they monitor their progress, and may
change tactics or goals if necessary. They are able to learn on their own, both from their own encounters
and from the encounters of others (see LEARNING ORGANIZATION).
Skill Learning
An increased reliance on interpersonal skills in organizations has led to concern as to where
organizations will obtain interpersonally skilled participants. Many candidates for organizational
positions are not very interpersonally skilled, by reason of youth and/or inexperience. This is
particularly the case in individualistic cultures such as the United States (Adler, 1991, pp. 26–28),
which do little to prepare individuals to operate effectively in group or organizational settings.
In response, many organizations have developed skill TRAINING programs for employees, and have
attempted to enhance on-the-job learning. Moreover, some have suggested that colleges of business,
which have traditionally emphasized cognitive skills, should also address interpersonal skills in their
curriculum.
Currently a number of approaches to classroom learning are in use. These include:
(1) a social learning approach, based on Bandura's (1977) model, involving the steps of selfassessment,
conceptual learning, skill modeling, application to cases and practice situations, and
application to life situations;
(2) a self-managed learning approach, which empowers individuals to take responsibility for their own
learning (see SELF-REGULATION & EMPOWERMENT); and
(3) a situational learning approach, which focuses on practice in holistic managerial situations and the
development of "skillfulness," as opposed to development of separated skills.
file:///C|/downloadnetlibrary/Blackwell%20Ency/nlReader.dll@BookID=48684&FileName=Page_5F259.html (1 of 2) [2008-04-01 01:27:38]