From Bob Clark (930929.1:30 pm EDT)
Additions to and modifications of the Original "Portable
Demonstrator" were presented Sunday morning, August 1, 1993. The
summaries and discussions are in several parts, being posted as
completed.
I. PRESENTATION. Observer's View. "DEMO I, PRESNTATN - RKC"
II. COMMENTS. Demonstrator's View. "DEMO II, COMMENTS - RKC"
III. DISCUSSION. Experimenter's View. "DEM III, DSCUSSN - RKC"
IV. TEMPORAL VARIABLES. Analytical View. "DEM IV, TEMPORAL - RKC"
V. MECHANICAL SKILLS. Analytical View. "DEM V, MECH SKLLS - RKC"
VI. LEARNING SKILLS. Analytical View. "DEM VI, LERN SKLLS-RKC"
VII. PEOPLE SKILLS. Analytical View. "DEM VII, PEOP SKLLS-RKC"
VIII. INDIVIDUAL PERFORMANCE. Analytical View. "DEM VIII, IND
PERF-RKC"
IX. PERSONALITY. Multiple Views. "DEM IX, PERSONALITY-RKC"
X. ENDING THE DEMO SERIES. Multiple Views. "DEM X, ENDING - RKC"
ยทยทยท
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IX. PERSONALITY. Multiple Views.
Introduction.
The Hierarchical Principle is applied here just as for all other
levels. This Principle has two requirements: (a) determination of
the next level above "Individual Performance" and (b) formation of
new perceptual variables by combining additional perceptions with
those of "Individual Performance."
The next level seeks the purposes used in selecting "Individual
Performance." These purposes, in turn, are derived from still higher
levels. Evaluation of the possibilities requires examining past
experiences, imagined combinations of experiences, and extrapolations
from experience. This process uses theories of nature, behavior, etc
as may seem appropriate. Thus concepts are selected for consistency
with the Hierarchical Principle.
Time Scales are helpful in distinguishing among lower levels.
Ordinary every-day time scales are slow enough that lower levels
commonly complete their actions as single units, more or less
simultaneously. However higher levels are less clearly distinguished
on this basis. To some degree, they even have over-lapping time
scales. Thus "Individual Performance," such as giving a lecture,
preparing a meal, or managing a store, may int{olve times of the order
of minutes, hours days and longer. However, a "Personality" may
extend over a much longer period.
Repeating: "For what purposes are "Individual Performances" used?" As
a "User," the individual combines his own "Individual Performance"
with his views of ways to affect "Individual Performances" of other
people. In doing this, he applies his own unique "Theory of
Behavior."
The combination forms his "Personality." At the level of "Individual
Performance," he was concerned with relatively short term effects on
other people. At this level, he is concerned with longer term
aspects of their behavior. Thus "Personality" is suggested as a name
for this level. Perhaps "Personal Style" would be a better term,
since the concept of "Style" implies the manner of performance.
Other labels for this level should also be considered.
A. Definition. Analytical Viewpoint. "Personality" results from
the selection of "Individual Performances," or "Roles," on the basis
{of theories of behavior.
A1. User's Viewpoint. "Personality" is the combination of his own
"Individual Performances," or "roles," selected on the basis of his
own theories of behavior.
A2. Observer's Viewpoint. "Personality" is the interpretation of
Observed "Individual Performances" on the basis of the Observer's own
theories of behavior.
B. The Demonstrator. Personalities seen at the Demonstration were
generally friendly and cooperative. People were interested and
observant, expressing themselves without hesitation, and listening
with patience. Other aspects of "Personality" were readily observed.
C. City Government. Personalities observed among Council Members,
Administration, Employees, and the Public vary widely. The
variations in personality, as conditions change, are frequently
impressive.
D. Perceptual Variables. Many qualitative terms for these variables
are available. Samples: formal, pleasant, stubborn, warm, friendly,
vengeful, dignified, dramatic, shifty -- together with their
opposites. Formal descriptions require better scales ("Ranking" may
be adequate) for measurement. While not essential, it is preferable
for such dimensions to be independent, if possible. A couple of
samples:
D1. Assertiveness Scales. Cooperative/Competitive scale. Slow/Fast
Action Scale. Avoidance/Taking of Risk. Easy-going/Take-charge
Scale. Nondirective/Directive Scale.
D2. Responsiveness Scales. Degree of Discipline (self) Scale.
Rational/ Emotional Scale. Task/Relationship Orientation Scale.
Formal/Informal Scale. Businesslike/Friendly Scale.
D3. Combinations, Subdivisions. D1 and D2 can be combined: i. High
Assertive with High Responsive; ii. High Assertive with Low
Responsive; iii. Low Assertive with High Responsive; iv. Low
Assertive with Low Responsive. These can be further classified,
named, subdivided and studied.
D4. Other Dimensions. Many concepts describing Personalities are
familiar and can be found wherever people talk about each other. At
least some of these can be used to establish additional scales.
E. Higher Levels. By definition, Personality is controlled by yet
higher levels. The Introduction suggests a way to use the
Hierarchical Principle to identify them, along witX
e
~the corresponding
perceptual variables. Current observations, remembered events,
imaginations, and reference levels selected from higher levels are
sometimes inconsistent and conflicting. Their corresponding time
scales tend to over-lap to an even greater degree.
This is the end of "Personality."
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"ENDING THE DEMO SERIES" will be posted later, to be followed by
the first of a "NEW SERIES."
Regards, Bob Clark