# DEM VII, PEOP SKLLS-RKC

**URL:** <http://discourse.iapct.org/t/dem-vii-peop-sklls-rkc/3274>\
**Category:** CSG1993\
**Created:** [September 18, 1993, 9:25pm UTC](http://discourse.iapct.org/t/dem-vii-peop-sklls-rkc/3274 "1993-09-18T21:25:00Z")\
**Posts on this page:** 1\
**Page:** 1

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**Author:** ![Robert\_K\_Clark1](http://discourse.iapct.org/letter_avatar_proxy/v4/letter/r/3bc359/32.png) [@Robert\_K\_Clark1](http://discourse.iapct.org/u/Robert_K_Clark1)\
**Post date:** [September 18, 1993, 9:25pm UTC](http://discourse.iapct.org/t/dem-vii-peop-sklls-rkc/3274/1 "1993-09-18T21:25:00Z")

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> From Bob Clark (930918:1715 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. Analytical View. "DEM IX, PERSONALITY-RKC"

> **···**
>
> -------------------
> 
> VII. PEOPLE SKILLS. Analytical View.
> 
> Introduction. The Hierarchical Principle requires determination of  
> the next level above the level of Learning, together with additional  
> perceptions to be included. This is difficult because ALL of the  
> higher levels use these, and other lower levels, to control their  
> perceptual variables.
> 
> Since Learning and Mechanical Skills both treat people as non-living,  
> the next step could include the perception of people as independent  
> entities with their own control systems. "People Skills" is  
> suggested as a name for this level. Perhaps "Social Customs" would  
> be a better term for a minimal step in the Hierarchy.
> 
> A. Definition. "People Skills" result from using the Process of  
> Learning to combine Mechanical Skills with perceptions of living  
> beings as control systems. This definition is intended to be limited  
> to the least complex forms of interpersonal interactions.
> 
> B. The Demonstrator. People Skills were demonstrated throughout the  
> entire procedure. Those present perceived and reacted to each other.
> 
> B1. Courtesy and propriety. The customary forms and procedures were  
> used.
> 
> B2. Consideration. In arranging themselves for the Demonstration,  
> the participants considered each others interests. Possible  
> conflicts were anticipated and minimized.
> 
> B3. Cooperation. Those present assisted each other with the  
> performance and its taping. Comments were delayed appropriately.
> 
> B4. Communication. These skills are an important subgroup of People  
> Skills, used by higher level systems for many purposes. In the  
> Demonstration they were used for explanations, giving and receiving  
> instructions, and discussion of the Demonstration and related topics.
> 
> C. City Government. My observations of the government of Forest  
> Park, Ohio, (a city of about 20,000) have been fascinating. The  
> structure of this organization has many aspects of a Hierarchical  
> Control System. As expected, several forms of conflict are  
> demonstrated, involving several levels of organization. There are  
> many parallels between the organization of the government and that of  
> individuals. These parallels even include some of the forms of  
> conflict observed.
> 
> C1. Charter. The government is formalized in the form of the City  
> Charter. This document provides a statement of the organization and  
> procedures agreed to by the citizens.
> 
> C2. Operation. Although formalized in the Charter and other  
> records, the concepts of the city and its organization are in the  
> minds of the participating individuals. Those involved include the  
> citizens, the city employees, and the elected officials. Their  
> concepts are not always consistent either with each other or with the  
> Charter. Nevertheless, they combine to determine the actual  
> operation of the government. Several levels of a Hierarchical  
> Control System are readily identified.
> 
> C3. People Skills. All the People Skills noted above are in  
> constant use. Very little conflict seems to begin at this level --  
> rather, conflicts originating at higher levels are expressed here.  
> Communication skills are the most obvious medium for demonstration of  
> conflict -- lower level, direct use of Mechanical Skills seems very  
> infrequent.
> 
> C4. Groups. Additional groups of individuals are formed at times.  
> Such groups are based on similar, but not necessarily identical  
> objectives. Commonly, they seek to change some of the City's  
> activities, its employees, and/or the elected representatives. Such  
> temporary groupings serve as important communication channels among  
> the citizens and with the government.
> 
> D. Higher Levels. Since the Demonstrator involves people,  
> observation of higher levels is to be expected. The city government  
> offers more extensive observation of higher levels due to the larger  
> number of people involved together with the variety of their  
> interests, capabilities and personalities. "Individual Performance"  
> (to be posted later) can be observed in both the Demonstrator and the  
> Government.
> 
> This is the end of "People Skills."
> 
> -----------------------
> 
> "Individual Performance" will be posted later, to be followed by  
> "Personality."
> 
> Regards, Bob Clark