From Bob Clark (930924.1:40 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. "DEM X, ENDING - RKC"
···
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VIII. INDIVIDUAL PERFORMANCE. Analytical View.
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 the level of "People Skills" and (b) formation
of new perceptual variables by combining additional perceptions with
those of "People Skills."
The next level seeks the purposes used in selecting "People Skills."
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 more or less simultaneously, acting
as discrete control systems. However higher levels are less clearly
distinguished on this basis. To some degree, they even have
over-lapping time scales. Thus People Skills, such as courteous
behavior, may involve times of the order of seconds to minutes and
sometimes hours. But Individual Performances may involve times of
the order of minutes to hours, or even days.
To repeat, "For what purposes are "People Skills" used?" As "Users,"
individuals "Perform" their "People Skills" with the purpose of
influencing the actions of other people. Thus "Individual
Performance" is suggested as a name for this level. Perhaps
"Individual Roles" would be a better term, since the concept of
"role" implies using combinations of "People Skills." Other labels
for this level should also be considered.
Many "Performances" ("Roles") are readily observed. Interestingly,
the same individual may shift from one Role to another as the
situation changes. The same person may perform as "Manager" at work,
"Father" at home, "Pilot" when flying his aircraft. Such shifts can
occur rapidly when required.
Similarly, an individual can be faced with a conflict between roles:
consider the middle manager in a conversation that includes both his
subordinate and his superior. Could be pretty tricky!
Individuals may be temporarily on opposing sides of a proposal, or
otherwise in conflict. Yet, later, they may cooperate on another
matter. Sports offers a familiar example, where opponents on the
field may later be buddies in a restaurant.
On the other hand, they may be on the same team and cooperate in
planning strategies for defeat of the group opponent.
A. Definition. "Individual Performance" refers to the part, or
"role," the individual plays in using his "People Skills" to
influence the performance of other people.
B. The Demonstrator. This procedure demonstrated Individual
Performances throughout. Participants perceived and reacted to each
other according to the parts they played in the demonstration.
B1. Internal Conflict. Interestingly, an example of such Conflict
occurred when S was faced with a decision for which she had not been
prepared. In the Tracking Portion, there S had a choice between
following an unexpected action, or waiting for instruction. Desiring
to avoid disrupting the Demonstration, she decided to wait for
guidance.
B2. Leader/Follower. Using a Tracking Situation, the designation of
who would be Leader vs Follower, used a third participant from the
audience. This was an example of a "higher level system." In
addition, the combination of the three people further illustrated
their Individual Performances in their different "Roles."
C. City Government. As expected, many Individual Performances were
demonstrated. Of the various People Skills observed, perhaps
Communication Skills were most obvious.
C1. Council Members and Mayor. These responsibilities are spelled
out in the City Charter, and each incumbent demonstrates his People
Skills as he conceives the role he has accepted.
C2. City Administration. This is a "City Manager" form of
government, with departments and Department Heads. Each performs his
Role accordingly. Additional Individual Performances are
demonstrated by other employees.
C3. Public. Individual citizens present their views, requests,
complaints, etc, each demonstrating his own Individual Performances.
D. Other Examples. Individual Performances can be seen in isolated
individuals, small groups, informal social groups, established
organizations of many sorts. Individual Roles are found in:
Families, Businesses, Schools, Professions.
E. Higher Levels. By definition, Individual Performances are
controlled by yet higher levels. The Introduction outlines the
process used to distinguish among them. Current observations,
remembered events, imaginations, and reference levels selected from
higher levels are sometimes inconsistent and conflicting. Their
various temporal requirements may also be hard to analyze.
This is the end of "Individual Performance."
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"Personality" will be posted later. The DEMO Series will be
concluded with "ENDING THE DEMO SERIES."
Regards, Bob Clark