Tugas 3 Faeqal Hafidh Muhammad Asfian 4520210085

1. DEVELOPING
INTERPERSONAL
SKILLS
A micro-skills approach
Nama : Faeqal Hafidh Muhammad Asfian
NPM : 4520210085

2. Relating to others
Most people tend to learn and relate to others from
their experience in the past, be it good or bad.
Although, sometimes this methods couldn’t guarantee
whether it will be a successful approach because at
times it could get unreliable and ineffective.
What do you need to do?
By involving yourself to diagnose what is going on in social
situations to bring out a desired state of affairs to make the
approach into an effective.

3. The hierarchical nature of interpersonal skills
What you normally say and do, behavior. People within this level knows
what to question and give statement within the discussion to approach
someone.
Primary Components
This level one use interpersonal skill in order to reach their objective by
organizing and integrating, main components which turns into an open
questions which then lead to their main objective.
Structure
In this level one has understand interpersonal skill to a high standard, by
developing a gently approach and knowing the percussion or probable
reactions to their own approach.
Overall Approach
Social skill, according to Argyle (1994) and others, has a hierarchical structure in which the larger,
higher level units consist of integrated sequences and groupings of lower level units. Wright and
Taylor (1994) focus attention on three levels in this hierarchy.

4. Choice based on critical assessment
People ought to behave when leading by
being consultative ( professional advice or
recommendations ).
People ought to negotiate ( Collaborative,
Middle way / Win- Win situation). Helping
( Supportive).
Summary
The highlight is how you relate to others with your behaviour
and attention which will lead to a desired outcomes.
Summary
By being Consultative, Agreeing to a certain matters, and
being Supportive in order to be away from confontation.

5. The micro-skills approach to developing
interpersonal competence
There are various micro skill which
sequenced and structured within
this part as there are more open.
Helping and Negotiating
Motivate or Positivity in order to
make someone open their mouth
and talk about certain matters
( Open up).
Following Skill
Is to understand full and accurate
what people say, whether it’s their
opinion (Personal View).
Listening Skill
Restating what the other have said
or stated with a word or two, so the
speaker notices that we’ve been
listening and understand what they
talk about.
Accenting
Possibility of breaking down
complex skill into their component
Hierarchical Interpersonal Skill
Parts
Accenting
Following Skill Helping and Negotiating
Listening Skill

6. Micro-skill training is based on
assumption to reach an effective
approach

7. There are two main stages :
1. Conceptual Understanding
2. Behavioural Mastery
Micro-skills training being
used or practice within field of
counselling and psychotherapy.
Kagan,
1973
Using micro-skills training
to develop behavioural
mastery

8. Model and theories provide us with conceptual map that we can use to alert us to aspects of social
interaction which deserve our attention. Diagnosing and Offering a vision of what might be possible,
providing direction and indicating how we might need to act in order to steer in relationship in a particular
way.
Conceptual Understanding
Model and Theories of social interaction do not guarantee skilled performance, but they
can facilitate it by alerting us to more effective ways of behaving.
Facts

9. Developing behavioural mastery
through experiential learning
Your behaviour couldn’t be made up
of random acts. It needed to be
purposeful, and is guided by our
values, beliefs and attitudes, and by
the assumptions we make about our
self, others and the situation, and by
the assumptions we make about the
way all these elements relate to each
other.
It goes the same way with how
you talk, you need to think
before you act

10. Cueing and Learning
You can use subjective theory to determine what to do next.
It cues us to behave in certain ways that will lead to the
achievement of desired outcomes.
“Learn from your mistake or say your past/experience.”
What happened when events
don’t go according to plan?
Within this circumstances the feedback triggers a learning
rather than cueing activity, searching for more information
to provide a better understanding of the problem, trial-
and-error approach to test the effectiveness.
But what do we need to do if we haven’t
encounter such thing?

11. The Experiental
Learning Model
There are four stage process
which could be used for refining
the subjective theory that
guides interpersonal
interactions
Designed by Lewin
4 STEPS
Learning
Model

12. Learning Model

13. Learning Model
A
P I
O
ACT
PLAN
ACTION
INTERPRET
OBSERVE
AOIP
Act
Engage in Experience, You have to join in or engage to say the least in places
here-and-now to validate and test abstract concept to expand our knowledge,
conceptual models, and alert us to new possibilities of an action.
Observe
Observe and Reflect on the experience. The Importance of feedback. The
Feedback provides the basis for the continuous process of goal-directed action
and the evaluation of the consequence of that action.
Interpret
To Interpret and makes sense of the experience, and if it is not satisfactory,
searching for an appropriate correction routine.
Plan Action
As mentioned before, One need to think about how to test the effectiveness of
the actions that you want to do. The possible reactions or outcomes from what
you’re doing.

14. Attention of Complex skill has been
branched out to component parts.
micro-skill may then be practiced before
reintegrated with other micro-skills. “They
have been tested.”
The contribution of conceptual models to
skill development has been discussed,
Diagnosis and Action planning.
Last but not least, Lewin’s model of
Experiental learning method which has
been discussed to develop behavioural
mastery / Charisma.
Summary

15. THANK YOU