Naila Khalida Fitriani 4520210097 Tugas Interpersonal Skill 3k

1. DEVELOPING
INTERPERSONAL SKILLS
: A micro-skills approach
Naila Khalida Fitriani 4520210097

2. Interpersonal skills can be developed
Everyone has a personal style and a interpersonal style, but some are more
successful than others. While interpersonal skills may be based in part on
personality and instinct, they can also be developed.
Although interpersonal skills can be developed, they cannot be learned solely
form a textbook. They come naturally to some people while others have to work
at cultivating them and this is often done through continuous interaction with
other individual. And of course, interpersonal skills are best honed by practice.

3. —Arygle and others (1994)
“social skill has a hierarchical structure
in which the larger, higher level units
consist of intergrated sequences and
groupings of lower level units.”

4. Focus attention on three levels in this hierarchy
Primary
components
1
What you normally say
and do. People with this
level knows what to
question and give
statement within the
discussion to approach
someone
Structure
2
This level one use
interpersonal skill in order
to reach tehir objective by
organizing and
intergrating, main
components which turns
into an open question
which then lead to their
main objective
Overall
approach
3
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

5. Choice based on critical assessment
The hierarchical model highlights the possibility of adopting a range of different
syles and component behaviours and focuses attention on the value of
identifying ways of relating, in particular situations, that will contribute the
achievement of desired outcomes.
Being suppoertive and avoiding confrontation might be effective in some
circumtances but not in others.

6. The micro-skills approach to developing
interpersonal competence
Helping and negotiating
It’s reflecting the way in
which these various micro
skills are sequenced and
structured
Listening skill
Understand full and
accurate what people
say
Accenting
Restating what
somebody has just
said
3 4
1 2
Following skill
Motivate or positivity
in order to make
someone talk about
certain matters

7. Using micro-skills training to develop behavioural
mastery
Developing conceptual
understanding of the process of
social interaction including main
elements of the hierarchy and the
ways in which these elements may
be sequenced and structured
First stage Second stage
Using the conceptual understanding as
a basis for developing skilled practice.
The involves taking action in every day
or simulated situations, attending to
feedback and reflecting on the
consequences of the action and where
approriate modifying future action to
achieve desired outcomes

8. Conceptual understanding
Model and theories provide us with a conceptual map that we
can use to alert us to those aspect of social interaction which
deserve our attention. They facilitate diagnosis. They also supply
an agenda for action by offering a vision of what might be
possible, providing a sense of direction and indicating how we
might need to act in order to dteer a relationship in a particular
way.
Models and theories of social interaction do not guarantee
skilled performance, but they can facilitate it by alerting us to
more effective ways of behaving.

9. Developing behavioural mastery through
experiental learning
Our behavior towards others is not made up of
random acts. It is purposeful, and is guided by our
values, beliefs and attitudes, and by the
assumptions we make about ourself, others and the
situations, and by the assumptions we make about
the way all these elements relate to each other.
It also provides a basis for determining how stored
information about past interactions will be applied
to facilitate our understanding of current situations.
We use our subjective theories to guide everything
we say and do

10. Cueing and learning
When events do not go according to plan, what we used to do next?
However, to encounter problems for which our subjective theory of social interaction
does not provide an affective correction routine. It may be that we are faced with a
situation we have never encountered before, or it may be that we have revised our
standards and are no longer prepared to accept the level of outcome that the existing
correction routines deliver.
This process involves reflecting on the feedback, searching for more information to
provide a better understanding of the problem, and adopting a trial-error approach to
testing the effectiveness of new routines.

11. The experiental
learning model
The experiental learning model
Developed by lewin offers a four-
stage which we can use for refining
the subjective theory that guide our
interpersonal interactions

12. Learning model
Make sense of the
experience
Act
Engage in experience
Observe
Reflect on the experience
Interpret Plan action
Test the effectiveness of
the actions that you want
to do

13. SUMMARY
Attention has been given to ways in which complex
skills may be broken down into their component parts.
These components or micro skills may then be isolated
and practised before they are reintegrated with other
micro skills, that have also been practised in isolation,
to facilitate the component performance of complex
skills.

14. THANK YOU

15. SOURCE
• Hayes, John. “interpersonal skills at
work”
• https://www.investopedia.com/terms/i/i
nterpersonal-
skills.asp#:~:text=Although%20interpers
onal%20skills%20can%20be,continuous%
20interaction%20with%20other%20indivi
duals.