Changes in Perception of Self and Others During Humnan Relations Training

Burke, Richard L.; Bennis, Warren G.

doi:10.1177/001872676101400206

Cited by 67 publications

(24 citation statements)

References 15 publications

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“…This appears to have the support of the research of Burke and Bennis (19), Barron and Krulee (2), Gordon ( 23 ) , and Gassner, Cold and Snadowsky (22). Included in this category are the following descriptions of change areas: insights concerning self and personal functioning in interpersonal situations; self-acceptance and self-understanding; accuracy of self-perception; use of a wider range of self-descriptions.…”

Section: Studies Conducted In a Laboratory Settingmentioning

confidence: 54%

“…A fourth category is that of increased sensitivity to the feelings and behaviors of other individuals, which apparently has the support of the studies of Bass (3), Miles, Cohen, and Whitam (33), Burke and Bennis (19), Harrison (25), and Gassner, Gol~d, and Snadowsky (22). This includes: increased sensitivity to interpersonal phenomena; increased accuracy of perceptions of other individuals; and the use of a wider range of descriptions of individual characteristics.…”

Section: Studies Conducted In a Laboratory Settingmentioning

confidence: 67%

“…One group of 13 studies ( 1,2,3,19,20,22,23,25,30,33,37,41,52), including most of the earliest ones, cites changes reported by participants or by trained observers during or immediately after training. In the majority of these studies, participants completed self-report instruments purporting to assess affective and cognitive changes in regard to self and others in interaction.…”

Section: Systematic and Frequent Feedback And Analysis Of Informationmentioning

confidence: 99%

“…Returning to consider the research in the first group, studies by the following are referred to (references are in sequence by years): Barron and Krulee, 1948 (2); Gordon, 1950 (23); Wedel, 1957 (52); Lippitt, 1959 (30); Miles, Cohen, and Whitam, 1959 (33); Burke and Bennis, 1961 (19); Harrison, 1962 (25); Bass, 1962 (3); Gassner, Gold, and Snadowsky, 1964 (22); Smith, 1964 (41); Clark and Culbert, 1965 ( 20 ) ; Argyris, 1965 (1); and Rubin, 1967 (37).…”

Section: Studies Conducted In a Laboratory Settingmentioning

confidence: 99%

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Interpersonal Changes Through Immediate Feedback Approaches

Watson¹

1969

Adult Education

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Improvement of the quality of interpersonal behavior is an increasing responsibility of adult educators, but the objectives and outcomes of traditional planned approaches to change in this dimension may not be adequate. Systems for immediate and direct feedback on behavior apparently are instrumental in accomplishing interpersonal change objectives. Certain programed materials and human relations laboratory training provide for immediate feedback on "live" behavior as a crucial element in behavioral improvement, but the statement of change objectives and assessment of outcomes remain critical problems. Research on these approaches is discussed. Changes are reported in individual perception, openness, acceptance of others, extreme emotionalized tendencies, group understandings and skills, and self-confidence in interaction. The categories of changes and additional summary observations may be useful in planning for interpersonal change experiences. THE INTERPERSONAL DILEMMACarl Rogers (36) recently predicted that by the turn of the century, industries would have to devote as much attention to &dquo;the quality of interpersonal relationships and the quality of communication as they currently do to the technological aspects of their business.&dquo; He conceded that the alternative to a massive nation-wide effort in the interpersonal area might be &dquo;a growing rebellion, a bloody guerilla warfare in our cities, with concentration camps, with military government, with fear and hatred in the heart of every citizen.&dquo; He suggested that educators are more resistant to such an effort than any other institutional group.The most crucial challenge facing adult education lies in the improvement of the quality of adult interpersonal behavior, a complex of affective, cognitive, and psychomotor problems. Perhaps some adult educators are wary of this area of learning because many within their

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Section: Studies Conducted In a Laboratory Settingmentioning

confidence: 54%

Section: Studies Conducted In a Laboratory Settingmentioning

confidence: 67%

Section: Systematic and Frequent Feedback And Analysis Of Informationmentioning

confidence: 99%

Section: Studies Conducted In a Laboratory Settingmentioning

confidence: 99%

See 2 more Smart Citations

Interpersonal Changes Through Immediate Feedback Approaches

Watson¹

1969

Adult Education

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“…Bridging this perplexing rift was one important goal of the present work, which also extends less definitive explorations of the relevance of ARS and ARO to small interpersonal groups. Leader behaviors closely resembling ARS and ARO appear importantly linked to the constructive outcomes of human relations training groups in a number of studies, including those of Burke and Bennis (1961), Bolman's (1971Bolman's ( , 1973 separate works when reframed (Hurley, 1973(Hurley, , 1975, and more directly and explicitly in other investigations (Hurley & Force, 1973;Hurley & Pinches, 1978). The benchmark study of encounter groups by Lieberman et al (1973) also reported strong linkages between members' benefits and leader behaviors apparently associated with ARS and ARO (Hurley & Pinches, 1978).…”

mentioning

confidence: 98%

Leaders' behavior and group members' interpersonal gains

Hurley

1986

Group

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Effects of Facilitator‐Directed and Self‐Directed Group Experiences

Conyne¹

1974

Couns Edu & Supervision

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A group experience consisting of five selected Encountertapes and five unstructured sessions (25 hours) was provided for six groups of eight people each (N=48) enrolled in a counselor education course in group procedures. Three of these groups had cofacilitators (facilitator‐directed) while three had no designated facilitators (self‐directed). Congruency was assessed by the Group Semantic Differential, a measure of self‐congruency. Disclosure was assessed by the Johari Window, a measure of self‐disclosure. No significant differences between treatments were found. Increased levels of self‐congruency and self‐disclosure were demonstrated by both treatments. Implications for counselor training and areas for additional research were suggested.

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Changes in Perception of Self and Others During Humnan Relations Training

Cited by 67 publications

References 15 publications

Interpersonal Changes Through Immediate Feedback Approaches

Interpersonal Changes Through Immediate Feedback Approaches

Leaders' behavior and group members' interpersonal gains

Effects of Facilitator‐Directed and Self‐Directed Group Experiences

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