A skill may be thought of as the ability to use one’s knowledge effectively. It is a developed or acquired ability. The knowledge referred to in this case is, of course, the knowledge of human relations – working with people and getting along with people. Too often it is assumed that since we have lived all our life with people, we must be proficient in human relations skills. Most of us, for example, have at least the minimum ability to disagree with another without creating open hostility. However, the difference between these socially accepted minimum skills and the skills needed for efficient group member functioning is great.
It is recognized that it is the individuals in a group who are the possessors of the human relations skills. Different members in a group possess different levels of understanding and ability in human relations. It should also be obvious that different groups have different average levels of human relations skills. Mature groups, in time, often learn how to work together. They learn what techniques, programs, and divisions of labor work for them as a group and in this sense may be said to have developed a group human relations skill. The degree of such skill possessed by the group may place restrictions on the attainable objectives for the group and the speed with which the group may accomplish those objectives. Of special importance to us in this book is the fact that different levels of human relations skills often place limitations on what techniques may be employed in a given group and on how the techniques that are employed may be used. Thus, the level of human relations skills, actual and potential, is another force that must be taken into account as we work in groups.
For instance, there are certain human relations skills needed to be a good moderator of a panel. First there must be an understanding of what a panel is and what purposes it might serve if used. There must be the skills needed in working with panel members prior to the presentation: to define the problem, set the general limits of discussion, and secure agreement on general procedure. The moderator must quickly define the problem for the audience and set an atmosphere for free and easy exchange of ideas among the panel members. As the panel moves forward, skills are needed to make sure the panel members are communicating with each other and the audience, that the different points of view are being presented, that areas are being summarized and closed off, and new areas opened up. Lack of such a skilled moderator may call for study and training on the part of group members, it may require bringing in someone from outside the group to moderate, or it may necessitate choosing another technique that requires fewer or different human relations skills.
It is accepted that the group has the responsibility of “helping its members grow.” In one sense this means that group members must be aware of the level of the human relations skills of the individuals in the group and help them develop understandings and create social situations in which they may develop these necessary human relations skills.
These basic understandings and skills needed for good human relations can be learned and communicated. Studies in industry, the classroom, among voluntary leaders, and in workshops and conferences have demonstrated that these understandings and skills can be communicated to individuals and groups and that their application will lead to higher productivity and morale in groups. It also has been demonstrated that certain limited specific human relations principles and skills can be taught in a relatively short time so that individuals may quickly perform some functions with a relatively high degree of proficiency. The successful training of discussion leaders, recorders, resource people, and observers for specific functions in conferences or workshops has been used to secure this type of evidence.
Leaders who understand and facilitate good human relations in their groups are most successful. Some studies suggest that it is more important for leaders to understand and be skillful in human relations, individual motivation, and group process, than to be highly proficient in the subject matter under discussion.
Group member motivation, participation, productivity, and satisfaction are greater when group members possess a relatively high level of human relations skills. There seems to be more group and task oriented activity, rather than personal centered activity when members know and can apply human relations principles.
Industrial studies have shown that from the point of view of both production and worker satisfaction, those supervisors are most successful who give a large proportion of their time to their supervisory function, especially to the interpersonal relations aspect of their jobs. Supervisors in lower producing sections are more likely to spend their time in tasks which men under them should be performing or in the paperwork aspects of their jobs.
It has also been determined that many individuals feel they do not have adequate human relations skills to become members of formal groups. Few people belong to only one organization. They either belong to none (about 40 per cent of the American people) or belong to two or more. Once they cross the threshold and realize they have at least the minimum human relations skills needed, they join several groups. Even among those in groups, one of the important blocks to participation is fear on the part of the individual that he does not have sufficient human relations skills to participate successfully. In some cases this fear and frustration leads to other types of activity – detrimental to group functioning – so that he may get recognition from the group.
Knowledge of human relations is becoming recognized more and more as a science rather than as a group of common sense generalizations. It is also becoming recognized that once people understand the existing principles of human relations they can be taught to apply them with skill rather than learn them in the trial and error method of the past.
What About Your Group?
- Do group members recognize the need for human relations skills for effective group functioning?
- Does the group accept the responsibility of helping individual group members improve their human relations skills?
- Do group members and the group as a whole attempt to improve their human relations skills?
- Does the group actually set up training situations to help group members improve human relations skills?
- Is the level of human relations skills taken into account in setting group goals and choosing group techniques?