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
Small group instruction in learner‐centered formats helps raise the level of learning or support for participants. Use of such methods may modify instructor and learner roles, however.
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