The measurement of interpersonal skills in instructional contexts

Abstract

Interpersonal skills are not currently being assessed in many basic communication courses. A major reason for this may be the lack of a valid and flexible assessment format. An extensive review of social skills research and the data from a previous study were used to generate a sample of 25 molecular behavioral items relevant to the domain of conversational skill. These items were then selected for use in developing an instructional version of an interpersonal skills assessment form. In the first study, the behavioral items were used in self‐report recalled conversation format, and were found to substantially and positively relate to motivation, knowledge, and molar impressions of self‐competence in communicating. In all, the behaviors themselves explained 36 percent of the variance in self‐rated competence. In the second study, the behavioral items were used by instructors to rate the performance of subjects observed in dyadic get‐acquainted conversations. The behavioral items explained over 64 percent of the variance in the molar impressions of students’ competence, although rater bias clearly affected the ratings. Analyses indicated that rater effects are identifiable, localized, and therefore, probably manageable. Discussion centered around future uses of the Conversational Skills Rating Scale in classrooms and research.

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