Interpersonal
Development: Introduction
University is a setting that stimulates a great deal
of interpersonal as well as Intrapersonal development.
For many students, their time at university is an opportunity
to immerse himself or herself in the diverse student
populous, being introduced to new ideas and philosophies
that they may choose to adapt into their own lives.
Nevertheless, the degree and methods of interpersonal
interaction as well as Intrapersonal growth are as diverse
as the values, beliefs, and backgrounds of each individual
student. For instance, Clark and Trow1 in their 1965
study, “Determinants of College Student Culture,”
believed that university students could be categorized
into four subcultures:
(1) Academic
a. Concerned with knowledge, books
b. Does not cut himself from social phases of life
c. Tries to maintain high grades
d. Probably will work with student government, campus
U.N., etc.>
e. Social side is not the most important part of
university but nevertheless a significant one
(2) Vocational
a. Interested in education most primarily for his
future career
b. Not interested in social or intellectual phases
of campus life
c. Studying focused to raise his grades
d. Purpose in university: obtain vocational training
(3) Collegiate
a. Concerned with social phases of college life
b. Identifies closely with college
c. Attends as many social and athletic events as
possible
d. Concerned about education but feels greatest satisfaction
and places greatest importance on social aspects of
college
e. Might try to “make” the grades but
will not persist in extra learning
(4) Non-conformist
a. Interested in learning about life in general,
but in manner of his own choosing
b. Will try new intellectual activities
c. Rejects social events that are a part of campus
life – if he does join, it will likely be a
political or academic organization
d. Motivated by intellectual curiosity
While the study, in my opinion, may have exaggerated
the idea that students “belong” to a discrete
set of categories, it is fair to say that individual
students will have different perceptions of university
and consequentially, will wish to develop themselves
in different ways. This complication makes it unfair
and likely impossible to generalize a single answer
or regime on how one can develop interpersonally and
intrapersonally.
The focus of this page is an examination of interpersonal
development through the paradigm of leadership.
(The intrapersonal development is an equally important
aspect of growth but it is an area that this study will
very briefly touch upon, and only in an interpersonal
context). The rationale of using a leadership paradigm
can be explained by a philosophy encouraged by Stephen
Covey, author of the popular The 7 Habits of Highly
Effective People2: Focus on what you can control and
you will eventually be able to influence and deal with
factors beyond your control (Figure 1).
Your Circle of Influence covers the aspects
of your life that you can control. However,
many other aspects of your life are in your
circle of concern – areas that you wish
to control but you cannot control. If you focus
on what controlling areas of your life that
you can control rather than dwell on what you
cannot, your Circle of Influence will grow.
(Adapted from The 7 Habits of Highly Effective
People)
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To put the rationale differently, human relationships
are highly complex; the many factors make finding a
single system of managing and improving interpersonal
relationship. By familiarizing yourself with principles
of leadership, you are putting yourself in a position
to be a better leader to people around you (and you
some ways, also to yourself). Based on the principles
of leadership, you will hopefully be able to improve
your assessment of the interpersonal interactions of
your own life. In the end, from these assessments, the
onus is on you to make the developments and refinements
to improve your interpersonal health.
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