A taxonomy of educational objectives which conceptualizes interpersonal skills in terms of measurable behavior is described. The categories represent six aspects of leadership capability--one of them cognitive (conceptualization), one of them cognitive-affective (evaluation), and four of them cognitive-affective-behavioral (leading, following, role-exchange yielding, and role-exchange asserting). In the section on theoretical foundations of the taxonomy, it is maintained that task-oriented group activity requires rotating leadership, based upon sanctions, persuasion, or influence. Nine individual tendencies assumed as critical to achievement of role-exchange yielding and role-exchange asserting functions are listed. The profile of a socially and emotionally mature student who would achieve mastery of the taxonomy objectives is presented, followed by a discussion of the types of learning environments which encourage mastery of the objectives. The relationship between the taxonomy and values education is discussed. The most significant functional value of the taxonomy is providing a structure for evaluating action learning. A bibliography and a copy of the taxonomy are included. (Author/DB)