For the purpose of this course, distinctions between two important c.docxshanaeacklam
Â
For the purpose of this course, distinctions between two important concepts should be considered:
Theoretical framework:
the use of constructs and propositions a recognized theory (or theories) to a research problem, purpose, and question.Â
Examples:
Social Influence theory, transformational leadership theory, game theory
Conceptual framework:
the construction of ideas, assumptions, and beliefs sourced in both the literature and oneâs own experience, which identify the main concepts that guide the formulation of the research problem, purpose, and question.
Examples:
Concepts from positive psychology, mindfulness meditation, language development models
To prepare for this Discussion:
Review the Learning Resources related to the use of a theoretical or conceptual framework to guide the examination of a research problem in qualitative research.
Post an explanation of the role of a theoretical or conceptual framework in qualitative research and provide examples from the resources you read. Use proper APA format and citations to support your post.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
Chapter 2, âUsing Conceptual Frameworks in Researchâ (pp. 33â63)
Chapter 3, âCritical Qualitative Research Designâ (pp. 65â110) (focus on pp. 85â89)
Rubin, H. J., & Rubin, I. S. (2012).
Qualitative interviewing: The art of hearing data
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, âListening, Hearing, and Sharingâ (pp. 1â11)
Chapter 2, âResearch Philosophy and Qualitative Interviewsâ (pp. 13â24)
Conroy, N. E. (2013). Rethinking adolescent peer sexual harassment: Contributions of feminist theory.
Journal of School Violence, 12
(4), 340â356.Â
Cleaver, D., & Ballantyne, J. (2014). Teachersâ views of   constructivist theory: A qualitative study illuminating relationships   between epistemological understanding and music teaching practice.   International Journal of Music Education, 32(2), 228-241.
Stahl, B., Doherty, N., Shaw, M., & Janicke, H. (2014). Critical theory as an approach to the ethics of information security.
Science & Engineering Ethics, 20
(3), 675â699.
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your âhouse.â
Administrative Issues Journal: Connecting Education, Practice, and Research, 4
(2), 12â26.
...
Grounded theory is by far the most popular technique for qualitative data analysis. It is widely used in almost all social science disciplines including education, evaluation research, nursing, and sociology. It focuses on generating theoretical ideas from the data. The approach emphasises the systematic discovery of theory from data by using constant comparison method and theoretical sampling.
OverviewThis activity is to be completed after studying the pres.docxkarlhennesey
Â
Overview
This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions.
For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response.
Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas.
Sample Response to the Discussion Question
In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so.
Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being âanti-Freudianâ or âanti-behaviorist,â and to adoptâeven if it meant taking serious intellectual risksâan untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologistsâ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, âDo we ourselves want to be predicted and predictable? Controlled and controllable?â (1966, p.729). These ideasâlooking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worldsâformed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis.
How did these ideas affect psychologistsâ understanding of human nature? In their fascinating review of George Kellyâs view of the human personâpersonal construct psychologyâFranz Epting and Mark Paris (2006) wrote that Kellyâs use of the term âconstructiveâ embraced four related but quite distinct meanings. The first contrasts âconstructiveâ with âregressiv ...
Professor Michael Arthur career studies sep 02 09Deirdre Hughes
Â
Intelligent career exploration (ICCS) - the world is changing and career management is becoming more complex for individuals from all walks of life. A theoretical concept with practical application, particularly for those working with adults in private and public sector arenas.
Initiating a U.Lab Hub in Roanoke - Leading Innovation from an Emerging FutureBrian McConnell
Â
This presentation was created in July to initiate a satellite classroom ("hub") for Roanoke to support community members participating in MIT's upcoming U.Lab.
2nd-tier design, economic democracy, mind and matter, Scharmer, state-stages, structure-stages, U.Lab, U Theory, Wilber,
Please see:
http://integralcity2roanoke.blogspot.com/2014/12/roanokes-ulab-hub-challenge-for-local.html
http://integralcity2roanoke.blogspot.com/2014/12/roanokes-ulab-hub-challenge-for-local.html
The talk explores the history of organisational change and its relevance to challenges organisations face today
This is the first of a series of talks with the to crowd-source a body of knowledge from people who have experience in Organisational Change.
To build this body of knowledge I aim to cover the following topics over the coming months:
History of Organisational Change - this seems like a logical place to start to assess the current body of knowledge and tease out areas that need to be worked on
Adopting a Scientific Mindset - we need a systematic way of building knowledge and challenging our beliefs
Complex Systems - maybe the most difficult part. Organisations and change are complex systems. Do complex systems offer us some axioms or principles on which we can build our practice?
Myths of Organisational Change - this will be an exploration into current Organisational Change beliefs and whether they fit with the way we want to build our knowledge base.
Neuroscience of Organisational Change - This will take us back to the basics of how our brains potentially deal with uncertainty and change.
Change capabilities - this is the body of evidence - a set of capabilities that organisations need to develop to be able to change. The fun bit would be working together to constantly test the effectiveness of these capabilities constantly enhancing our body of knowledge.
Chapter 3 Person-Environment Congruence (PEC) Theories Frank ParsEstelaJeffery653
Â
Chapter 3 Person-Environment Congruence (PEC) Theories: Frank Parsons, Theory of Work Adjustment, John Holland, and a Values-Based Approach
Things to Remember
Major historical events in the history of career development theorizing
The major tenets of TWA and Hollandâs theory of vocational choice
Cultural values, their role in human behavior, and Brownâs values-based theory
Similarities and differences between the theory of work adjustment and Hollandâs theory
O*NET applications of Hollandâs and TWA theories
The theories presented in this chapter are traditional theories; they were once characterized as trait and factor theories, because needs, values, and personality types were derived via statistical techniques known as factor analysis.
Buford Stefflre, a counselor educator at Michigan State University for many years, is reputed to have coined the phrase, âThere is nothing as practical as a good theory.â When this statement is conveyed to students, they are at best skeptical. Isnât using theory and practical in the same sentence oxymoronic? Theories are obviously not fact, and what most students want are proven practices that they can use to help their clients. The problem is that many of our practices have not been investigated to a degree that will allow us to say unequivocally that they work. A good theory provides a framework for designing practices. I believe that Stefflre was right!
The Purposes and Evaluation of Theory
In Chapter 1, career development was defined as a lifelong process involving psychological, sociological, educational, economic, physical, and cultural factors that influence individualsâ selection of, adjustment to, and advancement in the occupations that collectively make up their careers. Career development is, to say the least, a complex process. Theories provide us with simplified pictures or, as Krumboltz (1994) prefers, road maps to the career development process.
There are âgoodâ theories and âbadâ theories. Krumboltz (1994) states: âOur psychological theories are as good as we know how to make them so far, but in all probability they are far short of being accurateâ (p. 11). However, good theories have distinct characteristicsâsuch as well-defined terms and constructsâthat can easily be interpreted by practitioners and researchers. Just as importantly, the relationships among the constructs in the theory are clearly articulated. If the terms are clearly defined and logically interrelated, practitioners can use them as guides to practice, and researchers can generate research to test the assumptions of the theory. Moreover, good theories are comprehensive in that they explain the career development process for all groups, including men and women and individuals from various cultures and from all socioeconomic strata.
Well-constructed theories also serve other purposes. For example, they help us understand why people choose careers and then become dissatisfied with them. They also allow us to interpret d ...
For the purpose of this course, distinctions between two important c.docxshanaeacklam
Â
For the purpose of this course, distinctions between two important concepts should be considered:
Theoretical framework:
the use of constructs and propositions a recognized theory (or theories) to a research problem, purpose, and question.Â
Examples:
Social Influence theory, transformational leadership theory, game theory
Conceptual framework:
the construction of ideas, assumptions, and beliefs sourced in both the literature and oneâs own experience, which identify the main concepts that guide the formulation of the research problem, purpose, and question.
Examples:
Concepts from positive psychology, mindfulness meditation, language development models
To prepare for this Discussion:
Review the Learning Resources related to the use of a theoretical or conceptual framework to guide the examination of a research problem in qualitative research.
Post an explanation of the role of a theoretical or conceptual framework in qualitative research and provide examples from the resources you read. Use proper APA format and citations to support your post.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
Chapter 2, âUsing Conceptual Frameworks in Researchâ (pp. 33â63)
Chapter 3, âCritical Qualitative Research Designâ (pp. 65â110) (focus on pp. 85â89)
Rubin, H. J., & Rubin, I. S. (2012).
Qualitative interviewing: The art of hearing data
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, âListening, Hearing, and Sharingâ (pp. 1â11)
Chapter 2, âResearch Philosophy and Qualitative Interviewsâ (pp. 13â24)
Conroy, N. E. (2013). Rethinking adolescent peer sexual harassment: Contributions of feminist theory.
Journal of School Violence, 12
(4), 340â356.Â
Cleaver, D., & Ballantyne, J. (2014). Teachersâ views of   constructivist theory: A qualitative study illuminating relationships   between epistemological understanding and music teaching practice.   International Journal of Music Education, 32(2), 228-241.
Stahl, B., Doherty, N., Shaw, M., & Janicke, H. (2014). Critical theory as an approach to the ethics of information security.
Science & Engineering Ethics, 20
(3), 675â699.
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your âhouse.â
Administrative Issues Journal: Connecting Education, Practice, and Research, 4
(2), 12â26.
...
Grounded theory is by far the most popular technique for qualitative data analysis. It is widely used in almost all social science disciplines including education, evaluation research, nursing, and sociology. It focuses on generating theoretical ideas from the data. The approach emphasises the systematic discovery of theory from data by using constant comparison method and theoretical sampling.
OverviewThis activity is to be completed after studying the pres.docxkarlhennesey
Â
Overview
This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions.
For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response.
Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas.
Sample Response to the Discussion Question
In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so.
Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being âanti-Freudianâ or âanti-behaviorist,â and to adoptâeven if it meant taking serious intellectual risksâan untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologistsâ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, âDo we ourselves want to be predicted and predictable? Controlled and controllable?â (1966, p.729). These ideasâlooking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worldsâformed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis.
How did these ideas affect psychologistsâ understanding of human nature? In their fascinating review of George Kellyâs view of the human personâpersonal construct psychologyâFranz Epting and Mark Paris (2006) wrote that Kellyâs use of the term âconstructiveâ embraced four related but quite distinct meanings. The first contrasts âconstructiveâ with âregressiv ...
Professor Michael Arthur career studies sep 02 09Deirdre Hughes
Â
Intelligent career exploration (ICCS) - the world is changing and career management is becoming more complex for individuals from all walks of life. A theoretical concept with practical application, particularly for those working with adults in private and public sector arenas.
Initiating a U.Lab Hub in Roanoke - Leading Innovation from an Emerging FutureBrian McConnell
Â
This presentation was created in July to initiate a satellite classroom ("hub") for Roanoke to support community members participating in MIT's upcoming U.Lab.
2nd-tier design, economic democracy, mind and matter, Scharmer, state-stages, structure-stages, U.Lab, U Theory, Wilber,
Please see:
http://integralcity2roanoke.blogspot.com/2014/12/roanokes-ulab-hub-challenge-for-local.html
http://integralcity2roanoke.blogspot.com/2014/12/roanokes-ulab-hub-challenge-for-local.html
The talk explores the history of organisational change and its relevance to challenges organisations face today
This is the first of a series of talks with the to crowd-source a body of knowledge from people who have experience in Organisational Change.
To build this body of knowledge I aim to cover the following topics over the coming months:
History of Organisational Change - this seems like a logical place to start to assess the current body of knowledge and tease out areas that need to be worked on
Adopting a Scientific Mindset - we need a systematic way of building knowledge and challenging our beliefs
Complex Systems - maybe the most difficult part. Organisations and change are complex systems. Do complex systems offer us some axioms or principles on which we can build our practice?
Myths of Organisational Change - this will be an exploration into current Organisational Change beliefs and whether they fit with the way we want to build our knowledge base.
Neuroscience of Organisational Change - This will take us back to the basics of how our brains potentially deal with uncertainty and change.
Change capabilities - this is the body of evidence - a set of capabilities that organisations need to develop to be able to change. The fun bit would be working together to constantly test the effectiveness of these capabilities constantly enhancing our body of knowledge.
Chapter 3 Person-Environment Congruence (PEC) Theories Frank ParsEstelaJeffery653
Â
Chapter 3 Person-Environment Congruence (PEC) Theories: Frank Parsons, Theory of Work Adjustment, John Holland, and a Values-Based Approach
Things to Remember
Major historical events in the history of career development theorizing
The major tenets of TWA and Hollandâs theory of vocational choice
Cultural values, their role in human behavior, and Brownâs values-based theory
Similarities and differences between the theory of work adjustment and Hollandâs theory
O*NET applications of Hollandâs and TWA theories
The theories presented in this chapter are traditional theories; they were once characterized as trait and factor theories, because needs, values, and personality types were derived via statistical techniques known as factor analysis.
Buford Stefflre, a counselor educator at Michigan State University for many years, is reputed to have coined the phrase, âThere is nothing as practical as a good theory.â When this statement is conveyed to students, they are at best skeptical. Isnât using theory and practical in the same sentence oxymoronic? Theories are obviously not fact, and what most students want are proven practices that they can use to help their clients. The problem is that many of our practices have not been investigated to a degree that will allow us to say unequivocally that they work. A good theory provides a framework for designing practices. I believe that Stefflre was right!
The Purposes and Evaluation of Theory
In Chapter 1, career development was defined as a lifelong process involving psychological, sociological, educational, economic, physical, and cultural factors that influence individualsâ selection of, adjustment to, and advancement in the occupations that collectively make up their careers. Career development is, to say the least, a complex process. Theories provide us with simplified pictures or, as Krumboltz (1994) prefers, road maps to the career development process.
There are âgoodâ theories and âbadâ theories. Krumboltz (1994) states: âOur psychological theories are as good as we know how to make them so far, but in all probability they are far short of being accurateâ (p. 11). However, good theories have distinct characteristicsâsuch as well-defined terms and constructsâthat can easily be interpreted by practitioners and researchers. Just as importantly, the relationships among the constructs in the theory are clearly articulated. If the terms are clearly defined and logically interrelated, practitioners can use them as guides to practice, and researchers can generate research to test the assumptions of the theory. Moreover, good theories are comprehensive in that they explain the career development process for all groups, including men and women and individuals from various cultures and from all socioeconomic strata.
Well-constructed theories also serve other purposes. For example, they help us understand why people choose careers and then become dissatisfied with them. They also allow us to interpret d ...
1. Partial Bibliography and References to the Work
of Dr. Clare W. Graves
Chronology of Publications and Articles by Dr. Clare W. Graves
1959
"An Emergent Theory of Ethical Behavior Based Upon - An Epigenetic Model,"
Schenectady, New York, 1959
1960
"Salient Points for Understanding Human Behavior per the Existential Psychological
Point of View, " early 1960s
1961
"On the Theory of Ethical Behavior," presented at the First Unitarian Society of
Schenectady, New York, 1961
1962
"The Implications to Management of Systems â Ethical Theory," November 11, 1962
1964-1965
"Levels of Human Existence and Their Relation to Value Analysis and Engineering,"
proceedings of the Fifth Annual Values Analysis Conference, source of presentation
unknown - (about 1964-1965)
"Value Systems and their relation to Managerial controls and organizational viability,"
paper presented before the College of Management Philosophy, The Institute of
Management Sciences, Jack Tar Hotel, San Francisco, February 3, 1965
"Personality Structure and Perceptual Readiness" (with B. Huntley and D.W. LaBier)
"An Investigation of Their Relationship to Hypothesized Levels of Human Existence,"
(research carried out by Doug LaBier) at Union College, Schenectady, N. Y. in May,
1965.
"Man: An Enlarged Conception of His Nature," paper presented before the Second
Annual Conference on the Cybercultural Revolution at the Hotel Americana in New York
City, New York on May 27, 1965.
1966
2. Favorite case studies: "Blair Bischel" and "Glenn Spicer" Both of these papers are listed
as follows: Cases of John B. Miner, The Management of Ineffective Performance,
McGraw-Hill
"Deterioration of Work Standards," Harvard Business Review â September/October â
1966, Vol.44, No. 5, pages 117-126)
"On the Theory of Value," (place and occasion of presentation is unknown) â March,
1967.
1969
"Motivation Wise, Executives Are Reluctant Dragons," keynote address for the Institute
on Motivation and Productivity of the Public Personnel Association, The Hudson-
Mohawk Training Directors Society, The Industrial Training Council and The Capital
District Personnel Association, In-Town Motel, Albany, New York, March 25, 1969.
"A Systems View of Value Problems," IEEE Systems Science & Cybernetics
Conference, Philadelphia, PA, October, 1969. (revised in later work)
1970
"Levels of Existence: An Open System Theory of Values," The Journal of Humanistic
Psychology, Fall 1970, Vol. 10. No. 2, pp. 131-154. (Reprint available in Clare W.
Graves: Levels of Human Existence.)
"The Levels of Existence and their Relation to Welfare Problems," paper presented at the
Annual Conference Meeting, Virginia State Department of Welfare and Distribution,
Roanoke, Virginia, May 6, 1970. ( 30 pages)
"Personal Dimensions of Student Disaffection," paper read at the 175th anniversary
celebration of the founding of Union College on May 7, 1970
"The Congruent Management Strategy," with Helen T. Madden & Lynn P. Madden
1971
Untitled Presentation by Dr. Clare W. Graves, Annual Meeting of The Association of
Humanistic Psychology, 1971
"Levels of Existence Related To Learning Systems," paper read at the Ninth Annual
Conference of the National Society for Programming Instruction, Rochester, New York,
March 31, 1971
"Seminar on Levels of Human Existence" at the Washington School of Psychiatry,
Washington, D.C., October 16, 1971, a transcription of the audio tape made by William
3. Lee. (Available in paperback with illustrations as Clare W. Graves: Levels of Human
Existence; includes a reprint of the 1970 J. of Hum. Psy. article.)
"How Should Whom Lead Who to Do What?" paper delivered for the YMCA
Management Forum of 1971-1972, Downtown Branch YMCA, St. Louis, Missouri,
November 9, 1971
1973
"Let Us Bring Humanistic and General Psychology Together: A Research Project
Needing to Become," paper presented at National Institutes of Mental Health in
Washington, D. C. on March 16, 1973
Seminar Notes, Quetico Centre, Canada, October, 1973
1974
"Human Nature Prepares for a Momentous Leap," The Futurist magazine, April 1974, pp.
72-87
View a table summarizing Dr. Graves' Theory from the article
Seminar at Quetico Centre, Canada, June, 1974
Seminar at Quetico Centre, Canada, August, 1974
Video Tape Interview with Cliff McIntosh, Quetico Centre
1977
"What is Life All About? What is it Meant to Be?" (tentative title) previously
unpublished book manuscript to be released summer, 2001
1978
"Up the Existential Staircase," seminar on the Development, Nature, Meaning and
Management of The Levels of Existence, Emergent, Cyclical, Double Helix Model of
Adult Human Psychosocial Coping Systems [1978 / same paper with graphs added 1980]
1980
Seminar in Dallas, December, 1980
1981
4. "Summary Statement: The Emergent, Cyclical, Double-Helix Model Of The Adult
Human Biopsychosocial Systems," handout for presentation to World Future Society,
Boston, Mass., May 20, 1981 (compiled for Dr. Graves by Chris Cowan)
1982
Seminar Notes and Handout prepared for NVC-sponsored programs (compiled for Dr.
Graves by Chris Cowan)
1986
Dr. Graves' Union College Biography and Obituary from the Concordy, 1/16/86
Conceptions of the Mature Adult Personality from the research as frequently read
aloud in seminars by Dr. Graves
Papers by William R. Lee on Dr. Graves' Work
Dr. Graves' Research Compared with Other Theories
Comparison with the Work of O. J. Harvey
Dr. Graves' nomenclature as related to Spiral Dynamics terminology with transitions
Index of some academic studies exploring and applying Dr. Graves' point of view
References to the work of Dr. Graves and other models derived from the Gravesian
point of view
Armour, Michael C. and Don Browning, Systems-Sensitive Leadership: Empowering
Diversity Without Polarizing the Church, College Press, Joplin, 1995. Second edition,
2001
Bayer, Tom, "Management Pegged" and "Good Crisis Needed," Dallas Morning News,
May 14, 1978 (reprinted here with permission)
Beck, Arthur C. and Staff of Institute for Business and Community Development,
University of Richmond, "Clare W. Graves Theory of Levels of Human Existence and
Suggested Managerial Systems for Each Level," 1971, Revised 1976. (reprinted in A
Practical Approach to Organization Development Through MBO/ Selected Readings by
Arthur C. Beck, Jr. and Ellis D. Hillmar, 1972, Addison-Wesley, pp. 168-181.)
Beck, Don, _____, ASTD Journal, 1982
_____ papers on the SD website
_____ papers on the World of Ken Wilber website
_____ "Sports Values" columns, The Dallas Morning News, 1997-1998 (also
5. unpublished commentaries on the SD
website)
Beck, Don and Graham Linscott, The Crucible: Forging South Africa's Future, New
Paradigm Press (the authors), Johannesburg, 1992
Beck, Don and Christopher Cowan, Spiral Dynamics: Mastering Values, Leadership, and
Change , Blackwell, Oxford, 1996
Beck, Don and Christopher Cowan, assorted papers and assessment instruments released
through the National Values Center, Inc.
Cowan, Christopher, unpublished training manuals and papers, some of which appear on
the SpiralDynamics.com website, 1978-2001
_____ "A Psychological Map of the Fire Service," Fire Chief, 1982
Cowan, Christopher and Natasha Todorovic, "Spiral Dynamics: The Layers of Human
Values in Strategy," Strategy & Leadership (Jan/Feb, 2000, Vol 28, No. 1) Reprints are
available from NVC Consulting and MCB Univ. Press
Flowers, Vincent S. and B. A. Coda, "A Human Resource Planning Model," Personnel,
January - February, 1974.
Flowers Vincent S. and Charles L. Hughes , "Shaping Personnel Strategies to Disparate
Value Systems," Personnel, March-April, 1973.
_____ "Why Employees Stay," Harvard Business Review, July - August, 1973.
_____ "New Goals in Personnel," Management by Objectives, Surrey, England, Vol. 3.
No. 4, 1972. (Reprinted in Indian
Management, Summer, 1975).
_____ "Toward Existentialism in Management," The Conference Board Record,
September, 1975.
_____ "Values for Marriage," Dallas, Texas, 1975.
_____ "Ego: Stumbling Block to Sales Success," Marketing Times, Sales and Marketing
Executives International, January -
February, 1976.
_____ "Choosing A Leadership Style," Personnel, A.M.A., January - February, 1978.
Flowers, Vincent S., "Values for Working," 30 min. videotape program, Dallas County
Community College District, 1975.
_____ "Who Do You Think You're Talking To? A Values Approach to Performance
Reviews," Supervisory Management,
AMACOM, March, 1977.
Flowers, Vincent S., Debra L. Heflich, and Charles L. Hughes, Value Systems Analysis:
An Introduction, Value Systems Applications, Pottsboro, Texas, 1991.
6. Flowers, Vincent S. and M. Scott Myers, "Dollarizing Attitudes," Atlantic Economic
Review, May - June, 1974. (Reprinted in ASCI Journal of Management, Bella Vista
Hydersbad, India, 1974).
_____ " A Framework for Developing Human Assets," California Management Review,
Summer, 1974.
Flowers, Hughes, Myers and Myers, Managerial Values for Working, A Nationwide
A.M.A. Survey Report, January, 1975.
Heflich, Debra L., "Matching People and Jobs: Value Systems and Employee Selection,"
Personnel Administrator, March, 1981.
_____ "Those Who Lead, Follow: Employee Value Systems," Administrative Radiology,
November, 1985.
_____ "Value Systems and Employee Selection," EMA Journal, Fall 1990.
Heflich, Debra L., Vincent S. Flowers and Charles L. Hughes, Value Systems Analysis:
Management Applications, Value System Applications, Pottsboro, Texas, 1991. [That's
Life, Inc., www.thatslife.net. That's Life is a three dimensional model of how life works,
which includes the Gravesian theory as one of the three dimensions and expands Graves'
work to include the levels of existence that are yet to come.
Hughes, C. L. and Anderson, R. M., "Beyond Manipulative Dentistry," JASPD, March-
April, 1974.
James, Tad, and Wyatt Woodsmall, Timeline Therapy and the Basis of Personality
LaBier, Douglas, "Developments in the Application of The Graves Theory to Behavior
Change and Psychotherapy," National Institute of Mental Health, presented at the 9th
annual convention of the National Society for Programmed Instruction, Rochester, New
York, March 31, 1971
Lee, William R., transcriptions of Dr. Graves' presentations and papers on Gravesian
theory (see Bill Lee section, above)
Lee, William, _____, doctoral dissertation,
Lynch, Dudley, "Making Employees' Perceptions Work," American Way (American
Airlines' Inflight Magazine), November, 1980, p. 96-99
_____ "Avoiding Collision: A New Way of Viewing People," Western's World,
September, 1980, p. 70-74
_____ Your High Performance Business Brain: An Operator's Manual, Prentice-Hall
Inc., Englewood Cliffs, 1984
Lynch, Dudley and Paul Kordis, Strategy of the Dolphin: Scoring a Win in a Chaotic
World, William Morrow and Co. Inc., New York, 1990 (Also by Fawcett Columbine
Books, Ballantine Books, 1988
7. Kinds, Egbert, The Heart Hunter: A Guide for Value Driven Leadership, Scriptum,
Holland, 2000
Available in Dutch through De Boer & Ritsema van Eck, Netherlands
Morningstar, Jim, Spiritual Psychology: A course for renewal in body, mind and spirit,
Milwaukee, Wisconsin, Transformations Incorporated, rev. 3rd ed., 1988
_____ "Spiral Dynamics and Breathwork," paper delivered in Spain to be published in
conference proceedings summer,
2001. http://www.transformationsusa.com
_____ Therapy According to Levels of Consciousness, (unpublished paper), 1973
_____ Family Awakening in Body, Mind, and Spirit, 1984
_____ Spiritual Psychology: A Course for Renewal in Body, Mind, and Spirit, 1998
"Multiple Communication Channels for Better Motivation," What's Ahead in Personnel,
Newsletter, Industrial Relations News, Chicago, No. 148, June, 1975.
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_____ Newsday, " 1-2-3-4-5-6-7," Saturday, March 11, 1967
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http://www.rosado.net/articles-future.html
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http://rosado.net/articles-spiraleader.html
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http://rosado.net/articles-divtrain.html
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http://curry.edschool.virginia.edu/go/multicultural/papers/caleb/rosado.html
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http://rosado.net/articles-surface.html
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http://rosado.net/articles-newtimes.html
_____ "The Sabbath and Spirituality: Does the Information Have a 'Rest Area'?"
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_____ "Beyond Color, Culture, and Other Superficial Differences: Toward a New
Theoretical Approach for a Successful
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http://www.rosado.net/articles-multi-ed.html
_____ "Looking Below the Surface: Church Leadership for the 21st Century."
http://www.rosado.net/articles-surface.html
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_____ Integral Psychology : Conciousness, Spirit, Psychology, Therapy, Shambhala,
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