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Values

  • 1.  Values

    Posted 01-09-1997 03:08
    This is to inquire with the corporate HR people (or consultants who
    have experience with same) on the list about their policy regarding
    taking account of the values of employees, including managers and
    executives, in the selection of development training programs.=20
    It is my experience that a substantial number of people are not
    happy to have to subject themselves to quasi-compulsory training
    programs which offend their values.=20

    Jean-Fran=E7ois Orsini, Ph.D.
    President
    SAI Leadership Center

    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F
    SAI Leadership Center-4110 Fessenden St. NW-Washington, DC 20016

    The Total Human Development Program for the other 90% of us.

    FREE DOWNLOAD of the book :
    "The Nine Basic Operating Instructions for Successful Human Beings"
    on the SAI Leadership Center web page:=20
    http://www.ewtn.com/antonin/9inst.htm (202) 686-0849=20
    jforsini@radix.net
    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F


  • 2.  Values

    Posted 01-09-1997 06:09
    Jean-Francois, could you give us some examples of the type of values
    that might be involved? Charlie


  • 3.  Values

    Posted 01-09-1997 10:58
    Orsini writes:
    >This is to inquire with the corporate HR people (or consultants who
    >have experience with same) on the list about their policy regarding
    >taking account of the values of employees, including managers and
    >executives, in the selection of development training programs.
    > It is my experience that a substantial number of people are not
    >happy to have to subject themselves to quasi-compulsory training
    >programs which offend their values.
    >

    HUH???? What's your question?

    M. Chaffee


  • 4.  Values

    Posted 01-09-1997 11:13
    Robert Ingram wrote:

    In my
    > view, diversity trainers would be better served if we said up front that
    > we are, in fact, dealing with values and that we will be discussing
    > whether any of our established values ought to be changed.
    >
    > Diversity is about organizational change, and that means reassessing
    > corporate values--keeping some, deleting some, modifying some--with an
    > eye toward arriving at a set of core values that can be embraced by
    > everyone in the organization, regardless of race, gender, age,
    > disability, etc.
    >

    The issue of changing values is fascinating to me. I don't believe
    that values can be changed through a conscious process. Values are
    rooted in feelings, and feelings are either spontaneous or they are not
    feelings. Miles Davis (!) points out that you can change behavior. You
    can get people to act as if they have certain values. Of course, as
    Jean-Francois Orsisi observes, this is coercion. What bothers me even
    more than that, however, is that there can also be a deeper effect,
    which you can see by observing political correctness at a university. It
    appears from PC that you can also get people to feel ashamed of their
    values, and to put up a front, with regard to themselves as well as
    others, that they have the politically correct values. The problem with
    this is that in the process you cut people loose from their spontaneity,
    which is the source of their imagination. This weakens their capacity to
    adapt creatively to new situations, of which, as we all know, there are
    many these days. They do not think anymore, but only recite slogans.

    My feeling is that organizations these days, more than ever before,
    require imagination if they are going to survive. I wonder whether many
    programs to change values in the name of diversity do not also have the
    unintended effect of separating employees from their own imaginations,
    thereby reducing the organizations' capacity to adapt.

    Howard Schwartz

    --
    Howard S. Schwartz Schwartz@Oakland.edu
    http://www.sba.oakland.edu/faculty/schwartz/schwartz.htm
    "Nothing is hidden from the lover of shadows. Mystery remains."
    -- Anais Nin


  • 5.  Values

    Posted 01-09-1997 12:55
    Mr. Orsini wrote:
    >It is my experience that a substantial number of people are not
    > happy to have to subject themselves to quasi-compulsory training
    > programs which offend their values.

    This is precisely why diversity training in the U.S. is such a
    challenge. Such training is often compulsory (required by the company),
    and often participants come in with the preconceived notion (sometimes
    warranted) that the trainers are out to change or even attack their
    established values. In fact, diversity is largely about values and often
    about changing our values, individually and collectively. Many diversity
    trainers go to great lengths to convince participants that they (the
    trainers) are not out to change their (the participants) values. In my
    view, diversity trainers would be better served if we said up front that
    we are, in fact, dealing with values and that we will be discussing
    whether any of our established values ought to be changed.

    Diversity is about organizational change, and that means reassessing
    corporate values--keeping some, deleting some, modifying some--with an
    eye toward arriving at a set of core values that can be embraced by
    everyone in the organization, regardless of race, gender, age,
    disability, etc.

    Robert Ingram
    Ingram Communications
    "The world is a kaleidoscope of wonder."


  • 6.  Values

    Posted 01-09-1997 13:17
    Robert, I want to expand just a bit on your comments. By way of
    introduction, I have served as Director of Diversity Programs for a
    mid-atlantic utility company, I presently am a mangement consultant
    specializing in organizational change and I am also a PhD student
    (organizational behavior and development) at George Washington
    University.

    I want to address your point about diversity as values change. I don't
    think that even in my most arrogant moments, that any thing that I say
    or do is going to change someones values. At best I hope to change
    behavior, and that is done more out of fear of negative consequences
    then the power of any message I deliver.

    Yes, it would be nice to live in a world were people are not judged by
    their pigmentation, but I am self-aware enough to know that I do form an
    inital impression based on pigmentation, as well as other factors. And
    in the sessions I have conducted I allow for that first impression.
    However, the point is what do you do now that you have that first
    impression? This is where ethics and morality comes into play. For an
    ethical person could not stand in the face of overt discrimination
    against someone just because of how they look. I would even offer that
    it is immoral to engage in such behavior.

    And so what if these conversations, workshops or what have you are
    compulsory. We have compulsory education for children; it is
    compulsory for you to take an orientation when you join most companies;
    some religions require compulsory marriage counseling before being wed.
    An organization has a right, even a duty to express its value
    orientation, so that I, as an employee, can decide if I want to work
    there. And even if I don't agree with the values, there is a certain
    way I am expected to behave, sans value agreement.

    >----------
    >From: Robert Ingram[SMTP:ingram_b@IX.NETCOM.COM]
    >Sent: Thursday, January 09, 1997 12:55 PM
    >To: Multiple recipients of list MG-ED-DV
    >Subject: Re: Values
    >
    >Mr. Orsini wrote:
    >>It is my experience that a substantial number of people are not
    >> happy to have to subject themselves to quasi-compulsory training
    >> programs which offend their values.
    >
    >This is precisely why diversity training in the U.S. is such a
    >challenge. Such training is often compulsory (required by the company),
    >and often participants come in with the preconceived notion (sometimes
    >warranted) that the trainers are out to change or even attack their
    >established values. In fact, diversity is largely about values and often
    >about changing our values, individually and collectively. Many diversity
    >trainers go to great lengths to convince participants that they (the
    >trainers) are not out to change their (the participants) values. In my
    >view, diversity trainers would be better served if we said up front that
    >we are, in fact, dealing with values and that we will be discussing
    >whether any of our established values ought to be changed.
    >
    >Diversity is about organizational change, and that means reassessing
    >corporate values--keeping some, deleting some, modifying some--with an
    >eye toward arriving at a set of core values that can be embraced by
    >everyone in the organization, regardless of race, gender, age,
    >disability, etc.
    >
    >Robert Ingram
    >Ingram Communications
    >"The world is a kaleidoscope of wonder."
    >


  • 7.  Values

    Posted 01-09-1997 14:46
    It occurs to me that there are several general objectives for training
    programs: 1) knowledge and skill attainment, 2) improved on-the-job
    performance, 3) changed on-the-job behavior, and 4) changed attitudes. I
    agree that it is almost impossible to change someones values, but changing
    behavior is possible. For example, much of quality training revolves around
    changing attitudes and behavior as well as providing specific skills.

    In my college teaching, I have taught business statistics and operations
    management - two required courses that many students would probably not take
    if given a chance. I spend some time at the beginning of these courses
    trying to explain why the these topics are important and relevant and how
    learning the course topics will help the students later. I do this in an
    attempt to align the students personal goals with the objectives of the
    course - motivation certainly seems to be lacking otherwise.

    ========================================
    Martin W. Broin, Ph.D.
    Department Management and Marketing
    Texas A&M International University
    5201 University Boulevard
    Laredo, Texas 78041
    Phone: (210) 326-2538
    Fax: (210) 326-2494
    E-mail: broin@tamiu.edu
    ========================================

    At 01:17 PM 1/9/97 -0500, you wrote:
    >Robert, I want to expand just a bit on your comments. By way of
    >introduction, I have served as Director of Diversity Programs for a
    >mid-atlantic utility company, I presently am a mangement consultant
    >specializing in organizational change and I am also a PhD student
    >(organizational behavior and development) at George Washington
    >University.
    >
    >I want to address your point about diversity as values change. I don't
    >think that even in my most arrogant moments, that any thing that I say
    >or do is going to change someones values. At best I hope to change
    >behavior, and that is done more out of fear of negative consequences
    >then the power of any message I deliver.
    >
    >Yes, it would be nice to live in a world were people are not judged by
    >their pigmentation, but I am self-aware enough to know that I do form an
    >inital impression based on pigmentation, as well as other factors. And
    >in the sessions I have conducted I allow for that first impression.
    >However, the point is what do you do now that you have that first
    >impression? This is where ethics and morality comes into play. For an
    >ethical person could not stand in the face of overt discrimination
    >against someone just because of how they look. I would even offer that
    >it is immoral to engage in such behavior.
    >
    >And so what if these conversations, workshops or what have you are
    >compulsory. We have compulsory education for children; it is
    >compulsory for you to take an orientation when you join most companies;
    >some religions require compulsory marriage counseling before being wed.
    >An organization has a right, even a duty to express its value
    >orientation, so that I, as an employee, can decide if I want to work
    >there. And even if I don't agree with the values, there is a certain
    >way I am expected to behave, sans value agreement.
    >
    >>----------
    >>From: Robert Ingram[SMTP:ingram_b@IX.NETCOM.COM]
    >>Sent: Thursday, January 09, 1997 12:55 PM
    >>To: Multiple recipients of list MG-ED-DV
    >>Subject: Re: Values
    >>
    >>Mr. Orsini wrote:
    >>>It is my experience that a substantial number of people are not
    >>> happy to have to subject themselves to quasi-compulsory training
    >>> programs which offend their values.
    >>
    >>This is precisely why diversity training in the U.S. is such a
    >>challenge. Such training is often compulsory (required by the company),
    >>and often participants come in with the preconceived notion (sometimes
    >>warranted) that the trainers are out to change or even attack their
    >>established values. In fact, diversity is largely about values and often
    >>about changing our values, individually and collectively. Many diversity
    >>trainers go to great lengths to convince participants that they (the
    >>trainers) are not out to change their (the participants) values. In my
    >>view, diversity trainers would be better served if we said up front that
    >>we are, in fact, dealing with values and that we will be discussing
    >>whether any of our established values ought to be changed.
    >>
    >>Diversity is about organizational change, and that means reassessing
    >>corporate values--keeping some, deleting some, modifying some--with an
    >>eye toward arriving at a set of core values that can be embraced by
    >>everyone in the organization, regardless of race, gender, age,
    >>disability, etc.
    >>
    >>Robert Ingram
    >>Ingram Communications
    >>"The world is a kaleidoscope of wonder."
    >>
    >
    >


  • 8.  Values

    Posted 01-09-1997 18:46
    > Orsini writes:
    > >This is to inquire with the corporate HR people (or consultants who
    > >have experience with same) on the list about their policy regarding
    > >taking account of the values of employees, including managers and
    > >executives, in the selection of development training programs.
    > > It is my experience that a substantial number of people are no=
    t
    > >happy to have to subject themselves to quasi-compulsory training
    > >programs which offend their values.
    > >
    >=20
    > HUH???? What's your question?


    My question is:=20
    Does your company have the typical policy of pushing employees into
    programs with some oriental or new age underlying philosophy and which
    alienate a lot of employees or are you conscious that the underlying
    philosophy of the presenter may not go well with all your people and
    therefore offer them the chance to get training in a context which the
    employee would prefer?

    Thanks for the question.
    --=20
    Jean-Fran=E7ois Orsini, Ph.D.
    President
    SAI Leadership Center

    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F
    SAI Leadership Center-4110 Fessenden St. NW-Washington, DC 20016

    The Total Human Development Program for the other 90% of us.

    FREE DOWNLOAD of the book :
    "The Nine Basic Operating Instructions for Successful Human Beings"
    on the SAI Leadership Center web page:=20
    http://www.ewtn.com/antonin/9inst.htm (202) 686-0849=20
    jforsini@radix.net
    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F


  • 9.  Values

    Posted 01-09-1997 19:05
    Robert Ingram wrote:

    > This is precisely why diversity training in the U.S. is such a
    > challenge. Such training is often compulsory (required by the company),
    > and often participants come in with the preconceived notion (sometimes
    > warranted) that the trainers are out to change or even attack their
    > established values. In fact, diversity is largely about values and ofte=
    n
    > about changing our values, individually and collectively. Many diversit=
    y
    > trainers go to great lengths to convince participants that they (the
    > trainers) are not out to change their (the participants) values. In my
    > view, diversity trainers would be better served if we said up front tha=
    t
    > we are, in fact, dealing with values and that we will be discussing
    > whether any of our established values ought to be changed.

    I appreciate your candor and honesty. The points are:

    1/ on which basis is the changing values to be made (the underlying
    philosophy)
    2/ where do we find the energy for changing values
    3/ specifically changing from which values to which other values.


    >=20
    > Diversity is about organizational change, and that means reassessing
    > corporate values--keeping some, deleting some, modifying some--with an
    > eye toward arriving at a set of core values that can be embraced by
    > everyone in the organization, regardless of race, gender, age,
    > disability, etc.
    >=20

    Diversity is a fad. It is very superficial and very transient. The
    underslying assumption is an ethic of equality. Not only an equality of
    opportunity but also of result. Some of us believe that the whole ball
    of wax of "diversity training" is useless. For what is good about
    "Diversity training" exists entirely in the concept of "justice." On the
    other hand, diversity is also a Trojan horse to push on the population
    values which are contrary to Judeo-Christian culture such as not only
    the neutrality towards homosexual conduct but affirmation of
    homosexuality as a valid and ethical "lifestyle."

    I know that Diversity training sells and sells well but there will be a
    backlash against this trend which alienates a lot of people.
    Corporations are not increasing their goodwill vis a vis many employees
    by promoting such programs.
    --=20
    Jean-Fran=E7ois Orsini, Ph.D.
    President
    SAI Leadership Center

    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F
    SAI Leadership Center-4110 Fessenden St. NW-Washington, DC 20016

    The Total Human Development Program for the other 90% of us.

    FREE DOWNLOAD of the book :
    "The Nine Basic Operating Instructions for Successful Human Beings"
    on the SAI Leadership Center web page:=20
    http://www.ewtn.com/antonin/9inst.htm (202) 686-0849=20
    jforsini@radix.net
    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F


  • 10.  Values

    Posted 01-09-1997 19:26
    Miles Davis wrote:
    >=20
    > Robert, I want to expand just a bit on your comments. By way of
    > introduction, I have served as Director of Diversity Programs for a
    > mid-atlantic utility company, I presently am a mangement consultant
    > specializing in organizational change and I am also a PhD student
    > (organizational behavior and development) at George Washington
    > University.
    >=20
    > I want to address your point about diversity as values change. I don't
    > think that even in my most arrogant moments, that any thing that I say
    > or do is going to change someones values. At best I hope to change
    > behavior, and that is done more out of fear of negative consequences
    > then the power of any message I deliver.

    Now we are going somewhere. Either "development" seminars (and I am not
    talking simply about diversity training) seek to change employees values
    and this is terribly arrogant and frightening, or they seek to change
    behavior but not necessarily values or attitude. In other words: you may
    think what you will but you better behave as I say or else. This is the
    essence of coersion.=20

    > Yes, it would be nice to live in a world were people are not judged by
    > their pigmentation, but I am self-aware enough to know that I do form a=
    n
    > inital impression based on pigmentation, as well as other factors. And
    > in the sessions I have conducted I allow for that first impression.
    > However, the point is what do you do now that you have that first
    > impression? This is where ethics and morality comes into play. For an
    > ethical person could not stand in the face of overt discrimination
    > against someone just because of how they look. I would even offer that
    > it is immoral to engage in such behavior.

    This is where we start agreeing. Proper values and proper behavior are
    matter of ethics. Why are not these training programs promoted under the
    banner of ethical formation. However, let people select which ethical
    perspective they wish to be "developed" or "trained" under.=20
    =20
    > And so what if these conversations, workshops or what have you are
    > compulsory. We have compulsory education for children; it is
    > compulsory for you to take an orientation when you join most companies;
    > some religions require compulsory marriage counseling before being wed.
    > An organization has a right, even a duty to express its value
    > orientation, so that I, as an employee, can decide if I want to work
    > there. And even if I don't agree with the values, there is a certain
    > way I am expected to behave, sans value agreement.

    There is a world of difference between skills and attitudes. That
    corporations change skills to develop them or adapt them to a particular=20
    job is perfectly acceptable. That they seek to change attitudes on very
    central values is extremely dangerous. The organization may promote
    certain values but cannot make employees bend to these values.

    Now this is said in abstract. In practice, many values are good values
    which will be shared by most employees. Many values are also the
    appearance of good evident values which will show up on corporate
    mission statement and code of ethics and nobody will argue about them.
    The problem is that these values are not understood and again it takes a
    great effort to communicate them. When a company talks about "Integrity"
    what does that mean, really?? When a company talks about
    Principle-driven management, which principles are we talking about??

    The only way to go in depth in any of these areas and make sense of
    these things is to dig within a existing value system with which the
    employee already adheres (no brainwashing or "compulsory changing of
    values" - not coersion or "keep your values but behave as I say"). So
    that the employee changes or even better advances (because he can see
    greater horizons under this perspective) within a framework to which he
    has already given his adhesion.


    Jean-Fran=E7ois Orsini, Ph.D.
    President
    SAI Leadership Center

    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F
    SAI Leadership Center-4110 Fessenden St. NW-Washington, DC 20016

    The Total Human Development Program for the other 90% of us.

    FREE DOWNLOAD of the book :
    "The Nine Basic Operating Instructions for Successful Human Beings"
    on the SAI Leadership Center web page:=20
    http://www.ewtn.com/antonin/9inst.htm (202) 686-0849=20
    jforsini@radix.net
    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F


  • 11.  Values

    Posted 01-09-1997 19:38
    Martin Brouin wrote:
    =20
    > It occurs to me that there are several general objectives for training
    > programs: 1) knowledge and skill attainment, 2) improved on-the-job
    > performance, 3) changed on-the-job behavior, and 4) changed attitudes. =
    I
    > agree that it is almost impossible to change someones values, but chang=
    ing
    > behavior is possible. For example, much of quality training revolves ar=
    ound
    > changing attitudes and behavior as well as providing specific skills.
    >=20
    > In my college teaching, I have taught business statistics and operation=
    s
    > management - two required courses that many students would probably not=
    take
    > if given a chance. I spend some time at the beginning of these courses
    > trying to explain why the these topics are important and relevant and h=
    ow
    > learning the course topics will help the students later. I do this in a=
    n
    > attempt to align the students personal goals with the objectives of the
    > course - motivation certainly seems to be lacking otherwise.
    >=20
    > =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
    =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
    > Martin W. Broin, Ph.D.
    > Department Management and Marketing
    > Texas A&M International University
    > 5201 University Boulevard
    > Laredo, Texas 78041
    > Phone: (210) 326-2538
    > Fax: (210) 326-2494
    > E-mail: broin@tamiu.edu
    > =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
    =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
    >=20
    To explain to students that it is in their best interest to take and do
    well in quantitative courses is indeed changing their attitudes on the
    matter. It would be brain-washing if:
    - 1/ they HAD to change their attitude which is not the case because it
    is not a course on MAKING people change their attitudes. It is a course
    on statistics, the "change your attitudes" component is a friendly piece
    of advice.
    - 2/ the attitude was relative to a much more central value than the
    value "I do not care much for quantitative courses."
    - 3 / the change of attitude was mandated without much of an explanation
    as in the case of "diversity training" which are mandated by
    corporations on the belief that this is the way to solve any
    inter-racial tension for example, with the basic rationale being
    tautological: "it is better to be nice with people of a different
    ethnical or gender group because it is better." By explaining that
    quantitative courses are truly useful how and in which circumstances,
    the student is allowed to evaluate the argument and decide whether or
    not to change based on the reasons offered. It is not insulting to the
    mind of the student.=20

    --=20
    Jean-Fran=E7ois Orsini, Ph.D.
    President
    SAI Leadership Center

    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F
    SAI Leadership Center-4110 Fessenden St. NW-Washington, DC 20016

    The Total Human Development Program for the other 90% of us.

    FREE DOWNLOAD of the book :
    "The Nine Basic Operating Instructions for Successful Human Beings"
    on the SAI Leadership Center web page:=20
    http://www.ewtn.com/antonin/9inst.htm (202) 686-0849=20
    jforsini@radix.net
    =7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F


  • 12.  Values

    Posted 01-09-1997 20:05
    >My question is:=20
    >Does your company have the typical policy of pushing employees into
    >programs with some oriental or new age underlying philosophy and which
    >alienate a lot of employees or are you conscious that the underlying
    >philosophy of the presenter may not go well with all your people and
    >therefore offer them the chance to get training in a context which the
    >employee would prefer?
    >
    >Thanks for the question.
    >--=20
    >Jean-Fran=E7ois Orsini, Ph.D.
    >

    The answer is that it depends. While it is true that different people
    respond to different type of stimuli and therefore learn best with varying
    media. This, in my opinion, has little to do with values and more to do with
    environmental issues and learning strategies that have been individually
    developed over the school years.=20

    The question of values plays virtually no role, in my experience. Roles are
    formed at various formative stages in maturation and seem to be fairly
    constant. What is in the company's interest is to articulate its' values and
    allow employees to experience an alignment of their own values with the
    leadership or to vote with their feet and find a more comfortable fit.

    As far as new age or eastern philosophy, I haven't a clue as to what you're
    poking at. Capitalism is very western and not particularly new age. It is in
    our interest that employees learn in the most effective manner that they are
    comfortable with.

    What is interesting to me is how inflexible academia is with respect to
    learning. The underlying philosophy from most academics seems to be "my way,
    my ideas, my schedule, your money"! Wouldn't it be refreshing to see
    Universities relearn that most true learning is a matter of exploration and
    discovery.

    Mark Chaffee
    Director, Human Resources
    GDE Systems Inc.
    chaffee@gdesystems.com


  • 13.  Values

    Posted 01-09-1997 23:25
    I am aware, second hand, of a program that Pacific Bell sponsored back
    about 1990 that had many of the characteristics you mention. It ended up
    being a big embarrassment and spawned some legal actions. I do not know
    more details but could get you a contact if you are not already familiar
    with it.

    We sponsored three sessions in Honeywell in the early 80's. All three had
    very positive effects but deeply irritated about 1/20 of the participants.

    I am not aware of any policy regarding your topic. It is my belief that
    this is an undiscussable, thus not a subject for policy writers.

    At 3:45 PM 1/9/97, Jean-Francois Orsini wrote:
    >> Orsini writes:
    >> >This is to inquire with the corporate HR people (or consultants who
    >> >have experience with same) on the list about their policy regarding
    >> >taking account of the values of employees, including managers and
    >> >executives, in the selection of development training programs.
    >> > It is my experience that a substantial number of people are not
    >> >happy to have to subject themselves to quasi-compulsory training
    >> >programs which offend their values.
    >> >
    >>
    >> HUH???? What's your question?
    >
    >
    >My question is:
    >Does your company have the typical policy of pushing employees into
    >programs with some oriental or new age underlying philosophy and which
    >alienate a lot of employees or are you conscious that the underlying
    >philosophy of the presenter may not go well with all your people and
    >therefore offer them the chance to get training in a context which the
    >employee would prefer?
    >
    >Thanks for the question.
    >--
    >Jean-Fran=E7ois Orsini, Ph.D.
    >President
    >SAI Leadership Center
    >
    >=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F
    >SAI Leadership Center-4110 Fessenden St. NW-Washington, DC 20016
    >
    > The Total Human Development Program for the other 90% of us.
    >
    >FREE DOWNLOAD of the book :
    >"The Nine Basic Operating Instructions for Successful Human Beings"
    >on the SAI Leadership Center web page:
    >http://www.ewtn.com/antonin/9inst.htm (202) 686-0849
    >jforsini@radix.net
    >=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=
    =3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F=3D=3D=7F

    Jack Ring
    Innovation Management
    32712 N. 70th St.
    Scottsdale, AZ 85262-7143 USA
    602-488-4615
    =46ax) 602-488-4616


  • 14.  VALUES

    Posted 03-03-1998 14:24
    Hello, I would like to know if someone can provide me with information about
    research being done in relation to organizational values, based on the
    General System Theory,
    thanks
    rodolfo


  • 15.  VALUES

    Posted 03-03-1998 15:00
    Dave Whetten at BYU is a good person to start with. Dave is Director of a
    Center that studies human values. Hope this helps.

    Larry E. Pate
    University of Wisconsin-Madison

    At 01:24 PM 3/3/98 -0600, you wrote:
    >Hello, I would like to know if someone can provide me with information about
    >research being done in relation to organizational values, based on the
    >General System Theory,
    >thanks
    >rodolfo
    >


  • 16.  VALUES

    Posted 03-03-1998 17:15
    Umberto Huberman and Nancy Glance have been doing work at Xerox PARC on
    values re systems, simulating the emergence of values on computer. Two
    references, although one is not complete: About 3 years ago there was an
    article in Scientific American about this. 2nd: "Chaos and Cooperation" in
    Chaos and Society, A. Albert, ed. IOS Press.

    You can find additional articles at the XEROX PARC web site.

    Mark Michaels
    People Technologies
    michaels@ipat.com

    "To move a mountain, start with one pebble at a time."
    -----Original Message-----
    From: Dr. Rodolfo E. Guti�rrez Mart�nez <rodolfo@SERVIDOR.UNAM.MX>
    To: MG-ED-DV@MAELSTROM.STJOHNS.EDU <MG-ED-DV@MAELSTROM.STJOHNS.EDU>
    Date: Tuesday, March 03, 1998 1:37 PM
    Subject: [MG-ED-DV] VALUES


    >Hello, I would like to know if someone can provide me with information
    about
    >research being done in relation to organizational values, based on the
    >General System Theory,
    >thanks
    >rodolfo


  • 17.  VALUES

    Posted 03-03-1998 17:51
    I would like to know if someone can provide me with information about
    research being done in relation to organizational values, based on the
    General System Theory,
    thanks
    rodolfo


  • 18.  VALUES

    Posted 03-04-1998 10:19
    In a message dated 3/3/98 5:51:19 PM, Rodolfo wrote:

    < research being done in relation to organizational values, based on the
    General System Theory,>>

    Rob Lebow is doing some facinating work with his Shared Values Process. I
    just got a copy of his new book called Lasting Change. You might want to
    check it out.

    My contact with his organization is:

    Rich Meiss
    Meiss Education Institute
    7300 Hwy 7
    Minnetrista, MN, 55331
    612-446-1586

    You might want to give him a call to learn more.

    Best wishes,
    Rick Stamm


  • 19.  VALUES

    Posted 03-04-1998 11:07
    A very knowledgeable guy on General System Theory is Professor
    Stuart Umpleby at the School of Business & Public Management,
    George Washington Univ. I think his e-mail address is

    <umpleby@gwis2.circ.gwu.edu>

    Peter


  • 20.  Values

    Posted 04-06-2009 18:05
    Should not they experience "values discovery" exercises in B-school?

    ----- Original Message -----
    From: "Mansfield Elkind" <melkind@MINDTECH3.COM> wrote, "When a person knows
    their values they have access to one heck of a powerful gyroscope."


  • 21.  Values

    Posted 04-06-2009 20:13
    I meant to respond to Mansfield Elkin's post earlier but forgot.

    > ----- Original Message -----
    > From: "Mansfield Elkind" <melkind@MINDTECH3.COM> wrote, "When a person knows
    > their values they have access to one heck of a powerful gyroscope."

    The power of metaphors should not be under-estimated (or over-estimated for that matter). In this case, a little caution might be warranted. A gyroscope is the heart of what is called the "stable element" in a shipboard fire control system (i.e., gun fire). It maintains itself perpendicular to the earth's surface and thus provides the weapons system with what is known as "the horizontal plane" (among other useful pieces of information such as the amount of roll and pitch). The stable element (or gyroscope) is so stable because it rotates at extremely high speeds. In the last weapons system for which I was responsible, it rotated at 30,000 rpms. "It" was a wheel about two inches thick and six to eight inches in diameter - made of metal. Tales were legend of malfunctioning stable elements, in which the gyroscope came blasting out of its case, tore its way around the plotting room, ploughing through sailors and equipment alike, then exiting out the side of the ship. I suspect most of these were "sea stories" - tales with a grain of truth but doctored up to make a point. Nevertheless, the stable element or gyroscope was not to be tampered with lightly. It did pose real danger.

    Now to the metaphor in question; namely, that a person's values act to keep the person upright so to speak. True enough; point granted. However, just a gyroscope can be made to "wobble," so can a person. Apply enough pressure to a gyroscope and you can make the wobbling so severe that the gyroscope will break out of its housing. The same, I suspect is true of people. Rigid value systems that can tolerate no variance can, under stress, make the person in question wobble as well.

    What's the answer? Slow down a little bit so that "upright" can be maintained but any wobbling induced by external forces won't result in a blow up.

    Regards,

    Fred Nickols
    nickols@att.net


  • 22.  Values

    Posted 04-07-2009 09:46
    Yes. There should be "values discovery" for all college graduates - not just business school graduates. But, I think the kinds of exercises it takes to get to deep values may not be acceptable to do in many university settings. I also think it takes highly skilled people to be effective at facilitating such exercises - and most business professors are not skilled in that area. Most of the values clarification work done in university classes is superficial and, in my opinion, does not reach deep values.

    I have personally done work in deep values clarification, and yes. I was surprised by my deepest values.

    At 1:20 pm yesterday I sent a response to this discussion asking for "techniques for having people discover their personal values." I have had one response to that very specific question. The lack of responses might be explained by the fact that readers of this list do not have answers to my question. If that is so, then who should we ask?

    C.



    Carolyn J. Fausnaugh PhD, CPA
    Asst Professor of Strategy & New Ventures
    Florida Institute of Technology
    Melbourne, Florida 32901
    Phone: 321-674-7375; Fax: 321-674-8896
    E-mail: cfausnau@fit.edu

    ________________________________

    From: Management Education and Development Discussion on behalf of Jack Ring
    Sent: Mon 4/6/2009 6:04 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Values



    Should not they experience "values discovery" exercises in B-school?

    ----- Original Message -----
    From: "Mansfield Elkind" <melkind@MINDTECH3.COM> wrote, "When a person knows
    their values they have access to one heck of a powerful gyroscope."


  • 23.  Values

    Posted 04-07-2009 11:50
    I've got my doubts about values; namely, about their existence. It seems to me that values are something we infer based upon observed patterns in behavior. We also infer what people are "up to" based on observed patterns in behavior. So, inferred values and inferred goals offer a convenient explanation of observed behavior/patterns but I'm not at all convinced it's a satisfactory one.

    Mind you, I have no doubt that people set goals and pursue their attainment, and I also have no doubt that different people prefer different things and that they also set different standards for their own behavior and what they would like to see in the behavior of others. But I'm far less than certain that any consistency or persistency in behavior or behavior patterns is adequate evidence of the existence of values.

    I do believe that people behave in ways that are intended to affect the world about them, to bring their perceptions of matters and situations into alignment with their preferences. Does that imply the existence of "values"? I don't know. It seems to me like a chicken and egg question: Do goals give rise to preferences or do preferences give rise to goals?

    --
    Regards,

    Fred Nickols
    Managing Partner
    Distance Consulting, LLC
    nickols@att.net
    www.nickols.us

    "Assistance at A Distance"

    -------------- Original message ----------------------
    From: Carolyn Fausnaugh <cfausnau@FIT.EDU>
    >
    Yes. There should be "values discovery" for all college graduates - not just
    business school graduates. But, I think the kinds of exercises it takes to get
    to deep values may not be acceptable to do in many university settings. I also
    think it takes highly skilled people to be effective at facilitating such
    exercises - and most business professors are not skilled in that area. Most of
    the values clarification work done in university classes is superficial and, in
    > my opinion, does not reach deep values.
    >
    I have personally done work in deep values clarification, and yes. I was
    > surprised by my deepest values.
    >
    At 1:20 pm yesterday I sent a response to this discussion asking for "techniques
    for having people discover their personal values." I have had one response to
    that very specific question. The lack of responses might be explained by the
    fact that readers of this list do not have answers to my question. If that is
    > so, then who should we ask?
    >
    > C.
    >
    >
    >
    > Carolyn J. Fausnaugh PhD, CPA
    > Asst Professor of Strategy & New Ventures
    > Florida Institute of Technology
    > Melbourne, Florida 32901
    > Phone: 321-674-7375; Fax: 321-674-8896
    > E-mail: cfausnau@fit.edu
    >
    > ________________________________
    >
    > From: Management Education and Development Discussion on behalf of Jack Ring
    > Sent: Mon 4/6/2009 6:04 PM
    > To: MG-ED-DV@AOMLISTS.PACE.EDU
    > Subject: Values
    >
    >
    >
    > Should not they experience "values discovery" exercises in B-school?
    >
    > ----- Original Message -----
    > From: "Mansfield Elkind" <melkind@MINDTECH3.COM> wrote, "When a person knows
    > their values they have access to one heck of a powerful gyroscope."


  • 24.  Values

    Posted 04-07-2009 11:53
    Carolyn et al.,

    I, too, am fascinated by this discussion.

    Carolyn, I agree with you in part. The students certainly have to want to do the discovery, that is, to be ready for it. And that requires some skilled preparation by the instructor. Just stating, credibly, that almost all great leaders are people who have gone through experiences that have helped them learn to understand themselves helps (see, for example, Bennis's work).

    I can't imagine a setting where exploring deep values is not acceptable...unusual, maybe! They do it in philosophy and social science departments all the time. When talking about morality, I always bring up the issue that all of the great religions--which generally represent the ideals of the societies in which they were founded--have produced similar rules of conduct that are grounded in an almost-universal set of moral principles (though the individual principles can be more or less central to the system of thought). In other words, smart human beings through the ages, with our without the guidance of a Supreme Being or other enlightening forces, have come up with similar principles to govern social life and our relationship to animals (see Huxley's "The Perennial Philosophy"). The only moral principle that is often missing from the set is one that addresses our responsibility to our physical environment.

    (Of course, I have a fairly broad perspective on this issue, having been raised as a humanist Christian in India--within a community of Hindus, Moslems, Sikhs, Jains and Buddhists--converted to Judaism and favoring a Buddhist view of the world.)

    Ruth

    ----- Original Message -----
    From: Carolyn Fausnaugh <cfausnau@FIT.EDU>

    > Yes. There should be "values discovery" for all college graduates -
    > not just business school graduates. But, I think the kinds of
    > exercises it takes to get to deep values may not be acceptable to do
    > in many university settings.


  • 25.  Values

    Posted 04-07-2009 12:51
    If you put values in the context of action, we act when motivated and what we value determines whether we act, the intensity of our action, and how persistent we are in our actions over time. Values is as good a term for that source of motivation as I can think of. Values conflict and exist at differing strengths or operate in ways that are not fully conscious, so they often lead to actions that seem inconsistent or self-defeating. We can clearly state a preference and even convince ourselves rationally that this preference has priority, but unless that preference is underscored by some underlying value or set of values, we are not likely to follow through with action.

    I had my children do a version of the values cards when they were 7 and 9 years old and I recall an insightful conversation between them. We did 5 new cards a night and they had the opportunity of replacing cards in their ever growing hierarchy each night as we talked about it. One night my daughter (the 9 year old) moved friendship from the top of her hierarchy to near the bottom and my son was aghast that she would put friendship so low. She pointed out that she had replaced it with respect and explained that if you don't respect others, you won't have any friends no matter how much you want them. Coming from a 9 yo I thought this was pretty insightful. Her preference was to have friends and she had thought through the concept of friendship to the point of some basic underlying elements that caused her to value it in the first place and recognized a more fundamental "value" - that of giving and receiving basic respect. I have observed her now for 20 years since that night and she unfailingly treats her friends with great respect and courtesy. She is both saddened and appalled at the shallowness of today's version of "friendship" and her initial insights have been powerfully reinforced by her experiences with so-called friends versus what truly motivates her to initiate and then maintain relationships.

    These elements of motivation or impulse-to-act clearly exist as strong determinants of human behavior. They are part of the symbolic structure of our individual world view. You can choose to call them something other than values, but that does not disprove their existence or function. In bioethics, when I am dealing with a care giver who is struggling with a dilemma but can't quite explain why, I can almost always help that person frame their unease using a basic ethical principle. Those principles are essentially extensions of what we value and when we act or observe others acting in ways that contradict such deeply held values, we can experience moral distress - a well-documented problem for health care providers. Once the provider can articulate the moral issue and the underlying values, it becomes easier to think through the situation, consider appropriate responses, or at least come to terms with the competing values and compelling rationales of the other actors in the situation.


    Deb Bennett-Woods, EdD, FACHE, RHIT
    Chair & Associate Professor, Department of Health Care Ethics
    Director, Center for Ethics and Leadership in the Health Professions
    Rueckert-Hartman College for Health Professions
    Regis University
    3333 Regis Boulevard, Mail Code G-5
    Denver, CO 80221-1099
    Office: 303-458-4271
    Email: dbennett@regis.edu

    -----Original Message-----
    From: Management Education and Development Discussion [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of nickols@att.net
    Sent: Tuesday, April 07, 2009 9:50 AM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    I've got my doubts about values; namely, about their existence. It seems to me that values are something we infer based upon observed patterns in behavior. We also infer what people are "up to" based on observed patterns in behavior. So, inferred values and inferred goals offer a convenient explanation of observed behavior/patterns but I'm not at all convinced it's a satisfactory one.

    Mind you, I have no doubt that people set goals and pursue their attainment, and I also have no doubt that different people prefer different things and that they also set different standards for their own behavior and what they would like to see in the behavior of others. But I'm far less than certain that any consistency or persistency in behavior or behavior patterns is adequate evidence of the existence of values.

    I do believe that people behave in ways that are intended to affect the world about them, to bring their perceptions of matters and situations into alignment with their preferences. Does that imply the existence of "values"? I don't know. It seems to me like a chicken and egg question: Do goals give rise to preferences or do preferences give rise to goals?

    --
    Regards,

    Fred Nickols
    Managing Partner
    Distance Consulting, LLC
    nickols@att.net
    www.nickols.us

    "Assistance at A Distance"

    -------------- Original message ----------------------
    From: Carolyn Fausnaugh <cfausnau@FIT.EDU>
    >
    Yes. There should be "values discovery" for all college graduates - not just
    business school graduates. But, I think the kinds of exercises it takes to get
    to deep values may not be acceptable to do in many university settings. I also think it takes highly skilled people to be effective at facilitating such exercises - and most business professors are not skilled in that area. Most of the values clarification work done in university classes is superficial and, in
    > my opinion, does not reach deep values.
    >
    I have personally done work in deep values clarification, and yes. I was
    > surprised by my deepest values.
    >
    At 1:20 pm yesterday I sent a response to this discussion asking for "techniques for having people discover their personal values." I have had one response to that very specific question. The lack of responses might be explained by the fact that readers of this list do not have answers to my question. If that is
    > so, then who should we ask?
    >
    > C.
    >
    >
    >
    > Carolyn J. Fausnaugh PhD, CPA
    > Asst Professor of Strategy & New Ventures Florida Institute of
    > Technology Melbourne, Florida 32901
    > Phone: 321-674-7375; Fax: 321-674-8896
    > E-mail: cfausnau@fit.edu
    >
    > ________________________________
    >
    > From: Management Education and Development Discussion on behalf of
    > Jack Ring
    > Sent: Mon 4/6/2009 6:04 PM
    > To: MG-ED-DV@AOMLISTS.PACE.EDU
    > Subject: Values
    >
    >
    >
    > Should not they experience "values discovery" exercises in B-school?
    >
    > ----- Original Message -----
    > From: "Mansfield Elkind" <melkind@MINDTECH3.COM> wrote, "When a person
    > knows their values they have access to one heck of a powerful gyroscope."


  • 26.  Values

    Posted 04-07-2009 13:16
    Wow, a lot of energy on this topic! Regardless of what side of the issues
    you find yourself, the healthy dialogue and the sharing of lessons learned,
    best practices, and personal insights has been invaluable. And for that,
    all the contributors are to be commended.

    Thank you!

    Terry W. McKenna
    Principal - EPS, Inc.
    910.458.5227 - office
    703.989.9416 - mobile
    910.458.5483 - fax
    www.eps-i.com




    -----Original Message-----
    From: Management Education and Development Discussion
    [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Bennett-Woods, Debra
    Sent: Tuesday, April 07, 2009 12:51 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    If you put values in the context of action, we act when motivated and what
    we value determines whether we act, the intensity of our action, and how
    persistent we are in our actions over time. Values is as good a term for
    that source of motivation as I can think of. Values conflict and exist at
    differing strengths or operate in ways that are not fully conscious, so they
    often lead to actions that seem inconsistent or self-defeating. We can
    clearly state a preference and even convince ourselves rationally that this
    preference has priority, but unless that preference is underscored by some
    underlying value or set of values, we are not likely to follow through with
    action.

    I had my children do a version of the values cards when they were 7 and 9
    years old and I recall an insightful conversation between them. We did 5
    new cards a night and they had the opportunity of replacing cards in their
    ever growing hierarchy each night as we talked about it. One night my
    daughter (the 9 year old) moved friendship from the top of her hierarchy to
    near the bottom and my son was aghast that she would put friendship so low.
    She pointed out that she had replaced it with respect and explained that if
    you don't respect others, you won't have any friends no matter how much you
    want them. Coming from a 9 yo I thought this was pretty insightful. Her
    preference was to have friends and she had thought through the concept of
    friendship to the point of some basic underlying elements that caused her to
    value it in the first place and recognized a more fundamental "value" - that
    of giving and receiving basic respect. I have observed her now for 20 years
    since that night and she unfailingly treats her friends with great respect
    and courtesy. She is both saddened and appalled at the shallowness of
    today's version of "friendship" and her initial insights have been
    powerfully reinforced by her experiences with so-called friends versus what
    truly motivates her to initiate and then maintain relationships.

    These elements of motivation or impulse-to-act clearly exist as strong
    determinants of human behavior. They are part of the symbolic structure of
    our individual world view. You can choose to call them something other than
    values, but that does not disprove their existence or function. In
    bioethics, when I am dealing with a care giver who is struggling with a
    dilemma but can't quite explain why, I can almost always help that person
    frame their unease using a basic ethical principle. Those principles are
    essentially extensions of what we value and when we act or observe others
    acting in ways that contradict such deeply held values, we can experience
    moral distress - a well-documented problem for health care providers. Once
    the provider can articulate the moral issue and the underlying values, it
    becomes easier to think through the situation, consider appropriate
    responses, or at least come to terms with the competing values and
    compelling rationales of the other actors in the situation.


    Deb Bennett-Woods, EdD, FACHE, RHIT
    Chair & Associate Professor, Department of Health Care Ethics
    Director, Center for Ethics and Leadership in the Health Professions
    Rueckert-Hartman College for Health Professions
    Regis University
    3333 Regis Boulevard, Mail Code G-5
    Denver, CO 80221-1099
    Office: 303-458-4271
    Email: dbennett@regis.edu

    -----Original Message-----
    From: Management Education and Development Discussion
    [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of nickols@att.net
    Sent: Tuesday, April 07, 2009 9:50 AM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    I've got my doubts about values; namely, about their existence. It seems to
    me that values are something we infer based upon observed patterns in
    behavior. We also infer what people are "up to" based on observed patterns
    in behavior. So, inferred values and inferred goals offer a convenient
    explanation of observed behavior/patterns but I'm not at all convinced it's
    a satisfactory one.

    Mind you, I have no doubt that people set goals and pursue their attainment,
    and I also have no doubt that different people prefer different things and
    that they also set different standards for their own behavior and what they
    would like to see in the behavior of others. But I'm far less than certain
    that any consistency or persistency in behavior or behavior patterns is
    adequate evidence of the existence of values.

    I do believe that people behave in ways that are intended to affect the
    world about them, to bring their perceptions of matters and situations into
    alignment with their preferences. Does that imply the existence of
    "values"? I don't know. It seems to me like a chicken and egg question:
    Do goals give rise to preferences or do preferences give rise to goals?

    --
    Regards,

    Fred Nickols
    Managing Partner
    Distance Consulting, LLC
    nickols@att.net
    www.nickols.us

    "Assistance at A Distance"

    -------------- Original message ----------------------
    From: Carolyn Fausnaugh <cfausnau@FIT.EDU>
    >
    Yes. There should be "values discovery" for all college graduates - not
    just
    business school graduates. But, I think the kinds of exercises it takes to
    get
    to deep values may not be acceptable to do in many university settings. I
    also think it takes highly skilled people to be effective at facilitating
    such exercises - and most business professors are not skilled in that area.
    Most of the values clarification work done in university classes is
    superficial and, in
    > my opinion, does not reach deep values.
    >
    I have personally done work in deep values clarification, and yes. I was
    > surprised by my deepest values.
    >
    At 1:20 pm yesterday I sent a response to this discussion asking for
    "techniques for having people discover their personal values." I have had
    one response to that very specific question. The lack of responses might be
    explained by the fact that readers of this list do not have answers to my
    question. If that is
    > so, then who should we ask?
    >
    > C.
    >
    >
    >
    > Carolyn J. Fausnaugh PhD, CPA
    > Asst Professor of Strategy & New Ventures Florida Institute of
    > Technology Melbourne, Florida 32901
    > Phone: 321-674-7375; Fax: 321-674-8896
    > E-mail: cfausnau@fit.edu
    >
    > ________________________________
    >
    > From: Management Education and Development Discussion on behalf of
    > Jack Ring
    > Sent: Mon 4/6/2009 6:04 PM
    > To: MG-ED-DV@AOMLISTS.PACE.EDU
    > Subject: Values
    >
    >
    >
    > Should not they experience "values discovery" exercises in B-school?
    >
    > ----- Original Message -----
    > From: "Mansfield Elkind" <melkind@MINDTECH3.COM> wrote, "When a person
    > knows their values they have access to one heck of a powerful gyroscope."

    No virus found in this incoming message.
    Checked by AVG.
    Version: 7.5.557 / Virus Database: 270.11.43/2043 - Release Date: 4/6/2009
    6:22 AM


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    Checked by AVG.
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  • 27.  Values

    Posted 04-07-2009 14:59
    Hi,

    The article below is an op-ed piece from the NYT. It goes against everything I hold dear, but what the heck; it seems relevant to our conversation

    Ralph


    Ralph Hanke
    Assistant Professor of Entrepreneurship
    Department of Management
    Bowling Green State University
    BAA3025
    419.372.3417
    ralphh@bgsu.edu
    Skype: ralphh16802
    The End of Philosophy


    By DAVID BROOKS
    Socrates talked. The assumption behind his approach to philosophy, and the approaches of millions of people since, is that moral thinking is mostly a matter of reason and deliberation: Think through moral problems. Find a just principle. Apply it.
    One problem with this kind of approach to morality, as Michael Gazzaniga writes in his 2008 book, "Human," is that "it has been hard to find any correlation between moral reasoning and proactive moral behavior, such as helping other people. In fact, in most studies, none has been found."
    Today, many psychologists, cognitive scientists and even philosophers embrace a different view of morality. In this view, moral thinking is more like aesthetics. As we look around the world, we are constantly evaluating what we see. Seeing and evaluating are not two separate processes. They are linked and basically simultaneous.
    As Steven Quartz of the California Institute of Technology said during a recent discussion of ethics sponsored by the John Templeton Foundation, "Our brain is computing value at every fraction of a second. Everything that we look at, we form an implicit preference. Some of those make it into our awareness; some of them remain at the level of our unconscious, but ... what our brain is for, what our brain has evolved for, is to find what is of value in our environment."
    Think of what happens when you put a new food into your mouth. You don't have to decide if it's disgusting. You just know. You don't have to decide if a landscape is beautiful. You just know.
    Moral judgments are like that. They are rapid intuitive decisions and involve the emotion-processing parts of the brain. Most of us make snap moral judgments about what feels fair or not, or what feels good or not. We start doing this when we are babies, before we have language. And even as adults, we often can't explain to ourselves why something feels wrong.
    In other words, reasoning comes later and is often guided by the emotions that preceded it. Or as Jonathan Haidt of the University of Virginia memorably wrote, "The emotions are, in fact, in charge of the temple of morality, and ... moral reasoning is really just a servant masquerading as a high priest."
    The question then becomes: What shapes moral emotions in the first place? The answer has long been evolution, but in recent years there's an increasing appreciation that evolution isn't just about competition. It's also about cooperation within groups. Like bees, humans have long lived or died based on their ability to divide labor, help each other and stand together in the face of common threats. Many of our moral emotions and intuitions reflect that history. We don't just care about our individual rights, or even the rights of other individuals. We also care about loyalty, respect, traditions, religions. We are all the descendents of successful cooperators.
    The first nice thing about this evolutionary approach to morality is that it emphasizes the social nature of moral intuition. People are not discrete units coolly formulating moral arguments. They link themselves together into communities and networks of mutual influence.
    The second nice thing is that it entails a warmer view of human nature. Evolution is always about competition, but for humans, as Darwin speculated, competition among groups has turned us into pretty cooperative, empathetic and altruistic creatures - at least within our families, groups and sometimes nations.
    The third nice thing is that it explains the haphazard way most of us lead our lives without destroying dignity and choice. Moral intuitions have primacy, Haidt argues, but they are not dictators. There are times, often the most important moments in our lives, when in fact we do use reason to override moral intuitions, and often those reasons - along with new intuitions - come from our friends.
    The rise and now dominance of this emotional approach to morality is an epochal change. It challenges all sorts of traditions. It challenges the bookish way philosophy is conceived by most people. It challenges the Talmudic tradition, with its hyper-rational scrutiny of texts. It challenges the new atheists, who see themselves involved in a war of reason against faith and who have an unwarranted faith in the power of pure reason and in the purity of their own reasoning.
    Finally, it should also challenge the very scientists who study morality. They're good at explaining how people make judgments about harm and fairness, but they still struggle to explain the feelings of awe, transcendence, patriotism, joy and self-sacrifice, which are not ancillary to most people's moral experiences, but central. The evolutionary approach also leads many scientists to neglect the concept of individual responsibility and makes it hard for them to appreciate that most people struggle toward goodness, not as a means, but as an end in itself.


  • 28.  Values

    Posted 04-07-2009 15:15
    Great article Ralph and it is very relevant. It argues for a form of critical thought and reasoning that recognizes and includes emotion, intuition and inclination as partners in what we might call human wisdom - an evolutionary concept in its own right. This basic approach is inherent to ethical perspectives such as feminist theory and the ethic of care, and to a lesser extent in some modern approaches to communitarianism and virtue ethics - none of which are typically introduced in courses in applied ethics.


    Deb Bennett-Woods, EdD, FACHE, RHIT
    Chair & Associate Professor, Department of Health Care Ethics
    Director, Center for Ethics and Leadership in the Health Professions
    Rueckert-Hartman College for Health Professions
    Regis University
    3333 Regis Boulevard, Mail Code G-5
    Denver, CO 80221-1099
    Office: 303-458-4271
    Email: dbennett@regis.edu

    -----Original Message-----
    From: Management Education and Development Discussion [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Ralph C.M. Hanke
    Sent: Tuesday, April 07, 2009 12:59 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    Hi,

    The article below is an op-ed piece from the NYT. It goes against everything I hold dear, but what the heck; it seems relevant to our conversation

    Ralph


    Ralph Hanke
    Assistant Professor of Entrepreneurship
    Department of Management
    Bowling Green State University
    BAA3025
    419.372.3417
    ralphh@bgsu.edu
    Skype: ralphh16802
    The End of Philosophy


    By DAVID BROOKS
    Socrates talked. The assumption behind his approach to philosophy, and the approaches of millions of people since, is that moral thinking is mostly a matter of reason and deliberation: Think through moral problems. Find a just principle. Apply it.
    One problem with this kind of approach to morality, as Michael Gazzaniga writes in his 2008 book, "Human," is that "it has been hard to find any correlation between moral reasoning and proactive moral behavior, such as helping other people. In fact, in most studies, none has been found."
    Today, many psychologists, cognitive scientists and even philosophers embrace a different view of morality. In this view, moral thinking is more like aesthetics. As we look around the world, we are constantly evaluating what we see. Seeing and evaluating are not two separate processes. They are linked and basically simultaneous.
    As Steven Quartz of the California Institute of Technology said during a recent discussion of ethics sponsored by the John Templeton Foundation, "Our brain is computing value at every fraction of a second. Everything that we look at, we form an implicit preference. Some of those make it into our awareness; some of them remain at the level of our unconscious, but ... what our brain is for, what our brain has evolved for, is to find what is of value in our environment."
    Think of what happens when you put a new food into your mouth. You don't have to decide if it's disgusting. You just know. You don't have to decide if a landscape is beautiful. You just know.
    Moral judgments are like that. They are rapid intuitive decisions and involve the emotion-processing parts of the brain. Most of us make snap moral judgments about what feels fair or not, or what feels good or not. We start doing this when we are babies, before we have language. And even as adults, we often can't explain to ourselves why something feels wrong.
    In other words, reasoning comes later and is often guided by the emotions that preceded it. Or as Jonathan Haidt of the University of Virginia memorably wrote, "The emotions are, in fact, in charge of the temple of morality, and ... moral reasoning is really just a servant masquerading as a high priest."
    The question then becomes: What shapes moral emotions in the first place? The answer has long been evolution, but in recent years there's an increasing appreciation that evolution isn't just about competition. It's also about cooperation within groups. Like bees, humans have long lived or died based on their ability to divide labor, help each other and stand together in the face of common threats. Many of our moral emotions and intuitions reflect that history. We don't just care about our individual rights, or even the rights of other individuals. We also care about loyalty, respect, traditions, religions. We are all the descendents of successful cooperators.
    The first nice thing about this evolutionary approach to morality is that it emphasizes the social nature of moral intuition. People are not discrete units coolly formulating moral arguments. They link themselves together into communities and networks of mutual influence.
    The second nice thing is that it entails a warmer view of human nature. Evolution is always about competition, but for humans, as Darwin speculated, competition among groups has turned us into pretty cooperative, empathetic and altruistic creatures - at least within our families, groups and sometimes nations.
    The third nice thing is that it explains the haphazard way most of us lead our lives without destroying dignity and choice. Moral intuitions have primacy, Haidt argues, but they are not dictators. There are times, often the most important moments in our lives, when in fact we do use reason to override moral intuitions, and often those reasons - along with new intuitions - come from our friends.
    The rise and now dominance of this emotional approach to morality is an epochal change. It challenges all sorts of traditions. It challenges the bookish way philosophy is conceived by most people. It challenges the Talmudic tradition, with its hyper-rational scrutiny of texts. It challenges the new atheists, who see themselves involved in a war of reason against faith and who have an unwarranted faith in the power of pure reason and in the purity of their own reasoning.
    Finally, it should also challenge the very scientists who study morality. They're good at explaining how people make judgments about harm and fairness, but they still struggle to explain the feelings of awe, transcendence, patriotism, joy and self-sacrifice, which are not ancillary to most people's moral experiences, but central. The evolutionary approach also leads many scientists to neglect the concept of individual responsibility and makes it hard for them to appreciate that most people struggle toward goodness, not as a means, but as an end in itself.


  • 29.  Values

    Posted 04-07-2009 15:35
    ... and so now I'm curious as to why it goes against everything Ralph holds
    so dear.

    Kurt

    -----Original Message-----
    From: Management Education and Development Discussion
    [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Bennett-Woods, Debra
    Sent: Tuesday, April 07, 2009 12:15 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    Great article Ralph and it is very relevant. It argues for a form of
    critical thought and reasoning that recognizes and includes emotion,
    intuition and inclination as partners in what we might call human wisdom -
    an evolutionary concept in its own right. This basic approach is inherent
    to ethical perspectives such as feminist theory and the ethic of care, and
    to a lesser extent in some modern approaches to communitarianism and virtue
    ethics - none of which are typically introduced in courses in applied
    ethics.


    Deb Bennett-Woods, EdD, FACHE, RHIT
    Chair & Associate Professor, Department of Health Care Ethics
    Director, Center for Ethics and Leadership in the Health Professions
    Rueckert-Hartman College for Health Professions
    Regis University
    3333 Regis Boulevard, Mail Code G-5
    Denver, CO 80221-1099
    Office: 303-458-4271
    Email: dbennett@regis.edu

    -----Original Message-----
    From: Management Education and Development Discussion
    [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Ralph C.M. Hanke
    Sent: Tuesday, April 07, 2009 12:59 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    Hi,

    The article below is an op-ed piece from the NYT. It goes against everything
    I hold dear, but what the heck; it seems relevant to our conversation

    Ralph


    Ralph Hanke
    Assistant Professor of Entrepreneurship
    Department of Management
    Bowling Green State University
    BAA3025
    419.372.3417
    ralphh@bgsu.edu
    Skype: ralphh16802
    The End of Philosophy


    By DAVID BROOKS
    Socrates talked. The assumption behind his approach to philosophy, and the
    approaches of millions of people since, is that moral thinking is mostly a
    matter of reason and deliberation: Think through moral problems. Find a just
    principle. Apply it.
    One problem with this kind of approach to morality, as Michael Gazzaniga
    writes in his 2008 book, "Human," is that "it has been hard to find any
    correlation between moral reasoning and proactive moral behavior, such as
    helping other people. In fact, in most studies, none has been found."
    Today, many psychologists, cognitive scientists and even philosophers
    embrace a different view of morality. In this view, moral thinking is more
    like aesthetics. As we look around the world, we are constantly evaluating
    what we see. Seeing and evaluating are not two separate processes. They are
    linked and basically simultaneous.
    As Steven Quartz of the California Institute of Technology said during a
    recent discussion of ethics sponsored by the John Templeton Foundation, "Our
    brain is computing value at every fraction of a second. Everything that we
    look at, we form an implicit preference. Some of those make it into our
    awareness; some of them remain at the level of our unconscious, but ... what
    our brain is for, what our brain has evolved for, is to find what is of
    value in our environment."
    Think of what happens when you put a new food into your mouth. You don't
    have to decide if it's disgusting. You just know. You don't have to decide
    if a landscape is beautiful. You just know.
    Moral judgments are like that. They are rapid intuitive decisions and
    involve the emotion-processing parts of the brain. Most of us make snap
    moral judgments about what feels fair or not, or what feels good or not. We
    start doing this when we are babies, before we have language. And even as
    adults, we often can't explain to ourselves why something feels wrong.
    In other words, reasoning comes later and is often guided by the emotions
    that preceded it. Or as Jonathan Haidt of the University of Virginia
    memorably wrote, "The emotions are, in fact, in charge of the temple of
    morality, and ... moral reasoning is really just a servant masquerading as a
    high priest."
    The question then becomes: What shapes moral emotions in the first place?
    The answer has long been evolution, but in recent years there's an
    increasing appreciation that evolution isn't just about competition. It's
    also about cooperation within groups. Like bees, humans have long lived or
    died based on their ability to divide labor, help each other and stand
    together in the face of common threats. Many of our moral emotions and
    intuitions reflect that history. We don't just care about our individual
    rights, or even the rights of other individuals. We also care about loyalty,
    respect, traditions, religions. We are all the descendents of successful
    cooperators.
    The first nice thing about this evolutionary approach to morality is that it
    emphasizes the social nature of moral intuition. People are not discrete
    units coolly formulating moral arguments. They link themselves together into
    communities and networks of mutual influence.
    The second nice thing is that it entails a warmer view of human nature.
    Evolution is always about competition, but for humans, as Darwin speculated,
    competition among groups has turned us into pretty cooperative, empathetic
    and altruistic creatures - at least within our families, groups and
    sometimes nations.
    The third nice thing is that it explains the haphazard way most of us lead
    our lives without destroying dignity and choice. Moral intuitions have
    primacy, Haidt argues, but they are not dictators. There are times, often
    the most important moments in our lives, when in fact we do use reason to
    override moral intuitions, and often those reasons - along with new
    intuitions - come from our friends.
    The rise and now dominance of this emotional approach to morality is an
    epochal change. It challenges all sorts of traditions. It challenges the
    bookish way philosophy is conceived by most people. It challenges the
    Talmudic tradition, with its hyper-rational scrutiny of texts. It challenges
    the new atheists, who see themselves involved in a war of reason against
    faith and who have an unwarranted faith in the power of pure reason and in
    the purity of their own reasoning.
    Finally, it should also challenge the very scientists who study morality.
    They're good at explaining how people make judgments about harm and
    fairness, but they still struggle to explain the feelings of awe,
    transcendence, patriotism, joy and self-sacrifice, which are not ancillary
    to most people's moral experiences, but central. The evolutionary approach
    also leads many scientists to neglect the concept of individual
    responsibility and makes it hard for them to appreciate that most people
    struggle toward goodness, not as a means, but as an end in itself.


  • 30.  Values

    Posted 04-07-2009 16:35
    Well, mainly because it suggests that reason may not get us where we "need" to be.

    Alternatively, I suppose I can settle for the evolution solution: it is OK to be this way because it got us this far. Still ...


    Ralph




    Ralph Hanke
    Assistant Professor of Entrepreneurship
    Department of Management
    Bowling Green State University
    BAA3025
    419.372.3417
    ralphh@bgsu.edu
    Skype: ralphh16802


    -----Original Message-----
    From: Management Education and Development Discussion [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Kurt A Richardson
    Sent: Tuesday, April 07, 2009 3:35 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    ... and so now I'm curious as to why it goes against everything Ralph holds
    so dear.

    Kurt

    -----Original Message-----
    From: Management Education and Development Discussion
    [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Bennett-Woods, Debra
    Sent: Tuesday, April 07, 2009 12:15 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    Great article Ralph and it is very relevant. It argues for a form of
    critical thought and reasoning that recognizes and includes emotion,
    intuition and inclination as partners in what we might call human wisdom -
    an evolutionary concept in its own right. This basic approach is inherent
    to ethical perspectives such as feminist theory and the ethic of care, and
    to a lesser extent in some modern approaches to communitarianism and virtue
    ethics - none of which are typically introduced in courses in applied
    ethics.


    Deb Bennett-Woods, EdD, FACHE, RHIT
    Chair & Associate Professor, Department of Health Care Ethics
    Director, Center for Ethics and Leadership in the Health Professions
    Rueckert-Hartman College for Health Professions
    Regis University
    3333 Regis Boulevard, Mail Code G-5
    Denver, CO 80221-1099
    Office: 303-458-4271
    Email: dbennett@regis.edu

    -----Original Message-----
    From: Management Education and Development Discussion
    [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Ralph C.M. Hanke
    Sent: Tuesday, April 07, 2009 12:59 PM
    To: MG-ED-DV@AOMLISTS.PACE.EDU
    Subject: Re: Values

    Hi,

    The article below is an op-ed piece from the NYT. It goes against everything
    I hold dear, but what the heck; it seems relevant to our conversation

    Ralph


    Ralph Hanke
    Assistant Professor of Entrepreneurship
    Department of Management
    Bowling Green State University
    BAA3025
    419.372.3417
    ralphh@bgsu.edu
    Skype: ralphh16802
    The End of Philosophy


    By DAVID BROOKS
    Socrates talked. The assumption behind his approach to philosophy, and the
    approaches of millions of people since, is that moral thinking is mostly a
    matter of reason and deliberation: Think through moral problems. Find a just
    principle. Apply it.
    One problem with this kind of approach to morality, as Michael Gazzaniga
    writes in his 2008 book, "Human," is that "it has been hard to find any
    correlation between moral reasoning and proactive moral behavior, such as
    helping other people. In fact, in most studies, none has been found."
    Today, many psychologists, cognitive scientists and even philosophers
    embrace a different view of morality. In this view, moral thinking is more
    like aesthetics. As we look around the world, we are constantly evaluating
    what we see. Seeing and evaluating are not two separate processes. They are
    linked and basically simultaneous.
    As Steven Quartz of the California Institute of Technology said during a
    recent discussion of ethics sponsored by the John Templeton Foundation, "Our
    brain is computing value at every fraction of a second. Everything that we
    look at, we form an implicit preference. Some of those make it into our
    awareness; some of them remain at the level of our unconscious, but ... what
    our brain is for, what our brain has evolved for, is to find what is of
    value in our environment."
    Think of what happens when you put a new food into your mouth. You don't
    have to decide if it's disgusting. You just know. You don't have to decide
    if a landscape is beautiful. You just know.
    Moral judgments are like that. They are rapid intuitive decisions and
    involve the emotion-processing parts of the brain. Most of us make snap
    moral judgments about what feels fair or not, or what feels good or not. We
    start doing this when we are babies, before we have language. And even as
    adults, we often can't explain to ourselves why something feels wrong.
    In other words, reasoning comes later and is often guided by the emotions
    that preceded it. Or as Jonathan Haidt of the University of Virginia
    memorably wrote, "The emotions are, in fact, in charge of the temple of
    morality, and ... moral reasoning is really just a servant masquerading as a
    high priest."
    The question then becomes: What shapes moral emotions in the first place?
    The answer has long been evolution, but in recent years there's an
    increasing appreciation that evolution isn't just about competition. It's
    also about cooperation within groups. Like bees, humans have long lived or
    died based on their ability to divide labor, help each other and stand
    together in the face of common threats. Many of our moral emotions and
    intuitions reflect that history. We don't just care about our individual
    rights, or even the rights of other individuals. We also care about loyalty,
    respect, traditions, religions. We are all the descendents of successful
    cooperators.
    The first nice thing about this evolutionary approach to morality is that it
    emphasizes the social nature of moral intuition. People are not discrete
    units coolly formulating moral arguments. They link themselves together into
    communities and networks of mutual influence.
    The second nice thing is that it entails a warmer view of human nature.
    Evolution is always about competition, but for humans, as Darwin speculated,
    competition among groups has turned us into pretty cooperative, empathetic
    and altruistic creatures - at least within our families, groups and
    sometimes nations.
    The third nice thing is that it explains the haphazard way most of us lead
    our lives without destroying dignity and choice. Moral intuitions have
    primacy, Haidt argues, but they are not dictators. There are times, often
    the most important moments in our lives, when in fact we do use reason to
    override moral intuitions, and often those reasons - along with new
    intuitions - come from our friends.
    The rise and now dominance of this emotional approach to morality is an
    epochal change. It challenges all sorts of traditions. It challenges the
    bookish way philosophy is conceived by most people. It challenges the
    Talmudic tradition, with its hyper-rational scrutiny of texts. It challenges
    the new atheists, who see themselves involved in a war of reason against
    faith and who have an unwarranted faith in the power of pure reason and in
    the purity of their own reasoning.
    Finally, it should also challenge the very scientists who study morality.
    They're good at explaining how people make judgments about harm and
    fairness, but they still struggle to explain the feelings of awe,
    transcendence, patriotism, joy and self-sacrifice, which are not ancillary
    to most people's moral experiences, but central. The evolutionary approach
    also leads many scientists to neglect the concept of individual
    responsibility and makes it hard for them to appreciate that most people
    struggle toward goodness, not as a means, but as an end in itself.


  • 31.  Values

    Posted 04-07-2009 16:38
    Carolyn,

    Thank you for the prompt response.

    I noticed the one response to your inquiry and thought it looked promising.

    Meanwhile I queried Dr. David Mefford, a respected practitioner of axiology
    (the science of values) associated with the Hartman Institute, about his
    willingness to get involved in this discussion. He responded with a paper
    destined to be published in a couple of months. The abstract reads
    ++++++++++++++++
    "This discussion is an investigation into the claim that formal axiology is
    a science. I review criteria for admitting a subject matter into the realm
    of science and find that formal axiology is indeed a genuine science. In
    addition to demonstrating in several different ways that formal axiology is
    a science, I examine the details of the eighteen level value hierarchy used
    to construct the Hartman Value Profile (HVP) with emphasis on the intrinsic
    dimension. I explore alternatives to Hartman's selection of value hierarchy
    formulae used to define the intrinsic construct for the HVP assessment. I
    also explore in detail the logical binary value hierarchy and unleash the
    power of axiological value science through the construction of special
    interest alternative proxy statement lists in targeted axiological profiles
    (TAPS)T. I then explore additional innovations of the science of
    formal axiology such as revising the composition of the three axiological
    dimensional constructs and finally I show the necessity to separate the
    dimensional valences into compositional and transpositional valences for
    more accurate interpretations."
    +++++++++++++++++++++

    FWIW, I claim that no one should be awarded a graduate level degree in
    management until they have demonstrated competence in conducting a values
    survey. When they become management/leader practitioners it will be very
    useful for them and their 'team' to acknowledge their respective values
    (ideally prefaced by a lesson in the principle of Connect, Not Convince).

    Learning to conduct a values survey may involve experiencing a survey of
    themselves (preferably a 360 degree survey because it is fairly well known
    that when a person ranks their own proclivity for each of the seven deadly
    sins the two sins they assign to seventh place and last place are the two
    they most likely exhibit).

    I will be interested in any other ways and means for helping people become
    aware of their values. I trust your interest is in helping them do that,
    not in telling them what values they should hold or in helping them learn to
    select 'like minded' staff.

    Onward,
    Jack Ring

    ----- Original Message -----
    From: "Carolyn Fausnaugh" <cfausnau@FIT.EDU>
    To: <MG-ED-DV@AOMLISTS.PACE.EDU>
    Sent: Tuesday, April 07, 2009 6:45 AM
    Subject: Re: Values


    > Yes. There should be "values discovery" for all college graduates - not
    > just business school graduates. But, I think the kinds of exercises it
    > takes to get to deep values may not be acceptable to do in many university
    > settings. I also think it takes highly skilled people to be effective at
    > facilitating such exercises - and most business professors are not skilled
    > in that area. Most of the values clarification work done in university
    > classes is superficial and, in my opinion, does not reach deep values.
    >
    > I have personally done work in deep values clarification, and yes. I was
    > surprised by my deepest values.
    >
    > At 1:20 pm yesterday I sent a response to this discussion asking for
    > "techniques for having people discover their personal values." I have had
    > one response to that very specific question. The lack of responses might
    > be explained by the fact that readers of this list do not have answers to
    > my question. If that is so, then who should we ask?
    >
    > C.
    >
    >
    >
    > Carolyn J. Fausnaugh PhD, CPA
    > Asst Professor of Strategy & New Ventures
    > Florida Institute of Technology
    > Melbourne, Florida 32901
    > Phone: 321-674-7375; Fax: 321-674-8896
    > E-mail: cfausnau@fit.edu
    >


  • 32.  Values

    Posted 04-07-2009 17:30
    Ralph,
    Thanks for this.
    Pls tell us more about your experiences of "against" and "hold dear."
    Are you experiencing what musicians call dissonance or sour note?
    Does the discomfort come from your frontal lobe or even any part of your
    brain or from elsewhere in your body?

    Consider that David Brooks' last paragraph marks him as being about 10 years
    behind the knowledge curve. Candace Pert's Molecules of Emotion and David
    Hawkins' Power vs. Force began an explanation more than a decade ago.
    Further, the description of biofeedback effects described in the latest
    issue of The Futurist shows that true scientists are rapidly gaining both
    descriptive and prescriptive modeling prowess.

    Morality doesn't dictate choices.
    However, dictators adroitly leverage morality as a way of getting you
    self-indicted.
    Jim Jones convinced 900 people of the morality of all working together ---
    toward self-annihilation.

    Jack Ring

    ----- Original Message -----
    From: "Ralph C.M. Hanke" <ralphh@BGSU.EDU>
    To: <MG-ED-DV@AOMLISTS.PACE.EDU>
    Sent: Tuesday, April 07, 2009 11:58 AM
    Subject: Re: Values


    > Hi,
    >
    > The article below is an op-ed piece from the NYT. It goes against
    > everything I hold dear, but what the heck; it seems relevant to our
    > conversation
    >
    > Ralph
    >
    >
    > Ralph Hanke
    > Assistant Professor of Entrepreneurship
    > Department of Management
    > Bowling Green State University
    > BAA3025
    > 419.372.3417
    > ralphh@bgsu.edu
    > Skype: ralphh16802
    > The End of Philosophy
    >
    >
    > By DAVID BROOKS
    > Socrates talked. The assumption behind his approach to philosophy, and the
    > approaches of millions of people since, is that moral thinking is mostly a
    > matter of reason and deliberation: Think through moral problems. Find a
    > just principle. Apply it.
    > One problem with this kind of approach to morality, as Michael Gazzaniga
    > writes in his 2008 book, "Human," is that "it has been hard to find any
    > correlation between moral reasoning and proactive moral behavior, such as
    > helping other people. In fact, in most studies, none has been found."
    > Today, many psychologists, cognitive scientists and even philosophers
    > embrace a different view of morality. In this view, moral thinking is more
    > like aesthetics. As we look around the world, we are constantly evaluating
    > what we see. Seeing and evaluating are not two separate processes. They
    > are linked and basically simultaneous.
    > As Steven Quartz of the California Institute of Technology said during a
    > recent discussion of ethics sponsored by the John Templeton Foundation,
    > "Our brain is computing value at every fraction of a second. Everything
    > that we look at, we form an implicit preference. Some of those make it
    > into our awareness; some of them remain at the level of our unconscious,
    > but ... what our brain is for, what our brain has evolved for, is to find
    > what is of value in our environment."
    > Think of what happens when you put a new food into your mouth. You don't
    > have to decide if it's disgusting. You just know. You don't have to decide
    > if a landscape is beautiful. You just know.
    > Moral judgments are like that. They are rapid intuitive decisions and
    > involve the emotion-processing parts of the brain. Most of us make snap
    > moral judgments about what feels fair or not, or what feels good or not.
    > We start doing this when we are babies, before we have language. And even
    > as adults, we often can't explain to ourselves why something feels wrong.
    > In other words, reasoning comes later and is often guided by the emotions
    > that preceded it. Or as Jonathan Haidt of the University of Virginia
    > memorably wrote, "The emotions are, in fact, in charge of the temple of
    > morality, and ... moral reasoning is really just a servant masquerading as
    > a high priest."
    > The question then becomes: What shapes moral emotions in the first place?
    > The answer has long been evolution, but in recent years there's an
    > increasing appreciation that evolution isn't just about competition. It's
    > also about cooperation within groups. Like bees, humans have long lived or
    > died based on their ability to divide labor, help each other and stand
    > together in the face of common threats. Many of our moral emotions and
    > intuitions reflect that history. We don't just care about our individual
    > rights, or even the rights of other individuals. We also care about
    > loyalty, respect, traditions, religions. We are all the descendents of
    > successful cooperators.
    > The first nice thing about this evolutionary approach to morality is that
    > it emphasizes the social nature of moral intuition. People are not
    > discrete units coolly formulating moral arguments. They link themselves
    > together into communities and networks of mutual influence.
    > The second nice thing is that it entails a warmer view of human nature.
    > Evolution is always about competition, but for humans, as Darwin
    > speculated, competition among groups has turned us into pretty
    > cooperative, empathetic and altruistic creatures - at least within our
    > families, groups and sometimes nations.
    > The third nice thing is that it explains the haphazard way most of us lead
    > our lives without destroying dignity and choice. Moral intuitions have
    > primacy, Haidt argues, but they are not dictators. There are times, often
    > the most important moments in our lives, when in fact we do use reason to
    > override moral intuitions, and often those reasons - along with new
    > intuitions - come from our friends.
    > The rise and now dominance of this emotional approach to morality is an
    > epochal change. It challenges all sorts of traditions. It challenges the
    > bookish way philosophy is conceived by most people. It challenges the
    > Talmudic tradition, with its hyper-rational scrutiny of texts. It
    > challenges the new atheists, who see themselves involved in a war of
    > reason against faith and who have an unwarranted faith in the power of
    > pure reason and in the purity of their own reasoning.
    > Finally, it should also challenge the very scientists who study morality.
    > They're good at explaining how people make judgments about harm and
    > fairness, but they still struggle to explain the feelings of awe,
    > transcendence, patriotism, joy and self-sacrifice, which are not ancillary
    > to most people's moral experiences, but central. The evolutionary approach
    > also leads many scientists to neglect the concept of individual
    > responsibility and makes it hard for them to appreciate that most people
    > struggle toward goodness, not as a means, but as an end in itself.
    >


  • 33.  Values

    Posted 04-07-2009 18:01
    Jack Ring writes in part:

    > Learning to conduct a values survey may involve experiencing a survey of
    > themselves (preferably a 360 degree survey because it is fairly well known
    > that when a person ranks their own proclivity for each of the seven deadly
    > sins the two sins they assign to seventh place and last place are the two
    > they most likely exhibit).

    Am I missing something, Jack? Ranking seven sins leads to seventh place AND last place? What is last place if it is not seventh place?

    --
    Regards,

    Fred Nickols
    Managing Partner
    Distance Consulting, LLC
    nickols@att.net
    www.nickols.us

    "Assistance at A Distance"


  • 34.  Values

    Posted 04-07-2009 19:40
    Please change 'last' to 'sixth'
    Jack
    ----- Original Message -----
    From: <nickols@att.net>
    To: <MG-ED-DV@AOMLISTS.PACE.EDU>
    Sent: Tuesday, April 07, 2009 3:00 PM
    Subject: Re: Values


    > Jack Ring writes in part:
    >
    >> Learning to conduct a values survey may involve experiencing a survey of
    >> themselves (preferably a 360 degree survey because it is fairly well
    >> known
    >> that when a person ranks their own proclivity for each of the seven
    >> deadly
    >> sins the two sins they assign to seventh place and last place are the two
    >> they most likely exhibit).
    >
    > Am I missing something, Jack? Ranking seven sins leads to seventh place
    > AND last place? What is last place if it is not seventh place?
    >
    > --
    > Regards,
    >
    > Fred Nickols
    > Managing Partner
    > Distance Consulting, LLC
    > nickols@att.net
    > www.nickols.us
    >
    > "Assistance at A Distance"
    >
    >