Values checklist 1
This is a resource file which supports the regular public program "areol" (action research and evaluation on line) offered twice a year beginning in mid-February and mid-July. For details email Bob Dick bdick@scu.edu.au or bd@uq.net.au... in which you have the opportunity to analyse and learn from an interaction which you would like to have handled better, or more easily, or more satisfyingly than you did
Overview of process
- Answer the questionnaire in the top row of each set of 5 boxes, following the instructions below
- Choose a system to analyse, for instance using a two-column analysis as described later
- Answer the questionnaire in terms of the behaviour or observations from the situation you have analysed, using the lower row of boxes for each pair of items
- Choose those items where there is a difference between the two ratings for an item, and where you are surprised at the difference
- Develop personal action plans to make use of the insights
(You can use this checklist in conjunction with the values workbook if you wish)
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Take a few minutes to respond to the following instrument. It describes actions which have implications for learning. Read each pair of items, and decide how you would like to be able to behave (you may or may not behave in this way).
If you would like to favour one of the two actions strongly, and this is important to you, place a tick in the space near that item. If you favour one item only to some extent, or you favour it strongly but don't regard it as important, tick partway between that item and the middle. If you genuinely can't decide, or think an item is completely unimportant, tick the middle of the space.
You will return to this later, and compare your actual behaviour in the situation you analyse to the preferred behaviour you indicate now. These items are for your own learning; you are able to choose the extent to which you reveal them to others.
You will probably get the best results if you do not agonise too long over any one response.
Note that you are being asked to respond in terms of how you would like to behave, not necessarily in terms of how you think you actually behave.
Note, too, that this is an instrument for reflection and learning, not for research. It is not known how accurate it would be if used as a measure.
The easiest way to use it is to print it out.
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Model 1
Model 2
Pursue own goals perhaps
without making them explicitExplicitly and jointly define all
goals before proceedingAct unilaterally to control
the environment or situationInvolve other(s) in defining
and managing the situationOther person seems to
perceive you as defensiveOther person seems to
perceive you as not defensiveTry to win, using a win/
lose style if necessaryWork to achieve outcomes
for both self and otherUnilaterally define
and manage the taskExplicitly and jointly define
and manage the taskResulting relationships
tend to be defensiveResulting relationships
are not defensiveYou maintain your
values whatever happensYou are open to revising
your values in the light of developmentsAct to minimise negative
feelings for self and otherExpress negative feelings
openly and clearlyUnilaterally engage in
actions to protect selfExpress vulnerability and
invite other to assistDefensive norms: tit
for tat behaviourNon-defensive norms:
expose your and others' defensive behaviourConceal your assumptions
about others' motivesReveal your assumptions
before acting on themAct to encourage rationality
implicitly or explicitlyEncourage expression of feelings and express your own feelings
Act unilaterally to protect
others from hurtReveal perceived hurt to
others before actingActions tend to generate
low commitment from othersActions tend to generate high
commitment from othersStyle of interaction
tends to persist over timeStyle of interaction improves
over time through joint effortPresent information
selectivelyAll relevant information
is providedAct to limit the choices
open to other personCreate environments which
maximise personal freedomTreat process as given
once begun or decidedEncourage others to express
dissatisfaction with processesLearning is unilateral
or implicit or ignoredJointly draw explicit
learning from interactionReact defensively if others
voice their assumptionsEncourage others to
voice their assumptionsPartial censorship of
some beliefs or feelingsOpen expression of almost
all beliefs and feelings
There are several ways you can use this instrument. The most promising use is probably to choose some recurring situation that you find difficult, and analyse it. A useful form of analysis is the "two-column analysis" that Argyris often uses.
To do this, take a sheet of paper and draw a line down the middle. At the top of the left hand column write Things I thought and felt. At the top of the right hand column write Things anyone said and did.
In the right hand column write a "script" of what happened -- who said and did what?
Then, in the left hand column, write the thoughts and feelings that you experienced at the time.
Then mark in some way the thoughts and feelings in the left hand column which are not expressed in the right-hand column.
Finally, use the instrument to analyse the values expressed by your behaviour in this situation. Consider those values which differ most from your first answer to the second answer.
You can also show your two-column analysis to others, and invite them to fill in the instrument in terms of your apparent values as expressed in the situation.
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Notes
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Copyright (c) Bob Dick 2000. May be copied provided it is not included in material sold at a profit, and this and the following notice are shown
This document may be cited as follows:
Dick, B. (2000)
Values checklist. [Available online].
http://www.uq.net.au/action_research/arp/valques.html
Maintained by Bob
Dick;
this version 1.02w last revised 20000520
A text version is also available at URL ftp://ftp.scu.edu.au/www/arr/valques.txt