Welcome to metavoicesystems.com




ORGANIZATIONAL DEVELOPMENT CONSULTANT
INDEPENDENT SCHOLAR
EDUCATIONAL CONSULTANT



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Established 8/12/2002

AARON LEE GIVAN, Ph.D.,
Copyright. 2002. Aaron Givan.
All rights reserved.

[e-teachingandlearning.biz]

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GIFTED AND TALENTED EDUCATION (GATE)

SERVICES:

Assessment and Planning Resources
Training Resources
Evaluation (Metavoice Systems Modeling)
Syllabus Development--Doctoral Level Classes only



The META-VOICE SYSTEM

(Copyright. 1996. Aaron Givan. All rights reserved.)
SAMPLE ADVISEMENT SERVICE: Professional Proficiency Issues:


PROFESSIONAL EXCELLENCE PROGRAM (PEP)
(Copyright, 1999. A. Givan)

Professionals working together in departments or divisions of a business attempt to meet the expectations of others, but often the participants have varied styles for solving problems. Implementing solutions and recycling the process can be difficult--often at a subliminal level. Concern for individual growth and empowerment over time, leadership development, and work environment issues can easily move to the background.

PEP Objectives:
* Evaluate working groups for ideal communication & problem solving.
* Compare employee style preferences for goodness of fit.
* Implement training for integrated style work groups.

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ORGANIC-NATURALISIC MODELING

AARON GIVAN, Ph.D.
(Copyright. 2005. Aaron Givan. All rights reserved.)


STRUCTURE AND DYNAMICS IN ORGANIZATIONS

One way to think about organizations and the functional modes necessary to make them operate is to use a naturalistic or organic approach--enough structure, like the skeleton system of the human body to support the organizational patterns [as imaged in an organizational chart by the entities named in the chart, for example] so they do not fall apart, but also, enough flexibility within the structure to allow for movement [as indicated by the connecting lines showing the relationships among the entities named within the chart]--rather like the muscle and ligaments of the human body.

The structure-dynamics relationship for human organizations can be modeled using a number of natural-organic examples from nature: for example, the leader-worker pattern in bee colonies or the various kinds of ant colonies that have been found. Individual gifts and preferences within humans can come close to the assigned functions of individual groups within these organic organizations; combining individual gifts can foster the completion of group interests/goals.

VARIABILITY

The added dimension for a human organization is the power of choice of the individuals within the structure--more rigid or more flexible, as the case may be--to work within the normal give-and-take ranges of the existing organization at any given moment. The introduction of a crisis/problem variable within the normal "activities of daily operation" (ADO) can solicit several kinds of response that demonstrate the power of individual choice:

1. Empirical needs assessment that is process and thing oriented: like a fire in an aircraft that needs immediate response by-the-numbers--rather like the larger guard ants standing guard over the workers as they do their work. In such an instance there is strong structure established by the SOP's for such situations and very defined, expected responses that still require the element of human choice.

2. Appreciative inquiry that is person and group oriented: this emphasizes the continuation of what is working and building on those elements. The group's awareness of its own functioning helps guide and facilitate the health and growth of the group with permissions and protections within the group for members to help one another define the operating rules as ADO functions are processed in the moment.


COMPOUND-COMPLEX OPERATIONS

For teaching purposes and purposes of analysis and model building, more simple elements are considered within any study of an organization--for example, models like management by walking around, theory X and theory Y, and the like.

One place to begin in such modeling studies is to understand the structure-behavior patterns within each individual within the organization; this can be done, for example, by using the MBTI type inventories suggested as part of this class and by keeping notebooks for the analysis of such patterns for the groups within which you work. A comparison of the findings from correlated studies of such notebook records can show suggestive models and ways of teaching and assessing ADO patterns.

At another level, rehearsing responses to the analyzed patterns as a group experience--talking it over together through whatever means--can allow for the more complex patterns that are present due to the power of choice and the need to maintain one's identity. How these dynamics work out becomes the acting operating dynamics in actual play in the moment.

At this point, the structure-dynamics dance among the players in the organization is compound and complex: compound in that the lines of movement within the named entities within the organizational chart have vibrancy--they are not static; complex in that the named entities are interacting in multiple ways with one another all at once at any given moment.

It's a wonder that a large organization can function at all; yet that is the beauty of human groups--they are compound-complex entities and, for me, living-organic creations...

FLEXIBILITY

Again, one way to think about organizations and the functional modes necessary to make them operate is to use a naturalistic approach--enough structure, like the skeleton system of the human body to support the organizational patterns [as imaged in an organizational chart by the entities named in the chart, for example] so they do not fall apart, but also, enough flexibility within the structure to allow for movement [as indicated by the connecting lines showing the relationships among the entities named within the chart]--rather like the muscle and ligaments of the human body.

The key for successful operations is the achievement of some kind of balance between the structure of an organization and the movements/dynamics within the structure...

Can you give examples of this balance and the tensions that go with it within your organization?

END (1-3-2008)

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EXPERT TOPICS FOR ONLINE CLASSES: 1/2004ff

Aaron Lee Givan, Ph. D.



The following topics are sample areas in which I have expertise [topics related directly to doctoral research studies]:

1. Qualitative Research Methods
2. Creativity
3. Learning Styles
4. Brain Studies
5. Test Anxiety—College Level
6. Lifelong Planning
7. Personal Growth Enhancement
8. Mentoring
9. Learning Strategies Management--
10. Non-Discursive Models of Learning
11. Story, Memoir
12. Social Construction of Knowledge
13. Artistic Problem Solving—Creative Problem Solving
14. Educational Foundations
15. Personal Life Planning
16. Work Environments
17. Groups
18. Wellness
19. Wellness Development
20. Personal Narrative

Any one, or a combination, of the above topics can be developed into an ONLINE class for 3 hours credit at the undergraduate or graduate—masters or doctoral--level.

CHOOSING A TOPIC-CLASS:

1. Choose a topic that interests you.
2. Structure, with the help of your mentor, a learning contract, syllabus, and appropriate study materials—text and/or articles. For a 3 hr class, include a 10 page research paper OR a field experience (requires a 5 page summary report/presentation).
For a one hr class: a five page paper OR short field experience with a 5 page report.

EVALUATION MECHANISMS:
1. Letter: S (Satisfactory)/U (Unsatisfactory) and/or
2. Rubrics’ critique of (A) Field Demo Presentation or (B) Portfolio.

CLASS SCHEDULING CYCLE:
Classes start as mutually arranged.

TUITION RATES:
Each certified/semester hour is $275.00/hour; that is, $275.00 for a one hour class, $825.00 for a 3 hour class.




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Classes for Professional Development for Teachers

Copyright. 2004. Aaron Givan, Ph.D
All rights reserved.

Versions of each of the following class topics-descriptions can be structured for K-8, 9-12, and the college level—1-3 semester hours each, S/U, letter grade for any distance learning mode.


I. THE MIND AND EDUCATION

1. Brainwork for Educators

How the mind works and the best learning/teaching mechanisms for the patterns pertinent to the individual are explored, personalized and applied in a site specific experience.

2. Windows on the Mind—“Intelligences Refined”

“Intelligences” defined, integrated and applied to the teaching-learning cycle—includes an overview of multiple, emotional and meta intelligences within a whole person perspective of the teacher/learner.

3. Educating the Whole Person

An integration of the cognitive-emotional and physical-social domains emphasizing the importance of behavioral structures and available dynamics as applied to teaching and learning.

4. The ARTS As Core Courses in American Education

Based on research in the “Artistic Foundations of Education” that incorporates the problem based learning elements facilitated by arts experiences as applied to teaching-learning.

5. Classroom Applications of Learning Styles and Strategies

Identification and synthesis of learning styles and possible accompanying strategies applied to site specific circumstances.

6. The Mind and Education: Effective Applications—Fieldwork Projects

Personalized design of a practical research project of mind-based insights within specifically identified problems at an identified site.



II. CLASSROOM DEVELOPMENT


7. Individual Gifts: Effective Classroom Applications

Problem-based teaching and learning insights are applied within a whole person analysis of structure and dynamics that emphasizes refining/bridging
individual gifts, especially gifts of diversity, within collaborative-cooperative processes for groups.

8. Groups Alive: Group Development for Teachers & Learners

Problem-based teaching and learning insights are applied within a whole person—group based analysis of group structure and dynamics that emphasizes refining/bridging identified, site-specific, group gifts within collaborative-cooperative process for groups: a group project oriented approach.

9. Understanding and Facilitating Character Education in American Culture

Analysis of character education traits that is applied in a personal synthesis of a site
specific design that includes personal and professional ethics parameters.


III. ONLINE EDUCATION


10. Curriculum Development

Survey of curriculum, online teaching strategies, online student traits and an application proposal for a learner-chosen sample site.

11. Managing Teaching Online

Exploration of present practices with a personalized sample based on learner specialization.

12. Learning Styles & Strategies for the Internet

Determines personalized preferences for learning and teaching on the internet and applications that bridge diverse styles with an internet class.


IV. THE PERSON OF THE TEACHER


13. Personal and Professional Development for Teachers

A whole-person approach to finding what works best in your personal teaching practice—emphasizes a life-long learning plan and teacher support groups.

14. Wellness and Proficiency in Your Professional life as a Teacher

Explores, documents, and applies personal insights into personal/vocational risks and teaching visions.

CHOOSING A TOPIC-CLASS:

1. Choose a topic that interests you.
2. Structure, with the help of your mentor, a learning contract, syllabus, and appropriate study materials—text and/or articles. For a 3 hr class, include a 10 page research paper OR a field experience (requires a 5 page summary report/presentation).
For a one hr class: a five page paper OR short field experience with a 5 page report.

EVALUATION MECHANISMS:
1. Letter: S (Satisfactory)/U (Unsatisfactory) and/or
2. Rubrics’ critique of (A) Field Demo Presentation or (B) Portfolio.

CLASS SCHEDULING CYCLE:
Classes start as mutually arranged.

TUITION RATES:
Each certified/semester hour is $275.00/hour; that is, $275.00 for a one hour class, $825.00 for a 3 hour class.

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SEE ALSO:
e-teachingandlearning.biz
adjunctaarongivan.info
ethicsclasses.com
appliedethics.us
churchman.net
writingsbyaaron.com
bricolagework.com
metavoicesystems.com
professionaldevelopmentinstitue.biz
artbyaaron.com
teachingandlearning.us
e-teachingandlearning.org
colorsforliving.com
bricolageworks.com
dreamanalysis.us
center4.org

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