Welcome to professionaldevelopmentinstitute.biz





The Institute functions as a service delivery organization for fostering professional development among business and professional people under the theory and practice of personality style preferences as explored within the Colors For Living.Com site and its related cognate sites.


1. Provide assessment of personal thinking/learning [learning/teaching styles and strategies] preferences and problem solving [problem-based teaching and learning] skills.

2. Provide guidance for personal/professional development [vocational
preference assessment--the meta-voice systems].

3. Provide educational resources for fitting action plans to personal structural personality preferences [consulting, seminars, workshops, online classes/experiences: part of professional development services
included within doctoral research (1994-1997)--see Colors for Living--colorsforliving.com].


1. Personal Development

2. Professional Development

3. Staff Development


Research and evaluation services are provided to enhance personal and professional development.

Training and consulting experiences are used to foster improved customer satisfaction.


1. From Dreamwork to Product--Training for the creative development of products and services.

2. Meta Communication Model--Effective communication training for business.



(Copyright. 2005. Aaron Givan. All rights reserved.)


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.


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.


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...


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)


Aaron Givan, Ph.D.
Copyright. 2005. Aaron Givan.
All rights reserved.

Measures a person's goodness of fit to the realty business against that person's decision making ability.

In six versions that establish natural preferences that define a base line with six versions that measure a realtor's relative decision making ability. [Two ten-item versions and eight five-item versions.]

Can be used as a model for similar comparisons for any of the vocations/professions, that is, a work preference against the values of a four-part circumplex model of personality structure and dynamics.



(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:
* Assess individual vocational styles for effective use at work.
* Evaluate working groups for ideal communication & problem solving.
* Compare employee style preferences for goodness of fit.
* Implement training for integrated style work groups.

TARGET Audiences:
* Individuals seeking self-awareness and skills improvement planning
* ANY professional work group wanting to foster enhanced performance
* ANY professional association wanting to foster member prosperity

Service Delivery Methods:
* Seminars/Workshops
* Staff Development and Inservice Programs



Learning to Be Well Together


Consulting and Educational Opportunities

are provided for topics relevant to personal wellness and educational efficiency; topic titles can be negotiated. For Example:

"You and Your Stress"

"You and Your LifeLong Educational Plan"...........


Modalities for Instruction:


Copyright. 2002. Aaron Givan, Ph.D. (All rights reserved.)

USE: Each tool is autonomous and can be used alone or in combination with other tools:

1. Information Processing Model
2. Experiential Learning Model
3. Meta-Cues: A Math Based Teaching Model for Systemsí Development
4. Learning Principles, Modalities, Strategies
5. Steps to Learning: Cyclical Processing
6. Posing the Problem: A Comprehensive Model
7. Using Creativity in Problem Solving (See bricolagework.com)
8. Creativity-Based Problem Solving Guidelines
9. Transdisciplinarity
10. Caring for One Another: A Communication-Action Model
11. Personal Frames of Reference for Learning
12. Personal Style Learning Cues
A. A Personal Teaching Model
B. Learning Components Indexed by Style
C. Learning Guidelines Indexed by Style
D. Teaching-Learning Principles, Modes, Strategiess Indexed by Style
E. Learning Traits Indexed by Style
13. Journal Articles
14. Context and Evaluation
15. Bricolage and Evaluation
16. Lessons Learned Exercises
17. Mind Mapping/Clustering (1)
18. Demonstration (2)
19. Portfolios (3)
20. Issue Identification (4)
21. Generate Alternatives (1)
22. Associations in Groups (2)
23. Divergent Thinking (3)
24. Research (4)
25. Transformational Imperative: Exercises (D1.4)
26. Reflection Exercises (D2.4)
27. Epiphanies (D2.6)
28. Waiting (D3.2)
29. Maturation of Ideas (D3.3)
30. Multiple Resources (D3.6)
31. Collaboration (D4.4)
32. Community (D4.6)
33. Creative Visioning (D4.7)
34. Decision Making (D5.1)
35. Commitment (D5.2)
36. Assessment (D5.3)
37. Connoisseurship (D5.5)
38. Congruence (D5.6)
39. Intrapsychic Cosmos: Meta-Life (D5.7)
40. Ethics (D5.8)


Personal and Professional Development for the Professions (PPDP)
Copyright. 2005. Aaron Givan.

Proposal: A cross discipline approach emphasizing the development of problem solving skills, individual style, excellence, and wellness as it relates to a particular discipline or vocation--for example pilots, aviation mechanics or airport managers.

Possible Class Title: "Personal and Professional Development for the
Professions: Aviators."

Class aspects:
1. Determination of individual learning and problem solving style/preferences.
2. Relating the findings of number one to the client's specialty--pilot/aviator.
3. Provide mentoring/coaching training for the development of professional excellence within the profession--individually and within the class as a group.
4. Theory awareness and practice in best practices for personal wellness as part of professional practice--including applied ethics training.
5. Development of a lifelong educational/vocational plan as a cap stone.

Rationale: Through style analysis, vocational and wellness modeling, and educational best practices, each profession within aviation--pilots, mechanics, etc.--can receive customized guidance and training for the unique knowledge, skills, and abilities (KSA's) required for that profession.

Target audience:

1. Specific disciplines within academia as offered at ERAU: a three hour class.
2. Seminars and Workshops for the Professions: do at professional meetings.
3. Continuing Ed: classes and publications--for example, the class on a CD.

Expected Benefits:

1. Personal Maturity and Wellness Enhanced
2. Professional Excellence Fostered
3. Global Responsibility Promoted.

My Expectations:
1. Primary author, owner and developer.
3. Product usage agreement--licensed to school or usage fee.
2. Long term relationship and recognition.
3. Excellent compensation as befitting the 25 years research and experience that support these services.



[1997 to Present]


Provide external consulting services that include, but are not limited to, personal and professional development, professional excellence training for the vocations/professions, wellness, applied ethics, and diversity in the workplace, work site environmental management for success, reverse service/product marketing analysis.

External Consultant Consideration.

Fee Structure:

$1750.00 per day. 15% down, non-refundable. $125.00/hour prep time; $50.00/hour travel time. Plus travel and supply expenses.

Research and Development Arrangements Guiding Policy:

1. Original writings are to remain the property of this author; no work for hire will be performed.
2. Set-up arrangements for research and/or writing projects: $125.00/clock hour or portion thereof.
3. Usage arrangements:
A. License to use: Fee--3% of net profit per project per use OR
B. Royalty: Negotiated fee to be paid for each participant involved, for example, $1.00/item in a five item inventory per person per use OR $7.50 per person per use--6-15 items per inventory, $10.00
per person per use--16-30 items per inventory.




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