Value Orientation

 Shared by large demographic segments of the
society; societal contextual focus.
 Examples:
- gender orientation;
- value orientation;
- small group & collective behavioral
phenomena;
- race and ethnic orientation

Column I Column 2 Column 3
C O L U M N S U B T O T A L S : 7pts. 6 pts. 37pts = 50
Example: Scoring Procedure

 The degree to which our life-
style choices depend upon
societal influences,
primary/secondary group
influences and/or our own
particular individuated pursuits
and self-interest.

Fundamental value differences are said to exist
between those of different generational
groups. Understanding these values assist us
with addressing such matters as why conflicts
arise in the learning environment and other
social settings (i.e., work groups).
Organizational development scholar, Dr.
Morris Massey, embarked on an investigation
about the acquisition of and basis for value
orientation perspectives. He carried this
further through development of a paradigm
for bridging those value orientation differences
that do exist within the context of various
social settings.

 Morris Massey (born 1939) is a producer of
training videos. His undergraduate and
M.B.A. degrees are from the University of
Texas, Austin, and his Ph.D. in business is
from Louisiana State University. During the
late 1960s through the 1970s, as an Associate
Dean and Professor of Marketing, at the
University of Colorado at Boulder, he received
four awards for teaching excellence.
 Citation source: Wikpedia

 Each of the columns scores represent a
particular value orientation dimension:
1. Column 1 = Formalistic;
2. Column 2 = Sociocentric;
3. Column 3 = Personalistic
 The distribution of the scores across the three
columns represent your value orientation
category

Life style Criteria:
1. Antecedent of Action
2. Form of Control/Info.
3. Object of Responsibility
4. Desired End
5. To be Avoided
6. Material Goods
7. Use of Experience
8. Basis for Growth
9. Self Relative to Others
10. Interpersonal Relations
11. Time Perspective
Formalistic Perspective
1. Direction from Authority
2. Rules, reward &
punishment
3. Superordinate Powers
4. Compliance
5. Deviation from Authority
6. Compete for Means of
Control
7. Validate External Order
8. Following the Established
Order
9. Member of Hierarchy
10. Structure Orientation
11. Future

4. Desired End
5. To be Avoided
6. Material Goods
8. Basis for Growth
Sociocentric Perspective
1. Discussion/Agreement
2. Interpersonal Commitments
What “we” think & feel
3. Peers, colleague & self
4. Consensus & agreement
5. Failure to reach agreement
6. Collaborate for means of
control
7. Share for agreement &
growth
8. Interaction
9. Peer group member
10. Group oriented
11. Future

4. Desired End
5. To be Avoided
6. Material Goods
8. Basis for Growth
Personalistic Perspective
1. Direction from within
2. Action congruent with sense
of self ; What “I” think & feel
3. Self
4. Actualization of individual
5. Not being one’s self
6. Take for granted
7. Define Self
8. Acting on awareness of self
9. Separate Individual
10. Individual oriented
11. Present

 Traditionalists
Boomers' parents. These are the Traditionalists, War
Babies or Veterans, who are now older than 55.
 Baby Boomers
The Baby Boomers make up the largest percentage of
the population today according to U.S. Census
statistics. Boomers consist of people currently between
the ages of 37-55 (born between 1947-1965).

Generation Xers
> The Generation Xers are people
in the 25-36 age group
> (born between 1966-1977).
Nexters or Generation Y
> age 7-24
> (born between 1978 and 1995).
> These are the cyber kids; grew up
with the Internet, and speed and
access to information

 One’s particular value orientation can potentially be
fundamentally altered sometime during the person’s
life-time by an emergent “significant” emotional event.
 A Significant Emotional Event is an experience (or
experiences) that creates a “overwhelming emotional
turmoil” which lead to the reshaping of our value
orientation perspective. That emotional source could be
a positively perceived experience (i.e., being a lottery
winner) or it could be an initially overwhelming
negative experience (i.e., assuming responsibility for the
care of a parent, while raising one’s own children) .
 An event often becomes a Significant Emotional Event if
it is deemed by the person as an intense experience. In
other words, something traumatic which creates great
emotional upheaval, necessitating the alteration of one’s
overall value orientation perspective.
Citation: http://adriantannock.com
 In other words, the phrase coined by W.I. Thomas,
“perceptions become real in their consequence(s)”,
relate well to this notion of significant emotional events,
as defined by the person , manifest resultant value
orientation change

 Formality: Whether written or in oral communication a
formal communication style is preferred. This
generation values formal dress and organizational
structures.
 Authority and institutional leadership: Traditionalists
have a great deal of respect for authority.
 Social Order: Other generations may view this desire
for social order and placement as bias, prejudice or
even racism or sexism.
 Things: This group loves their stuff and they won't get
rid of it. Some may call them pack rats but others
would argue that they remember the depression days
and going with out. You never know when you might
need it.

 Morris Massey calls this group the
Nuagers.
 They did not go through economically
hard times as their parents did,
 They experienced the good life - the
Traditionalists wanted them to have the
best and as a result, the "Me" decade
arrived
 Life-Style Questionnaire Results:
- majority of pts. 3rd, column,
personalistic

 Competition: Boomers value peer competition and
can be see by others as being egocentric.
 Change: Boomers thrive for possibilities and constant
change.
 Hard Work: Boomers started the "workaholic" trend.
The difference between Traditionalists and
Boomers is that Boomers value the hard work
because they view it as necessary for moving to
the next level of success while Traditionalists
work hard because they feel that it is the right
thing to do.
 Success: This generation is committed to climbing the
ladder of success

 Teamwork: This group embraces a team
based approach to business-they are
eager to get rid of the command and
control style of their Traditionalist
predecessors.
 Anti Rules and Regulations: They don't
appreciate rules for the sake of having
rules and they will challenge the
system.
 Inclusion: This generation will accept
people on an equal basis as long as
they can perform to their standards.
 Will Fight For A Cause: While they don't like
problems, if you give them a cause
they will fight for it.

 Morris Massey refers to this group as the
Syn-Tech generation.
 This generation is both economically
conservative, remembering double-digit
inflation and the stress that their parents
faced during times of on and off
unemployment.
 Unlike their predecessors, they will not rely on
institutions for their long-term security.
 Life-Style Questionnaire Results
- most pts. Col II & III, sociocentric,
personalistic

 Entrepreneurial Spirit: Xers believe in
investing in their own development rather
than in their organization's. While others
may see them as disloyal they are cautious
about investing in relationships with
employers because experience has shown
that these relationships are not reliable.
Cavalier as it may sound, one Xer told a
Boomer that if you want loyalty get a dog.
 Loyalty: To an Xer, this may mean two-
weeks notice.
 Independence and Creativity: Xers
have clear goals and prefer managing their
own time and solving their own problems
rather than having them managed by a
supervisor.

 Information: They value access to information
and love plenty of it.
 Feedback: This group needs continuous
feedback and they use the feedback to adapt to
new situations. This generation is flexible.
 Quality of Worklife: This generation works
hard but they would rather find quicker more
efficient ways of working so that they have time
for fun. While Boomers are working hard to
move up the ladder, Xers are working hard so
that they can have more time to balance work
and life responsibilities

 If you think that Generation Xers were challenging for
Traditionalists and Boomers to teach, just wait until
Generation Y arrives.
 Generation Y represents people who have grown up
during the high tech revolution. They have never known a
world without high speed video games, speed dial and
ATMs.
 The secret to motivating this group is to provide systematic
and frequent feedback - as it happens.
- relatively equal weighting across all 3 columns
(formalistic, sociocentric and personalistic)

 Positive Reinforcement: Members of this
cyber generation value positive
reinforcement at accelerated rates
compared to older generations.
 Autonomy: This group wants more input
into how they are learning and the
independence to do it.
 Positive Attitudes: This group grew up
during tranquil times and as a result have
a very optimistic outlook on life in
general.

 Diversity: This group grew up with more
diversity than their predecessors and if not
exposed to it in their community then they were
introduced diverse people and cultures through
the media.
 Money: This group is used to making and
spending money.
 Technology: Technology is valued and is used as a
tool for multi-tasking.

 The first step to making the generational
diversity work is to understand what
motivates members of different
generations;
 and to institute teaching techniques that are
flexible enough to meet their needs.

 Traditionalists are found with Boomers and
Boomers with Generation Xers.
 Trends toward later retirements mean that
traditionalists are still happy working and
learning
 and Generation Xers are quickly moving into
positions of power and influence where they
are supervising and educating members of
older generations.

 Boomers are the "show me" generation, so your
body language is important when
communicating.
 Speak in an open, direct style but avoid
controlling language.
 Answer questions thoroughly and expect to be
pressed for the details.
 Present options to demonstrate flexibility in
your thinking.

 By nature Traditionalists are private, the "silent
generation". Don't expect members of this
generation to share their thoughts immediately.
 For the Traditionalist an educator's word is
his/her bond, so it's important to focus on
words rather than body language or inferences.
 Face to face or written communication is
preferred.
 Don't waste their time, or let them feel as
though their time is being wasted

 Use e-mail as a primary communication tool.
 Talk in short sound bites to keep their
attention.
 Ask them for their feedback and provide them
with regular feedback.
 Share information with them on a regular basis
and strive to keep them in the loop.
 Use an informal communication style.

 Use action words and challenge them at every
opportunity.
 They will resent it if you talk down to them.
 They prefer e-mail communication.
 Seek their feedback constantly and provide them
 Use humor and create a fun learning environment.
Don't take yourself too seriously.
 Encourage them to take risks and break the rules so
that they can explore new ways of learning.

 Each time we experience a change in status
(becoming a college student or getting
married), we learn a new set of rules, roles, and
relationships.
 Before we achieve a new status, we often
participate in anticipatory socialization, the
process by which knowledge and skills are
learned for future roles.

A D O L E S C E N C E
? Theorists, including Freud, to Erik
Erickson and Harry Levinson
maintain that the most pivotal period in
our life is the adolescent period,
whereby the quest for self-identity occurs
- peer vs. familial influence;
- schools play an increasing
role

 According to Lawrence Kohlberg, during the
conventional level of moral development, people are
most concerned with how they are perceived by their
peers.

 One of Erik H. Erikson’s
stages of development
is a period of intimacy
versus isolation, which
covers courtship and
early family life.
 The college years are
often a time when
young people seek to
establish permanent
relationships.

 A group of people who are linked by common
interests, equal social position, and age.
 Peer groups contribute to our sense of
“belonging” and our feelings of self-worth.
 They provide children with an opportunity for
successful adaptation to situations such as
gaining access to ongoing play, protecting
shared activities.

 Learning a new set of attitudes, values, and
behaviors.
 Resocialization is voluntary when we assume a
new status of our own free will.

 An important rite of
passage for many
Latinas is the
quinceañera—a
celebration of their
15th birthday and
their passage into
womanhood.

 Occurs against a person’s wishes and generally
takes place within a total institution.
 Military boot camps, jails, concentration camps,
and some mental hospitals are total
institutions.

 People in military training are resocialized
through extensive, grueling military drills and
maneuvers.

Returning back to our
Analysis of Value
Orientation,
drawing upon the Life
Style Questionnaire, Your
Scores

 Privacy: Traditionalists are the private, silent
generation. Don't expect members of this
generation to share their inner thoughts.
 Hard Work: They believe in paying their dues and
become irritated when they perceive others are
wasting their time. Members of this generation
often feel that their career identifies who they are.
 Trust: A traditionalist's word is his/her bond.

 Morris Massey calls this group the Nuagers.
 They did not go through economically hard
times as their parents did,
 They experienced the good life - the
Traditionalists wanted them to have the best
and as a result, the "Me" decade arrived;
- if the vast of your points fall under 3rd
column “personalistic”, then you possess a
baby boomer value perspective
- this is where my value perspective is found

 Morris Massey refers to this group as the
Syn-Tech generation.
 This generation is both economically
conservative, remembering double-digit
inflation and the stress that their parents
faced during times of on and off
unemployment.
 Unlike their predecessors, they will not rely on
institutions for their long-term security.
 Life-Style Questionnaire Results
- If most of your pots fall under Col II & III,
sociocentric & personalistic,
respectively, you then
-possess a Generation Xer value
orientation

 If you think that Generation Xers were challenging for
Traditionalists and Boomers to teach, just wait until
Generation Y arrives.
 Generation Y represents people who have grown up
during the high tech revolution. They have never known a
world without high speed video games, speed dial and
ATMs.
 The secret to motivating this group is to provide systematic
and frequent feedback - as it happens.
- if your scores are relatively equally weighted across all 3
columns (formalistic, sociocentric and personalistic)
- then you possess a Generation Y value
orientation

 Use email as a primary communication tool.
 Talk in short sound bites to keep their
attention.
 Ask them for their feedback and provide them
 Share information with them on a regular basis
and strive to keep them in the loop.
 Use an informal communication style.

Wall Street Journal
SEPTEMBER 12, 2009
The Children of 9/11 Grow Up
College students talk about how the attack shaped their
lives
.
By PEGGY NOONAN
It is eight years since 9/11, and here is an unexpected
stage of grief: fear that the ache will go away. I don't
suppose it ever will, but grieving has gradations, and
"horror" becomes "absorbed sadness." Life moves on, and
wants to move on, which is painful for those who will not
forget and cannot be comforted. Part of the spookiness of
life, part of its power to disorient us, is not only that people
die, that they slip below the waves, but that the waves
close above them so quickly, the sea so quickly looks the
same.

I've been thinking about those who were children on 9/11, not little ones who were
shielded but those who were 10 and 12, old enough to understand that something
dreadful had happened but young enough still to be in childhood. A young man who was
14 the day of the attacks told me recently that there's an unspoken taboo among the
young people of New York: They don't talk about it, ever. They don't want to say, "Oh
boo hoo, it was awful." They don't want to dwell. They shrug it off when it comes up.
They change the subject.
This week, in a conversation with college students at an eastern university, I brought it
up. Seven students politely shared some of their memories. I invited them to tell me
more the next morning, and was surprised when six of the seven showed up. This is
what I learned:
They've been marked by 9/11 more than they know. It was their first moment of historical
consciousness. Before that day, they didn't know what history was; after that day, they
knew they were in it.
It was a life-splitting event. Before it they were carefree, after they were careful. A 20-
year-old junior told me that after 9/11, "a backpack on a subway was no longer a
backpack," and a crowded theater was "a source for concern." Every one of them used
the word "bubble": the protected bubble of their childhood "popped." And all of them said
they spent 9/11 and the days after glued to the television, watching over and over again
the footage—the north tower being hit by the plane, the fireball. The video of 9/11 has
firmly and ineradicably entered their brains. Which is to say their first visual memory of
America, or their first media memory, was of its towers falling down

I'd never fully realized this: 9/11 was for America's kids exactly what Nov. 22, 1963, was for their
parents and uncles and aunts. They were at school. Suddenly there were rumors in the hall and
teachers speaking in hushed tones. You passed an open classroom and saw a teacher sobbing.
Then the principal came on the public-address system and said something very bad had happened.
Shocked parents began to pick kids up. Everyone went home and watched TV all day, and the next.
Simon, a 20-year-old college junior, was a 12-year-old seventh-grader at a public school in
Baltimore. He said: "It's first-period science, and the teacher next door, who was known to play
jokes on other teachers, comes in completely stone-faced and says a plane has hit the World Trade
Center, and no one believes him." Simon didn't know what to believe but remembered reading that
in 1945 a plane had struck the Empire State Building, and "the building stayed up," so he didn't
worry too much.
"At lunch time the vice principal comes up and he explains that two planes had hit the World Trade
Center and one had hit the Pentagon and the World Trade Center was gone, and I never—when
you have your mouth agape it's never for anything important, but I remember having my mouth
agape for a minute or two in complete and utter shock. I went to my art period and I remember my
art teacher sitting there with her hands on her face just bawling, she was so frightened. My mom
picked me up, and I remember walking with her, and I'm saying 'This is Pearl Harbor.'“
Nine-eleven, he felt, changed everything for his generation. "It completely destroyed our sense of
invincibility—maybe that's not the right word. I would say it made everything real to a 12-year-old. It
showed the world could be a dangerous place when for my generation that was never the case. My
generation had no Soviet Union, no war against fascism, we never had any threats. I was born
when the Berlin Wall came down. It destroyed the sense of carefree innocence that we had."
Juliette, also 20 and a junior, was in eighth grade in Great Falls, Va. "I think the kids were shocked,"
she said. "The major question was how could this happen, who would do that—like, how does
something so crazy happen? What I had is a sense that it was going to be one of

those days of which 30 years down the road, people would ask me, What
were you doing on that day, where were you on 9/11?—that my children
would ask me. And so I set myself to remembering the details."
I told her that it is interesting to me that no great art has yet come from
9/11. The reason may be that adults absorbed what had happened, and
because we had absorbed it, we did not have to transmute it into art.
Maybe when you are still absorbing, or cannot absorb, that's when art
happens. Maybe your generation will do it, I said.
She considered this. "There's always the odds that something much more
horrible will happen that will really shake us out of our torpor, that will
wake us up," she said.
The attack was not only an American event. Robbie, an 18-year-old
freshman, was 10 and in primary school in England. "We were near the
end of school. There were murmurs from teachers about something
happening. I remember going back home, and my mum had both
televisions on with different news channels. I remember the tower and the
pillar of smoke. The big pillar of smoke was very vivid to me, and my
mother trying to explain the seriousness of it. I think 9/11 brought us bang
slap into the 21st century. I remember when the millennium came people
said 'new time, new world,' but 9/11 was the 'new time, new world.' I
understood it was something big, something that changed the world."

Then he told me that after we had talked the previous evening,
he'd had a dream. "I was back in my old school in England, and
in front of me I could see the city of Bristol, nothing distinct, but
big towers, big buildings. And I could see them crumbling and
falling. There was a collective fear, not just from myself but
amongst everyone in the dream. I remember calling in the
dream my mum, and saying 'Are you safe, are you safe?' I think
this perhaps shows that after 9/11 . . . as a small child you felt
safe, but after 9/11, I don't think I personally will ever feel 100%
safe. . . . I think the dream demonstrates—I think the dream
contained my hidden feelings, my consciousness."
He remembered after 9/11 those who rose up to fight terrorism.
Even as a child he was moved by them. There are always in
history so many such people, he said. It is always the great
reason for hope.
Printed in The Wall Street Journal, page A15

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