Three-dimensional personal model

Cognitive:  those aspects of culture that belong to the mental, intellectual life of the person or group.

Valuational: those aspects of cutlure that belong to the decisional, and values-based life of the person or group.

Affective: those aspects of culture that belong to the emotional life of the person or group.

Cultural Model used for both person, group and organization

Geo-Spatial: 

(1) tangible and physical elements that express culture.

Traditions, myths, artifacts, symbols: 

(1)  rituals, customs, objectics, artistic and religious symbols, factual and non-factual histories;

(2)  includes what Edgar Schein calls “’Root metaphors’ or integrating symbols: the ideas, feeling, and images groups develop to characterize themselves, that may or may not be appreciated consciously but that become embodied in buildings, office layout, and other material artifacts of the group” (1992, p. 10).

Enacted values & beliefs:

(1)  “observed behavioral regularities when people interact,” such kinesics, proxemics, tactilics;

(2)  behavioral patterns that extend from a value, value set, belief or beliefs;

(3)  what people do, practice or nonverbally express.

Espoused values & beliefs: 

(1)  “the articulated, publicly announced principles and values that the group claims to be trying to achieve” (Schein, 1992, 9);

(2)  what people say, orally express, or write  about a value, value set, belief or beliefs.

Embedded values & beliefs: 

(1)  a more or less integrated set of basic assumptions about the world, including the person’s “sense of what ought to be as distinct from what is;”

(2)  includes what Schein (1992) calls “Habits of thinking, mental models, and/or linguistic paradigms: the shared cognitive frames that guide the perceptions, thought, and language used by the members of a group and are taught to new members in the early socialization process” (p. 9);

(3)  includes what Schein (1992) calls “Shared meanings: the emergent understandings that are created by group members as they interact with each other” (p. 9).  If held strongly enough in a group, “members will find behavior based on any other premise inconceivable” (Schein, 1992, 19 & 22).

References:

            Fox, D. S. (1999). Orientations of teachers and students toward teacher caring.  Doctoral dissertation, Southern Illinois University at Carbondale.

            Peterson, M. W. & Spencer, M. G. (1990).  Understanding academic culture and climate.  In W. G. Tierney (Ed.), Assessing academic climate and cultures (pp. 3-18).  San Fransisco: Jossey-Bass Publishers.

            Schein, E. H. (1992).  Organizational culture and leadership (2nd ed.). San Francisco: Jossey-Bass Publishers.