This report is an example of the VSQ Feedback Report. This report uses the data from a VSQ test to analyze a person in two ways. The first part is a group of eight value systems. The report shows a person's score of each value system, how it compares to a standard group, a detailed description of the systems that got the highest scores, and more. The second section uses a similar method to describe the person's social patterns.


Value Systems Report Feedback Sheet. vEN1.20

Report for : Albert Einstein

This report helps to interpret the results from jobEQ's Value Systems Questionnaire (VSQ). The test results are being compared to our Worldwide standard group (World 2005 [WW2005]). On the bar charts, the area for the standard group is indicated in red. If a score is below the standardg group, it can be considered very low. If a score is above the standard group, it can be considered very high.

Section 1: Graves' framework :
A Spiral Model of Human Development

Already in the 1960's, Graves pointed our worldview changes as human nature develops: there is no such thing as a "mature" human being, humans keep evolving and psychological maturity is a function of man's conditions of existance (it's an infinite process). More recently, Ken Wilber has researched a series of similar models, and concluded that our current worldview builds on all underlying worldviews. The Value Systems Questionnaire measures to what extent you identify yourself with elements of these different worldviews. According to Graves (1965): "The value system of managers determines many decisions management will make and the value system of employees determines to a considerable degree what reaction will be made to managerial decisions."

The following scores were obtained:

25% Human Herd (beige) ||||||||||||||||||||||||||||||||||||||||||||||||||
19% Traditional Tribe (purple) ||||||||||||||||||||||||||||||||||||||||||||||||||
7% War & Conquest (red) ||||||||||||||||||||||||||||||||||||||||||||||||||
27% Rigid Rule Makers (blue) ||||||||||||||||||||||||||||||||||||||||||||||||||
59% Materialism (orange) ||||||||||||||||||||||||||||||||||||||||||||||||||
67% Humanism (green) ||||||||||||||||||||||||||||||||||||||||||||||||||
80% System Thinker (yellow) ||||||||||||||||||||||||||||||||||||||||||||||||||
95% Holistic Thinker (turquoise) ||||||||||||||||||||||||||||||||||||||||||||||||||
The color codes (between brackets) were added to Graves' Work by Chris Cowan. These codes are used in the book "Spiral Dynamics" (see further).
The graphical representation indicates how this score can be situated in relation to the score of other test-takers (the red area on the graph represents a standard group: average +/- 1 Standard deviation).

A person's cultural patterns will resemble those of the style(s) for which the person obtains the highest score. This is a description of the 2 or 3 value systems which are most relevant in this case:

  1. Level H-U: Holistic Worldview: Cross-Paradigmic, differential thinking. Accepting existential dichotomies. This also means that at this level one values being an open and honest human being. The network prevails, one sees oneself as part of a larger, spiritual whole. The focus is on the living system where everything is linked to everything else. New knowledge helps to understand the patterns underlying the chaos, the dynamics linking the parts to the larger whole. A real Gaia view emerges, finding better ways to integrate humans, nature and technology, in combination with a tighter man/machine interface. People try to achieve being in a flow state. A trend is to go for minimalist living, doing more with less. (Example: the Smart as car, in combination with Public Transport (Eurostar, TGV))
  2. Level G-T: Systemic View: At this level, self-realisation has become a way of being. The main challenge is to find ways to deal with the ever changing complex environment. One realizes that there are several ways of viewing reality, and all these views are limited in scope, but add a piece to the puzzle. The key is integration of multiple views, moving from one paradigm to another. Large-Scale interventions are a suitable kind of decision making to cope with these challenges. This leads to a deep respect for different world views, modes of expression and customs, leading to a real multicultural society. The world becomes a knowledge society, where individual competence as well as flexibility to adapt to circumstances determine one quality of life. One is open to learning at any time and from any source. Freedom and autonomy are important, regulations and structures limit one's choices. Creating Abundance and reaching win-win partnerships are the new way of life. Neither "Group" VS "individual" is seen as "the" best way, but one applies what is appropriate for the circumstances. Each person has to develop ways to keep one's balance in this world full of paradoxes. (Example: the "New Economy", seen as a fast-moving, information-laden, highly interactive world).
Further references:

1.B. Value Hierarchy

The Value Systems Questionnaire includes several questions asking to rank a set of values. Some of these values are incorporated into the Graves' framework, for which you have read the scores above. Some other value related questions are independent from those above. These were the top answers for the questions (the same words can appear several times):

  • growth
  • communication
  • results
  • make a difference
  • learning opportunities
  • chances to develop oneself
  • learning

One can further expand the list of values, by asking: "What else is important for you in a work context" or "What is MORE important to you than all this, in the context of work?". One can then ask how a person would rank these values.

1C. Further Applications

Value Systems indicate how we think about issues, how we make decisions and which deep values flow beneath our motivation and our behavior. Managing Human Capital means working with these differences in order to create positive energy. One of the issues is aligning a person's values with the job that needs to be done, and manage that person accordingly.

Value Systems help to do solve management issues:
  • How should Who Manage (lead, teach, etc.) Whom has to do What, and When?
  • What does motivate people? Which values need to be "in the picture"? How do we have to communicate?
Value Systems help to address change issues:
  • FROM what TO what do we have to change?
  • What kind of Change is appropriate, which value system is involved?

Section 2: Social Pattern Variables

Type of Value-Orientation (Talcott Parsons)

How does one integrate one self with the reigning rule and value-system of the organization and society at large? This first set of variables measures whether one accepts rules as absolute (and submits to these rules) or whether one keeps some freedom and claims the right to judge oneself whether a rule applies or not. These variables are called universalism and particularism.

12% Universal ||||||||||||||||||||||||||||||||||||||||||||||||||
81% Particular ||||||||||||||||||||||||||||||||||||||||||||||||||

Scope of values and rules (Talcott Parsons)

How does one set boundaries in the world? Does one make clear boundaries between work and live outside of work? Does one make clear distinctions between different work tasks? Do you communicate in a transparent manner (within that boundary)? This second first set of variables measures whether one makes clear boundaries or not. If boundaries are clear (specific), one can be direct (even blunt), precise and timed within the boundary. What one says within the boundary of work is independent of what happens outside that boundary. If one sees boundaries as diffuse, what happens in one context will be seen as interfering with other contexts as well. For instance, if a person is blunt in work context, this will influence the relationship outside work, or if someone is a friend, he'll be treated friendly at work.

62% Specific ||||||||||||||||||||||||||||||||||||||||||||||||||
37% Diffuse ||||||||||||||||||||||||||||||||||||||||||||||||||

Thinking Style (Rodger Sperry)

In the 1960's, Nobel Price winner Rodger Sperry stated that in most people the left context deals with logic, words, reasoning and linearity, while the right cortex deals with rhythm, dreaming, pattern recognition, images and imagination. While recent research has shown this a simplification of reality, nowadays this distinction in thinking styles is often used in popular work (e.g. Tony Buzan, Edward de Bono, ...).

56% Left Brain Thinking: logical thinking ||||||||||||||||||||||||||||||||||||||||||||||||||
75% Right Brain Thinking: creative thinking ||||||||||||||||||||||||||||||||||||||||||||||||||

Discussion Style (at ease with conflict)

How does our process of understanding and deciding function? These 2 variables describe to what degree one matches (looks for patterns, forms correlations) or one mismatches (looks for exceptions, counterexamples, ...). A matcher will try to avoid conlict, while a mismatcher will feel at ease during conflict, and may consider it a normal phase in decision making.

18% Match: searching for agreement, collaborative approach ||||||||||||||||||||||||||||||||||||||||||||||||||
56% Mismatch: pointing out disagreement (counter examples), approach of argument and conflict (polarity). ||||||||||||||||||||||||||||||||||||||||||||||||||

Efficiency & Flexibility

The last 2 variables of this section test what one's perception is about meetings (given that many of these questions were set in a meeting context) and how flexible one is with regards to the other 8 variables mentioned in this section.

58% In favor of efficient meetings (or no meetings) ||||||||||||||||||||||||||||||||||||||||||||||||||
40% Flexible, looking for combination of possible answers ||||||||||||||||||||||||||||||||||||||||||||||||||


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last modified: 2015/Dec/16 22:37 CET