Raynolds, Peter A. (1997). On Taming the Evaluation Monster: Towards holistic assessment of transformational training effects. Simulations & Gaming, 28(3), 286-313.
The unique training effects arising from highly complex, ambiguous, or personally involving simulations, games, experiential exercises, and educational programs are referred to here as transformational. Such training can have a dramatic impact on the whole individual, but this impact often eludes assessment through conventional measurement methods. This article presents results from two transformational training settings. The method employed is the holistic projective differential (PD) technique that provides both quantitative and qualitative results. The PD is versatile and can be a valuable addition to tools presently available for evaluating and assessing a wide variety of transformational simulations, games, and experiential exercises.
Raynolds, Peter A., & Raynolds, Gennie H. (1988). Jog Your Right Brain: An exercise for the classroom and for research. Developments in Business Simulation & Experiential Exercises, 15, 197-200.
Through the projective differential procedure, participants attention is directed to some of the ways in which the activity of their so-called right-brains enters into consciousness. Gaining an awareness of these processes is a new and valuable experience for many persons. The session consists of a tour through nonverbal reactions to a small set of topics which usually includes an important, real-life, project having relevance for each participant. The information generated often provides fresh insights into the topics themselves, as well as new appreciations of personal reactions and orientations towards them.
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Raynolds, Peter A., & Raynolds, Gennie H. (1992). Jog Your Right Brain: A case study in knowledge elicitation and evaluation. In: Proceedings of the International System Dynamics Conference. J.A.M. Vennix, J. Faber, W.J. Scheper, .A.T. Takkenberg (Eds.) Utrecht University, The Netherlands, 14-17 July, 1992, 53-562.
During the process of systems dynamics modelling of organizations, plans, policies or problems, R-Mode (so-called “right-brained”) procedures, such as the JOG exercise, seem especially relevant (1) in the early phases, when an elicitation of ideas, variables, considerations and concepts having possible relevance is undertaken, and (2) during any of the modelling phases, when an unbiased evaluation is desired, perhaps in addition to more traditional “objective” L-Mode assessments. JOG is described, as it was employed with top and middle managers of a small US hotel chain, in developing a preliminary system dynamics model for a new corporate vision.
Braud, William (2006). EDUCATING THE “MORE” IN HOLISTIC TRANSPERSONAL HIGHER EDUCATION: A 30+ YEAR PERSPECTIVE ON THE APPROACH OF THE INSTITUTE OF TRANSPERSONAL PSYCHOLOGY. Journal of Transpersonal Psychology, 38(2), 133-158.
This article describes a holistic and transpersonal approach to higher education and presents the graduate psychology programs and practices of the Institute of Transpersonal Psychology (ITP) as an illustrative example of this approach, given its 30+ year history. The article describes ITP’s transpersonal and whole-person focus, its experiential learning emphases, its foundational principles and their implementations, a unique six-facet project for assessing students’ transpersonal qualities and transformative changes, and the use of internal and external evidential indicators of its educational effectiveness. The article also addresses issues of transpersonal assessment and research and presents a variety of views of transformative change and spirituality that are relevant to transpersonal psychology. This discussion is useful to anyone wishing to understand how experiential and transpersonal principles and practices might be applied in higher education in order to more effectively foster and serve the full range of human capabilities and potentials-treated in terms of the “More” described by William James.