The Model
The purpose for this chapter is to explain the history of the diagrams in this book.I began the research that led to this book in 1976 when I was searching for a meaning for my life. As I look back on that time, I believe I was experiencing a developmental crisis as I was transitioning from stage-three into stage-four. I began reading biographies and studying philosophy, religion and psychology. I became puzzled by the similarities and differences in the approach that Jesus, Mahatma Gandhi and the Rev. Dr. Martin Luther King, Jr. took when dealing with opposition. Looking back now I believe that I was struggling with the stage-four concept that people with such different cultures could overcome their differences to work towards common goals. I wrote a long rambling paper describing what I had found but I did not discover any underlying principles and I had no way to diagram what I had found.
In 1988 I began another quest. I believe this was my transition from stage-four into stage-five. This time I focused on developmental psychology, then theology and then software engineering. I know that seems like a widely diverse study – but those were the three key aspects of my life. I studied psychology so I could be better equipped to help people. I studied theology because I dreamed about being a preacher. I studied software engineering because that is how I made a living. And now I faced the stage-five challenge of trying to integrate all of the aspects of my life into one self-image. In stage-four I played a role in each of these assignments – but I had kept those parts of my life separate. The challenge in stage-five is to be one integrated self who is the same in all situations. I struggled with that challenge, finished a couple masters degrees and started some diagrams. The techniques I used then were word trees and simple charts. I wrote a masters dissertation on the process of change within a church. And I wrote a long rambling paper about the developmental pattern I found in the Christian Bible.
In 2001 I experienced crises in both the personal and professional aspects of my life. I had focused my professional career exclusively on software engineering and kept trying to focus into narrower and narrower parts of that field. But I could not help but wonder why it was that software companies had such a difficult time getting things done. I pondered that question, struggled with a divorce and wrestled with the concepts of stage-six. Out of that I came up with the idea that we just need to properly align the disciplines that support data processing and it would be possible to fix the problem with software engineering. I looked at the problem and I saw an alignment between the Shewhart-Deming cycle of Plan-Do-Check-Act and the components within a data processing organization. What I found missing was a vision of what is to be accomplished. So I added vision to PDCA and then adapted it to data processing.
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I then set out to pass the certification examinations for each of those four disciples. I passed certification as a Program Management Professional (PMP), an Information Technology Infrastructure Library Service Manager (ITIL-SM), a Six Sigma Master Black Belt (MBB) and a Certified Information Systems Auditor (CISA). I then build a guidebook on the key aspects of those disciplines, called it “Best Practices for IT” (BPIT) and began posting it onto my web site (http://www.robertperrine.biz). Once I finished the certification and finished the technical parts of the BPIT book I set out to put this knowledge to use. What I found is that the greatest hindrance to data processing was not technology, but people.
By this time I had a fairly good model of developmental psychology as a spiral.
| I understood the concept called “circles of compassion” as developed by Albert Einstein and Albert Schweitzer. And I had already joined developmental psychology, “circles of compassion” and social evolution into one based on the developmental pattern I found in the Christian Bible in 1988. I also though that Maslow’s hierarchy of needs fit into here somewhere, but I could not yet figure out where, how to explain the junction or how to draw the combination of these theories as a diagram. | 
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As I continued this study I began trying to reconcile a set of managerial models into one. The key three models I was working with at that time were from “Blake and Moulton”, “Hersey and Blanchard” and “Vroom, Yetton and Jago”.
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I felt that that if I could just find the right labels for the axii, then is should be possible to align these three models onto the same grid. I think the problem was that these three models were so close that the possibilities were too numerous. It was when I began trying to add McClelland’s and Tuckman’s concepts into this mix that I finally made progress. McCelland’s model describes three primary workplace motivations: Achievement, Affiliation and Power. Tuckman’s model describes the five stages of team formation - as shown below.
By the end of the BPIT project I had a working concept that joined all five of these management models into one.
I then began another book called “Seeking Alignment” (http://www.robertperrine.biz). The purpose for that book is to document my research into this combined model. I did two case studies on businesses while I was working on BPIT. In “Seeking Alignment” I explain how I switched to case studies pulled from the Christian Bible. Scientists like to think that our workplace is a rather sanitary environment where people obey the rules of polite society. The Bible tells stories about how people really behave. It also contains philosophy about how people should behave. The Bible based case studies helped me identify the other quadrants in this graph.
In the section called “God’s Home Address” I used the mathematics of this grid to show that there is a point on this grid labeled “6,6,6” – which is a number linked to Satan in the Book of Revelation in the Bible. I mentioned this in humor, and yet it is also a factor that influenced the orientation of this grid. All of the management models already assumed this basic orientation. Then with this tiny bit of serendipity, I decided to lock the first two dimensions of this grid into this specific orientation.
In the section called “My History” I explain my quest for a unified theory of psychology. In the section called “A Three Dimensional Approach to Treatment” I finally found a pattern that allowed me to merge the developmental psychology model with the expanded version of the two-dimensional model. The resulting three-dimensional model is shown below.
I finally felt that I understood this model well enough to explain it to others. I then wrote “Coping Styles: Dealing with Life on Life’s Terms”. By the conclusion of that effort I was ready for the third iteration of the two-dimensional model – shown below. This version merges the static states – now called coping styles – with movements called helping methods.
The third dimension was also under revision. I used the stage descriptions shown below when I was working on “BPIT”.
| Stage | Name | Who do I care about? | Phraseology | Words |
| 0 | Incorporative | Me | This is... | |
| 1 | Impulsive | Extensions of me | Can I...? | No |
| 2 | Imperial | Myself with people as objects | I want...! | Why? |
| 3 | Interpersonal | Myself in relationship to people | I am... | But… |
| 4 | Institutional | One group at a time | You and I are... | Vote on that |
| 5 | Inter-Individual | Multiple simultaneous groups | We should... | Although… |
| 6 | Integrated | Multiple cultures | Humanity is... | Unity |
| 7 | Moral | Universal | Humanity should... |
I used the stage descriptions shown earlier in this chapter within the three-dimensional model most of the time that I was working on “Seeking Alignment”. I only vaguely mentioned developmental psychology in “Coping Styles” It was when I wrote “Growth Rings: How We Get Connected” that I made the next update to this model. The following tables summarize the update I developed while working on that book.
| Stage | Name | Self | Others | Who Do I Care For? |
| 0 | Infant | Not ready to care for anyone else. | ||
| 1 | Selfish |  | Myself, but I can learn to share. | |
| 2 | Me-first |  | Me and my family come first. | |
| 3 | Team-player |  |  | My team. |
| 4 | Role-player |  | | My teams and those who help us. |
| 5 | Statesman |  | I value diversity and care about people. | |
| 6 | Humanitarian |  | I care about all humanity. | |
| 7 | Ecological |  | I care about all life. | |
| Stage | Name | Characteristics |
| 0 | Infant | Entrance: At birth
I will risk: Nothing I care about: Me Self-definition: Vague Speech clues: none Obligations: none |
| 1 | Selfish | Entrance: Toddler
I will risk: You for my benefit I care about: Me Self-definition: You are just like me Speech clues: No! Obligations: You make up rules just to punish me |
| 2 | Me-first | Entrance: Youth
I will risk: Our relationship for my benefit I care about: Me and my family Self-definition: I am important Speech clues: Why? Obligations: My rules need to be followed consistently |
| 3 | Team-player | Entrance: Typically as a teenager
I will risk: Me for the good of my team I care about: Our team Self-definition: My peers define who I am Speech clues: But Obligations: We get together and decide |
| 4 | Role-player | Entrance: Typically in our twenties or later
I will risk: My team for an ideal I care about: The teams I join Self-definition: My roles define who I am Speech clues: Roles Obligations: Contracts must be followed unless changed |
| 5 | Statesman | Entrance: Seldom before mid-life if at all
I will risk: Our nation for a greater cause I care about: Multi-cultural Self-definition: I am the same in all roles Speech clues: Although Obligations: The intent is more important than the letter |
| 6 | Humanitarian | Entrance: Late in life or never
I will risk: Self for people I will never meet I care about: All humanity Self-definition: All people are the same Speech clues: Self is less important than humanity Obligations: The greater good for all humanity |
| 7 | Ecological | Entrance: Rare
I will risk: Humanity is at risk I care about: All life Self-definition: Humanity is a species among many Speech clues: Humanity is less important than the globe Obligations: The greater good for all life |
I also updated the spiral diagram to link the “circles of compassion” concept with developmental stages.
I am now beginning the research required to write a book that will link the concepts in “Coping Styles” with the concepts in “Growth Rings”. As I begin this work I see a few more small adjustments are required. First, I am now using the word “awareness” instead of the word “dissonance” as the label for the vertical dimension. And, secondly, I am pivoting this graph. I had started using the standard isometric view taught in high school drafting classes. The orientation in that view is to assume that the viewer is standing to the right and elevated above the object. As I now work to explain the concept of discipleship, I realize that the journey through this model is focused in the upper left quadrant. I have thus shifted the orientation of the three dimensional graph to assume the viewer is standing on the left of the object.
And that, then leads me to what I now call the “fifth model” – shown below.
The problem still unresolved is how to express the square quadrant based mathematics of the two-dimensional model onto a surface that also expresses the concept called “circles of compassion”. For example, I plotted the actions expressed in the four gospel versions of the encounter between Jesus and Pilate and came up with the following mathematically representations.
I see no alternative other than to stay with the rectangular grid when plotting sequential actions. However, stories are only one form of speech. The inaugural addresses given by the US Presidents include large blocks of stage-specific text, and yet there is no sequence of actions. I found another technique that I used when I studied the Book of Job. In that study I summed the number of sentences spoken about specific actions and then plotted the magnitude of the sums as an area on a chart. An example of the chart for Job chapters 3 through 27 is shown below.
A plotting technique that I have used in the past is a radar chart. This is a line chart, wrapped back onto itself so that it goes in a circle. By configuring eight “copying styles” it is possible to represent two-dimensions in a circular space. Consider the following chart from the First Letter of John.
This chart displays three-dimensional data. The labels around the chart are “coping styles”. The growth rings are represented in the chart legend by the numbers 4, 5 and 6. In this representation, movement is radial from the center. The two dimensions of love and awareness are represented by vectors – and thus, like helping methods, they have direction. The list of vectors I am using is shown below.
| Vector | Coping Style |
| (1,0) | 1 Transform |
| (1,1) | 2 Chaos |
| (0,1) | 3 Conflict |
| (-1,1) | 4 Subjugated |
| (-1,0) | 5 Distracted |
| (-1,-1) | 6 Obligated |
| (0,-1) | 7 Pampered |
| (1,-1) | 8 Aligned |
The raw data from my analysis of First John is shown below.
| Ch | Verses | Count | Awareness | Emotion | Vector | Breadth | Percent | Destination |
| 1 | 1-4 | 4 | 1 | -1 | (1,-1) | 5 | 3.8% | 8 Aligned |
| 1 | 5-10 | 6 | 1 | 0 | (1,0) | 5 | 5.7% | 1 Transform |
| 2 | 1-3 | 3 | 1 | 0 | (1,0) | 6 | 2.8% | 1 Transform |
| 2 | 3-6 | 4 | 1 | 0 | (1,0) | 4 | 3.8% | 1 Transform |
| 2 | 7-11 | 5 | 1 | -1 | (1,-1) | 4 | 4.7% | 8 Aligned |
| 2 | 12-14 | 3 | 1 | 0 | (1,0) | 4 | 2.8% | 1 Transform |
| 2 | 15-17 | 3 | 1 | 0 | (1,0) | 4 | 2.8% | 1 Transform |
| 2 | 18-25 | 8 | 1 | 0 | (1,0) | 4 | 7.5% | 1 Transform |
| 2 | 26-28 | 3 | 1 | 0 | (1,0) | 5 | 2.8% | 1 Transform |
| 2 | 29 | 1 | 1 | 0 | (1,0) | 5 | 0.9% | 1 Transform |
| 3 | 1-3 | 3 | 1 | -1 | (1,-1) | 5 | 2.8% | 8 Aligned |
| 3 | 4-10 | 7 | 1 | 0 | (1,0) | 4 | 6.6% | 1 Transform |
| 3 | 11-15 | 5 | 1 | -1 | (1,-1) | 4 | 4.7% | 8 Aligned |
| 3 | 16-17 | 2 | 1 | -1 | (1,-1) | 6 | 1.9% | 8 Aligned |
| 3 | 18-22 | 5 | 1 | -1 | (1,-1) | 4 | 4.7% | 8 Aligned |
| 3 | 23-24 | 2 | 1 | -1 | (1,-1) | 4 | 1.9% | 8 Aligned |
| 4 | 1-6 | 6 | 1 | 0 | (1,0) | 4 | 5.7% | 1 Transform |
| 4 | 7-12 | 6 | 1 | -1 | (1,-1) | 4 | 5.7% | 8 Aligned |
| 4 | 13-16 | 4 | 1 | -1 | (1,-1) | 4 | 3.8% | 8 Aligned |
| 4 | 17-21 | 5 | 1 | -1 | (1,-1) | 4 | 4.7% | 8 Aligned |
| 5 | 1-5 | 5 | 1 | -1 | (1,-1) | 4 | 4.7% | 8 Aligned |
| 5 | 6-12 | 7 | 1 | 0 | (1,0) | 4 | 6.6% | 1 Transform |
| 5 | 13-17 | 5 | 1 | 0 | (1,0) | 4 | 4.7% | 1 Transform |
| 5 | 18-20 | 3 | 1 | 0 | (1,0) | 4 | 2.8% | 1 Transform |
| 5 | 21 | 1 | 1 | 0 | (1,0) | 4 | 0.9% | 1 Transform |
| 0 | (1,0) | index | 0.0% | 1 Transform | ||||
| 0 | (1,1) | index | 0.0% | 2 Chaos | ||||
| 0 | (0,1) | index | 0.0% | 3 Conflict | ||||
| 0 | (-1,1) | index | 0.0% | 4 Subjugated | ||||
| 0 | (-1,0) | index | 0.0% | 5 Distracted | ||||
| 0 | (-1,-1) | index | 0.0% | 6 Obligated | ||||
| 0 | (0,-1) | index | 0.0% | 7 Pampered | ||||
| 0 | (1,-1) | index | 0.0% | 8 Aligned |
The “Ch” column is the chapter. The “Verses” column shows which verses were analyzed. “Count” is the number of verses in this set. “Awareness” is 1 for increased information, 0 when information is neutral and -1 when information is suppressed. “Emotion” is -1 for love, 0 for neutral and 1 for hate. The “Vector” is the concatenation of “Awareness” with “Emotion” formatted as a vector. “Breadth” is the growth ring. “Percent” is calculated by dividing the “Count” by the total number of verses. “Style” is then found by using the vector to do a lookup onto the “Coping Styles” table. The extra rows at the bottom labeled “index” are required to ensure the graph has all eight destinations.
I then use a pivot table to summarize the results and get the following table, which is then used to generate the chart.
| Row | Labels | 4 | 5 | 6 | index | Grand Total |
| 1 | Transform | 44% | 9% | 3% | 0% | 57% |
| 2 | Chaos | 0% | 0% | |||
| 3 | Conflict | 0% | 0% | |||
| 4 | Subjugated | 0% | 0% | |||
| 5 | Distracted | 0% | 0% | |||
| 6 | Obligated | 0% | 0% | |||
| 7 | Pampered | 0% | 0% | |||
| 8 | Aligned | 35% | 7% | 2% | 0% | 43% |
| Grand | Total | 79% | 16% | 5% | 0% | 100% |
My next challenge is to tabulate the actions in the Book of Job again and see how well the graphical representation with this new technique compares with the results from the previous analysis.