Welcome to churchman.net


Aaron Givan, Ph.D.





EMPHASIS: Improvement of Individual & Group Life within Congregations


I. Church Improvement/Development (Copyright. 2000. A. Givan): Goals:

1. Identify individual gifts within a congregation.
2. Explore the structure of those gifts within the range of gifts used to carry on the life of a congregation.
3. Identify and explore the practical application of appropriate behaviors that execute personal giifts.
4. Define the settings for present and future practices.

II. Meta-Communication Model (Copyright. 2000. A. Givan):

Training in defining assumptions, structures, and processes for effective communication within a congregation. Individual preferences
and dynamics are defined and experiences fostering improvement within
groups are explored.

III. From Dreamwork to Product (Copyright. 2001. A. Givan):

Creativity processes are defined, documented, and explored within specific sites for the implementation of dynamic programming within
a congregation.



MENTORING, Measurement, and Evaluation in Education


Educational management services are provided in the areas of evaluation of learning styles-strategies, personal growth enhancement/development, professional/vocational development, staff development, mentoring, coaching, consulting, and lifelong educational/vocational planning.


Personal and Professional Development for the Professions (PPDP)
Copyright. 2005. Aaron Givan.

Proposal: A cross discipline approach emphasizing the development of problem solving skills, individual style, excellence, and wellness as it relates to a particular discipline or vocation--for example pilots, aviation mechanics or airport managers Or educators.

Possible Class Title: "Personal and Professional Development for the
Professions: Aviator."


"Personal and Professional Development for the Professions: Educator."


"Personal and Professional Development for the Professions: Historian."

Class aspects:
1. Determination of individual learning and problem solving style/preferences.
2. Relating the findings of number one to the client's specialty--pilot/aviator, education, history.
3. Provide mentoring/coaching training for the development of professional excellence within the profession--individually and within the class as a group.
4. Theory awareness and practice in best practices for personal wellness as part of professional practice--including applied ethics training.
5. Development of a lifelong educational/vocational plan as a cap stone.

Rationale: Through style analysis, vocational and wellness modeling, and educational best practices, each profession within aviation--pilots, mechanics; education; history; etc.--can receive customized guidance and training for the unique knowledge, skills, and abilities (KSA's) required for that profession.

Target audience:

1. Specific disciplines within academia: a three semester hour class.
2. Seminars and Workshops for the Professions: do at professional meetings.
3. Continuing Ed: classes and publications--for example, the class on a CD.

Expected Benefits:

1. Personal Maturity and Wellness Enhanced
2. Professional Excellence Fostered
3. Global Responsibility Promoted.

My Expectations:

1. Primary author, owner and developer.
3. Product usage agreement--licensed to school or usage fee.
2. Long term relationship and recognition.
3. Excellent compensation as befitting the 25 years research and experience that support these services.


PPDP Development/Usage

The above possible class title is one class possibility [format: seminar/workshop or 3 semester hour class] developed for use within specific professions to be taught from within the discipline using the specific traits of character/personality of that discipline (e.g., historian: SCII--SEI) as a point of entry for:
(1) promoting awareness of perspectives unique to the discipline,
(2) identifying traits of those who are successful within the discipline,
(3) outlining ow the discipline relates to other fields in order to facilitate team research approaches,
(4) building excellence for the academic community,
(5) and facilitating personal wellness and lifelong vocational/avocational interests.

I have successfully done the above activities with individuals and groups as part of professional consulting/educational activities since 1978 in the areas of financial planning, educational consulting, advanced nursing, respiratory therapy, medical physicians, business counsulting, professional vocalist, psychologist, art therapy, artists, ngo activites overseas, UN third world interventions, educational administration, speech therapist, research demographer, conflict management within the church parish, denominational church administrators, masters/doctoral K-12 learners, continuing education for K-12 teachers and educational administrators, college administrator, welfare for work at the county-tribal level, and a professional society at the state level.

The vehicles for the activities in the above paragraph have included one-on-one consulting, 1 day and 3 day seminars, periodic consulting on a recurring basis over time on the same topic, accelerated 3-week summer classes, and 3 semester classes.


Professional EXCELLENCE Program (PEP)

(Copyright, 1999. A. Givan)

Professionals working together in departments or divisions of a business attempt to meet the expectations of others, but often the participants have varied styles for solving problems. Implementing solutions and recycling the process can be difficult--often at a subliminal level. Concern for individual growth and empowerment over time, leadership development, and work environment issues can easily move to the background.

PEP Objectives:
* Assess individual vocational styles for effective use at work.
* Evaluate working groups for ideal communication & problem solving.
* Compare employee style preferences for goodness of fit.
* Implement training for integrated style work groups.

TARGET Audiences:
* Individuals seeking self-awareness and skills improvement planning
* ANY professional work group wanting to foster enhanced performance
* ANY professional association wanting to foster member prosperity

Service Delivery Methods:
* Seminars/Workshops
* Staff Development and Inservice Programs


WELLNESS Services:

Learning to Be Well Together

Established 1978


Consulting and Educational Opportunities

are provided for topics relevant to personal wellness and educational efficiency; topic titles can be negotiated. For Example:

"You and Your Stress"

"You and Your LifeLong Educational Plan"


Modalities for Instruction:


Copyright. 2002. Aaron Givan, Ph.D. (All rights reserved.)

USE: Each tool is autonomous and can be used alone or in combination with other tools:

1. Information Processing Model
2. Experiential Learning Model
3. Meta-Cues: A Math Based Teaching Model for Systemsí Development
4. Learning Principles, Modalities, Strategies
5. Steps to Learning: Cyclical Processing
6. Posing the Problem: A Comprehensive Model
7. Using Creativity in Problem Solving (See bricolagework.com)
8. Creativity-Based Problem Solving Guidelines
9. Transdisciplinarity
10. Caring for One Another: A Communication-Action Model
11. Personal Frames of Reference for Learning
12. Personal Style Learning Cues
A. A Personal Teaching Model
B. Learning Components Indexed by Style
C. Learning Guidelines Indexed by Style
D. Teaching-Learning Principles, Modes, Strategiess Indexed by Style
E. Learning Traits Indexed by Style
13. Journal Articles
14. Context and Evaluation
15. Bricolage and Evaluation
16. Lessons Learned Exercises
17. Mind Mapping/Clustering (1)
18. Demonstration (2)
19. Portfolios (3)
20. Issue Identification (4)
21. Generate Alternatives (1)
22. Associations in Groups (2)
23. Divergent Thinking (3)
24. Research (4)
25. Transformational Imperative: Exercises (D1.4)
26. Reflection Exercises (D2.4)
27. Epiphanies (D2.6)
28. Waiting (D3.2)
29. Maturation of Ideas (D3.3)
30. Multiple Resources (D3.6)
31. Collaboration (D4.4)
32. Community (D4.6)
33. Creative Visioning (D4.7)
34. Decision Making (D5.1)
35. Commitment (D5.2)
36. Assessment (D5.3)
37. Connoisseurship (D5.5)
38. Congruence (D5.6)
39. Intrapsychic Cosmos: Meta-Life (D5.7)
40. Ethics (D5.8)



(Copyright. 2005. Aaron Givan. All rights reserved.)


One way to think about organizations and the functional modes necessary to make them operate is to use a naturalistic or organic approach--enough structure, like the skeleton system of the human body to support the organizational patterns [as imaged in an organizational chart by the entities named in the chart, for example] so they do not fall apart, but also, enough flexibility within the structure to allow for movement [as indicated by the connecting lines showing the relationships among the entities named within the chart]--rather like the muscle and ligaments of the human body.

The structure-dynamics relationship for human organizations can be modeled using a number of natural-organic examples from nature: for example, the leader-worker pattern in bee colonies or the various kinds of ant colonies that have been found. Individual gifts and preferences within humans can come close to the assigned functions of individual groups within these organic organizations; combining individual gifts can foster the completion of group interests/goals.


The added dimension for a human organization is the power of choice of the individuals within the structure--more rigid or more flexible, as the case may be--to work within the normal give-and-take ranges of the existing organization at any given moment. The introduction of a crisis/problem variable within the normal "activities of daily operation" (ADO) can solicit several kinds of response that demonstrate the power of individual choice:

1. Empirical needs assessment that is process and thing oriented: like a fire in an aircraft that needs immediate response by-the-numbers--rather like the larger guard ants standing guard over the workers as they do their work. In such an instance there is strong structure established by the SOP's for such situations and very defined, expected responses that still require the element of human choice.

2. Appreciative inquiry that is person and group oriented: this emphasizes the continuation of what is working and building on those elements. The group's awareness of its own functioning helps guide and facilitate the health and growth of the group with permissions and protections within the group for members to help one another define the operating rules as ADO functions are processed in the moment.


For teaching purposes and purposes of analysis and model building, more simple elements are considered within any study of an organization--for example, models like management by walking around, theory X and theory Y, and the like.

One place to begin in such modeling studies is to understand the structure-behavior patterns within each individual within the organization; this can be done, for example, by using the MBTI type inventories suggested as part of this class and by keeping notebooks for the analysis of such patterns for the groups within which you work. A comparison of the findings from correlated studies of such notebook records can show suggestive models and ways of teaching and assessing ADO patterns.

At another level, rehearsing responses to the analyzed patterns as a group experience--talking it over together through whatever means--can allow for the more complex patterns that are present due to the power of choice and the need to maintain one's identity. How these dynamics work out becomes the acting operating dynamics in actual play in the moment.

At this point, the structure-dynamics dance among the players in the organization is compound and complex: compound in that the lines of movement within the named entities within the organizational chart have vibrancy--they are not static; complex in that the named entities are interacting in multiple ways with one another all at once at any given moment.

It's a wonder that a large organization can function at all; yet that is the beauty of human groups--they are compound-complex entities and, for me, living-organic creations...


Again, one way to think about organizations and the functional modes necessary to make them operate is to use a naturalistic approach--enough structure, like the skeleton system of the human body to support the organizational patterns [as imaged in an organizational chart by the entities named in the chart, for example] so they do not fall apart, but also, enough flexibility within the structure to allow for movement [as indicated by the connecting lines showing the relationships among the entities named within the chart]--rather like the muscle and ligaments of the human body.

The key for successful operations is the achievement of some kind of balance between the structure of an organization and the movements/dynamics within the structure...

Can you give examples of this balance and the tensions that go with it within your organization?

END (1-3-2008)



[1997 to Present]


Provide external consulting services that include, but are not limited to, personal and professional development, professional excellence training for the vocations/professions, wellness, applied ethics, and diversity in the workplace, work site environmental management for success, reverse service/product marketing analysis.



Ph.D.- Measurement, Statistics, and Evaluation in Education, Union Institute;
Ph.D.- Counseling, Psychology, and Mind Science, Golden State University;
Doctor of Ministry - Community Development, San Francisco Theological Seminary;
M.C. - Career and Personal Counseling, Arizona State University.

Vocational Activities:

Higher Education Professor from 1997 to the present--teaching in the areas of psychology, education, the humanities, ethics, research and development, and vocational education plus personal and professional development, community/organizational development.

Personal and Professional Development/Training and Development--1978--Present.

Minister: ABC/USA, Valley Forge, PA--1965-2001.
Chaplain/Counselor/Educator: VA--1978-86.

Education and Professional Credentials:


Bachelor of Arts (AB): Anthropology/Linguistics, 1963, Wheaton College, Wheaton, Illinois.

Master of Counseling (MC): Career Development, 1989, Arizona State University, Tempe, AZ: Research Thesis--Relation of Vertical/Lateral Eye Movements to Work/Vocational Interest Preferences.

Doctor of Philosophy (PhD): Measurement, Statistics, and Evaluation in Education with a Specialty in the Foundations of Education, 1997, The Union Institute and University, Cincinnati, Ohio: Dissertation--Learning Styles: The Key to Learning Strategies Management.


Bachelor of Divinity (DB), 1966, Theology, Gordon-Conwell Theological Seminary, South Hamilton, Mass.

Brite Divinity School, TCU, Ft. Worth, Texas: Advanced Pastoral Care Studies. 1972-1973.

Association for Clinical-Pastoral Education (ACPE):
1. Two nine month extended quarters of CPE (Clinical Pastoral Education) (1974-1976):
A. Wesley Medical Center, Wichita, Kansas: one quarter.
B. VA Hospital, Wichita, Kansas: one quarter.
2. Good Samaritan Hospital, Phoenix, AZ (1978-1979): two full time quarters--advanced standing level.

Doctor of Ministry (DMin), 1978, Community/Organizational Development, San Francisco Theological Seminary, San Anselmo, CA. Dissertation/Project: Community Trust Building: Problems and Prospects among the Blackfeet Indians of Browning, Montana, 1977-1978.

Doctor of Philosophy (PhD), 1984, Counseling/Psychology/Mind Science, Golden State University, San Diego, CA: Dissertation: An Operational Theory of Wellness: A Diverse Dimensional Perspective with an Integrated/Multi-Faceted Model.

Fellow--College of Chaplains/Association of Professional Chaplains: Certificate Number 1478--1982-2001.

Topics of Continuing Interest in Research and Education:

Personal life assessment and planning, wholistic health, crisis intervention, aging.

Career development, work environments, small business management, networking, stress management.

Groups, support groups for life/health problems, conflict management, community development, cross cultural values, diversity/minorities in the work place.

Communication, counseling, teaching, lateral brain traits, creativity, wellness development.



Five Things... A Story of Remembrance (2006: Aaron Givan)

I am sitting in a house in ND with 8 inches of snow on the ground and it is still snowing and the wind chill is minus 30 degrees F....

It is 7:00 AM CDT on Wednesday, 11/29/2006.

As I pause and think about the days work ahead, my mind and heart wonder back three generations to Walnut Creek in Madison County Iowa--you do remember

The Bridges of Madison County, don't you? I was raised in that area in the early 1940's...

At that time we had snow storms that would cover the cars parked next to the buildings. You could literally slide off the roof over the cars buried under the snow. Thanksgiving and the Christmas Holidays were, indeed, WHITE...!

During these holidays we have services, round robin style at the various churches in town...

The following story was told at the local Catholic church for the people of the town by the Methodist preacher whose turn it was to represent the local ministerial alliance speaking at the service. He, too, was raised in a setting like myself. My uncle was a local circuit rider in Iowa for five small rural Methodist churches; I was raised Methodist and later ordained and served in the VA as an American Baptist institutional chaplain...

FIVE Things...


A friend recently told this Thanksgiving story at a service:

He and his brother used to spend Thanksgiving Day at Grandma's house. Grandma was five feet tall and her husband was 6'6" tall. Everyone knew whose say reigned at the local farmstead, and it wasn't grandpa's!

The two boys once finished the meal early on Thanksgiving and asked to be excused to go outside and throw the football...

Grandma lowered her glasses and gazed over the top, "Don't you remember?"

"Oh, yah, Grandma..." and each brother hurriedly made up five things for which they were thankful; this was Grandma's tradition.

After a moment, Grandma sighed, "Well, Boys, we'll give you a second chance and come back to you in a few minutes--think about it some more." It is said that Grandpa gulped and started revising his own list...

The story made me stop, pause, and I thought about it some more, too...

I wrote my list down and shared it at our thanksgiving dinner this last Thursday...


At those many past Thanksgiving meals in the large farm houses in Madison County in the 1940's there were many kin in the house enjoying the company and telling stories. Most of those people are gone now, but the memories live on "In he corners of my mind..."

Today, you and I are creating memories, too; only the farm house happens to be the internet and the village, not Greenfield or Winterset--cryptic town name--but the global village!

It is my strong hope and desire that we all can share the same love of life and find the meaning and beauty of this Season that will sustain us throughout the coming year in our service to one another. May there be "Peace on Earth! Happy Holidays!

ALG, 12/1/2007




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