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Despite the persistence of social scientists, evaluating the relationship between values and behavior has not yielded clear results. Here, a model is proposed to conceptualize and measure a person's operating philosophy. This assesses a different level of the value structure within personality from separate values or clusters of values; it is the evaluative structure within which a person's values exist. Building on major philosophies, such as utilitarianism or humanism, the model assumes that a person has a predominant Pragmatic, Intellectual, or Human Operating Philosophy. In a sample of 801 subjects, each of these operating philosophies had significant associations with a variety of the expected behaviors evident in work and graduate school, such as initiative and empathy, as well as learning styles, skills, and flexibility. Interpretation of the results is offered as a way to understand the relationship between people's values or beliefs and their behavior and approach to learning.

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Purpose -The purpose of this research is to examine the interactions between individuals and the social environment as individuals engage in self-directed learning, a predecessor to intentional change theory. The individuals are graduates of a part-time MBA program and the social environment is the life sphere framework introduced with this study. Self-directed learning refers to the learning agendas that these people outlined for themselves when they first entered the MBA program. Design/methodology/approach -Longitudinal assessment data were collected using the critical incident interview, the learning skills profile, and the life sphere interview. Correlations were run testing the hypotheses: as the number of life spheres, relationships, or activities increases, so will the demonstration of the targeted competencies; and if the participant is able to work on developing these competencies in the life sphere that he or she designates as primary to the learning goal, then the demonstration of these competencies will improve. Findings -The number of life spheres, relationships, and activities does impact positively on the demonstration of these competencies and those participants for whom the work organization life sphere is primary to learning goal achievement showed improved demonstration of the targeted competencies.Research limitations/implications -The study needs to be replicated with a larger sample size. This initial study was merely exploratory in nature. Originality/value -As society approaches the virtual office it makes sense that it will get what it needs, when it needs it -no matter where one is or to whom one is talking. With these changes has come the need to find resources in places and from people that may not have been considered previously. The relationships and activities in one's social environment are more critical than ever before.

Responses to “in-the-moment” events—defined as events that take an unexpected and potentially negative turn and that require immediate unplanned responses, which may affect the continued integrity and effectiveness of the learning environment—are examined as formative of teaching effectiveness. It is argued that teacher flexibility when responding is a key factor for effectiveness. Using experiential learning theory as a framework, the concept of flexibility in responding to such events is explored. Case studies of actual teaching situations are used as the authors illustrate the application of the framework and offer strategies for increasing response flexibility.