eye on society

Applying the Concepts and Methods of Organisational Psychology to Society


Listed below is exercise material relating to Prof. John Raven's seminars. The first group deal with The Edinburgh Questionnaires, the second with the School Improvement Kit, and the third group with practice material relating to the system devised by David McClelland and his colleagues to generate what he called “Motivation” profiles - but which are better understood as high level motivational predispositions or competencies.

The Edinburgh Questionnaires are a cluster of questionnaires intended for use in staff development and organisational development. They are designed to implement the theoretical observations summarised in Competence in Modern Society and Competence in the Learning Society. As such, they, for good reasons, do not conform to the most widely accepted criteria of quality in psychometrics but are designed to yield descriptive data. Section 4, which is still in the course of development, seeks to document, and prompt thinking about, people’s perceptions of society, their organisations, and their roles within them.

The School Improvement Kit comprises materials developed to enable teachers to take stock of individual pupils’ motives and the components of competence they bring to bear to enact those motives and a cluster of questionnaires to enable teachers and others to review the quality of developmental environments created in school classrooms

The Edinburgh Questionnaires*

* These materials are not yet available on this site, but can be ordered from Competency Motivation Project, 30 Great King Street., Edinburgh EH3 6QH. [ORDER FORM]


Paper and Pencil Versions

Full Manual: Competence in Modern Society: Its Identification, Development and Release. Contains Results of Initial Surveys conducted with The Edinburgh Questionnaires.

Brief Technical Manual

Section 1: Quality of Working Life

Group A: Working Conditions
Group B: Type of Work Wanted
Group C: Relationships
Group D: General

Section 2: Important Activities

Set 1, Groups A and B
Set 2, Groups A and B

Section 3: Consequences

            Part A: Compatibility
            Part B: Perceptions of Task and Personal Relations
            Part C: Reactions of Superiors
            Part D: Reactions of Colleagues and Workmates
            Part E: Benefits and Disbenefits to Others
            Part F: Competencies Engaged.

Section 4: Perceptions of Society, How it Works, and Roles in it

Number 1: Perceptions of Roles in Organisations
Number 2: Perceptions of Hierarchical and Network Management Systems
Number 3: Perceptions of Wealth and Wealth Creation
Number 4: Understandings of Democracy
Number 5: Perceptions of the Workings of the Marketplace
Answer Codes for EQ Section 4, QQ No. 5

Computerised Versions.

User Guide (partial transfer, dated 2008)

User Guide (whole document including uncorrected formatting instructions, dated 1994)

The Computerised Edinburgh Questionnaires.

Guidance Notes to Use of the Printouts:

By the Respondent Him or Her Self.
By the Respondent’s Manager.

Samples of Individual Printouts.

School Improvement Kit (including Edinburgh Competency Statement Blanks)

School Improvement Kit
Brief Instruction for the use of the Edinburgh Competency Statement Grid
Guide to the use of the Edinburgh Competency Statement Blank: Kit 1
Edinburgh Competency Statement Blank Grid A
Edinburgh Competency Statement Blanks Introductory Grids Follow Through Questionnaire
The Edinburgh School Classroom Climate Questionnaire
The Edinburgh Classroom Climate Questionnaire - Student Version
The Edinburgh Classroom Climate Questionnaire - Teachers' Version
Schneider, Klemp & Kastendick. Some brief notes on Competencies of Effective Teachers in Non Traditional Degree Programmes, varieties of competent teacher, variance in pupil's expectations of teachers, and pupil competencies required to tackle societal problems.

Exercise Material for David McClelland's Thematic Apperception Test

Practice stories
Scoring Sheet
Summary of the scoring systems for achievement, affiliation, and power motives
Test of Imagination - Instructions