Understand the culture.
Investigate the conditions for development.
Explore how a school’s seven Elements of Culture and six Core Values are interpreted through 26 dynamic measures—and how those institutional conditions may interact with individual competencies, behavioral dispositions, and personality characteristics over time.
Exploratory framework, not a validated school rating or employee evaluation. Participation is voluntary.
A visual guide to the 26 measures
Explore one component at a time. Move either slider to see the quadrant change, read its meaning, and compare two practical examples for each position—before assessing your own school.
Both axes describe positions, not better/worse ratings. A school may have a different profile across departments, roles, contexts, or time.
A four-stage research pathway
The assessment is a starting point. Meaning comes from comparing independent interpretations with institutional evidence and investigating the relationships behind them.
Learn the model
Review definitions, endpoints, examples, and the limits of each measure at your own pace.
Map experienced culture
Complete two measures per component, record confidence, and mark what you cannot judge.
Investigate agreement
Examine distributions, clusters, uncertainty, and possible differences from documented intentions.
Develop guidance
Test interpretations collaboratively and design changes that address both conditions and competencies.
Culture creates opportunities. People also shape culture.
The visible assessment focuses on the two outer MBM layers. Developmental Decoding extends the inquiry to how those conditions interact reciprocally with individuals—not only what a school claims to value.
Authority, relationships, norms, philosophy, language, resources, creative expression.
Interpretations of respect, responsibility, fairness, trust, integrity, and community.
Judgment, self-management, empathy, conflict resolution, communication, citizenship.
Recurring patterns of initiative, restraint, persistence, courage, fairness, and response.
Individual differences affecting how people interpret and engage with the same opportunities.
Example: autonomy as a developmental relationship
A school may publicly emphasize independent learning. But whether a student or educator exercises independence depends on governance, access to resources, trust, prior competencies, behavioral tendencies, and individual characteristics. The institution may expand or restrict opportunities in response—creating a reciprocal process that changes over time.
A difference between mission and staff perception is a hypothesis requiring investigation, not proof that anyone has failed.
Four ways the MBM could support organizations
These are proposed exploratory services, not validated diagnostic products or commitments to a specific outcome.
MBM Workshop
Facilitated exploration of the 13 components, cultural tensions, and opportunities for developmental inquiry.
Exploratory Culture Profile
Document review, voluntary stakeholder perspectives, provisional quadrants, and interpretation of uncertainties.
Developmental Decoding Pilot
Investigate relationships among institutional conditions, individual competencies, dispositions, and characteristics.
Ongoing Guidance Partnership
Collaborative change hypotheses, implementation reviews, and reassessment over time.
MBM Coaching App
Explore a complementary coaching application of the framework, oriented toward decisions, values, relationships, and institutional constraints. The Coaching App is separate from this assessment pilot.
Ready to take part?
Anyone with a verified email account can sign in; only colleagues taking part in the study should submit an assessment. Responses are confidential, not anonymous: they are associated with sign-in accounts so participants can save and resume. A small pilot should test the instrument, not represent the whole school. Open registration does not verify staff affiliation.
Researcher access is restricted. The dashboard includes clearly marked synthetic examples for administrative discussions; actual staff results should not be shared with leadership without an agreed consent and review process.