This document reports the results of an exploratory study designed to create a typology of programs based on the normative and personalistic dimensions of experiential education. This preliminary typology is unique in that it represents a break-through in providing researchers a classification system theoretically based and empirically tested. It also provides further understanding of the dynamics of the work-centered and person-centered dimensions of programs and their effects on learner outcomes. The study was divided into phases: in 1979 interview data were collected and in 1980 an instrument was developed that could more readily collect data similar to that of the interviews and thus enable classification of the programs. The first year's work identified nine program characteristics that could be used as indicators of normative-personalistic relationships. Interview data were organized around these characteristics, enabling a three-class typology. The 1980 year's work consisted of transforming the interview data-collection process into a more efficient method using an easy-to-administer instrument that could be used with all students, staff, and employers associated with an experiential program. Several pilot tests of the instrument were conducted in Columbus, Ohio, and in Massachusetts. After the pilot instrument was revised, thirty-one programs in six states were finally pilot-tested. Results of the pilot revealed that the instrument developed can readily gather data on normative-personalistic relationships, can be administered to all students, can be scored easily, and provides a better picture of the normative-personalistic dynamics than the interview data. (KC)