Entrances
Theory W 415
eustress organizational levels (spinal disks).
The acknowledgement section discussed
the popular
media recommendation that people over 50 become
philosophers.
The glossary section defined philosophy
as the pursuit
of wisdom and, in turn, wisdom was seen as scientific
learning.
A previous chapter protrayed learning
as a natural
inclination from childhood - much literature surrounds the
concept of life-long learning.
Summary. Many avenues provide
unique ways to the
development of a three-dimensional and multifaceted reality
of a purely functional organization structure.
Science necessitates research.
And research shared
equates with writing and publication.
Literature contribution demands
delimitation.
Appendix C takes the index of world literature and locates
the Theory W subject.
Case study embodies research.
A diversity of cases
attempt to universalize Theory W as a practical organization
structure.
Comparison with other theories
differentiate Theory W.
Distinctiveness and application specifics result. A
unification process can be seen.
Philosophy provides depth and
reconciliation. The
Entrances
Theory W 416
unification process appears again.
Empirical reality provides a fundamental
base.
Philosophy, religion, and science spring forth as a product
of the human mind.
Reasoning as the mind's way provides
concrete
direction. Theory W presents logical individually
responsible steps for organization success. Work tasks
are
elemental in Theory W.
The psychological self becomes
the Theory W expert
worker. Workers are elemental in Theory W.
The functional organization structure
becomes a
specific two-way communication management tool.
Work flow graphics are replaced
with a straight
forward valid and reliable list of work tasks. In total
representing the functional organization. For each expert
worker representing the individual's job description.
The work tasks of the functional
organization are
renewed from the weekly reviews by the expert workers.
Strategy equates with the pure
functional organization
represented by the Theory W structure.
Widget words, all beginning with
w, provide an
attention-getting entrance into Theory W - like the two year
old's question, "Why?"
Next. The next chapters
explore the essential
elements of Theory W - time, the expert worker, and the
Entrances
Theory W 417
functional worknet.
Scholarly research
The glossary near the front of
this paper provides an
itemized universal definition of the work of a dissertation.
Among other items, the dissertation is said to exemplify
scholarly method and thus scholarly research. The glossary
also enumerates the essential attitudes of the scholar in
doing scholarly research.
As stuffy and beyond reach as
scholarly research would
seem to be, the attitudes of the scholar remain simple in
their definition - curiosity, perseverance, initiative,
originality, and integrity (61 sv).
The distraction of individual
curiosity can abound to
the extent of requiring much perseverance, initiative, and
originality in order to maintain the integrity of a project
such as a dissertation. Then, in addition, the intimidation
of "the right way" to conduct scholarly research offers
further distraction if not downright discouragement. Then,
when completed, the research project could well be judged
not worthy of starting in the first place. To counter these
and other resultant ill-feelings, the scholar should first
know of hind-sight bias.
Hind-sight bias.
Perhaps the most common criticism
of [scholarly
research] is that it merely documents the obvious...what
people already know.... In several experiments,
Entrances
Theory W 418
psychologist Baruch Fischhoff and others (Slovic
&
Fischhoff, 1977; Wood, 1979) have found that, actually,
events seem far less obvious and predictable beforehand
than in hindsight. Once people are told the
outcome of
an experiment, or of a historical episode, it suddenly
seems less surprising to them than it is to people
who
are asked to guess the outcome. Finding out
that
something has happened makes if seem inevitable....
Psychologists now call this 20/20 hindsight vision
the
I-knew-it-all-along phenomenon, or the hindsight
bias.
(234 16)
Thus one should be encouraged
in the face of demeaning
criticism. Students specifically are encouraged to affect
scholarly research for good reason - purpose, aim, mission.
Scholarly researchs. Several points
of view
contribute to the particular perspective of scholarly
research as exemplified in this dissertation - an
organizational development view, a educational
administration view, and a business administration view.
Cases of public administration will be attempted further in
this dissertation. Some comments on economics research
also
appear below.
Thus there exists significant
effort to universally
apply and develop a fundamental functional organization
structure.
Org development research. A sensical
presentation of
scholarly research is summarized in the table below.
This particular school of thought
begins with the
premise that contemporary psychology can be seen as
unsatisfactory,52 then going back to understanding the
Entrances
Theory W 419
human self and mind through literature, history, ethics,
logic, jurisprudence, and anthropology. Academic psychology
advances the logic of individualism where each person can be
seen as a psychological unit, then searches for universalism
whereby all-mankind truths are identified, ending with
causalism which phenomenalizes the effects of cause. A
simple worknet can be seen as live life, manage action,
sense commonness, and scrutinize psychology for more than
just a common sense.
Table 52 - Scholarly research whollism
____________________________________________________________
Classification Type
Comment
______________ ___________ _________________________
more inductive
historical requires more volume
theoretical new integration of theory
laboratory easier as controlleda
structured quantitativeb
field creative theory search
action high risk active change
more deductivec
____________________________________________________________
Note: Fielding Institute (16-21 March 1987) Admissions
contract workshop. Santa Barbara CA: La Casa de Maria.
a None yet at Fielding.
b Fielding forefronts battered
women concept (PhD)
and programs (EdD).
c See (234 47) below which
equals deduction with
conclusions.
____________________
52 Margolies (1984) The psychologies
of this
century: Associationism, the remnants of classical
behaviorism, the gestalt approach, psychodynamics, and
cognitive psychology.
Entrances
Theory W 420
OD psychology PhD. A non-traditional
accredited
organization development doctorate program approaches pure
functional structure somewhere within the following outline.
A fit with Theory W could not be found.
Table 53 - OD areas of knowledge
____________________________________________________________
Area Name
Comment
____ _________________ _____________________________________
1 research
2 human development
child - psychoanalytic (Freud)
Piaget
behaviorist
cross-cutural (anthropology)
adulthood - staging
self-actualizing
social adaptation
dialectical
parenthood
reassessing marriage
being single
vocations (job holders)
leisure
lifelong learning
retirement
death
old age
3 systems
equal to world views
dualism
causality
epistemology
gestalt
networks versus fields (process)
4 specialization open to negotiation
5 personality
psychoanalytic therapies
- classical
ego
object relations
listening
neoanalytic (mind)
behavior therapies
continued
____________________________________________________________
Table continued
Theory W 421
____________________________________________________________
humanistic therapies
6 socialness
perception and attribution
attitudes and attitude change
affiliation and attraction
prosocial behavior
antisocial (including power)
collective behavior
group process and leadership
conflict negotiation
behavior determinants
7 org theories
8 human learning and motivation
- memory
cognition
language
9 mgt leadership quality of work
collective bargining
strategy
accounting and control
budgeting
10 social ecology individual
family
population
actor
environmental context
11 info systems computerization
technology
database management
systems design process
12 policy formula
13 social change
14 service delivery
____________________________________________________________
Source: Fielding Institute (1987) Human and organization
development study guide. Santa Barbara CA: FI.
Business research. The practice
of business research
begins with an understanding of science.
The structure of science consists
of: (1)
observations (empirical data), (2) concepts and
constructs which are abstractions of phenomena or
of
higher-level concepts, (3) hypotheses which express
possible explanations of causes of effects, (4)
principles or laws which consist of hypotheses that
have
been subjected to some form of experimental verification,
and (5) theories or derived propositions which relate
data, hypotheses, and laws in a general and consistent
structure. (234 4)
Entrances
Theory W 422
A broader meaning of science would
include the
solution of problems which man faces as well as
the
general inquiry into nature. (234 5)
Concepts are essential to the
development of science
in that they are a departure for experimentation
and
testing. Concepts are inventions of the human
mind to
provide a means for organizing and understanding
observations. (234 9)
A hypothesis is a proposition
or conjecture which has
not yet been tested. (234 10)
A law is considered to be a well-verified
hypothesis
and asserts an invariable association among variables.
(234 11)
A principle is a fundamental,
primary, or basic law
which offers direction for action to be taken.
(234 12)
Facts do not speak for themselves,
and therefore laws
and facts combined into a consistent system of
explanation is necessary. The system of explanation
is
called a theory. (234 12)
Science is the outcome of research.
(234 15)
The unifying purpose of all research
is to discover
answers to questions raised by scientists and decision
makers. (234 61)
From the above we have - (1) observations,
(2)
organized by concepts so that, (3) hypotheses explain causes
of effects and, (4) principles (laws) are formed from
experimental verification then, (5) theories provide a
system of explanation.
Only in addition comes problem
solving. Thus science
is the outcome of research.
The question is - "Do you consider
yourself a
scientist or decision maker?" If "Yes," you ask questions.
If "No," you either already know the answer, or are blocked
to learning and subsequent growth.
A strategy of scientific method
-
Entrances
Theory W 423
Steps in the scientific method...(1)
Observation...
Often experience or memory of events is the starting
point. (2) Definition...why the research is
being done,
what it is supposed to accomplish. Often in
basic
research the objective is to test a hypothesis of
cause
and effect (relationship of two events separated
in
time). In applied research, the objective
is to
determine (a) why a cause-and-effect relationship
exists,
(b) how a certain task may be performed (or goal
accomplished), or (c) what alternative courses of
action
are available and which one should be pursued.
(3)
Formulation of a research plan....(4) Gathering
data...
(5) Formulation of new hypotheses, decision rules,
or
generalizations in the form of conclusions.
(6)
Documenting the research project. (234 26-7)
Using Theory W structure the above
becomes the
following table.
Table 54 - Scientific method
____________________________________________________________
Act Verb Descriptor
Noun Who
____ __________ ______________ _____________ ______________
1 observe
events
2 define research
aim(why)
3 define
how(way)
4 define
what
5 design research
plan
6 gather
data
7 reform
models
8 document research
project
____________________________________________________________
The above differs from what follows.
Entrances
Theory W 424
Table 55 - Operations research method
____________________________________________________________
Act Verb Descriptor
Noun Who
____ __________ ______________ _____________ ______________
1 formulate
problem
2 construct
model
3 run
model
4 compare predicted
actual
5 establish variable
control
6 use
model decision maker
____________________________________________________________
Note- Compared to true scientific method, the operations
research method skips observation thus leading to a narrow
definition focus with little need for a longer plan
perspective, new hypotheses, or wholistic documentation.
- (234 29).
Validity. Validity parallels scientific
method.
Observation validity verifies face value meaning.
Definition of validity -
In logic, a deduction or conclusion
is said to be
valid if a set of premises are accepted, then the
conclusion drawn from these premises must be accepted.
(234 47)
Construct validity must be concerned
with both the
measuring instrument and the theory underlying the
construct. (234 48)
Measurement gathering validity
must recognize, for
example, the moisture content in a pound of product. Model
validity ties to the model purpose. Internal experiment
validity
means that all the relevant variables
have been
segregated into either controlled variables or randomized
variables...(234 49-50)
External experiment validity
Entrances
Theory W 425
means that the experimental results
apply to some
defined population or situation outside of the limited
situation in which the experiment was conducted.
(234 50)
Table 56 - Classification of models
____________________________________________________________
Class Comment
_____ _____________________________________________
Description
_____________
I
iconic - scale models or representative
drawings
analog - diagram blocks or other
variable substitution
symbolic - mathmatical or logical variable
substitution
II
static -
dynamic - time is an independent variable
III
deterministic - variables are "mechanically"
related
probabilistic -
game theory - possible outcomes
are unknown
IV
theory - also called descriptive,
predictive,
positive, or phenomenological
decision - also called normative
____________________________________________________________
Note- (234 57-8). Theory W as a model would be symbolic,
dynamic, probabilistic, and theory.
Education research.
Define theory...a system for explaining
a set of
phenomena by specifying constructs and the laws
that
relate these constructs together. (211 22)
Scientific method...first step
is to formulate a
hypothesis, which is a tentative proposition about
the
relation between two or more theoretical constructs...
Next step is to deduce empirical consequences....
The
third phase...is to test the hypothesis by collecting
data. (211 24-5)
The hypothesis should state an
expected relationship
between two or more variables...The researcher should
have definite reasons based on either theory or
evidence
for considering the hypothesis worthy of testing....
A
Entrances
Theory W 426
hypothesis should be testable.... The hypothesis
should
be as brief as possible consistent with clarity....
Eliminate hypotheses for which no measures are available
or can be developed. (211 91-4)
The experiment is the most powerful
research design
for testing theories about causal relationships.
(211 355)
Survey research is a distinctive
research methodology
that owes much of its recent development to the
field of
sociology. [It is] considered as a method
of systematic
data collection...(211 404)
Standardized tests, survey questionaires,
and
interviews as methods for collecting research data...
are similar in their reliance on self-report as
the basic
source of data. Although as a rule self-reports
can be
obtained easily and economically, people often bias
the
information they offer...and sometimes they cannot
accurately recall events and aspects of their behavior
in
which the researcher is interested. The observational
method...overcomes these limitations. (211
465)
Most [observational data] recording
procedures...can
be classified into four major categories:
(1) duration
recording, (2) frequency-count recording, (3) interval
recording, and (4) continuous recording. (211
468-9)
Single-variable experiments involve
the manipulation
of a single treatment variable followed by observing
the
effects of this manipulation on one or more dependent
variables. The variable to be manipulated...the
experimental treatment...independent variable,
experimental variable, or treatment variable.
The
variable that is measured to determine the effects
of the
experimental treatment is usually referred to as
the
post-test, dependent variable, or criterion variable.
(211 633)
The internal validity of an experiment
is the extent
to which extraneous variables have been controlled
by the
researcher. (211 634)
External validity is the extent
to which the findings
of an experiment can be applied to particular settings.
(211 638)
One of the major problems of experimental
research is
producing a treatment that is strong enough to have
an
effect on the dependent variable. (211 648)
Economics research. Over the recent
decades business
academics has come to a distinctiveness separate from
economics academe. The following tables review the
Entrances
Theory W 427
interpretation of research from the Economics & Business
view.
Table 57 - Research study general steps
____________________________________________________________
Act Verb Descriptor Noun
Who
____ __________ __________ _____________ ___________________
1 formulate
problem
2 develop working
hypothesis
3 plan
study
4 process
data
5 interpret
data
6 present
results
____________________________________________________________
Note- (239 30).
Table 58 - Tech report general outline
____________________________________________________________
Act Verb Descriptor Noun
Who
____ __________ __________ _____________ ___________________
1 summarize
results
2 describe general
objectives
3 cover employed
methods
4 discuss
data
5 interpret
data
6 conclude
findings
7 list
bibliography
8 appendix
technicals
9 background
tables
____________________________________________________________
Note- (239 53-4).
Entrances
Theory W 428
Table 59 - Popular report outline
____________________________________________________________
Act Verb Descriptor
Noun Who
____ __________ ____________ _____________ _________________
1 emphasize
findings
2 recommend [sequenced] action
3 review project
objectives
4 review employed
methods
5 present nontechnical results
6 appendix
technicals
7 add
tabular materials
____________________________________________________________
Note- (239 54).
Literature delimitation
If one wills to dissertate, then
straightforward
subject delimitation within world knowledge can provide an
entrance.
See Appendix C.
Case study
The case study, in its simplest
form, involves an
investigator who makes a detailed examination of
a single
subject or group or phenomenon. Until recently,
this
approach was rejected by many educational researchers
as
unscientific, mainly because of its lack of research
controls. However, the increased acceptance
of
qualitative research methods such as educational
ethnography and the use of participant observers
has
revived the case-study approach. In fact,
some
researchers consider case study, participant observation,
and ethnography as essentially synonymous.
(211 488)
The participant observer, by virtue
of being actively
involved in the situation...often gains insights
and
develops interpersonal relationships that are virtually
impossible to achieve through any other method.
(211 490)
The main characteristic of ethnographic
research is
that the observer uses continuous observation, trying
to
record virtually everything that occurs in the setting
Entrances
Theory W 429
being studied. (211 492)
The case study approach has been
extensively employed
in industrial organization. In a number of
classical
cases it has led to the development of new schools
of
analysis. Thus Mason (1939) was an advocate
of the use
of the case study method to illuminate structure,
conduct, and performance. (115 34)
Methods oriented towards case
studies, meaning by this
methods that involve gathering detailed data on
particular firms or industries. The collection
of such
data might proceed "at arms length" using published
sources available for public consumption, such as
annual
accounts, and perhaps also documents internally
circulated by firms if availability is not restricted....
We shall argue that it is possible, and indeed
potentially very fruitful, to look at the case study
as a
distinct method in its own right, rather than as
an
adjunct to established methodologies... This
distinction
is made feasible, because it is possible to regard
the
case study as a detailed fact-gathering activity
which
can lead to the construction of theoretical systems.
Such systems are not posited and then subjected
to
falsification tests based on samples of data, but
are
generated by the process of data collection itself.
The
approach advanced is very much influenced by the
writings
of Glaser and Strauss (1967) on grounded theory,
and by
the structuralist approach...(115 34)
As a general position, relationships
established...are
essentially qualitative, there being an insufficiently
defined structure to facilitate quantitative conclusions.
It will be noted that theories...are
generally about
categories [job descriptions subject to performance
evaluation] and relationships between categories
[precedence network].... The basic theoretical
construct
favoured...is that of synergy [(122 75)]...as the
effect
which can produce a combined return on the firm's
resources greater than the sum of its parts.
What Kay
advocates is the construction of synergy maps, these
being essentially qualitative or relational schemas
for
representing synergy links in the activities of
the firm.
(115 35)
Sample size.
The aim...if the theory is about
categories...is to
collect data until the categories are exhausted.
[Job
descriptions subject to performance evaluation.]
It is
possible for falsification to occur when practicing
this
methodology; it consists in detecting unexplained
Entrances
Theory W 430
exceptions [non-support of the organization mission],
anomalies [ditto non-support], or counter-examples
[formal and informal structures]. The theory,
in its
final form, should have no counter examples.
(115 35-6)
In theoretical sampling, merely
increasing the sample
size is not necessarily useful.... In theoretical
sampling, the data are highly qualitative and there
is no
single attribute that one is looking at. Many
qualities
one is examining are in fact relationships which
could
not readily be accommodated within a classical
statistical...framework. (115 37)
Description of subjects. All and
any of mankind,
whereever and whenever one finds them managing their
actions.
Theory W relationships. Unlike
span of control
relationships, Theory W tasks are explicitly related thus
pulling together the individuals responsible for any task
and its following task. These organization relationships
cannot be accommodated by classical statistical frameworks.
Instruments.
There is no universally recognized
set of instruments
for conducting a case study investigation.
Broadly
speaking, methods can be divided into the qualitative
and
quantitative. The data of qualitative investigations
are
prose. The words gathered from qualitative
methods may
be obtained by observation (including participant
observation), interviews (conducted at a variety
of
levels of formality), and documents (ranging from
official publication, through memoranda, to personal
diaries).... There is...a more common tendency
to use
matrices, graphs, networks, and charts as devices
for
data reduction. (115 37)
Theory W instruments. The data
from many personal
experiences will be illustrated and networked in a
precedence database. Data reduction takes the form of
Entrances
Theory W 431
individual job descriptions validated by reconciling to
total life or job time. For example, 24 hours for seven
days or 8 hours for 5 days.
Comparative theories
Action control theory. Glaser
and Strauss (120 8)
"urge the next generation of students to continue writing
monographs and to try to generate theory!" The usefulness
of theories, however, is questionable.
We are suspicious of the potential
utility of present
theory. (231 1)
Theory Z.
Quite simply, Theory Z suggests
that involved workers
are the key to increased productivity. (232
4)
Another important lesson...is
subtlety. Relationships
between people are always complex and changing.
These
subtleties can never be captured explicitly...(232
6)
Career paths in Type Z companies
display much of the
"wandering around" across functions and offices
that
typifies the Japanese firm. This effectively
produces
more company-specific skills that work toward intimate
coordination between steps in the design, manufacturing,
and distribution process. An employee who
engages in
such "non-professional" development takes the risk
that
the end skills will be largely non-marketable to
other
companies. (232 60-1)
The wholistic orientation of Type
Z companies is in
many ways similar to that found in the Japanese
form but
with some important differences. The similiarity
has to
do with orientation of superior to subordinates
and of
employees at all levels to their co-workers.
Type Z
companies generally show broad concern for the welfare
of
subordinates and of co-workers as a natural part
of a
working relationship. Relationships between
people tend
to be informal and to emphasize that whole people
deal
with one another at work. (232 67)
A central feature of Type Z organizations...implies
that each person can apply discretion and can work
autonomously without close supervision, because
they are
to be trusted. Again, trust underscores the
belief that
Entrances
Theory W 432
goals correspond.... Let us return briefly
to Douglas
McGregor's "Theory X" and "Theory Y" assumptions
about
human nature. McGregor's work drew heavily
on that of
former student Chris Argyris of Harvard University.
Argyris argued that motivation in work will be maximal
when each worker pursues individual goals and experiences
psychological growth and independence. (232
68-9)
A manager who choose to lead his
department, division,
or company in a new direction can produce sufficient
trust and sufficient incentive for change to sustain
the
process for some period, perhaps a year. If,
during this
period, some signs of progress can be discerned
by the
followers, then the process of change will become
nearly
self-sustaining. (232 84-5)
Entrances
Theory W 433
Table 60 - Theory Z installation steps
____________________________________________________________
Act Verb Descriptor
Noun Pre Who
Done
____ __________ ______________ _____________ ____ ___ ____
1 understand organization rolesa
6 HLO
1 understand organization rolesa
10 HLO
1 understand organization rolesa
12 HLO
2 audit company
philosophy 0 HLO
3 approve desired
philosophy 4a KU
4a create philosophy
structure 1 HLO
4b create philosophy
incentives 3 HLO
5 develop interpersonal
skills 4b HLO
6 test system
selves 2 HLO
7 involve
union 4b HLO
8 stabilize
employment 5 HLO
8 stabilize
employment 7
mu
8 stabilize
employment 9 HLO
9 choose evaluation
system 4a HLO
yes
10 broaden career
development 13 HLO no
11 implement first
levels 6 HLO
no
12 seekout participation areas
11 HLO yes
13 permit wholistic
relationshipsb 4a HLO yes
____________________________________________________________
Note: (232 85-109).
a "Of the many ways that openness
can be encouraged,
the only one that really matters is by setting an
example. (232 85)"
b "Regular question and answer
sessions among...
employees will help. Talk to employees about
how the
company is working against competitors, about its
successes and problems. Be prepared to ask
as well as
answer some tough questions. (232 109)"
Needs theory.
Man is a "wanting creature," striving
to satisfy many
different needs in an order of potency as follows:
(1)
physiological, (2) safety, (3) love, (4) esteem,
and (5)
self-actualization. Therefore just as unmet
basic needs
drove...down the hierarchy, satisfied basis needs
open up
higher level wants. This dynamic quality of
the needs
hierarchy has important consequences for the motivation
of people at work. (245 5)
Entrances
Theory W 434
Expectancy theory. (245 19)
Competency theory.
Competency motive can be seen
as active...in very
young infants, in the fun of random fingering of
objects,
poking around, and touching whatever is in reach.
Later,
it is exploring, tinkering, taking things apart,
putting
them together, and the like. Whether an adult's
sense of
competence is strong or weak depends on the balance
of
successes and failures he has experienced in his
various
encounters with the world. (245 13)
Dissonance theory. (245 20)
Functional theory
A theory is an explanation of why
something happens,
and, sometimes, how something happens, as well as
a
statement of what happens. A theory of management
(and
by implication, organizations) should define why
we have
it, what it is, and how it works. (231 1)
In addition to the general requirements
of a theory,
i.e., determining why something happens, what happens,
and how it happens, a theory of management requires
us to
find out the best way for it to happen. (231
3)
Organization-centered theory treats
people as
subsidiary to the organization and comparable to
other
necessary resources and commodities...(231 10)
A people-centered Theory Which
treats people as
primary to the organization offers differentation and a
highly probable alternative in the form of Theory W. A
far-fetched anology takes the form of the non-memory,
interactive, and tutorial approach education pathway
introduced by the Harvard Medical School.
Speculative theory. Qualitative
research encourages
speculative theory.
Discovery gives us a theory that
"fits or works" in a
substansive or formal area (though further testing,
clarification, or reformulation is still necessary)...
Entrances
Theory W 435
Since accurate evidence is not so crucial for generating
theory, the kind of evidence, as well as the number
of
cases, is also not so crucial. A single case
can
indicate a general conceptual category or property;
a few
more cases can confirm the indication. (120
29-30)
Non-destructable theory.
Evidence and testing never destroy
a theory (of any
generality), they only modify it. A theory's
only
replacement is a better theory. (120 28)
Universal research data. Each
student or organizer
can produce research data either on a sample or batch basis.
And since Theory W holds time in whole hours as the input of
organization productivity, a waiting hands-on challenge
exists for each and any individual with an awareness of the
limitations of their life times.
Day-by-day. Taking life day-by-day
advises reacting
to what comes along each day. Theory W, however, encourages
collection of universal time research data for scientific
observation - science being for the benefit of the common
man. There are benefits in simple day-to-day control of
one's life - knowing what one does.
Theory W, although strategic as
top-down, can also be
seen as bottom-up and "who does what when" oriented. This
has the tendency to promote getting the boss to do their
job.
Spending control. Daily control
waves into periodic
control - weekly and monthly where hours flow into dollars.
College study time. Hours can
also be seen as flowing
Entrances
Theory W 436
onto grades.
Business administration. Undergraduate
college
curriculum for Management Principles recognizes Organization
among the five essential principles. Thus Organization
has
stature within the Management discipline.
Education administration seemingly
omits the
practical application of matrix organization. A PhD program
in Higher Education Administration approved the student's
plan of courses only in the last semester before graduation.
Natural learning. Most lives are
misled and squelched
by the power applications of formal organization. Thus
if
Theory W offers practical application, it must be offered at
the many points of life's disorganization. Yet many myths
continue to operate in the real world making functional
challenge a tricky sell.
Example of the child in the laundromat.53
When an
individual, large or small, acts to explore, the parent
figure moves in some way, usually to shut down further
exploration and growth performance - not necessarily with
any stated purpose. Yet the effect can be seen to eliminate
learning and further reaching and intellectual stretching
through natural curiosity. The result can be seen as
withdrawn workers rather than expert workers in their own
right - their own appropriate job description.
Reporting questions. From English
composition -
Entrances
Theory W 437
Who?
What?
When?
Where?
Way?54
Why? (66 14)
Critical thinking. To understand any theory, one must
____________________
53 Picture a four year old learner.
Picture the boy
with his mother at the local laundromat. Three people are
there - the mother, the boy, and the case studier. The
boy
runs across the tops of the machines. Most of the machine
top-load doors are open, yet there is a shelf-counter-type
even with the back top of the control panel level. Quite
an
accomplishment for the little explorer - -or should we say,
"Big explorer." The mother promptly shut down that
exploration. As this was being observed, the caser loaded
his machine, emptied the glass jar of liquid detergent into
the machine, rinsed the jar with the machines water cascade,
partially dryed the jar and cap, closed the machine lid, and
set up the case study.
The boy subject was running the
length of the
laundromat when the caser set the jar and lid separately on
the floor, not in the explorers path, yet in plain sight,
out from the caser's now seated position. No words were
said, nor were any glances exchanged. The next running
pass
immediately terminated at the the two objects, the boy
folding his legs at his knees with toes pointing out and
seat now comfortably on the relatively clean floor. In
the
same flow of motions the two little hands had grasped the
silently offered challenge, immediately attempting to attach
the loose lid. The first try was a snap on attempt,
instantly followed by turning motions thwarted of success by
initial inability to parallel the lid with the top of the
jar.
In the seconds it took the learner
to define and begin
the solution to his problem, the mother dashed to the scene,
disconnected the objects, and dragged the learner from the
scene. The show of force was decisive - fast and
separative. The attention span of the learner was
truncated. The caser picked the objects, assembled them,
and returned the jar to his clothes bag. Throughout the
case nothing was said, no eye contact was made, and the
outcome can be argued as to success or failure.
54 How? becomes the way under Theory
W.
Entrances
Theory W 438
acquire critical thinking skills. They must be able to
use
science and choose between alternatives of time consumption.
The optimum scholarship references the elements of the time
consumption choice. This human condition of "why" appears
very early in life yet many adults are relegated to
positions of wimps.
Matrix. Engineering projects and
process routings
with project and routine differentation. Related chart
topics such as Gandt, Pert, and CPM are covered in a
following separate section.
Not-for-profit. Theory W provides
identification with
an other than profit regimentation, namely the
organization's purpose, end, mission, aim, goals,
objectives... Only some narrowed tasks have profit
orientation.
Expert worker choice. Ironically
the supported are
the so called leaders who formally tell others what to do.
Thus the formal organization exists. Yet the pure formal
organization has the inherent difficulty of releasing the
power to individual choice. The dominant formal
organization question looms, "What if the individual chooses
differently from the organization policy?" Thus conflict
abounds and its symptoms are treated. Theory W advocates
the recognition of individual choice - that amounts to
commitment of the individual to the organization.
Entrances
Theory W 439
Other entrances. Every child receives
conditioning -
training occurs from conception forward. Theory W does
not
take or use the training or organization behavior view, yet
must offer application from entrance points for already
trained individuals. Theory W offers improvement no matter
what the starting point.
The education system, in short,
may simply be the
sorting factory for society - as if a society could have
good feelings. Rather, the sorted usually end up supporting
the good feelings of the supported rather than their own.
Marketing principles play the
vital role in
translating individual needs into wants which encode into
seller and consumer action in the marketplace.
To close, ERG causes action in
the marketplace and
individuals choose action.
Philosophic foundation
With a scientific eye, everything
can be seen to have
a foundation or basis of structure, construction, or
composition - and the same for the philosophic eye.55
Composition can be shown in a table of contents,
construction can be summarized with an abstract, and a
structure usually begins with some premises or assumptions -
some starting point.
In the case of this dissertation,
the starting point
lies within the author - something that he was seeming born
Entrances
Theory W 440
with, a certain curiosity, a craving for something new,56
a point of view which Theory W simply names, "Why?" Why
then this dissertation? That question receives attention
in
the preface section. This section, in turn, seeks to
investigate the aspect of philosophy as contained within the
PhD degree - the Doctor of Philosophy degree.
Why philosophy? The PhD self-evidently
emphasises
philosophy first and professional specialty second - for
examples, a PhD in business administration or a PhD in
higher education administration. Thus a challenge presents
itself - to learn about philosophy as the primary emphasis
of the PhD degree, then to attend to the specific
technicalities and skills involved with practicing the
specific discipline or trade. Thus the interest turns to
some "pure" philosophy as opposed to a unit of empirical
science. Therein lies a fundamental challenge since there
has been a
____________________
55 In my life I had a problem
understanding
philosophy and knowledge. I purchased a two dollar Russell
paperback (229) around 1980. About 1985 some notes were
attempted, and then in 1991, I wrote in summary of what I
read and integrated same into my dissertation. I also was
able to integrate some notes on a one dollar book on
knowledge (238) from the late 1980s. The notes looked to
be
from the early 1980s. I remember discussing induction and
deduction with a friend about 1985 - an exceptional
experience for me.
56 For the author's patterns of
life, see the
preface section.
Entrances
Theory W 441
striking contrast between the empirical
sciences and
speculative philosophy. Science presents a
picture of
steady progress - questions raised and disposed
of,
discovery laid on discovery. Philosophy however
seems no
nearer the truth now than before; nothing seems
ever to
be settled - "systems" merely come and go in a round
of
philosophic fashion.57
Philosophers have variously held
that metaphysical
intuition, mystical experience, divine inspiration,
and
moral necessity justify belief. In general,
it is the
task of the epistemologist to decide which of these
are
genuine sources of knowledge. (238 7)
The Aristelian entrance to Theory
W. Theory W is a
strategic organization structure - with strategy defined as
the administrative process of moving from setting the
organization mission first, then setting objectives, and
then getting on with assigned worker proaction. An
expansive discussion of what missions, objectives, workers,
and proactions are, is in another section of this
dissertation.
Theory W purports to be of universal application, thus
____________________
57 Philosophers
Birth Age
------------ ----- ---
Parmenides 540BC 70
Plato 427BC 80
Montaigne 1533 59
Descartes 1596 54
Locke 1632 72
Berkeley 1685 68
Hume 1711 65
Kant 1724 80
Hegel 1770 61
Conte 1798 59
James 1842 68
Mills 1806 67
Pierce 1839 75
Dewey 1859 93 (238 2)
Entrances
Theory W 442
it should apply to the largest human organization -
human-kind.
Aristotle portrays the human good
as individual
mission.
The life in accordance with understanding...is
the
happiest kind of life a human being can lead.
But
precisely what kind of life is it? Which goods
will it
contain, and how are they to be organized?
(155 15)
Theory W provides a strategy structure of organization.
Thought required.
Contemplation [to bring to mind]
is the best activity
available to human beings...and sophia (theoretical
wisdom) is superior to such practical excellences
as
justice, courage, and temperence. (155 15)
To have theoretical wisdom is
to be able (by means of
nous ) to grasp the first principles of certain
theoretical discliplines, and to be able (by means
of
episteme ) to derive conclusions from those principles
in
an appropiate way. (155 15).
Aristotle may be saying that although
some kind of
primacy should be given to philosophical activity,
the
best life will be that of someone that is both a
philosopher and a statesman. (155 17)
Theory W equates statesman with
administrator - the
philosophy represented by mission, and political resources
represented by the organization tasks. Depending on the
organization and the degree of effectiveness, some tasks are
more political than other tasks.
Pure philosophy, apart from the
technical skills of
business or education administration from the above example,
has a reason to be studied regardless of "fashion.
Philosophy is to be studied....because...questions
enlarge our conception of what is possible, enrich
our
Entrances
Theory W 443
intellectual imagination and diminish the dogmatic
assurance which closes the mind against speculation;
but
above all because, through the greatness of the
universe
which philosophy contemplates, the mind also is
rendered
great, and becomes capable of that union with the
universe which constitutes its highest good.
(229 161)
Thus philosophy wants to open
the mind - to enlarge
the mind's curiosity. For Theory W, that opening process
amounts to asking the "why" question (among others) until
the answer apparently leads to the ultimate human life state
of mind. The above purpose of philosophy holds that the
greatest human good comes from the choice of the individual
mind in choosing actions which bring the mind, and the
common world mind, closer to the greatness of the universe.
That coming closer can be evidenced in (1) a body of
knowledge, and (2) personal good feelings.58 Specific
"body of knowledge" evidences are, among others, a personal
library and the world library. To cope sucessfully with
the
challenges of these libraries, scientific referencing and
personal writing provide a familiar grasp on the body of
knowledge beyond that of technical or skill training -
namely pure philosophy. Pure philosophy more intensely
seeks to know why, whereas pure training seeks to know why
with less intensity.59 Knowing why, then represents a more
pure philosophy, rather than simply the highest degree (PhD)
in a particular skill.
Universals subsist. To assist
in the understanding of
Entrances
Theory W 444
pure philosophy as opposed to the highest level of technical
or skill training, there comes the differentiation between
existence and subsistence, for the purpose of illuminating
universals.
Thoughts and feelings, minds and
physical objects
exist. But universals do not exist in this
sense; we
shall say that they subsist or have being....
The world
of being is unchangeable, rigid, exact, delightful
to the
mathematician, the logician, the builder of metaphysical
systems, and all who love perfection more than life.
The
world of existence is fleeting, vague, without sharp
boundaries, without any clear plan or arrangement,
but it
contains all thoughts and feelings, all the data
of
sense, and all physical objects, everything that
makes
any difference to the value of life and the world.
(229 100)
Thus universals subsist (have
being) and are exact -
where the world of becoming (existence data) slips away.
How then can one describe a set of existence data as either
exact or slippery? Answer - the science of statistics
provides the concept of probability as a measure of
slipperiness. However, since universals subsist (do not
exist), probability does not apply to the study of
universals. What then of the history of universals?
Answer
- the world of being (universals) can be traced to Plato,
____________________
58 The next chapter takes up an
example of life
meaning.
59 Perhaps scholarly writing provides
the best
evidence of seeking why. The functioinal structure can
be
read backwards from why - from interrogation, to inquiry, to
research, to scholarship, to learning, and then to curiosity
among other attributes.
Entrances
Theory W 445
and additionally, can be traced to the local popular
fraternal organizations. First, the local universals, then
about Plato.
One popular fraternal organization
says that the
universals are freedom, truth, justice, and equality at the
grave - thus we have a set of universals at hand, as well as
in the history of the world.
In history, Plato used the word
"ideas" for
"universals" (229 92-3).
Plato is led to a supra-sensible
world, more real than
the common world of sense, the unchangeable world
of
ideas, which alone gives to the world of sense whatever
pale reflection of reality may belong to it.
The truely
real world, for Plato, is the world of ideas; for
whatever we may attempt to say about things in the
world
of sense, we can only succeed in saying that they
participate in such and such ideas, which, therefore,
constitute all their character. Hence it is
easy to pass
on into a mysticism. (229 92)60
In summary, a world of being (called
universals)
relates to people in a world of becoming. And religions
are
involved with the state of people becoming something - this
is true for both Western and Eastern religions, thus "people
becoming" can be viewed as universal - a sort of tradition
of constant improvement.61
Religious universals. Most of
us have experienced
modern day religious mysticism and Campbell discusses a
world of mysticism in published form (excerpts in appendix
D). Unfortunately, the universals which any particular
Entrances
Theory W 446
religion promotes can easily be forgotten in the world of
religious sense activity. Thus religion can, but not
always,62 lead the individual away from universals, since
any universal "cannot itself exist in the world of sense
(229 92)." Now for a definition -
Universal defined.
A universal will be anything which
may be shared by
many particulars, and has those characteristics
which...
distinguish justice and whiteness from just acts
and
____________________
60 The metaphysician, according
to Hegel, sees, from
any one piece of reality, what the whole must be
- at
least in large outlines. Every apparently
separate piece
of reality has, as it where, hooks which grapple
it to
the next piece; the next piece in turn, has fresh
hooks,
ans so on, until the whole...is reconstructed.
This
essential incompleteness appears, according to Hegel,
equally in the world of thought and in the world
of
things.
In the world of thought, if we
take any idea which is
abstract or incomplete, we find, on examination,
that if
we forget its incompleteness, we become involved
in
contradictions; these contradictions turn the idea
in
question into its opposite, or antithesis; and in
order
to escape, we find a new, less incomplete idea,
which is
the synthesis of our original idea and its antithesis.
This new idea, though less incomplete than the idea
we
started with, will be found, nevertheless, to be
still
not wholly complete, but to pass into its antithesis,
with which it must be combined in a new synthesis.
(229 142)
61 Theory W bases upon the universal
of "people
becoming" - that constant improvement state of mind.
62 From appendix D - Campbell
(1) confirms the
societal process of becoming, (2) claims that myths
deceive, (3) identifies that the Oriental plays
the role
for the good of the whole, (4) identifies that the
Occidential serves the whole by playing the role,
(5)
challenges the individual to identify as part of
a whole,
and (6) challenges the individual to communicate
the
whole emperically.
Entrances
Theory W 447
white things. (229 93)
Universals day-to-day. Hopfully
we can see in our
lives these universals transcending day-to-day activity as
ideas of the mind. Those ideas in a sense, are able to
lead
our day-to-day activities and actions - a sort of idealism.
Idealism as mental knowledge.
Idealism is....the doctrine that
whatever exists, or
at any rate whatever can be known to exist, must
be in
some sense mental. (229 37)
The grounds on which idealism
is advocated are
generally grounds derived from the theory of knowledge,
that is to say, from a discussion of the conditions
which
things must satisfy in order that we may be able
to know
them. (229 38)63
Knowledge truth & acquaintance.
The word "know" is here used in
two different senses.
(1) In its first use it is applicable to the sort
of
knowledge which is opposed to error, the sense in
which
what we know as true, the sense which applies to
our
beliefs and convictions, i.e., to what are called
judgements. In this sense of the word we know
that
something is the case. This sort of knowledge
may be
described as knowledge of truths. (2) In the
second use
of the word "know" above, the word applies to our
knowledge of things, which we may call acquaintance.
This is the sense in which we know sense-data.
(The
distinction involved is roughly that between savior
and
connaitre in French, or between wissen and kennen
in
German.) (229 44)
If I am acquainted with a thing
which exists, my
acquaintance gives me knowledge that it exists.
But it
is not true that, conversely, whenever I can know
that a
thing of a certain sort exists, I or some one else
must
be acquainted with the thing. (229 45)
____________________
63 The first serious attempt to
establish idealism
on such grounds was that of Bishop George Berkeley
1685-1753. (229 38)
Entrances
Theory W 448
Pure functionality as truth. Thus
this dissertation
writes in pursuit of a truth or universal - that of pure
functional organization. That truth acquaints with several
cases of application. And the result of Theory W
understanding permits the user to become better able to
identify individual parts of the whole, and to reason why
the various levels of the whole exist. In a business
career, cases experienced over the decades recognized the
pure functional universal, and each case provided antitheses
to the previous theses. Then a different career and other
interests provided more antitheses - each of them forming a
temporary synthesis. Now Theory W provides a major
synthesis (closing) - the universal being pure functional
organization. Philosophy provides a model for Theory W.
Hierarchy in philosophy.
Philosophy should show us the hierarchy
of our
instinctive beliefs, beginning with those we hold
most
strongly, and presenting each as much isolated and
as
free from irrelevant additions as possible.
(229 25)
Hierarchies and task lists. Thus
philosophy promotes
hierarchical formation with isolated levels free of
irrelevant additions - and Theory W responds in general and
specifically in this regard. Thus the pure functional
organization breaks into a certain number of things called
tasks. These task things and the universal of pure
functional organization have always existed. But now Theory
Entrances
Theory W 449
W provides a structure to communicate the pure functional
hierarchical organization and each member's part therein.
These specific organization hierarchies and their member
task lists are things of acquaintance.
Knowledge of things, when it is
of the kind we call
knowledge by acquaintance, is essentially simpler
than
any knowledge of truths, and logically independent
of
knowledge of truths, though it would be rash to
assume
that human beings ever, in fact, have acquaintance
with
things without at the same time knowing some truth
about
them. Knowledge of things by description...always
involves...some knowledge of truths as its source
and
ground. (229 46)
Importance of case study.
The chief importance of knowledge
by description is
that it enables us to pass beyond the limits of
our
private experience. In spite of the fact that
we can
only know truths which are wholly composed of terms
which
we have experienced in acquaintance, we can yet
have
knowledge by description of things which we have
never
experienced. (229 59)
Thus Theory W bases upon the rudiments
of philosophy,
and now seeks to stand the test for a theory.
Theory W philosophy.
The aim of philosophy is logical
analysis; and its
subject matter is the empirical or positive sciences.
(121 13)
Meaning that knowledge from experience
provides the
primary logical entrance to the naturally growthful human
mind. An analytic quality exists whereby a whole, breaks
or
separates into component parts or constituent elements (W3).
Tautology provides extreme analytics whereby needless
repetition of an idea occurs in close succession. Another
Entrances
Theory W 450
extreme, expressing feelings or general attitudes towards
life lies beyond the analytics of empirical and positive
science.
Philosophy of science. In the
1950s the positivist
tradition set three mutually dependent areas for
consideration by philosophers of science.
1. The search for a criterion of cognitive significance.
2. The status, structure, and function of theories
and
theoretical terms.
3. The nature of scientific explanation. (121 19)
For number one above, the testability
criterion says
that a meaningful proposition extends from an empirical,
positive, or analytic test - completed by verification with
observational evidence (121 20). For two, the terms used
are to be explicitly defined in terms of observables
(121 23). And for three, "one cannot say that theories
are
neither true nor false but only instruments.(121 30)"
What is a theory?
There are three points to observe
in the attempt to
discover the nature of truth, three requisites which
any
theory must fulfill. (1) Our theory of truth
must be
such as to admit of its opposite, falsehood....(2)
It
seems fairly evident that if there were no beliefs
there
could be no falsehood, and no truth either, in the
sense
in which truth is correlative to falsehood....(3)
It is
to be observed that the truth or falsehood of a
belief
always depends upon something which lies outside
the
belief itself.... Hence, although truth and
falsehood
are properties of beliefs, they are properties dependent
upon the relations of the beliefs to other things,
not
upon any internal quality of the beliefs.
(229 120-1)
Correlating with the three points
above, first, the
Entrances
Theory W 451
pure functional organization takes two opposites - that of
no organization, and that of traditional formal
organization, including that of matrix organization which
attempts to integrate functional organization within formal
organization. Secondly, the pure functional organization
as
a universal clarifies the formal organization as a
universal. And thirdly, the universal of pure functional
organization depends on job task properties, where the
universal of formal organization depends on people reporting
properties. Theory W as a theory, now has a structured
test
from a philosophical view.
Philosophy also has something
to say about the number
of cases to be considered in testing a theory - parts 3 and
4 of this dissertation provide a sufficient number of
diverse cases of theory application. And there are four
related universal terms presented in the organization
pyramid of chapter 5. Thus the following are satisfied.
Belief in a theory.
The relation involved in judging
or believing must, if
falsehood is to be duly allowed for, be taken to
be a
relation between several terms, not between two.
(229 125)
When an act of believing occurs,
there is a complex,
in which "believing" is the uniting relation, and
subject
and objects are arranged in a certain order by the
"sense" of the relation of believing.... A
belief is
true when it corresponds to a certain associated
complex,
and false when it does not. (229 127-8)
A mind, which believes, believes
truly when there is a
corresponding complex not involving the mind, but
only
its objects. This correspondence ensures truth,
and its
Entrances
Theory W 452
absence entails falsehood. Hence we account
simultaneously for the two facts that beliefs (a)
depend
on minds for their existence, (b) do not depend
on minds
for their truth. (229 129)
To the above extent, we are philosophically
asked to
believe in Theory W, while at the same time knowing that
pure functional organization applies to the billions of
people in this world and their untold number of activities.
Not all those people know the truth of pure functional
organization, thus
we are left to the piecemeal investigation
of the
world, and are unable to know the characters of
those
parts of the universe that are remote from our
experience. This result, disappointing as
it is to those
whose hopes have been raised by the systems of
philosophers, is in harmony with the inductive and
scientific temper of our age, and is borne out by
the
whole examination of human knowledge...(229 145)
Piecemeal investigation. Hence
the investigation of
the world continues - more than any one lifetime can pursue.
However, we can proceed in knowing, by beginning any
investigation with sense-data and applying the inductive
principle. Thus we can proceed with our base of sense-data
- our database.
Begin with self-data.
We are acquainted with our sense-data,
and, probably,
with ourselves. These we know to exist.
And past
sense-data which are remembered are known to have
existed
in the past. This knowledge supplies our data.
(229 60)
On a scholarly level, the sense
of sight provides the
ability to read the past data of numerous personal and world
Entrances
Theory W 453
libraries. In addition, looking inward, some individuals
can relate about their self, and some individuals, perhaps
few, can relate about their self within the context of
psychological science, which in turn, fits within the
context of the general principles of science.
Normal theory generation.
Not everyone can be equally skilled
at discovering
theory, but neither do they need to be a genius
to
generate useful theory. (120 viii)
Glaser and Strauss (120 2) begin
with "the discovery
of theory from data systematically obtained..." They
continue (120 3) with the tasks of theory; (1) enable
behavior prediction and explanation, (2) advance usefulness,
(3) apply practical understanding and control social
situations, (4) provide data perspective - a stance toward
data, and (5) guide research style.
Systematic data control. The above
travels from data
to theory. This contrasts with logico-deductive theorizing
(120 5), which travels from theory to data. The middle
zone
between the data (grounded theory) and the logic extremes
involves choosing data examples systematically, then
allowing feedback for theoretical control over the
formulations (120 5).
The biographies of scientists are
replete with stories
of occasional flashes of insight, of seminal ideas,
garnered from sources outside the data. But
the
generation of theory from such insights must be
brought
into relation to the data, or there is great danger
that
Entrances
Theory W 454
theory and empirical world will mismatch. (120
6).
Theory W aligns with Theory Z
methods. Theory Z "is
marked by shop-floor cooperation and commitment to the
objectives of the company. The main idea is to coordinate
people, not technology.(35 699)" Theory W emphasizes
individual task leader cooperation to actualize/improve the
functionl structure. The Theory W functional structure
evidences the means-end chain of the organization.
Technology, however, must be used and organized along with
and through the individual task leaders. Theory W provides
a more rigorous method.
The physcology of the why hierarchy.
The religious
implication of individual task leadership may be a
fundamental success ingredient - for both individual
self-actualization and larger organization actualization.
Drawing on the central value of
sincerity, the
Japanese have established "a great steel web of
contract
and commitment," which is the basis of the Japanese
system called amaeru, which means to presume upon
the
affections of someone close to you. Out of
amaeru has
developed a tremendous sense of team work, of esprit
de
corps, which generates tremendous efficiency.
(35 697)
Theory W in education. Original
hypothesis not
testable within the education faculty because they will not
track their time - even though the essential human resource
is timed work. Thus I must make do with career
opportunities.
The latest job provided the opportunity
to translate
Entrances
Theory W 455
group self-administration toward increased productivity.
I have always had a pension to
measure time - thus
whole hours.
Communication must have a definitive object.
The functional structure will work
for many
organizations and their unique projects if adequate
communications can be achieved with minimum disruption
of
the organization. The matrix structure requires
changes
in the organization and a coordinated effort of
the
entire firm. (129 30)
Cable (129 12) portrays functional organization
in a
formal hierarchical structure (see figure). Cable advises
(129 13), "To avoid many of the conflicts and other problems
experienced within the hierarchical, functional
organization, a separate, "vertical" organization is
frequently established." Another hierarchical box thus
appears on the formal organization chart (129 14) (see
figure).
Activity organization.
Nearly every activity within an
organization could be
labeled a project possessing unique characteristics
and
varying levels of importance to the parent organization.
Every activity has a starting and ending point,
and one
person is normally the ultimate responsible agent.
(129 3)
Let's explore then the organization
of activity, not
from the base of formal organization, but from a base of the
informal organization - people talking to one another.
But
who should talk to another? That takes time and impacts
the
productivity of the organization.
Entrances
Theory W 456
From the marketing view, the consumer
tells all about
the product they receive. Within an organization then,
who's the consumer of each activity product. And Theory
W
evidences the reason why an activity exists. The ultimate
why being the mission of the organization. Theory W is
not
a matrix, but rather a PERT or CPM approach. But Theory
W
is a matrix in the sense that it assigns responsibility.
The element of any organization
is work. Work is
organized to accomplish an end - a mission. A series of
activities define the work to be actualized.
In-de-duction a-priori
Before defining a universal psychological
science self
for Theory W, first a few words about the way to knowledge -
particular (specific cases) induction and general deduction.
And second, some words about immediate (a priori) value
judgements.
Our intuitive knowledge, which
is the source of all
our other knowledge of truths, is of two sorts:
pure
empirical knowledge, which tells us of the existence
and
some of the properties of particular things with
which we
are acquainted, and pure a priori knowledge, which
gives
us connections between universals, and enables us
to draw
inferences from the particular facts given in empirical
knowledge. Our derivative knowledge always
depends upon
some pure a priori knowledge and usually also depends
upon some pure empirical knowledge.
Philosophical knowledge...does
not differ essentially
form scientific knowledge; there is no special source
of
wisdom which is open to philosophy but not to science,
and the results obtained by philosophy are not radically
different from those obtained from science.
The
essential characteristic of philosophy, which makes
it a
study distinct from science, is criticism.
It examines
Entrances
Theory W 457
critically the principles employed in science and
in
daily life; it searches out any inconsistencies
there may
be in these principles, and it only accepts them
when, as
a result of a critical inquiry, no reason for rejecting
them has appeared. (229 149-50)
It is exclusively among the goods
of the mind that the
value of philosophy is to be found; and only those
who
are not indifferent to these goods can be persuaded
that
the study of philosophy is not a waste of time.
Philosophy, like all other studies,
aims primarily at
knowledge. The knowledge it aims at is the
kind of
knowledge which gives unity and system to the body
of the
sciences, and the kind which results from a critical
examination of the grounds of our convictions,
prejudices, and beliefs. (229 154)
Entrances
Theory W 458
General science premises.
The general principles of science,
such as the belief
in the reign of law, and the belief that every event
must
have a clear cause, are as completely dependent
upon the
inductive principle as are the beliefs of daily
life.
All such general principles are believed because
mankind
have found innumerable instances of their truth
and no
instances of their falsehood. But this affords
no
evidence for their truth in the future, unless the
inductive principle is assumed. (229 69)
It is the nature of the mind to
organize the data of
sense, using such patterns as space, time, substance,
and
cause. That being so, certain features can
be affirmed a
priori of the objects of experience simply because
the
mind itself must impose those very features on all
its
object. (238 9)
There is real utility in the process
of deduction,
which goes from the general to the general, or from
the
general to the particular, as well as in the process
of
induction, which goes from the particular to the
particular, or the particular to the general.
It is an
old debate among philosophers whether deduction
ever
gives new knowledge...in certain cases, at least,
it does
do so. (229 79)
Looking for best clarity. Thus
the scholar, using
induction, looks for the clearest cause of life events.
This does not exclude the "everyday" individuals, because
they also have access to the scholarly method - for example,
the simple why-question provides a basic technique for
scholarship. Just think about how fluently two year old
children use the why-question - scholarly method definitely
has universal application. Likewise, Theory W aims to be
a
useful technique in documenting the organization of
why-questioning. Now on to immediate value judgements.
Entrances
Theory W 459
Immediate value judgements.
If something is useful, it must
be useful because it
secures some end; the end must, if we have gone
far
enough, be valuable on its own account, and not
merely
because it is useful for some further end.
Thus all
judgements as to what is useful depend upon judgements
as
to what has value on its own account.
We judge for example, that happiness
is more desirable
than misery, knowledge than ignorance, goodwill
than
hatred, and so on. Such judgements must, in
part at
least, be immediate and a priori. Like our
previous a
priori judgements, they may be elicited by experience,
and indeed they must be; for it seems not possible
to
judge whether anything is intrinsically valuable
unless
we have experienced something of the same kind.
(229 76)
Using science, deduction, and
immediate value
judgement, a definition of the self comes to the fore.
Theory W sets forth a definition of the self and asks for
immediate judgement that the definition provides a simple,
straightforward, clear, and workable unit of understanding.
Definition of self
The individual self recognizes
and incorporates
feelings (emotions) into its unit. From psychology texts
the statistical significant feeling continuums are
joy-sorrow, love-hate, and fear.64 A following chapter
provides a more graphic description of the Theory W self.
Here follows a shorter description.
Fear, protrayed by a confining
circle, helps visualize
freedom as a larger circle. The continuum lines of
____________________
64 BG Anne's text pages filed
somewhere.
Entrances
Theory W 460
joy-sorrow and love-hate divide the area of the self circle
into quarters. The self feels the impact of its emotional
environment as a point floating within that larger or
smaller circle. The self, especially in the short term,
cannot fully control its emotions. Thus the point of self
floats or moves to and away from the four continuum poles.
But just because one feels joyful or joyful and loving one
day does not mean that that feeling will automatically
replicate in the future. Thus feelings are known to be
"somewhat" unpredictable. From this unstable environment
comes the individual's life choices and Theory W defines the
self as the floating pinpoint of choice - a choice to
action, even if, for example, the action
Point of choice self. The point
of the self floating
in feelings becomes a point of choice when the freedom-fear
circle permits. For example, when fear becomes very strong,
the person becomes more immobile - less able to act. As
a
point of choice, the responsible self chooses its action.
The action can be directed to any combination of joy,
sorrow, love, hate, freedom, and fear motives. An ethical
ranking of personal actions can be grouped into hierarchical
levels as joy, freedom, love, sorrow, fear, and hate.
Again, the self is the individual's point of choice.
Now put this definition on a personal
level.
Certainly this definition of your self did not come from
Entrances
Theory W 461
experienced sense-data, yet each individual's experience
with their self should fit into the model - better yet, call
the definition a universal which asks for an immediate value
judgement.
With the definition of the self
we have begun to
construct the system of Theory W. Next, more words about
empirical reality in connection with our self experience and
with experiential data in general, that is, case studies.
Using individuality. The author's
first job boss
expressed an administrative Theory With the phrase, "Use
people up the way they are, not the way they ought to be."
Looking past the crudeness of
"using people up," one
may be able to see the need to respect another's choice
which makes the other person "the way they are." In fact,
jobs designed to elicit worker choice have a common sense
appeal. We all like to do things our way. Yet we
also want
structure.
Job effectiveness
Betterment. In many ways individuals
work to better
their lives. In some cases the work itself can be readily
seen as enjoyable. In other cases, work can promote bad
feelings (fear, sadness, hate). Theory W strives to make
visible the goals and aims of a more cooperative
organization thereby making work a place of better feelings
(joy, freedom, love).
Entrances
Theory W 462
A supervisory example. At some
time and in some place
the author documented the following goals.
Table 61 - Simplistic job goals
____________________________________________________________
1 develop department
2 update budget
3 encourage personnel
____________________________________________________________
Praxis.
1.practice, as distinguished from theory;
application
or use, as of knowledge or skills. 2. convention,
habit,
or custom.65
Functional thought pattern.
what >-----critical-thought-path-----> why -> wisdom -> who
"Why" represents the mission view.
The "way"
represents how to implement the mission. The workers are
the "who" instruments which perform the operational "what."
"We" as the organization input "work" "with" resources
"which" outputs results.
Hypothesis. If we watch organization
why/way logic,
work worth will increase. Another statement - by giving
rational (logical) visibility to work tasks, organization
productivity will increase.
Experimental measurement. Productivity,
as output
divided by input, measures worth. A positive work
____________________
65 Random House (1993) Unabridged
dictionary. New
York NY: RH.
Entrances
Theory W 463
performance evaluation, measures output completion. Whole
hours measure input. Functional verb-descriptor-noun tasks
define work.
Computer application.
Computer literacy is not just knowing
how to make use
of computers and computational ideas. It is
knowing when
it is appropriate to do so. (181 155)
Worker depression. The first Monday in October 1994
there was a multifamily meeting - an educational and
supportive service of the CPC program.66 That particular
meeting focused on student workers rather than employment
workers, yet workers none the less.
CPC presents for-profit hospital
treatment with an
$800+ daily fee. In simplistic terms, they treat mental
illness. In politically correct terms, they treat
psychological problems made of physical, legal, emotional,
and mental elements.
____________________
66 The CPC corporation treats
depression - a
condition where the spiral of an individual's smaller and
smaller world becomes synonymous with lower and lower worker
worth - for the individual and those around.
Personal losses can flash into
mind - a Civic replaces
a Riviera, jobs are eliminated, jobs are quit, a one-room
apartment replaces a four-bedroom house, a personal phone no
longer becomes a necessity, snowmobile is gone, boat is
gone, three week four week-end vacations are gone, company
car is gone, a hotplate replaces a gas stove, another
potential marriage partner bites the dust (falls by the
wayside), children remain distant, sleeping bag and pillows
replace bed and mattress.
Everyone has losses - students
as well as employees.
Entrances
Theory W 464
The treatment sees the victim's
losses and the
resulting spiral into a smaller and smaller world, to the
point where even the responsibility for physical life can be
relinquished. Thus the hospital provides intervention for
those who cannot or will not exercise responsibility.
In addition to this current student-worker
focus,
another previously-treated student-family member was
described as not wanting to leave the CPC hospital. The
hospital had taken responsibility for the patient or victim
to the point where the individual, family, or friend's
psychological system could not function for the life-worker.
That life-worker shot himself to death after being released
from the intervention program.
Now this junior high student-worker
continues to
experience intervention treatment. The family, however,
continues to shed responsibility in a multiplicity of ways -
drugs, alcohol, tobacco, caffeine, psychotherapy.
Back to the multifamily meeting
agenda - the meeting
leader introduced the concept of personal losses which cause
anger in the individual. Misdirected defiance results.
The
listener can immediately paralleled the meeting focus with
thoughts of their own losses, and incidents of anger and
defiance - perhaps every living person could identify with
loss, anger, and defiance. And perhaps further, every human
can be seen as a market for the $800+ per day expense.
Entrances
Theory W 465
Then, only scarcity of funds limits the income of the CPC
for-profit enterprise.
Individual responsibility remains
an issue in life and
an issue for any worker in any organization, including the
organization of the worker's own time for their own purpose,
aim, or mission.
Relating to empirical reality
It is on occasion of particular
experiences that we
become aware of the general laws which their connections
exemplify.67 It would certainly be absurd to suppose
that there are innate principles in the sense that
babies
are born with a knowledge of everything which men
know
and which cannot be deduced from what is experienced.
For this reason, the word "innate" would not now
be
employed to describe our knowledge of logical principles.
The phrase "a priori" is less objectionable, and
is more
usual in modern writers. Thus, while admitting
that all
knowledge is elicited and caused by experience,
we shall
nevertheless hold that some knowledge is a priori,
in the
sense that the experience which makes us think of
it does
not suffice to prove it, but merely so directs our
attention that we see its truth without requiring
any
proof from experience. (229 74)
Empirical vs hypothetical.
All knowledge which asserts existence
is empirical,
and only a priori knowledge concerning existence
is
hypothetical, giving connections among things that
exist
or may exist, but not giving actual existence.
A priori knowledge is not all
of the logical kind....
Perhaps the most important example of non-logical
a
priori knowledge is knowledge as to ethical value.
(229 76)
As soon as we are able to divest
our thoughts of
irrelevant particularity, we become able to see
the
general principle that two and two are four; any
one
instance is seen to be typical and the examination
of
____________________
67 Awareness book from PhD study.
Entrances
Theory W 466
other instances becomes unnecessary. (229 77)
A world where two and two make
five seems quite on a
different level. We feel that such a world,
if there
were one, would upset the whole fabric of our knowledge
and reduce us to utter doubt. (229 79)
Among propositions known a priori...are
the
propositions of logic and mathmatics, as well as
the
fundamental propositions of ethics. (229 80-1)
Thus the definition of the self
remains only
hypothetical, yet claimed as universal in being. And we,
each as a self, seek after and become more and more the good
feelings embodied in the definition.
From the definition of universal
self, we turn to the
propositions associated with the self. But first, what
philosophy says about propositions, then second, a summary
of this dissertation's study of philosophy as an inherent
element of the PhD.
Understand proposition words.
One way of discovering what a proposition
deals with
is to ask ourselves what words we must understand
- in
other words, what objects we must be acquainted
with - in
order to see what the proposition means. As
soon as we
see what the proposition means, even if we do not
yet
know whether it is true or false, it is evident
that we
must have acquaintance with whatever is really dealt
with
by the proposition. By applying this test,
it appears
that many propositions which might seem to be concerned
with particulars are really concerned only with
universals. (229 104)
Many induction instances.
Two opposite points are to be
observed concerning a
priori general propositions. The first is
that, if many
particular instances are known, our general proposition
may be arrived at in the first instance by induction,
and
the connection of universals may be only subsequently
perceived.
Entrances
Theory W 467
The other point is more interesting,
and of more
philosophical importance. It is, that we may
sometimes
know a general proposition in cases where we do
not know
a single instance of it. (229 107)
Knowledge sources.
A survey of the sources of our
knowledge...first
distinguishes knowledge of things [from] knowledge
of
truths. In each there are two kinds, one immediate
and
one derivative. Our immediate knowledge of
things, which
we call acquaintance, consists of two sorts, according
as
the things known are particular or universals.
Among
particulars, we have acquaintance with sense-data
and
(probably) with ourselves. Among universals,
there seems
to be no principle by which we can decide which
can be
know by acquaintance, but it is clear that among
those
that can be so known are sensible qualities, relations
of
space and time, similarity, and certain abstract
logical
universals. Our derivative knowledge of things,
which we
call knowledge of description, always involves both
acquaintance with something and knowledge of truths.
Our
immediate knowledge of truths may be called intuitive
knowledge, and the truths so known may be called
self-evident truths. Among such truths are
included
those which merely state what is given in sense,
and also
certain abstract logical and arithmetical principles,
and
(though with less certainty) some ethical propositions.
Our derivative knowledge of truths consists of everything
that we can deduce from self-evident truths by the
use of
self-evident principles of deduction. (229
109)
Entrances
Theory W 468
Table 62 - Knowledge of Theory W
____________________________________________________________
Immediate knowledge
Derivative knowledge
________________________
______________________
THINGS Acquaintence
________________________
Particular Universal
__________ _____________
Sense-data Sensible
Ourselves
relationships
TRUTHS Intuitive (self-evident) Descriptiona
________________________
______________________
Perception statementsb
Self-evident deduction
Logical principles
Arithmetical
principlesc
Ethical propositionsc
____________________________________________________________
Note: See the above quote (229 109) and (229 117) below.
a Connection with universals required
for a datum.
See (229 148) below.
b Pure empirical knowledge tells
us of existence and
properties of particular things. See (229 149-50) below.
c Do not apply to Theory W.
Truths of perception and some of
the principles of
logic have the very highest degree of self-evidence;
truths of immediate memory have an almost equally
high
degree. The inductive principle has less self-evidence
than some of the other principles of logic, such
as "what
follows from a true premise must be true."
Memories have
a diminishing self-evidence as they become remoter
and
fainter; the truths of logic and mathmatics have
(broadly
speaking) less self-evidence as they become complicated.
Judgements of intrinsic ethical or aesthetic value
are
apt to have some self-evidence, but not much.
Degrees of self-evidence are important
in the theory
of knowledge, since, if propositions may (as seems
likely) have some degree of self-evidence without
being
true, it will not be necessary to abandon all connection
between self-evidence and truth.... (229 117)
Entrances
Theory W 469
Learning from experience.
The attempt to prescribe to the
universe by means of a
priori principles has broken down; logic, instead
of
being, as formerly, the bar to possibilities, has
become
the great liberator of the imagination, presenting
innumerable alternatives which are closed to unreflective
common sense, and leaving to experience the task
of
deciding, where decision is possible, between the
many
worlds which logic offers for our choice.
Thus knowledge
as to what exists becomes limited to what we can
learn
from experience - not to what we can actually experience,
for...there is much knowledge by description concerning
things of which we have no direct experience.
But in all
cases of knowledge by description, we need some
connection of universals, enabling us, from such
and such
a datum, to infer an object of a certain sort as
implied
by our datum. (229 148)
Theory W wisdom. Thus philosophy
combines with
science, not to replace statistical significance, but to
search out any incosistencies in the principles of
organization in general, and pure functional organization in
particular.
Several cases of acquaintence
are described in the
context of a sensible relationship, including the pure
functional organization of the self. The functional
structure principle intuitively fits the cases and provides
a deductive challenge for further application. And the
apparent "short-circuit" in the evolution of organization
academic history becomes rationalized.
Gandt, PERT, and CPM
From management science reference
definitions - not an
organization tool. Program and project management bring
Entrances
Theory W 470
forth the idea of task work, that is, the input and output
effort of individual workers. Task work can be seen as
essential within the management of organizations - an
organization having from one to many members or workers.
In the context of the home, task
work could be
identified as chores.
In the context of education, task
work can be
identified from the subject heading of time-on-task.
In the context of business, task
work can be
identified from the collection of various product-oriented
activity records.
Task work management has evolved.
PERT, CPM, WBS, etc.
In particular, you must be familiar
with the
network/schedule technique being used, whether it
is bar
charting, PERT, CPM, or one of the variations, and
whether it is computerized or not. There are
very few
supermen (or superwomen) around who are truly highly
skilled in all these areas. You can assess
your own
strengths and weaknesses and take steps to augment
those
areas that you feel should be strengthened.
For example,
it can be very helpful to utilize support staff
such as
good cost/scheduling specialists with strong skills
in
setting up logical work flow diagrams, Work Breakdown
Structures, and networks. (76 589)
The job as a list of tasks. The basic work element
is the task.
Work Breakdown Structure. With the Work Breakdown
Structure (WBS)
the ultimate objective is...to
create a structure of
work broken down into identifiable tasks each of
which is
Entrances
Theory W 471
controlled by a single functional manager and can
be
understood as a deliverable item, can be scheduled
with a
start and finish, and can be measured from a performance
standpoint. Moreover, each task must relate
dependently
or independently to all other tasks as depicted
in an
overall framework. (51 522)
Theory W provides that framework
in a quality manner.
A good, workable WBS is one that
structures the
various...tasks or work packages in a logical,
straightforward manner so as to reflect all the
planned
work and subsequently facilitate [total] control.
(76 588)
"The WBS is a mission-oriented
hierarchy composed of
discrete work elements at each level.(77 611)" The levels
and their name tags differ from Theory W but the idea of a
hierarchy survives.
Life's natural regeneration
Arising each day provides a certain
freshness of
approach in cracking the nuts which one may encounter.
That
cracking process includes (1) cracking the heads of some
people in order to get their attention, (2) seeing the nut
as the essence of a problem, and (3) taking the nut from its
shell and digesting its energy. The latter process applies
to the shell of basic human needs and the work involved in
capturing that regenerative energy from the external shell.
Human energy can be seen as a
renewable resource. An
organization can be seen as a vehicle for the regeneration
of human energy. Psychology can be seen as the science
which provides the tools for nut cracking. That science
has
Entrances
Theory W 472
five approaches, (1) Freudian, (2) behavioral, (3)
cognitive, (4) humanistic, and (5) eclectic which combines
elements from the first four. From the humanistic approach,
Social scientists are suggesting
that the root of the
problem [of understanding work] is to be found in
the
changing needs, aspirations and values of workers.
For
example, Abraham Maslow has suggested that the needs
of
human beings are hierarchical and, as each level
is
filled, the subsequent level becomes salient.
This order
of needs is:
5. Self-actualization
(being able
to realize one's potential to the full).
4. Self-esteem and the esteem
of others.
3. Companionship and affection.
2. Safety and security.
1. Physiological requirements
(food, habitat, etc.).
It may be argued that the very success of industry
and
organized labor in meeting the basic needs of workers
has
unintentionally spurred demands for esteemable and
fulfilling jobs. (249 10)
Since the science of this dissertation
desires to show
an organization structure which intentionally spurs demands
for esteem and fulfillment, a set of case data follows.
The
table below takes a set of life tasks and reconciles them
with the Maslow-tasks. For validity, the reconciliation
uses the history of whole hours which came from the case
study of the subject. The near and far-term columns
speculate on the time profile of an actualizing person.
Using Alderfer's existence, relatedness, and growth
hierarchy in place of Maslow's hierarchy, the life time of
an individual can be seen as being used two-thirds for
existence and one-third for relatedness and growth, making
the time for the latter all the more precious since two
Entrances
Theory W 473
levels are encompassed. The table below uses case study
statistics by quarter ans year to further test the validity
of this reconciliation exercise.
Table 63 - Life-tasks & Maslow-tasks
____________________________________________________________
Maslow-tasks Life-tasks
%a Near Far
______________ _______________________ ___ ____ ___
measure lifetime 100 100
100
measure effectiveness 64b 60 70
actualization pursue writing
0 30c
actualization write dissertation
12 45 0
esteemd
affectione challenge growth
20 10 5f
security do
job 27
0 30c
security maintain assets
2 2 2
safety in self encourage relationship 5
10 0
physiologyg pursue exercise
3 3 3
physiology maintain body/mind
31 30 30
____________________________________________________________
Note- a Percentages based on actual whole hour tracking in
week 31 of 1993.
b Comprised of "encouraging relations"
and sleep.
c Writing on the job would bring
job total to 60%.
Craft job, for example, would be part-time leaving time for
writing.
d Esteem encompasses a balance
of energy exchange
and a balance of being an esteemer and esteemee. "Challenge
growth" time includes esteem time since the author believes
that esteem comes of companionship and affection.
e Includes companionship and sex.
f M/marriage provides synergistic
intensity and
convenience.
g Additional alone exercise and/or
sleep time can
also provide "safety in self."
Entrances
Theory W 474
Table 64 - Life-tasks validity statistics
____________________________________________________________
Theory-tasks Life-tasks 2q3 1q3 4q2 3q2 2q2
1q2 91 90
____________ _____________ ___ ___ ___ ___ ___ ___ ___ ___
lifetime 100 100 100 100 100 100 100 100
effectiveness 50 56 54 56 47 45
34 25
growth writing
5 8 6 14 4 17
4 3
growth dissertation
1 1 1 9
7
relatedness challenge 12
22 9 11 12 10 5 2
existence job
26 18 25 20 18 11 3
3
existence assets
5 4 7 5 6 3
6 6
existence encourage
9 8 11 10 18 15 23 24
existence exercise
2 4 6 6 6 3
7 5
existence sleep
41 36 35 34 35 40 43 51
____________________________________________________________
Note: Time expressed in percent.
Disregarding timekeeping, individuals
look for fresh
starts in life, whether the refresher comes daily, weekly,
monthly, or with the traditional birthday and New Year's
resolutions. Theory W attempts to gather up many of these
common-place occurances and put forth a scholarly view of an
individual or group of individuals as a pure functional
organization, with the formal organization responsible for
facilitation,Æ68æ and the informal organization as
the
essence of democratic effectiveness - but only within the
context of an organization aim.69
The why-way essence of Theory
W washes to associate
____________________
68 For example, the service mission
of the Jesuit
College.
69 For example, the United States
Constitution.
Entrances
Theory W 475
with other topics. Thus, although Theory W stands alone,
its strength draws from the intra-relationship with other
topics. More readers can thus be attracted to the Theory
through practical application, yet be challenged to look to
other views of a universal organization tool.
Individual organization structure.
Corporate law
knights the organization with individual character, yet the
formal organization structure does not fit the individual
person. Theory W provides a rigorous organization structure
for the individual. Thus the individual can relate personal
application of organization principles to their relationship
with various organizations.70
Commitment to the organization.
Commitment does not
necessarily precede employment of one in an organization.
In fact, one hypothesis of this dissertation speculates that
if visibility into the Theory W of the organization
increases then the productivity (effectiveness) of the
organization will increase. Productivity and effectiveness
being expressions of commitment.
____________________
70 The Theory W organization provides
a direct
knowledge or information function. Since an individual
cannot, at appropriate times, meet and relate to all the
other organization individuals, Theory W provides the
assurance to each and every member, that every member has
their unique measured contribution (called output) to the
organization. Theory W assures that each organization
individual experiences the strategy process.
Entrances
Theory W 476
When we think through to the object
of organization
commitment, several employee loyalties present themselves -
commitment to a particular person of rank, commitment to
self-interest, and commitment to the purpose of the
organization. The latter emphasizes to organization
supporters, the purpose or why of the organization. Theory
W provides a database which (1) documents the way in which
purpose comes about, and (2) provides job descriptions for
employees.
Note that the self as an individual
stands as an
organization in the eyes of Theory W. Thus another entrance
into Theory W begins with conscious individual organization.
The self as organization. The
formal organization
does not apply to the self as an organized unit. Much
organization theory begins with at least two or more
employees. This identity removes the organization form
the
understanding of the employee. Although the organization
may be an individual under the law, the employee has
difficulty paralleling the formal organization with their
personal organization. Theory W applies the same principles
to the large organization as it applies to the personal
organization. Thus the employee can understand organization
on a personal basis. The relatedness of the individual's
organization can quantitatively be linked to the
organization elements of the employer organization. Many
Entrances
Theory W 477
other educational opportunities are presented by Theory W.
Psychology self - scientific psychology
calls this
curiosity the highest human need - growth. But human needs
are hierarchical, that is, existance and relatedness needs
must be met first. Thus the way into any physical and or
intellectual growth builds from the organization's
relatedness and in turn on existance needs.
In winter, when a heating system
fails the existance
needs, we do not come together to relate. Schools are
closed until repairs are enacted. So to, relatedness must
be enacted to enjoy the higher levels of human intimacy.
Again, in terms of scientific psychology this is called
growth. See the section on Theory W applied to the
organization of human sexuality.
ERG as proved through statistical
significance,
applies to each of the billions of individuals.
Theory W quests to be universal.
And since
organizations employ humans as thinking selves, logic would
indicate that a theory of organization should first apply to
understanding the organization of a self - specifically,
your self - the reader's self. We are all individual
organized selves. We all can be responsible for our
organization and thus be able to better perform as a part of
a larger organization.
Entrances
Theory W 478
Self-understanding is one of humankind's
most ancient
pursuits. Who am I? What is my relationship
to the
world around me? These questions marked the
beginnings
of philosophy. Only we are curious about our
origins,
the meaning of our existence, and the nature of
our inner
world... (127 xiii-xiv)
Our origins can be referenced
as, "Where did we come
from?" And the meaning of our existence has already been
referenced by Theory W as, "Why am I or why are we here?"
Philosophy equates to wisdom. Other Theory W words
presented - with, why, was, with, when, where, world.
Although we may meet only through
this writing, we
need to share some relatedness. Relatedness centers in
the
mind. The mind thinks and provides the center for
communication as an individual responsibility. Don't be
intimidated by the above - simply consider the following.
A three-and-a-half-year-old boy
was asked, "What do
you do when you think?" He considered the
question for a
while before he answered. "If someone tells
you
something hard which you don't know, you have to
think
what it is. If you don't know what to say,
you just
stand quietly and don't say nothing and something
comes
into your brain." (127 253)
At an even younger age, the grow-questing
baby
displays a natural crawling curiosity. By age three that
common and natural curiosity grows to "Why?" Then curiosity
about "something hard" declines for many reasons as we age.
Other "less hard" topics are many times chosen as the
subject of our thought and interest. But who you are as
a
form of self, although a "hard" subject, seems to be of
Entrances
Theory W 479
secret interest to everyone, regardless of our being taught
to avoid the topic. Sexuality is another of the generally
avoided topics.
But remember the three-and-a-half-year-old
wisdom,
"Think what it is, stand quietly, don't say nothing, and
something comes into your brain." Each self has that
mind-power and Theory W's view of organization attempts to
empower the selves to understand their own organizations and
their part in other organizations.
Challenging the larger organization
with Theory W. A
Theory W organization of our inner world has the ability to
challenge larger organizations. Larger organizations
presume or assume, either implicitly or explicitly, an
organization of the selves which it organizes - for better
or for worse. Attention, not paid to the self as worker,
results in worse productivity - reference the classic
Hawthorne effect.
The worker, by being human, not
only works on the job,
but also works 24 whole hours each day, 168 whole hours each
week. Enter the workaholic topic - one of many potential
human addictions. (Refer to Preface.)
Balance, integration, and goal
congruence involves
choices by the expert-worker self.
Self-organization centers in the
mind. The mind being
an element in the unique religious soul or spirit in each of
Entrances
Theory W 480
us.
In the past, the mind has been
equated with the soul
or the spirit. But such terms are religious
or
spiritual, rather than philosophical or scientific...
(127 xiv)
Thus my life leaves behind the
formal organization of
religion - faith in the supervisor who is closer to God.
By
virtue of (scientific) scholarship? Again the dichotomy
of
faith versus logic presents itself.
College teaching aid. The Theory
W pyramid provides a
student visual aid emphasizing four essential elements into
any organization, including themselves as an organization.
Teacher purpose of providing the
why perspective.
History. BusAdm through the management
topic. EdAdm
course.
Formal vs unformal. Formal organizes
the members as
units rather than organizing the work units of the members.
The former rules via power, the latter releases the spirit
of the individual members - for the good of the
organization. Theory W application aims to raise the
output-input ratios of any organization.
Failure to-date.
The classical approach was to say
that a bureaucratic
design would lead to maximum efficiency under any
circumstances. The neoclassical theorists
pushed
decentralization for all conditions. It is
inferred that
even the modern free-form systems and matrix designs
have
universal applicability. In practice, the
classical,
neoclassical, or modern structural designs did not
hold
up under all situations. (21 7)
Entrances
Theory W 481
Is there a universal design which
will lead to maximum
organization effectiveness? "Yes," every organization can
be seen as situational and thus subject to further
impovement.
Structure and synergism. The structure
of an
organization provides the synergism which the group can
produce together, over and above what they could have done
by staying apart. And since relatedness is a basic human
need we, "Have our cake and eat it too." Work can be
structured as a more joyful activity.
Work in academe ranges from study
to research, and
then on to discovering theory. Yet it still bases upon
curiosity and the hierarchical human need for growth. Thus
the existence, relatedness, and growth needs must be met in
hierarchical order if we choose to use Maslow's theory as
verified by Alderfer.
Widget words
The word-game gimmick used, presents
a sensical appeal
different than the pure scientific research of either
statistical significance or case study. The intention being
that science can be tolerably applied to any organization
for it's betterment in terms of both enjoyment and
productivity. The individual organization as well as the
larger organization can benefit.
Theory W 482
Part 3 - The individual as an organization
Chapter 8 - Time as one
essence of life
Chapter 9 - The expert worker
Chapter 10 - The worknet form
of Theory W
Chapter 11 - Individual case studies
Review. In part 2,
the pure functional structure was
shown in a close yet separate kinship with the pure formal
and pure informal organization structures by using a
three-sided pyramid representation. Propositions were
illuminated and the rough outline of Theory W as a pure
functional structure was presented. A Theory W hypothesis
was formulated. Then the topic of human work was explored
-
individual work being the essence of the pure functional
organization structure. Finally, various entrances into
the
pursuit of more functional organization structure were
presented - the benefit being improved productivity for the
organization.
Part 1 used the narrative form
to explain this
dissertation's organization. Part 2 used a tabular form
of
explanation. Now, here in part 3 the form of this
dissertation's organization structure uses the traditional
triangular hierarchical shape. Thus we have stepped through
a progression of explanatory instruments for the portrayal
of pure functional authority. Like the words mission and
vision, the word aim can be used to designate the top spot
in the pure functional structure. The content below has
not
Individual
Theory W 483
changed, only the form of the presentation has changed.
Figure 43 - Dissertation's functional organization
____________________________________________________________
/\
/ \
/ \
Mission or aim authority /
\
/ good- \
/ feelings \
/ growth \
Goals and objectives /
\
/ eustress \
/ challenge \
/ relatedness \
/ encouragement \
/ respect, existence \
authorship, PhD dissertation
Implementation /
\
quantify administration strategy
document individual experience
document education experience
document business
experience\
/provide
3-sided pyramid
\
/ identify
24 hour daily work
\
/ formulate
Theory W hypothesis
\
/ illuminate
organization propositions \
/ document
scholarly process
\
/ clarify
theory construction
\
/ identify
organization theories
\
/ research
organization structures
\
/ delimit
wisdom key words
\
/ style
electronic writing
\
/ research
writing wisdom
\
____________________________________________________________
Note: Based on the structural statement of part 2.
Summary. This part 3 takes
the pure functional
organization structure hypothesis of a prior chapter and
investigates the application of the hypothesis to several
"individual as an organization" case studies.
More specifically, this part 3
evidences the result of
Individual
Theory W 484
the "document individual experience" activity in the form of
a Theory W database of connected worktasks.
Next. Part 4 portrays the
universal form of Theory W
as a pure functional structure to be used in conjunction
with the pure formal and pure informal organization
structures.
Part 5 sets forth the possibility
of using a testing
instrument to check the pre-test and post-test values when
installing a more-pure functional structure in a
multi-individual or an individual's organizational setting.
The values should reveal an increase in creativity,
leadership, synergism, and productivity as measured in
FIRO-B units.
Part 5 concludes by addressing
and rationalizing the
issues of reliability, validity, and general scientific
criteria.
