Theory W page 22
Preface
began that process.
Summary of this chapter.
Following from a
higher-order philosophy in a human life, the preface unfolds
the context into which this dissertation fits, along with
several other related contextual items.
Dissertation context
Personal functioning
Dissertation purpose
Case study motivation
Traditional dysfunction
Learning pathways
Independent scholarship
The external dissertation
Style distinctiveness
Administrative Topic
Next after this chapter.
The introduction which
follows the contents and glossary will specify the
importance and validity of this dissertation's topic. In
addition to the appendix of "Dissertation topic
delimitation," the other initial appendixes attend to (a)
the documentation of several PhD proposals, and (b) thoughts
on writing electronically.
After the introduction, the dissertation
moves, in
part one, to a literature review on the topic of
organization. Then part two continues with the development
of a pure functional organization structure distinct from
the informal and formal organization structures.5
Parts three and four provide systemic
application
cases for the pure functional organization structure. And
Theory W page 23
Preface
part five explains a relatively reliable and valid testing
instrument which provides practical pre and post-experiment
measurements.
Dissertation context
The dissertation represents the
vital work of an
aspiring Doctor of Philosophy - a PhD. Courses, papers,
a
thesis, and experience are integrated into this dissertation
work. For the life-long learner, the essence of this work
lies in the reasoned interpretation of the preceding
sequence of work units as whole-life tasks.
This dissertation's content provides
witness to Theory
W - a life-long personal interest. Future publication may
bring contribution to the world's body of knowledge.
Specific topics of interest regarding publication are
indicated within the dissertation. The PhD hereby confronts
both philosophic and scientific challenges.
Many individuals reflect a unique
tradition and a
philosophy of improving their position in life. Their
annual wage or estate wealth, many times, acts as an obvious
measure of their relative position or progress in life.
____________________
5 For purposes of this dissertation
the formal
structure encompasses the traditional formal-functional
structure and the more recent literature focus on the matrix
organization structure. The representative characteristic
of the formal organization structure being the boss
hierarchy.
Theory W page 24
Preface
Thus money can be seen as a measure of an individual's
accumulated wealth. Yet there are other measures of
accumulated wealth - learning for one, political contacts
for another, and power over land or people, for others.
Of
these many wealth alternates, Theory W focuses on
accumulating wealth by learning about organizations.
For example, although the author
of this dissertation
strives indirectly for higher wage and accumulated monetary
wealth, the attraction of new experiences has more directly
influenced his life's work. This dissertation, in a long
line of new experiences, presents yet another new experience
- a possible beginning toward the actualization of prolific
scholastic writing.
Over the years the author has
created a unique
tradition of linked experiences. He grants that many of
those experiences were earnings oriented even to the point
of moving geographically for monetary growth. However,
the
real motivation was the appetite for the next experience.
Simply stated - he wanted to learn more.
Personal functioning
Control of one's own thought.
In addition to growth
in experience, the control over, and expression of his own
individual thoughts became a vivid experience during the
final stage of this dissertation process. Perhaps the word
catharsis specifically fits into the realm of this work and
Theory W page 25
Preface
into the hypothesis process in general. In any case, this
dissertation, in part, became evidence that one individual
could plan and direct their thought as well as their actions
in spite of various norms of what an individual was supposed
to think or was supposed to dissertate about.6 In fact,
thought control may be the foundation cornerstone to
substantial scholarly writing. Thus this dissertation
became another illuminating learning experience.
Appreciation of patterns. With
one life experience
after another, patterns can be seen. Thus this dissertation
provides the structure to better understand the patterns of
the author's life work and further documents those
experiences and patterns in a scholarly manner. Once
recognized and documented, patterns can be analyzed. The
author's first jobs were in a business career.
Business career. The following
two tables summarize
the context of the author's business-sector life-work and
other-organization involvement. He was busy, and in a
sense, he was too busy to write as a truely organized self
would write. Regardless, the creative thoughts leading
to a
Theory W of organization began from that business career
work and has continued to flicker over subsequent busy
____________________
6A specific prominent BGSU PhD
program professor was
very vocal in wanting the student to write in association
with the professor's interest.
Theory W page 26
Preface
decades.
Table 4 - Author's business career
____________________________________________________________
Annual wage $000 value
______________________
Year Job
Then Nowa
____ _______________________________________
____ ____
1982 National consultant - GE, Conrail, etc.
50 68
1979
40 72
1979 Company controller
43 77
1978
33 66
1978 General manager
42 84 hi
1976 Vice president finance & administration
27 62
1976 Manufacturing services director
25 57
1974
22 58
1974 Department controller
19 50
1967
11 43
1967 Fabrication manager
11 43
Design supervisor
1961 Manufacturing engineer
6 26
____________________________________________________________
Note- aConsumer purchasing power - July'90 0.767 '88
0.846, '82 1.035, '79 1.380, '78 1.532, '76 1.757, '74
2.029, '67 2.993, '61 3.340 (204 467).
Pattern change. The progressively higher
job titles
of the above table measured career success - a measure of
wealth, in a sense. Yet the author was surprised to find
a
bit of information through this writing. He took the time
to adjust his seemingly unstopped wage growth (the Then
column of the table). In contrast with the unadjusted
information, note the peaking of the adjusted monetary
earnings pattern of the Now column. He was slipping in
purchasing power and only his mental and physical health
knew it. His consciousness did not. Thus the pattern
was
Theory W page 27
Preface
not one of continuing growth, but rather a pattern of
decline from a period of peak earnings. He had peaked out
in his business career. And the timer on the bomb of his
mid-life crisis began to tick.
In 20-20 hindsight, there was
another pattern budding
during the time of purchasing power decline. Upon rewriting
this section, the author best describes it as the beginning
of a transition from the problem-solving science mode, to
the strategy science mode. Theory W offers an organization
the structural definition for the conceptualization of the
strategy process.
The purchasing-power earnings
high of the above table
represented the fruits of practicing strategy science, yet
the author did not practice the polite politics of the
formal organization - that of the power strategy of the
formal organization. He was more interested in the pure
functional aspect of the organization - and that remains his
interest, the quantification of strategy science if you
will.
The practical feel for the science
of strategy was
there - unexpressed scholastically, yet very real. The
author's many job titles, his interest in teaching, his
dream of scholastic writing, and the undying functional
organization ideas were building to a focal point. During
that business career time-period, other patterns were
Theory W page 28
Preface
running in parallel.
Other non-employment patterns
were degree activity,
computer activity, continuing education activity, and civic
activity. The attraction of new experiences can also be
affirmed from the following tables.
These activities were performed
with a sense of
enjoyment and service.7 And when the enjoyment wore off,
the activity was passed on to the succeeding workers, better
organized than when the author began the activity.
The activities of longest duration
were degree
attainment; high technology interest - computer, video, and
automation in general; belief in religious concepts; and the
facilitation of hands-on high schooler business operation,
specifically Junior Achievement. Beyond these specifics,
a
broader pattern becomes apparent.
Throughout the business career
activities and the
associated non-employment activities, a broad pattern of
learning facilitation appears. This interest in learning
facilitation contributed to the pursuit of second career in
education.
____________________
7Marquette University philosophy.
Theory W page 29
Preface
Table 5 - Author's non-employment activity
____________________________________________________________
DEGREE ACTIVITY
1956-60 BSME 1962-70 MBA 1973-79 CMA
1984-94 PhD
Continuing certification 1979-92 CMA
Publication as Doctor of Philosophy
1994-future
COMPUTER ACTIVITY
1959 Fortran payroll programming
1969 GE timesharing for planning & engineer use
1976 IBM 32 & all system packages
1980 Personal TRS Model III on consulting job sites
1983 Personal Kaypro 10 with 8-16 bit & RAM at job
sites
1989 Ambitious daily writing with RAM disk laptop
1992 Series of laptops ending with 3sxl/25 with MSDOS.5
PAST CONTINUING-EDUCATION ACTIVITY
American Technical Education Association life member
American Youth Hostel life member
ASA softball umpire - grade school thru men's A leagues
Distributive Education DECA
Inter-collegiate women's softball umpire
Junior Achievement advisor and program director
Lima Technical College Business Management Advisory Council
National Association of Accountants board member
National Association of Accountants service award
Ohio State University & LTC Small Business Advisory Board
Phi Beta Lambda
Sentinel Career Center ACC & EDP Advisory Board
Speaker on productivity, job descriptions, and organization
Toastmaster educational vp and secretary
PAST CIVIC ACTIVITY
Ballroom dancing
Bowling Association officer
Church lector, eucharistic minister, religious ed teacher
City manager job application (150 pages)
Elk's member
High school baseball umpire
Jaycee director with awards - carnival & Miss America pageant
Kiwanis charter director
Parents Without Partners president
Red Cross Pheresis Program
Religious education teacher
Rotary member
Square dancing
Toastmaster educational vice-president and secretary
United Way small business chair & funding priority committee
YMCA building drive coordinator
____________________________________________________________
Theory W page 30
Preface
Education career. The author's
general interest in
learning facilitation and his specific interest in learning
his way into continued personal growth took him into an
education career. He pursued several specifics.
Table 6 - Education career pursuits
___________________________________________________________
1- an interest in functional organization through the
teaching of strategy capping courses,
2- an interest in personally developing a valid and rigorous
teaching style which garnered high commendation
from
students, peers, and supervision through the
identification of faculty functions in support of
the
college mission statement,
3- an interest in understanding the organization of higher
education by personally working as an administrator
and
faculty,
4- an interest in using liberal vacation times for learning
projects, specifically PhD course work and the
dissertation,
5- an interest in scholarly composition through mentoring by
faculty peers,
6- an interest in finance by emulating the financial
practices of faculty peers, and
7- an interest in personal investment through a vested
retirement program.
___________________________________________________________
These interests took the
form of certain job choices
which are displayed in the following table.
Theory W page 31
Preface
Table 7 - Author's education career
____________________________________________________________
Annual wage $000
________________
Years Job
Then Nowa
_____ ___________________________________ ____
____
89-90 College professorb- capping courses
26 27/36c
88-89
- capping courses 28 32/43
87-88
- capping courses 25 29/38
84-86 Director of Business Administration
38 45
_______________________________________________________
Note- aConsumer purchasing power - July'90 0.767 Dec'89
0.793 '88 0.846 '87 0.880 '86 0.913 (204 467).
bNine month contract.
cRatioed up to twelve months.
At a close-to-retirement age,
a person aspiring toward
a PhD degree becomes defensive in light of statements such
as, "The investment is too great - you will never get a
return." Or, "How many degrees do you need?" Also,
"People
from a business career do not switch to an education
career." The older-in-years non-traditional student has
an
definite low-level of non-support. In addition to
non-support, there comes self-doubt. And the accusation
of
being addicted becomes very adhesive - for example, a
workoholic.
Addiction accusation. Growth,
as in learning, builds
upon relatedness and existence needs fulfillment. These
basic needs of existence, relatedness, and growth are
universally natural for the human person. And from the
Theory W page 32
Preface
above tables, one may decipher a pattern of natural learning
- perhaps even an addiction. An appendix to this
dissertation looks at some addiction material.
From the "Is more education an
addiction" appendix the
author observes a personal credo -
I am flexible
(not rigid),
I talk orally and in writing (not silent),
I check with others
(not denying), and
I risk being intimate
(not isolated).
Thus he concludes that he resists
addiction.
Concerning addiction, the Theory W system practices
addiction prevention through worktask focus.
The author is not sure whether
the thing which he
calls "never enough" came from pure learning enjoyment or
from his tradition of performance as never being good
enough. There was always a negative side to a family
performance review. The ultimate example was related by
his
ex-spouse. She came home from high school with a
salutatorian metal from a senior class of 400 students.
Grandmother viewed the metal and commented - "If you would
have studied harder, you would have been valedictorian!"
We sadly judge ourselves by what
we should have been,
rather than what we are. The Theory W weekly performance
review addresses the person as they are, educating them in
actual performance. The chairman of an multi-billion
international corporation, with whom the author had the
Theory W page 33
Preface
privilege to work, summarized the philosophy of the weekly
performance review, "There is no instant genius." Yet we
push the limits.
The author has lived his life
with a rational
organization perspective - the cause and effect of work.
Work, which the human system performs 24 hours per day
causes a series of results, both short and long term.
The author's series of life implementations
make for a
lengthy resume. Those implementations form a pattern aimed
at what Alderfer has labeled existence, relatedness, and
growth (ERG) - the universal individual human needs.
To move the individual's implementations to measured
objectives and onto the actualization of growth, can be seen
as effecting the concept of strategy. That strategy has
taken the author through a full range business career (from
manufacturing engineer through general manager and on to
national consulting) and then into an education career where
a PhD is desirable.
The author can be seen as a life-long
learner now
pursuing the ability to write so that the pattern of degrees
of the past will have a better chance of becoming a pattern
of publication in the future. Thus the pattern of natural
learning can and does continue.
The quest for closing the ERG
needs continues to be
limited by one's life time. Thus the measurement of one's
Theory W page 34
Preface
time spending becomes important. Unfortunately, measurement
intimidates most people - their minds lock unto scientific
accuracy which sets an impossible standard for the common
unscientific person. In spite of teaching science and
writing, our culture does little of either. Thus, in the
vein of being non-traditional, I measure my time spending
and become, in fact, a scientist of my self actions - I
measure my actions. I speculate that action measurement
is
an essence of the ultimate expert worker and, in turn, an
essence of the ultimate effective organization. For where
does an organization exist, if not with it's worker(s)?
Workers can easily time and account
for their tasks to
the nearest whole hour. Workers can easily close the time
spending on those tasks.
Ability to close. For the individual,
the recognition
of closure provides for a clear start on the next growth
task - assuming relatedness and existence needs are met.
As a society, growth brings a
higher standard of
living - a higher and higher world of technology. However,
hi-tech in and by itself remains neutral - unable to
satisfy. Hi-tech only evidences the world growth process.
Hi-tech does little for personal satisfaction. Thus hi-tech
can only affect the time used to complete a task, but cannot
heighten the basic satisfaction. However, more tasks
completed mean more satisfaction gained - especially when
Theory W page 35
Preface
the tasks build in rational sequence.
Theory creation. Giving visibility
to those sequenced
work tasks, helps with personal closure and continued
growth. Psychological science links closure with the
creation (or confirmation) of an expressed theory - a
verification of the intuitive urge to write about Theory W.
The creation of a theory suggests that some degree
of
closure may.... occur and that heretofore
relatively
disparate findings can now be seen as parts of a
meaningful whole. The building of theories
and models
encourages the making explicit of the assumptions
behind
one's research and the clarification of these
assumptions. (223 824)
Thus the writing of this dissertation
proceeds,
hopefully encompassing the rigors of science, scholarship,
and transcendence.
Dissertation purpose
Close of degree-learning. The
education career of the
above table was used to pursue the interests shown in the
prior table. A pivotal point becomes clear - the writing
of
this dissertation closes the learning-by-degree phase of the
author's education career. His chosen specialty being pure
functional organization - its development and perpetuation.
Theory W as a child. As a small
child the author
functionally organized, yet his tradition placed the power
of pure functional choice in second place relative to the
power of formal authority. "Might made right," and "You
are
too weak to get out of line," exemplified his tradition.
A
Theory W page 36
Preface
definite organization structure which empowered the
individual did not exist. Therefore the author has now
rationalized one. That Theory W process began in youth
and
remains to this day.
Most children begin their learning
with the simple and
straightforward why question. Theory W preserves that
question. Theory W can be viewed as the umbrella which
places pure functional organization as a separate legitimate
structure to be used along with the formal-functional and
informal structures of organization.
The research for, and construction
of Theory W has
come from over three decades of direct experience, and now
reaches back to Fayol and Taylor of the early 1900s.
Table 8 - Hierarchical purposes of this dissertation
____________________________________________________________
Action phrase
______________________________________
experience good
feelings
pursue scholarship
eustressor
publish Theory W
applications
earn doctorate
degree
quantify administration strategy
document individual experience
document education
experience
document business
experience
research organization structures
document scholarly
process
research writing
wisdom
____________________________________________________________
Note: See the development in appendix "Is more education an
addiction."
Theory W page 37
Preface
A simple singular purpose of this
dissertation or any
scholarly writing may be the transcendence of the human
spirit to higher and higher purpose. Now the disparate
parts (case experiences) may be shaped into a meaningful
whole through this writing process.
Case study motivation
In general, the attainment of
higher purposes (as in
the above table) provides the motivation (eustress) for
scholarship and study. Theory W also extends the
large-organization case generalization to the individual as
an organization.
Individual organization. Each
individual life seeks
purpose, either consciously or subconsciously. We work
for
reasons - not always well defined, yet we proceed. We
seemingly strive for elite personhood to separate our
individuality from the masses. We want to be unique.
Theory W puts forth a model which
can be used to
organize the individual as well as organizing larger groups.
Life-long personal interest. As
an engineer,
controller, manager, and administrator the author scholarly
documented successful organizing experience apart from the
formal, informal, and matrix structures.
Case study importance. Barnard
provides the measure
of importance for an individual having a breath of
experience when building a theory - case study being a type
Theory W page 38
Preface
of evidence for breath of experience.
Barnard in effect has demonstrated that it is possible
to
articulate a practioner's theory of management which
is
coherent and capable of development and which can
make
use of research discoveries as well as of the equally
important, if more intuitive, findings of experience.
(4 xviii)
Thus both the findings of experience
and discoveries
through research are important.
Case study breath. An above table
summarizes
industrial sector experience. Another above table
summarizes educational sector experience. Additionally,
private consulting and company ownership represented retail
and marketing sectors. And yet another above table
summarizes extensive non-job experiences.
Traditional dysfunction
Between those case study experiences
of industry and
education, a personal mid-life crisis provided events which
raised the living of life to something more than spouse,
job, career, extra activities, health condition, or monetary
wealth. Thus the thoughts of applying Theory W to the self
as an organization burgeoned. Since the author had
proceeded through many experiences without understanding why
scholarly writing should be practiced, that inability was
becoming personally intolerable. Thus his interest focused
on education - both as a job and for further learning.
In written scholarship perspective,
few of the
Theory W page 39
Preface
author's organization experiences were truly organized
scholastically - thus he was not able to profess his theory
of organization which gave rise to those experiential
successes. Constipation in life continued.
Although the author's job methodology
(and success)
was consciously based on solid organization theory
assimilated through formal study and practice, too much was
relegated to managerial and leadership art - certainly a
constricting trap which became more and more intolerable.
Yet there was awareness of common variables in the author's
organizing ability - represented by words such as synergism,
strategy, and information; as in providing just the right
amount of information. This dissertation attempts to
explain the depths of that common organizing ability, within
the expression of Theory W.
As the author's business career
rose, his scholastic
intestines became more and more constipated with business
experience. National consulting, the capping experience,
was not integrated with academic text. Little did the
author realize that academic education, which purports to
teach good organization practice, actually operates
dysfunctionally. Both business and education seem to lack
the scholastic intestinal fortitude which was the author's
standard of operation - the standard which the author now
knows as pure functional organization in conjunction with
Theory W page 40
Preface
the formal and informal structures - three structures of
organization, all looking to authority.
Thus the author really had something
to understand,
not only the subject of organization, but also the
inadequacy of past schooling, a set of business career
experiences, and education career experiences. In PhD
education the author found faculty who (1) wanted support of
their own theories, not the facilitation of the student's,
(2) advocated statistical significance of survey test
instruments to the exclusion of logical organizing practice,
(3) intellectually deserted non-traditional students, (4)
overly emphasized ANOV, and (5) were generally adrift from
their degree granting entitlement of Business Administration
or Educational Administration. On the other hand the author
was invited to teach a PhD level course in educational
administrative practice. Unfortunately, he was not prepared
personally, to teach at the PhD level. Little did he
appreciate that he was relatively well-qualified, however,
he did lack the rigors of scholarship - the same fatal fault
which kept him constipated in his business career. PhD
education seemed to be of local geographic invention instead
of the exploration for, and practice of, universal ideas for
a more effective and productive life.
The challenge of further growth
without the
availability of a functional local education institution
Theory W page 41
Preface
seemed a morass. On one hand, the author was knocking at
the door of world wisdom. On the other hand, he was
witnessing, and in turn rejecting, the vocational cloning of
a PhD program which exemplified this description -
Some problems to clear reasoning derive less from
emotional blocks than from lazy thinking.
We prefer
simple ideas to complex ideas. Truth always
seems more
evident if we don't bother to consider details or
consequences. (200 292)
Thus the author searched through
other PhD programs,
and several items about education shook clear. One,
although business had a feel for good organization practice,
education exhibited a poorer organizing ability. Two,
organization aims and objectives received less attention in
education than in business and industry. Three, although
the product of education lies with the human spirit,
education turns off too many students. Four, the author
has
yet to find a faculty who honestly associates time
expenditure with quality intellectual production. Five,
individual faculty are intellectually isolated by choice,
from administration, from students, and from fellows. Six,
faculty demand closedness and generally cannot perceive an
openness seeking closure. Seven, the serious aspiring
scholar must write extensively to understand complex
ideas.8 And eight, most PhDs, education administrators,
and business administrators do not write nor do they
practice scholarship.9
Theory W page 42
Preface
As the author's business career
crested with the
national consulting experience, he found a definite shortage
of scholarship, specifically in the area of business
administration writing. Even though he produced $150,000
consulting reports, he was not satisfied with the scholastic
aspect. Then, a second career in education witnessed an
even more definite shortage of scholarship and publication
as the form of intellectual communication.
From this breath of case experience
something
substantial seemingly had to come. Thus this dissertation
has a general resolve and a specific historic background.
The traditional PhD. In the author's
quest for
scholarship he visited the universities within geographic
commuting distance and subsequently applied and was accepted
under the following intent -
The degree...is conferred in recognition of outstanding
ability and scholarship in a recognized field of
learning
after an extended period of study and investigation.
Much of the work...is in a selected field of learning
in
which the student has gained mastery of the method
of
advanced study as demonstrated finally in a doctoral
____________________
8In the author's strategy courses
a curious pattern
has emerged - the typical continuing education student
writes, whereas the typical undergraduate does not want to
write. The explanation could be that one set knows the
reason for writing, and the other set does not. This
happens in spite of recent composition and orientation
courses.
9From rewriting this dissertation
I understand that
pure functional organization has everything to do with the
practice of scholarship.
Theory W page 43
Preface
dissertation. While a well-prepared student
of
outstanding ability may secure the degree upon the
completion of three years of study beyond the bachelor's
degree, time is secondary to the maturity and achievement
of the student as a scholar. (215 29)
[The student is assumed to] have
the desire and
ability to make significant contributions to the
literature, knowledge, and leadership levels of
educational administration. (218 Doctor of
Philosophy)
Unfortunately, only after experiencing
all of the
program's PhD courses, the author judged the traditional
education institution as not facilitating his learning
growth. First, there were several evidences of traditional
education dysfunction. Second, he was confirmed as a
non-traditional10 learner thus, in short, he needed a more
independent learning pathway.
Questing after truth. The traditional
accredited
commuter University PhD program in Higher Education
Administration did not reinforce the author's planning and
performance orientation - he had a lot to learn about the
college education industry, even though he supervised a
large Business Division of a junior college - 1100 students,
50 faculty, and 10 programs accounting for half the
graduates. He chose not to be cloned, not to jump through
the hoops, not to enter into bondage, not to be a teaching
assistant, and not to be a research assistant investing in
another's idea of the truth. He had his own Theory W which
____________________
10Campbell's course EDFI 502.
Theory W page 44
Preface
needed development - his own view of the truth.
Occupational paralysis. After
four registration terms
in the traditional PhD program and through 70%11 of the
author's final term, he realized that he was supporting a
non-functional organization. The organization was not able
to perform its planned function.12 The author thus
withdrew support of that organization. The then new
doctoral program chair also withdrew his support.13
As the author became more familiar
with traditional
education, he began to hear and experience the dysfunctional
renderings of the traditional PhD program, namely
hoop-jumping, being cloned, and getting caught in department
crossfire.
Hoop-jumping. As a Director of
1100 students and 50
faculty the author interfaced with state-wide peers. Some
were without PhDs and most of the PhDs described their
doctorate education as the doctorate faculty setting up
obstacles to be jumped. The students jumped them and became
____________________
11Withdrawal from Spring term
dated 4-8-86.
(Transcript documents in personal bio materials file 233.)
12Tentative Degree Program contracts
submitted
12-20-85, 12-26, 1-15-86, 1-21, 1-23, 1-27, resulting in
February 1986 note from advisor to wait a month for some
sort of policy resolution which never was resolved. Student
began withdrawal procedure in March. (File 189.)
13Student requested chair to be
advisor, he
declined, and he vacated his position sometime afterward
(CHE 25 May 1988, p.B40). Student never had permanent
advisor appointed. (File 189.)
Theory W page 45
Preface
PhDs - perhaps in spite of their faculty. Those peers also
used the term cloning.
Being cloned. The author's personal
experience with
cloning was at his interview for entrance into a PhD
program. He was puzzled at the time about a question, "Are
you willing to change the subject of your dissertation?"
They were looking for clones to fit their perspective of
their subject. Or perhaps they just were not interested
in
learning about functional organization because of occupation
paralysis.
Department crossfire. At Bowling
Green State
University, the Education Administration department's
typical comlete dissertation was equivalent to the
Psychology dissertation proposal!14 God help you if, as
part of your dissertation committee, you were assigned a
psychology faculty with those higher expectations.
The author felt that he should
have been in a program
with those higher expectations. He did not agree that the
dissertation was mainly a student exercise. He did not
want
a hollow PhD degree.
Absolute nonplanning. The Bowling
Green State
University stated the planning function as follows.
____________________
14Dr.Pigge in course EDAS 797.
Theory W page 46
Preface
The student, adviser, and doctoral committee work
cooperatively to approve an acceptable and individually
tailored program of study. (218 Doctor of
Philosophy)
After 70% completion of the author's
last semester of
coursework, his degree plan was still not approved.
Ideas from schools? Prior to writing
this preface the
author followed the assumption that education institutions
represent schools of thought and ideas. Or, at least, that
they believe in learning and its facilitation. From two
approaches, the author has come to discount those beliefs.
First, individuals come to the
fore in educational
institutions. Thus if the author had to identify with
general thoughts, they are reflected in the Columbia,
Boston, Harvard, and Toronto university groups, specifically
Davis, Lawrence, Kolodny, and Beer (130). These or any
other individuals cannot be available to all potential
students. The world in its complexity has definite learning
challenges - blocks which can solidify unless solved with
facilitation.
With an appreciation of world
and self complexity,
schools of thought, likened to schools of fish, should not
be seen as as a group of individuals following an
imprecepible leader or purpose. The simplistic herding
analogy cannot apply universally, nor does it represent the
spirit of scholarship. It may represent an attempt at
scientific grouping, but that application of catagorization
Theory W page 47
Preface
misapplies the idea of science to individual students who
can think, choose, and change themselves and the world.
Second, the dominance of formal
organization structure
seems to suppress the functional structure, and thus the
stated function of the organization declines in
authority.15
A strategy of non-traditional
scholarship seemingly
doesn't flow easily. The mechanics of the scholastic
machine do not run smoothly so as to race along unhindered
by resistance or entropy. Therefore options to the
traditional education industry do exist.16
The non-traditional PhD.
Almost as many Americans seek some form of education
outside the established educational system as within
it... There is, then, a very large group of
people
outside the formal structure of education with obvious
educational needs.
Non-traditional study is more
an attitude than a
system and thus can never be defined except tangentially.
____________________
15If functional, the organization
has plans and
subsequently practices variance analysis - the comparison of
actual performance against preset dynamic standards. If
the
organization individuals do not plan and practice variance
analysis then the organization can be seen as relatively
dysfunctional, and therefore less able to produce the
organization's product.
16Motorola, in 1986, near Chicago,
educated their
engineers via satalite, granting them accredited bachelor's
degrees from California schools. Their on-site residence
was The Galvin Center For Continuing Education. (National
Technological University & Association For Media-Based
Continuing Education For Engineers, 15-19 December 1986,
"Fostering creativity and innovation." Schaumburg
IL: Motorola Training & Education Center.)
Theory W page 48
Preface
This attitude puts the student first and the institution
second, concentrates more on the former's need than
the
latter's convenience, encourages diversity of individual
opportunity rather than uniform prescription, and
de-emphasizes time, space, and even course requirements
in favor of competence and, where applcable, performance.
In sum, the Commission has come
away from its study of
the proliferation and growth of alternate education
systems and new technologies with a conviction that
both
are developments to be welcomed rather than feared.
Some
alternate enterprises have already shown themselves
to be
equal in quality to formal educational offerings
and
occasionally better. Some technological advances
offer
even greater promise for expanding clientele, offering
high quality learning, and lowering costs per student.
The Commission believes that both the systems and
forms
deserve close attention, encouragement, and assistance...
(216)
Thus the author explored an external
PhD degree with a
curriculum of course study which had no job experience
credit nor challenge exams.
Learning pathways
The author chooses a philosophy
of growth, as per the
preceeding acknowledgement section, to implement his
personal growth and provide the challenge and encouragement
for other's growth. The business organization terminology
identifies this growth as synergism within the oganization.
The author uses growth oriented
scholarship in
pursuing his life philosophy by referencing sensical theory,
at least partially verified with statistical significance,
and implemented through the timed interaction with other
workers. Those whole hours of his life can be seen as both
the instrument of good feelings and the major delimiting
Theory W page 49
Preface
growth variable.
The author chooses to emphasize
whole hours among the
many variables toward the universal life aim of good
feelings in this life. All people can identify with good
feelings.
If an individual cannot identify
with the fundamental
of daily actions toward the end of human good feelings
within a larger context of their own good life, then one may
question their spending time with or on that individual.
Mid-life closure. This disseration
represents the
closure of a mid-life life-phase which began with retirement
from the "Author's business career" (preceeding table) and
now ends with the attainment of an external PhD degree.
He
has come to better understand his wrestling with the low
level of scholastic encouragement of the education industry,
business and industry, direct family, and extended family.
The simple result. In his own
mind, the author has
dissipated the myth which education previously held for him.
He mistakenly thought that the university held the entrance
to wisdom. The spirit of the doctorate in philosophy, for
him, came to be beyond the residency of the traditional
university. The why of natural learning became apparent
-
providing the eustressor for pursuing further Theory W
scholarship.
Many schools equate learning to
their residency
Theory W page 50
Preface
classroom, too often far removed from the spirit of learning
as contemplated by the following -
Children seem to be inately gifted learners, acquiring
long before they go to school a vast quantity of
knowledge by a process [called] "Piagetian learning,"
or
"learning without being taught...." We must
ask why some
learning takes place so early and spontaneously
while
some is delayed many years or does not happen at
all
without deliberately imposed formal instruction.
In many
cases where Piaget would explain the development
of a
particular concept by its greater conplexity or
formality, I see the critical factor as the relative
poverty of the culture in those materials that would
make
the concept simple and concrete. (181 7)
[Piagetian learning] is effective
(all children get
there), it is inexpensive (it seems to require no
teacher
nor curriculum development), and it is humane (the
children seem to do it in a carefree spirit without
explicit external rewards and punishment).
(181 42)
Somehow the author has nutured
that natural gift of
learning throughout his life. He was born that way and
he
still can be seen as an inately gifted learner.
Scholarship. The author has aspired
and continues to
aspire to the essentials of learning - curiosity,
perseverance, initiative, originality, integrity
(61 sv scholar).
Thus he has within his self, a
sharing in a seemingly
perpetual motion machine. That learning however, cannot
proceed unless the lower level hierarchical needs of
relatedness and existence are met. Those needs of
existence, relatedness, and growth (learning) can be seen as
never closed. But the individual and his timed
Theory W page 51
Preface
life-activity tasks which actualize the ERG needs must be
closed if one is to build life accomplishments in the vein
of scientific method, scholarship, and transcendence. Thus
the author continues to seek personal growth in scholarly
writing skills for use in closing future life-work tasks.
Theory W gives him visibility into the organization of those
work tasks.17
Dissertation background. Previous
tables trace the
author's progression of education experience through which
he quested after scholarship in the form of a PhD degree.
The quest involved traditional schooling, non-traditional
schooling, and professorship.
He has lived his life with a rational
organization
perspective - cause and effect if you will. His work,
which, by definition, he performs 24 hours each day causes a
series of results, both short and long term. The following
tables provide examples of a learning pathway.
____________________
17See dissertation body which
gives visibility to
faculty work tasks and to the Ohio faculty work report.
Theory W page 52
Preface
Table 9 - Chronology of dissertation project
____________________________________________________________
Time period Comment
____________ _____________________________________________
1982
Uneasy low scholarship level in consultinga
1982 -- 1984 Mid-life crisis change to education careerb
1985 Enrolled
in commuting PhD program in Ohio c
Spring 1986 Pursued PhD as a full time student
d
Last of 1986 Grasped dissertation and PhD complexities
e
Spring 1987 Fielding Institute residency in
Californiaf
Summer 1987 Job hunt for college teaching position
g
Fall 1987 New preps in West Virginia
h
Spring 1988 New prepsÆiæ and researched
the work topic
Summer 1988 Attempted Ohio State University
library use
Fall 1988 New preps in Deleware
j
Spring 1989 New preps - enrolled with DuPont
library
Summer 1989 Unplanned job search
Fall 1989 New preps in Kansas
k
Nov 12 1989 Defaulted on deadline approach
with Sr.Deboral
89-90 break Attempted three chapter shortcut
& defaultedl
Spring 1990 Peer facilitation study & business
managerm
Summer 1990 38 person layoff & city manager
applicationn
F 90 - Sp 91 Sabbatical resulting in draft
2nd half 93 Relatedness supports dissertation
completiono
____________________________________________________________
Note- acomputers, writing, and publication.
b Stressed individual aspect of
Theory W. personal
registration
c PhD degree (dissertation) required
for ed career.
Witnessed administrative dysfunction with respect to time.
d Chose not give up my dissertation
topic.
e Attempted entry into a several
institution study.
f Acquired a detailed PhD study
framework.
g Assumed parallel work on dissertation.
h Employed work study students
as note takers.
i Instituted peer facilitation
organization.
j Made contact on writing theory.
k Documented the impossible job
description.
l Lowered quality found unacceptable.
m Commitment to MIO pushed dissertation
aside.
n Local job opportunity delayed
dissertation restart.
o A relatively stable subsistence
job provided the
time flexibility for the attainment of relatedness support.
Theory W page 53
Preface
Table 10 - Dissertation should-have-been periods
___________________________________________________________
Period Institution
Result or experience
______ _________________________ __________________________
1986 Bowling Green State Univ. Accredited coursework
Ohio
HiEd Administration
86/87 Fielding Institute
External accredited
Ohio and California
organization development
1987 Kensington University
External coursework
West Virginia and CA
Business Administration
Sum88 Ohio State Univ. Library Computer limitations
Sum89 Deleware
Computer failures
Mar90 Kansas
Resisted quick completiona
90/94 Kansas
Completion before moving
___________________________________________________________
Note- Based on personal experience.
a Reference 89q4.w letter.
The above table documents tenacity
to encourage
All-But-Dissertation scholars (ABDs), and part-time
students. Obviously blocks and/or other life preferences
intervened - the enjoyable quality waited until now -
deadlines in scholarship be dammed.
Pathways for learning in life
vary. Among other
learning paths, we can do course study, we can watch an
educational television program, and we can observe a young
child and learn about natural learning. By no means do
degree granters have a monopoly on legitimate learning -
although the traditional institution may have such a narrow
view as to come across as being synomous with learning.
Broad exposure. The most general
learning pathway can
Theory W page 54
Preface
be seen as being "exposed to the broadest variety of
knowledge and techniques...over the longest period of time.
(217 20)" Thus any one traditional (and characteristically
narrow) program should integrate with other peer programs to
achieve the broadest variety of knowledge. This parallels
strong curriculum Theory Within a particular program as well
as life-long learning encouragement.
For example, a university may
have many programs -
Education Administration, Business Administration, Health
Administration, or Whatever Administration. These
administrative programs should be similar - for example, in
their use of organization theory, resident faculty should be
able to argue and thus expose fundamental principles for
application in education, business, health, and whatever
administration.
Another example, a job life may
have many careers -
Education Administration, Business Administration, Public
Administration, or Whatever Administration. These
administrative programs should be similar - for example, in
the use of organization theory, the administrator should be
able to argue and thus expose fundamental principles for
application in education, business, public, and whatever
administration.
Theory W attempts to expose fundamental
organization
principles for use in education, business, public, and the
Theory W page 55
Preface
individual's own administration.
Independent scholarship
Drawing distinctions. The author
feels that any
traditional institution must rigorously show the functional
service provided to traditional or non-traditional students.
The following table begins to distinguish between the
educational services of the traditional and non-traditional
institutions.
Table 11 - Traditional vs non-traditional institutions
___________________________________________________________
Traditional
Non-traditional
____________________________ ______________________________
regimented dependence
self-direction & pure autonomy
classroom exghange
independent self-discovery
needs-of-society orientation personal & real-world
faculty transmits to groups faculty counsel & facilitation
set time & preferred age on-going
learning with
accomplishments & results
course regimentation
past experience equated to
academic standards
___________________________________________________________
Note- (228 6).
The flexible nature of non-traditional education
allows
students a variety of learning experiences; credit
by
examination, credit for life experience, evening
courses,
independent study, weekend college, summer programs,
seminars, workshops, internships, correspondence
courses,
tutorials, extension classes, radio and telecourses,
programmed study, and more. All of these experiences
are
"external" in that the learning (or credits) is
obtained
outside the traditional week-long classroom setting.
(228 6)
The Piagetian learning pathway.
PhD study in
education points to the idea of Piagetian learning which can
Theory W page 56
Preface
be viewed as natural learning. Natural, child-like, human
choice characterizes Piagetian learning.
The Harvard Medical School, via
a one-hour television
report, changed its learning pathway to that of more student
choice. Choice exemplifies responsibility - and responsible
learning begins before school-learning.
A young child reflects learning
in their universal
basic question of why. To turn off that question lessens
learning and growth. Facilitate the why curiosity and the
problems of education can be solved with relative ease - and
enjoyably so for the learner.18
Responsible personal education.
From the above
synthesis, and from personal responsibility for
self-actioned choice, the author took hold of his pathway
for the attainment of his highest education degree.
Who or what am I? His dissertation
helps define who
the author is. In general, he can be seen as a limits
explorer. Not in the sense of pushing the limits - but
in
simply exploring the limits. Limits exploration leads to
the question "What's next?" - a question the author asked
in many corporate performance reviews. He kept moving on
to
the next exploration - intellectually and spiritually. The
____________________
18Perhaps the joyful association
with children owes
to their natural curiosity.
Theory W page 57
Preface
human spirit being associated with the exploration of
limits.
A scholar. From the glossary definition
of a scholar,
we can judge a person as a scholar by using, as standards,
the previously stated attitudes essential for learning -
curiosity, perseverance, initiative, originality, and
integrity.
The external dissertation
Nearly all students today have opportunities
to continue
education... There are more schools accepting
wider
ranges of student ability and interest than ever
before.
This means more effort, more planning, and more
personal
study in making the college choice. (214 xi)
Included in the more schools are
external degree
non-traditional schools with independent self-study programs
and accreditation. The Bear catalog and the Higher
Education Directory provide listings.
School selection. In a personal
study (September
1986) the author identified 16 schools which offered PhD
programs for non-traditional students (217). The following
schools provided materials upon request -
California Coast Univ.(1974 CA)
Psychology Exam
Century University
CA
Fielding Institute
CA NCACS
International College (1970 CA)
1981 Psychology Exam
International Grad. School
MO NCACS candidate
Kennedy Western
CA
Kensington University (1976 CA)
LLD Bar Exam
Newport University
1977 CA candidate
Pacific Western University
CA
Southwest University
LA
University of Beverly Hills CA
Theory W page 58
Preface
With a school subsequently chosen,
course texts
studied, and exams written, the main project of scholarship
was in focus - the dissertation.
Leading the above process was
the exploration of
traditional PhD programs in industrial or organizational
psychology - 60 were available (217 509) and the author was
uncomfortable with a process of how to explore the ideas and
values which the schools represented. On second thought,
the exploration process could involve matching the faculty
names in each catalog against the current literature for the
trade. Then the faculty writings could be taken to
represent institution ideas and values. Another option
would be to consider the mission statement of the university
or college - unfortunately little organization theory
supports the fulfillment of the mission statement in
practice. A third option could be a familiarity with the
trade literature, noting the impressive writers, then going
with the institutions which support the writers. This
amounts to an advertisement of sorts for the institutions.
Unfortunately the author's finances nor disposition permited
another geographic move for training. Instead he had to
move for gainful employment. The external degree programs
had the advantage of moving with the student.
The author explored his organizational
development
interest with the Fielding Institute in the contiguous
Theory W page 59
Preface
quarters of 1986 and 1987. Fielding, which required the
use
of a national computer link, and had an attractive
philosophy, was selected over the two other North Central
accredited external institutions - Nova and Union. He
attended the Fielding residency Human and Organization
Development workshop but the tie between a psychology-based
behavioral approach with his Theory W of organization
development did not weld. The Kensington University
alternate was chosen for a PhD in Business Administration
with concentration in Functional Organization.
Dissertation meaning. A dissertation,
to the author,
actualizes more than just a school exercise. A dissertation
represents individual thought - and more so, a contribution
to knowledge.
A dissertation to the author, exercises
wholeness. The
author's career paths of the previous tables and their
underlying philosophy deserve scholarly exploration. The
author has chosen an institutional pathway which facilitated
this joyful and whole conclusion. The importance of the
author/student must not be discounted in scholarly
exploration.
Within the frame of the traditional
PhD degree, the
academe oriented dissertation exerts a primary influence
upon the author/student. To the contrary, the
non-traditional external PhD program places control of the
Theory W page 60
Preface
dissertation process into the mind of writer. Advantaging
or discounting of the external degree varies with the
student's employing organization. In the end analysis,
the
subject matter can be seen to stand on its own merits - an
organization theory applicable to both forms of organization
- the group and the individual.
This external dissertation continues
to actualize the
pulling of the natural human-growth doing-process. The
doing input being time, the measure of effectiveness being
productivity, the electricity of human interaction being
synergism, and the support of growth as a life aim being
strategy. Thus the author lives his life with a rational
organization perspective - cause and effect if you will -
time and growth in short terms. Work, which he performs
24
hours per day causes a series of results, both short and
long term. The short term objectives being existence and
relatedness oriented, and the long term goal being growth
Thus his series of life implementations make for a lengthy
resume. These implementations form a pattern aimed at what
Alderfer has labeled existance, relatedness, and growth -
the universal individual human needs.
To build personal implementations
into sequenced
measured objectives which actualizes the goal of individual
growth effects the concept of strategy. The author's
strategic pattern has taken the form of a full range
Theory W page 61
Preface
business career (from manufacturing engineer through general
manager and on to national consulting) and then into an
education career where a PhD becomes the evidence of
scholastic rigor.
Objectives. This dissertation
finds meaning in four
objectives, (1) continue his interest in functionalism, (2)
continue learning, (3) continue growth, and (4) step toward
publication.
The author's functional speciality
roots in scientific
management. His career capping national consulting work
was
accomplished in the employ of The Emerson Consultants, the
oldest consulting firm in the world - Harrington Emerson was
a contemporary of Fredrick Taylor, the father of scientific
management.
The dissertation can be seen as
a learning exercise to
evidence the attainment of writing (communication) skills.
Dissertation completion receives
the mark of PhD which
can be seen as a springboard for future career growth.
The writing process developed
by the dissertation sets
the fundamentals to be used in future publication efforts,
perpetuating the challenges for additional life-long growth.
Retrospect. An traditional university
PhD program in
Higher Education Administration did not reinforce the
author's planning and performance orientation - he had a lot
to learn about the college education industry, even though
Theory W page 62
Preface
he supervised a large business division of a junior college
- 1100 students, 50 faculty, and 10 programs - accounting
for half the graduates. He chose not to be cloned, not
to
jump through hoops, not to enter into bondage, nor to invest
in another's idea of the truth. Primarily his writing
skills needed development and a philosophic balance needed
to be struck between a career and a whole life. Thus he
runs a Theory W case study on himself as a organization -
functional organization.
This dissertation began many years
ago. The earliest
personal beginnings were over 40 years ago when, in the
fifth grade, the aauthor completed his multiple subject
homework assignments for the day, all on one sheet of paper.
That same year, the author walked out of the class -
literally of boredom and frustration. In 20-20 figurative
hindsight, he was ready to begin his dissertation. Four
decades later, he closes the dissertation endeavor - the
capping course of his education.
Post PhD. The pure functional
aspect of organization
deserves to be taught at the strategy level. The author
seeks to teach functionalism in education and in business.
Toward that end, he must write about Theory W to establish
stature.
Future publication. As additional
settings are
encompassed, Theory W could become more popular, thus
Theory W page 63
Preface
providing good feeling for the author. Perhaps an
institution would be interested in conducting a FIRO-B
associative variable study. The possibility of turning
organization behavior study more quantitative seems very
unlikely.
With the solidification of a more
effective thought
evidencing system, the author's scholarly leadership ability
could be enhanced. This boils down to just plain reversing
the not-to-write choice - easier said than done.
University Microfilms. The author
regrets his
inability to have his dissertation publicized by University
Microfilms. Thus the future publication avenue can be seen
as critical for further growth.
Style distinctiveness
This dissertation exemplifies
the application of daily
electronic writing. But daily writing of which style?
Most
style manuals recognize the computer as just another
typewriter, to be used to finalize the product. The
author's idea however, views style advice as being
transformed to fit electronic writing. Thus many style
manuals have been referenced. Practically and logic have
weeded out many traditional rules. The variances begin
small. PhD over Ph.D. H.L.Otto over H. L. Otto and
Otto,
H. L. Other variants are more fully discussed in an
appendix.
Theory W page 64
Preface
This dissertation uses numeric
parthenthetic citation
which reconciles to the American Psychological Association
(62), Modern Language Association (66), and Turabian (60)
styles. The second number in the paretheses indicates page
number. Another reference variation like (118.B.I1a)
indicates an English outline type of sourcing - in this
example, paragraph a of division 1, which steps up to
division I of Appendix B in the work referenced as 118 in
the bibliography.
Levels of division begin with
all caps centered for
works which stand alone. This applies to the dissertation
and several appendicies. Parts are identified with that
word and are left justified underlined lower case. Chapters
are identified with that word and are left justified
underlined lower case. Tables and figures also use that
scheme.
Second level headings are left
justified underlined
lower case. Third level headings are indented six spaces,
left justified underlined lower case, and provide the data
for the dissertation index.
Daily electronic writing. In the
spirit of continuing
scholarship the author chooses to write without cards and
paper. Sounds simple and can, in fact, be seen as
simplistically sound. In practice however, word processing
software and writing style manuals are not fully integrated.
Theory W page 65
Preface
Thus the added burden of reconciling styling limitations.
Passing a course for the PhD computer language requirement
certainly did not contribute to upgrading dissertation
writing skills.
The author's dissertation process
based upon the
development of effective writing skills for writing
non-fiction in the quest of personal organization growth.
Unfortunately, the disciplines
of daily writing are
elusive. Many excuses must be overcome - such as unfriendly
software, rigid style manuals, a job without appreciation
for writing tasks, time management limitations, low
productivity, negative feelings, and the scarcity of
encouragement.
In the end only personal choice
counts - thus the
restarts can be even more frequent than daily. We try and
try again - pushing our levels of incompetence as if they
were levels of competence. Growth does not necessarily
fit
the analogy of a map which gets us from here to there.
Action map for dissertation. Getting
from start to
finish had many actions, and many of those not foreseen at
the start. Only the action for human growth was needed
at
the start along with a sense of building. Writing
electronically was the most challenging, and remains so.
The most recent action was a bubble jet printer. Simple
state-provided software proved adequate, although five
Theory W page 66
Preface
portable computers were used. A handful of style manuals
were referenced, concluding that no one stylist has all the
answers. Several dissertation manual provided advice and
a
few writing texts were referenced. Plus three schools of
thought about organization scholarship were attended. The
topic of functionalism came very late to this dissertation's
eye. In all, there can be seen no consensus, thus the
author's dissertation experienced an expanding circle of
questions against a backdrop of world wisdom. Too much
wisdom however, can be boggling, and for this author, he
certainly was boggled. An inquiry into functionalism in
organization can be seen to be needed.
One of the major unanswered questions is the makup
of
action maps. At the moment, we are relatively
clear
about some of the features of maps that describe
how
people reason and act in order to get from here
to there.
Thus, we can specify the reasoning processes and
the
behavioral strategies by which clients and participants
produce self-fulfilling prophecies - self-sealing
processes that lead to escalating error. We
can also
begin to specify how distancing and disconnectedness
make
it highly likely that people will be unaware of
what is
in their action maps. However, we are terribly
inadequate in specifying the action maps that can
correct
all these unintended consequences. Nothing
in what has
been said implies that quantitative maps are necessarily
ineffective. Much more research is needed
to determine
the quantitative maps that clients can use.
(106 479-80)
Administrative Topic
A university encompasses several
colleges - business
administration and educational administration are two such
colleges. The author has studied formally under both of
Theory W page 67
Preface
those programs. In the Library of Congress Subject Headings
(LOCSH), administration leads to the management discipline,
and LOCSH further confirms that organization and work are
within the discipline of Business Administration. Every
current management text seems to have a part for the topic
of organization, with matrix organization seeming to be the
most proven in practice. An appendix details the LOCSH
exercise.
In advising organization developers,
Argyris states -
A theory of organization would have helped [the
developers] define the conditions under which
attribution, evaluations, defensiveness, and the
like are
legitimate and necessary. (106 63)
Note the psychological emphasis
to a field
(organization) which could be approached from a merely
functional (technical) tact.
Poetic summary.
From afar I have come,
And to account for 100,000 hours of my life,
that makes me numb,
Yet who but me can know,
the past and future beat of my own drum?
Knowing my pattern, that I do cherish,
Of that I write, so my wisdom will not perish.
