organization rationale.
Theory W page a2
APPENDIX A - DISSERTATION PROPOSALS
Aimed at confirming a fit with
a PhD program for
the encouragement
of scholarly expression
from the aspiring prolific writer
by
H.L.Otto
Fremont OH
December 1984
Spring 1986
Spring 1987
1988-1993
Runner: Wonting wisdom.
Section for foreword
Several proposals have existed
toward the completion
of this dissertation - too many. The course to wisdom has
many complexities - too many, yet well worth the trouble.
The proposals have a chronolgy
- December 1984, Spring
1986, February 1987, and the period of June 1988 through
August 1993.1 These proposals have been brought together
and reconciled against their appropriate guidelines,
including some personal myth speculation.
An important myth to be exposed,
relates to the
assumption that older people or those of more experience are
smarter, especially in the topic area of the learner's
educational program. Nothing can substitute for the real
choices of the learner. Expert learners like expert workers
____________________
1File 210 of author's personal
library evidences the
time span.
Proposals
Theory W a3
should have a grip on their life-long learning program.
The
sooner the learner takes control of - which exceeds
responsibility for - their life-time input, the sooner a
personal peace will be achieved within the learner. The
personal peace can then be associated with others through
challenge. Learners must be brought to challenge teachers!
The following proposal experiences
carry varying
amounts of challenge, not enough to make an easy course.
Their salvage value lay in the conversion of the worktasks
into usable steps that can be seen to represent an
unblocking process.
The challenge of unblocking students
resides in the
author's subsequent work with Lesson Zero. The challenge
of
unblocking himself resides in reconciling the following
experiences. For any student, like experiences could remain
a life-block as well as a block to further learning. Again,
the solution lies with the student, specifically the
conversion of prior work into usable steps to further
evidential knowledge. The teacher, within and without,
can
facilitate usable steps.
Works cited
205 Kensington University (1987) "Guidelines for developing
thesis/dissertation proposals." Glendale
CA: Author.
See dissertation author's library file 210.
Bowling Green State University "Graduate study
catalog."
Section for BGSU - beginning December 1984
Proposals
Theory W a4
The following proposal and subsequent
interview,
gained entrance into PhD study at Bowling Green State
University.2
I have two reasons for pursuing
study at the doctoral
level.
First, and of immediate importance,
is my ability to
grow within the educational hierarchy. My
future
promotion is dependent on my seriously pursuing
a PhD in
Education Administration and Supervision.
I have been employed at Terra
Technical College as
Director of Business Technologies since October
of 1984.
To that new career position, I bring several dozen
years
of broad industrial management experience.
Thus, as
discussed during my initial exploration into doctorate
education, I am a non-traditional candidate.
Yet my
uniqueness is valuable in that all knowledge is
interrelated, which is especially important as technology
increases at a greater rate and labor shortages
come
about.
Second, I have developed, as your
Graduate Catalog
aptly relates, the ability to effectively handle
the
affairs of life. I feel that I have actualized
and have
grown throughout my life and career in the spirit
of
Maslow and Dyer. My Baccalaureate was granted
in 1960,
my Masters conferred in 1970, and in 1980 I earned
the
Certificate in Management Accounting designation.
Now,
in continuation of this professional pattern, I
seek to
achieve doctorate study and dissertation for the
1990's.
Your stated function to motivate
and educate me as a
recognized independent intellectual leader fits
my
pattern of achieving these ten year milestones in
my
life. The independent attribute of my life
is shown by
my change of careers. In a sense, I have moved
through
an industrial management career in half of a working
life. Now I choose to advance in a career
in Educational
Administration and Supervision.
Early in my work life, I learned
of my unwillingness
to perform job functions year after year with little
expeditious growth. In a sense, I promoted
myself out of
____________________
2See belated approval letter from
chair dated 9-6-85
with promise of advisory and planning assistance which the
department could not provide. See series of proposed
Tentative Degree Programs dated 12-20-85 through 1-27-86.
Proposals
Theory W a5
my job positions. I worked my way as Manufacturing
Engineer, Tool Design Supervisor, Shop Floor Supervisor,
Controller, Director of Manufacturing Administration,
Vice President of Finance, General Manager, and
then on
to General Management Consultant for Emerson Consultants.
As consultant I worked for the oldest consulting
firm in
the world; personally serving prestigious entities
as
General Electric, Conrail, McGraw Edison, and The
Salt
River Project which supplies all of the water and
most of
the electricity for Phoenix, AZ. The founder
of Emerson
Consultants was Harrington Emerson, a contemporary
of
Frederich Taylor, the father of scientific management.
I
have constantly looked to new methods while preserving
the good points of the work place tradition.
Throughout my career several elements
in the area of
administration and supervision have maintained a
high
level of interest. The elements are job descriptions,
time management, productivity measurement, precedence
networking of projects, the emerging use of computers,
and Theory W. Theory W represents my development
on the
How-Why diagrams promoted by the Society of American
Value Engineers. SAVE began this effort in
pursuing a
logical basis for justifying product functions,
thus
assisting in cost effective product redesign.
I already
have made attempts at computer modeling the integration
of these elements.
I seek to combine and expand on
the above as the
subject of my dissertation, specifically in the
office
environment.
Post-mortem myth disclosure. Growth
in the
educational hierarchy can be seen as disruptive. Unless
the
grower maintains a very soft profile, s/he will be out of
the educational hierarchy. Growth itself - as
differentiated from paper hanging, entertainment,
socialization, and politicization - can be seen as
non-traditional. How then does a grower "effectively handle
the affairs of life" with a very soft profile? Bowling
Green State University's stated function to motivate and
Proposals
Theory W a6
educate the student as a recognized independent intellectual
leader was a myth for this student. The exit interview
with
the Dean brought hope, but too little and much too late.
A soft profile can be seen to
equate with actions
which support the good feelings of joy, love, and freedom.
And wisdom can be seen as adjusting the word soft to the
word easy. Why then shouldn't life-time be easy?
This does
not infer that easiness has a time constraint. Easiness
rather becomes a personal pace which disassociates from time
and wage.
Post-mortem should'ves.
Should've confirmed the
interview discussions with thank you letters. Should've
immediately pushed for the existence of a study plan. I
found, too late, that the institution could not graduate me
within my time limitations - as if I would have been ready.
My affairs of life-learning were arduous. The continuing
crush, what I have come to know as functionalism, drives me
to written understanding, specifically a dissertation -
seemingly disassociated with time deadlines or failure.
BGSU course EDFI 797 - Spring 1986
The purpose of this course illuminates
from its title
"Seminar in Educational Research," Bowling Green State
University, PhD program in Higher Education Administration.
The following narrative includes:
Proposals
Theory W a7
The Problem
and Its Significance
Review of Related
Literature
Methods and
Procedures
Post-morteum
myth disclosure
Proposal title.
THE
EFFECT OF SHARED WORK INSIGHT UPON
GROUP INTERPERSONAL RELATIONS
The Problem and Its Significance.
Leadin. All
individuals work. Work can be viewed as the activity for
which human beings have a natural love (Rossi 1980). This
nature is already present among children at two years of
age. And throughout life, individuals have the opportunity
to express themselves through work (p.402). Work can be
a
source of pleasure and joy; a fundamental element of one's
life. Science comes from work and work generates knowledge
(p.403).
Organization. Those individuals
who work for pay fit
within a formal organization. But organization theory has
long recognized that the informal organization, which is
within the formal organization, actually accomplishes the
work. This study examines thinking about informal
organization work and presents a scheme toward understanding
the productivity of higher education full-time faculty and
administration.
Non-teamwork. Faculty frustration
and alienation is
readily observed on many campuses. Union activity
Proposals
Theory W a8
representing the rights (or abused rights) of faculty is
evident. The adversarial model is at times accepted as
normal. Administrator turnover is high. And the
administrator is often criticized for inadequate leadership,
yet sued over many decisions. The common essence is work.
Can this work be corraled to attain obvious productive
results? The answer is; it must!
Work time and productivity.
Work is the content and
means of education. Students study work as content and
participate in different forms of work as a means toward
attaining a grasp of their body of knowledge area (Rossi
1980 p.405). Faculty facilitate that student education.
A typical work week for faculty
at a specific
university amounted to 61 hours. (Bowen 1985 p.34).
This
information achieved national circulation. Other comparable
and contrasting information is ponderable. These hours
are
the input for productive work.
Productivity. Productivity
is a societal issue. And
it impacts upon education as the national deficit problem
continues: either in the direction of interest load
replacing education spending, or in the current direction of
Gramm-Rudman-Hollings Act spending reductions. This
national issue is passed along through the states as either
spending cuts or increased taxes. Increased taxes for the
private sector promotes questions as to the value given for
Proposals
Theory W a9
the educational dollar spent. Thus the educational
administrator must deal with spending cuts and/or express
more interest in educational productivity.
The basic element of the national
productivity issue
is work. And the educational administrator attuned to the
work of their group or institution is fundamentally prepared
to handle any productivity questions. For example:
1000
junior college teachers spend 51 hours per week on the job,
1299 faculty spend 49 hours per week on the job, another
study shows 52 hours per week for 17 university departments,
and 11,871 high school teachers average 44 hours per week.
Educational administrators and faculty must first know about
their work responsibilities and be able to address the
pointed questions which easily arise from the above example.
If no answers come forth, then the criticism of not knowing
the first thing about productivity is well placed.
But with computer technology and
a simple proven
method of work insight, faculty and administrators can be
provided with the tools to enhance the educational
workplace.
Educative work has to be real
work, it has to create
useful objects. It is not any work that has educational
value, but collective work. Collective work involves the
accomplishment of tasks by the group considered as a unity.
Unification of different groups in a common vision of their
Proposals
Theory W a10
work becomes a totalization or integration of the work of
different groups. Collective responsibility for the work
as
a whole, not individual responsibility for the individual
work done by each one, is then vital (Rossi 1980
pp.405-406).
Productivity measurement.
Within any collective
group, interpersonal relationships are an important
ingredient for the accomplishment of effective work (Schutz
1958). Interpersonal relationships, combined with the issue
of the faculty work week form a basis for hypothesis.
Will systematically shared work
insight have an effect
upon group interpersonal relations? Stated hypothetically:
For a group of two-year college faculty and administrators
with little previously shared work insight, an experimental
system of shared work insight will improve their group
interpersonal relationships.
A measure of group interpersonal
relationships can be
viewed as a measure of the ability of the informal
organization to effectively accomplish work. Thus this
study uses an interpersonal relationship measure to bypass
the emotional distress of attempting to apply productivity
measures directly to educational endeavors. Suffice to
say
that the national productivity issue does apply to
education, but there needs to be an acceptable intermediate
or intervening measure in order to promote the rigorous
Proposals
Theory W a11
study of educational work.
Therefore the specific problem
for this study is to
determine if systematically shared work insight has an
effect upon group interpersonal relations.
Then, after the group relations
portion of the study,
to explore specific possibilities of increased productivity
with the individual faculty and administrators who
participated in the work insight portion of the study.
Significance of the Study.
Since all individuals
work within institution or organization groups, universal
benefit would accrue if an acceptable method of work insight
could be developed and tested. All individuals could then
communicate more freely about their work. If this method
of
insight into work does not disturb interpersonal
relationships, then the organization or institution has made
a initial step toward productivity improvement.
Without further progress in defining
educational work,
resolution of the productivity issue remains distant and
open to conjecture and opinions. Negotiations, collective
bargaining, frustration, alienation, and general low esteem
within and outside of education will continue or result.
Thus the intent of this study is to provide initial rigorous
evidence about educational work while enhancing
interpersonal relations at the same time. This rigorous
evidence is the first step toward individual, group, and
Proposals
Theory W a12
institution productivity improvement. The proven guarantee
is the logic that simple and open insight into faculty and
administrative work can be discussed voluntarily,
professionally, rationally, and cooperatively. The essence
is work. And the definition of the work being accomplished
is fundamental and thusly of utmost practical significance.
The worker self-management system
has emerged since
1950 (Russell 1985 p.37). In education, associations and
senates are forms of this worker self-management system.
The campus governance issue clearly involves worker
self-management as an issue. Educational leaders can do
well to study teacher work load if they purport to
administer the educational process in the interest of
balancing the needs of clients, workers and society.
Limitations of the Study.
Several criticisms are
readily apparent: (1) the findings would apply only to
the
institution studied, thus the results could be deemed
insignificant (Borg 1983 p.126), (2) the use of volunteers
could predispose the study toward improvement, and (3) the
proposed simple first step toward productivity improvement
could be perceived as too narrow an opportunity for the
advancement of educational administrative theory or
practice.
Definitions of Unusual Terms.
Informal organization.
The organization of any enterprise can be viewed as having a
Proposals
Theory W a13
formal organization and an informal organization. Formal
organization is usually represented by a line of command
chart. The informal organization is the sum of all the
member-initiated groups who actually accomplish the purpose
of the enterprise (Rubenstein & Haberstroh 1960 p.63).
Until the age of computers, a total informal organization
chart was impossible to view.
A more recent expression for the
informal organization
is the matrix organization (Haimann, Scott & Conner 1982
p.251).
Job responsibilities. Narrative
job descriptions are
really job responsibilities. Without the element of time
spent, the narrative description is simply a list of
responsibilities for the worker.
Job descriptions. A rigorous
job description can have
the same functions as the narrative job description, but
must be evidenced by time actually spent. When both
responsibilities (functions) and time are included, then the
job is described.
Job functions. The elements
of a job description on
which time is spent are called functions or verb-noun acts.
One dissertation3 used the following as verb-noun
functions - teach courses, inventory supplies, order
repairs, coach sports, chair department, prepare schedules,
evaluate peers, work curriculum, update courses, revise
Proposals
Theory W a14
syllabi, supervise help, prepare proposals, order equipment,
prepare budget, pass coursework, continue education, write
pieces, research topics, direct theater, serve community
(civic or professional), advise students, assist enrollment,
serve committees, attend meetings.
Analysis of form. Dissertation
had many reference
errors - referenced years did not match year of reference.
Analysis of content. Dissertation
gave descriptors of
faculty work content which is of practical significance.
The report of total work load hours in such finite detail is
ludicrous.
Faculty time input. Average
work week in over 1000
junior college teachers was 51.4 hours.4 University of
Minnesota 1299 faculty averaged 48.5 hours per week, 45 at
the Institute of Technology, and 51 in Medical Sciences.5
Counseling, committee work, and research handled
inconsistently.6 Total load averaged 48 hours per week at
Rochester Athenaeum and Mechanics Institute.7 Found that
total workload could not be agreed on.8 Identified four
functions; research not included.9 Average workweek
including professional reading for 17 departments was 52.02
____________________
3 D.F.Lindeken (1976) "Criteria
for work load in
Michigan public comprehensive community/junior
colleges: Perceptions and analysis." University of
Michigan. Covered 29 institutions.
Proposals
Theory W a15
hours.10 Identified five functions, but did not
consider: (1) professional reading, (2) professional
writing, (3) membership in civic organizations, (4) work
assignments made by professional organizations, (5)
sponsorship duties, and (6) teaching correspondence
courses.11 Factored in clerical assistance and required
professional improvement.12 Average for 11,871 high school
teachers was 43 hours and 33 minutes.13 Believed
impossible to get faculty to state the amount of time spent
on activities.14 State of the art summary.15
Review of Related Literature.
Mastery and time. The
expression "Time is Money" is prevalent in the business
arena and in our society. "All learning requires time"
is a
mastery learning axiom (Bloom 1974).
The mastery of skills is essential
in education.
Applied to higher education faculty and administrators,
mastery of work is essential. Professionals are the expert
masters of their own time.
In the classroom, student and
faculty have the same
goal, i.e., mastery. Having the same goal is congruence.
Outside the classroom, faculty and administrators strive for
mastery of work.
The classroom focus is student
mastery of the subject
matter. Outside the classroom, interpersonal relations
mastery is a focus. This involves student, faculty,
Proposals
Theory W a16
administrator, and community. All these interrelations
require mastery. This study will delimit to the faculty
and
administrator group interrelationship.
Quality of work life. Apart
from productivity.
G.R.Salancik & J.Pfeffer (1977) "An examination of need
satisfaction models of job attitudes." Administrative
Science Quarterly, 22. pp.427-456.
Mental health. The right
of workers. United States
Government. "Work in America."
____________________
4 W.H.Conley (1939) "The junior
college instructor."
Junior College Journal, 9.
5 R.J.Keller & M.C.Abernathy
(1951) "The 1950-51
survey of faculty activities at the University of Minnesota.
Minneapolis MN: U of MN.
6 N.Megaw (1969) "Statement on
faculty workload."
AAUP Bulletin 1968. pp.256-257.
7 E.M.Morecock (1930) "How the
faculty of a
technical institute divides its time." Educational Research
Bulletin, 13. pp.88-91.
8 Ohio Inter-University Council
(1970) "Faculty work
load. Columbus OH: Author.
9 R.J.Patten & F.A.Beams (1969)
"A faculty teaching
load: An academic hot potato." Collegiate News and Views,
vol.23, no.1. pp.1-3.
10 V.Randolf (1950) "The professor's
weekly work
hours." School and Society, 72. pp.201-202.
11 J.E.Sexson (1967) "Method of
computing faculty
load." Improving College and University Teaching, 15.
pp.219-222.
12 N.L.Sheets (1970) "Guidelines
for assigning
college faculty loads." JOPHER. pp.40-43.
13 Shellhammer (1955) Unpublished.
14 J.E.Stecklin (1961) " How to
measure faculty work
load." Washington DC: American Council on Education.
1969.
15 A.Tucker (1984) "Chairing the
academic
department." New York: Macmillan. Chapter A15.
J.Bennett
(1983) "Managing the academic department." New York:
Macmillan.
Proposals
Theory W a17
Educator work. Faculty is
the university. H.Adams
(1976) "The academic tribes." New York: Liveright.
Job ownership. R.Russell
(1985) "Sharing ownership in
the workplace." Albany NY: State University of New York.
p.39.
Frustration and alienation.
D.K.Jessup (1985)
"Teachers, unions, and change." New York: Praeger.
pp.9,192-193.
Management. P.F.Drucker
(1974) "Management: Tasks,
responsibilities, practices." New York: Harper & Row.
p.17.
Faculty and administrators as
managers. Individual
expertise in time management. (Drucker 1974 pp.379,398-
400.)
Faculty and administrators as
professionals. W.Toombs
(1985) "Faculty vitality: The professional context." In
R.C.Baldwin "Incentives for faculty vitality." San
Francisco CA: Jossey-Bass. pp.69-82.
Scientific method. Taylor's
philosophy applies to
education, his industrial applications do not. Towne
(1844-1924) preceded Taylor with task and work management
(Drucker 1974 p.23). F.Taylor (1947) "Testimony."
In
Scientific Management. New York: Harper & Row.
Communications and information.
G.Siemens (1839-1901)
and the Deutsche Bank (Drucker 1974 pp.481,483,485,492,605,
Proposals
Theory W a18
607).
Simplicity. Vitally affected
by organization
structure (Drucker 1974 pp.71,679).
Job description. Indirectly
represents real actual
work.
Factors of productivity (Drucker
1974 p.70).
Time. The essence of productivity.
Z.Bowen (1985)
"Faculty incentives: Some practical keys and practical
examples." In R.C.Baldwin "Incentives for faculty
vitality." San Francisco CA: Jossey-Bass. p.38.
Informal organization (Drucker
1974 p.527).
Methods and Procedures. Population.
The full-time
faculty and administrators will be of only one institution
or major department.
Sample. Volunteers from
the group will participate in
the treatment. Non-volunteers will not participate in the
treatment. All participants will be asked to take the
pre-test and post-test. Four subgroups are formed by the
combinations of before-after and treatment-nontreatment
categories: BT, AT, BN, and AN.
Concerning potential refusal to
take the test, Koran
and Costell (1973) found that those who failed to or refused
to complete the questionnaire (FIRO-B) were more likely to
withdraw from the study.
Research design. Nonrandomized
control-group
Proposals
Theory W a19
pretest-posttest design. D.B.Van Dalen & W.J.Meyer
(1966)
"Understanding educational research." New
York: McGraw-Hill. D.T.Campell & J.C.Stanley (1966)
"Experimental and quasi-experimental designs for research."
Chicago IL: Rand McNally. R.G.Burgess (1985) "Strategies
of
educational research: Qualitative methods." Philadelphia
PA: Falmer.
Proposed treatment. Titled
COMPUTER PROJECT FOR
DISSERTATION TREATMENT for Dr.A.M.Lancaster in partial
fulfillment of CS 500 Computing for Graduate Students by
Harvey Otto 06 February 1986
References. Digital Research
(1982) "CBASIC language
reference manual." Monterey CA: Commercial Press.
D.A.Higgins (1978) "Structured program design." In
B.W.Liffick "Programming techniques: Program design."
Peterborough NH: Byte. pp.9-24.
Findings generalization.
Conclusions are limited to
the group studied. Recommendations will be made for the
higher education community in journal articles prepared
immediately upon dissertation completion (Borg 1983 p.872).
Instrument. Highest overall
quality was the criteria
in choosing the Fundamental Interpersonal Relations
Orientation (FIRO) scales. FIRO-B for behavior has 0.94
reproduction reliability, deduced content validity,
concurrent validity supported by 377 references, and
Proposals
Theory W a20
published intercorrelation of scales.
From the FIRO Awareness Scales
Manual, four `old'
normal population studies fit the dissertation design.
Mumford (1974) found that more active forms of group
activity resulted in greater change in group interpersonal
relations. Another comparison of formats for group process
was done by Smallegan (1971); the more intense group
experience produced greater group interpersonal relation
change among the participants. More changes resulting from
group experience were also noted by Jacobson (1972) in his
work with college students as controls and working adults
between 21 and 55 years old, as the experimental group.
Stanley (1972) found no significant differences on the
FIRO-B scores of high versus low communicators, high versus
low discriminators, or on the relative effects of extended
time versus marathon encounter group approaches.
This research has focused on outcome.
Other
approaches focus on process (RIE ED 237 889, p.759).
Educational Resources Information Center (1984) "Resources
in education annual cumulation: Abstracts." Phoenix AZ:
Author.
Data collection. The treatment
variable mode is kind:
the volunteers are treated, the others are not. The number
of group members, volunteers, tests taken and dropouts will
be counted and documented. Degree is the mode of the FIRO
Proposals
Theory W a21
dependent variable. Group scores will be self-calculated
and discussed with the participants if they desire. Either
the FIRO-B scale or the VAL-ED EDucational VALues scale will
be chosen before the pilot study.
Data analysis. The FIRO
group score means will be
compared for the four sample subgroups and for the six scale
subgroups. The six scale subgroups are: expressed
behavior
and wanted behavior; for inclusion, for control, and for
affection. A table will be used followed with discussion.
Pilot study. Assuming meticulous
preparation of
methodology, an institution or department will be studied in
the summer of 1986. Reduced numbers of on-campus full-time
faculty and administrators are anticipated thus reducing the
mechanics for the pilot. The institution piloted will not
be considered for the dissertation study.
Proposed Treatment. The
work visibility treatment has
a simple foundation of four questions. First, "Would you
like to participate in a simple yet potentially rewarding
experiment involving a 15 minute survey this week, and
perhaps 15 minutes each week for 8 weeks?"
First week. All faculty
and administrators take the
15 minute FIRO survey.
Second week. If the answer
to the above question was
"yes," the other questions follow: "How long, in
approximate whole hours, did you work last week?" "Where
Proposals
Theory W a22
did most of the time go?" and "Where did the next largest
blocks of time go?" The respondent is made to be the expert
in investing their time thus the participant should feel
comfortable.
All analogies presented are based
upon actual
experience. The numbers and functions are real. For
an
analogous time insight display (Bowen 1985 p.34).
The facilitator will meet with
each treatment
participant individually. An analogy of the facilitator's
handwritten results is:
total
50
taught classes 20
in office 10
on-campus
30
prep classes
20
The on-campus subtotal
will be discouraged in future
weeks. For the administrator the analogy is:
total
53
develop department 6
recruit students 6
job orientation 16
advise students 10
promote placement 8
update boss
5
schedule classes 2
As preparation for the next week,
the facilitator
researches the available narrative job descriptions and
highlights the verb-noun functions of the participants.
Third week. If needed, threatened
feelings are
dispelled by discussing the advantage of insight into the
Proposals
Theory W a23
work of other peers and administrators. This is
accomplished by discussing the advantageous work insight
results previously attained. Information about others feeds
the participants' curiosity and begins the productivity
improvement process. The second-week questions 2 through
4
are repeated for this week and future work functions from
the job description are verified with the participant.
We
now know which job functions were not performed that
particular week.
The facilitator places the agreed
upon rigorous job
descriptions unto the computer data base which has limited
access. At this point, only the facilitator uses the data
base. But the participant job descriptions in hard copy
form are readily available. Discussion about the content
is
encouraged by the facilitator.
Fourth week. Questions 2
through 4 are repeated and
the aspect of achievements and concerns is introduced.
The
participant is encouraged to track their time, achievements,
and concerns.
Fifth week. The facilitator
meets with faculty/
administrator pairs and turns over the weekly 15 minute
process to them.
Sixth week. The facilitator
now meets with
participants on an as needed basis to introduce project
coordination aspects. For example, upcoming registration
Proposals
Theory W a24
activity, or professional activities which the department is
asked to support.
Final week. Another 15 minute
FIRO survey of the
entire group, participants and non-participants, is given.
Definitions of terms. Productivity
is output divided
by input. In education, where quality is paramount,
productivity is proposed as EDUCATION STATE 1 less EDUCATION
STATE 2, that quantity times the sum of the ATTRIBUTES
involved, then the aforementioned divided by the COST OF
EDUCATION (Brief 1984 p.106). But the student doesn't
possess the means to tackle this scope of educational
productivity headon. In reviewing tests and measures the
student became familiar with the FIRO scale. And from
experience in supervising 50 faculty at a two-year technical
college, the FIRO theory of inclusion, control, and
affection could improve productivity. Thus the student
places the FIRO-B scale of group interpersonal relations) as
a surrogate measure for productivity. Thus the student
desires to improve the FIRO-B scale} as a contribution
toward educational productivity. The proposed treatment
centers around the inclusion and control aspects of FIRO
theory.
Inclusion is to be brought about
by the sharing of job
descriptions based on time inputs. Thus inclusion is the
formalized insight into individual and other group member
Proposals
Theory W a25
workloads. This approach draws upon the work of several
past dissertations - Lindeken 1976 on MI two-year faculty
job content, Yule 1978, and Kingstone 1980 using the
Mintzberg approach.16 And has recently been included in
the literature on education (Bowen 1985 p.34).
Control of these time inputs for
the attainment of
department objectives is the next treatment step. A simple
data base sortable by individual job description or by
project tasks will be utilized. Thus control is the
individual's manipulation of their own time resources in the
interest of productivity.
The time inputs are the productivity
denominator and
the outputs the productivity numerator) are determined by
the group and the individuals comprising the group. This
subject has been the students "hobby" for several decades.
I have found this definition initially workable in the
educational setting.
Reasoning behind projected difference.
The proposed
____________________
16 A.Kingstone (1980) "The polytechnical
institute
president at work: A study of the work of an executive in
higher education." Toronto Canada: University of Toronto.
Ten day observation based on Mintzberg 1973 approach. "Any
institution involved in education in the ... 80's must
have
as a primary aim the nurturing of its faculty if it is to
provide quality instruction to its students. We are on
the
way at Ryerson." Appendix B: Remarks to the "Ryerson
Community" by Walter Pitman, President, March 29th 1977,
State of the Union.
Proposals
Theory W a26
treatment is intended to enhance inclusion and control, two
items which FIRO-B purports to reliabily and validly measure
(Schutz 1978). Thus pre and post test should show a
difference. FIRO has had a research history since 1958.
IT
IS A RECOGNIZED AND PROFESSIONAL APPEARING TEST DEMANDING
MINIMAL TESTING TIME. Thus the theory and administration
of
the test will support a professional approach to
"productivity improvement" in the educational setting.
FIRO
has been successful in measuring differences in groups
(Mumford 1974, Smallegan 1971, Jacobson 1972, Stanley 1972,
Koran and Costell 1973).
Replication of the case study
is intended. The
research design could be such that the student not be the
one who implements the study.
March 12th 1986 summary.
For faculty and
administrators as an institutional group, I desire to
determine if an experiment based on the FIRO theory of
interpersonal relations (Borg & Gall 1983 p.338) and using
short weekly reviews of simple yet accurate job and project
task descriptions (computerized informal organization) will
result in a true (p.376) pre/post test difference of FIRO-B
scores. Depending on research design and application of
student resources, statistical significance can be
investigated. I expect decreasing improvements in the
inclusion, control, and affection subscores due to the short
Proposals
Theory W a27
term of the experiment. The experiment will first structure
inclusion of the voluntary group members into the informal
organization data base using vested betterment as the
incentive. Then the experiment will promote the members
to
exercise job control in support of individual and
institutional goals.
From R.G.Burgess (1985) "Introduction,"
in R.G.Burgess
"Strategies of educational research: Qualitative methods,"
Philadelphia PA: Falmer -
The term qualitative method refers to a range
of
activities with the result that researchers engaged
in...studies who utilize the approach might sit
at the
back...with notebook and pencil, might interview...might
collect documents...or might produce a video recording
of...activities. Nevertheless, all these investigations
have much in common and to a greater or lesser degree
share the following features: (1) the researcher
works
in a natural setting, (2) studies may be designed
and
redesigned.
All the methods associated with
qualitative research
are characterized by their flexibility. As
a consequence
researchers can turn this to their advantage as
a rigid
framework in which to operate is not required.
Researchers can, therefore, formulate and reformulate
their work, may be less committed to perspectives
which
may have been misconceptualized at the beginning
of the
project and may modify concepts as the collection
and
analysis of the data proceeds. The advantage
to this
approach is that the researcher has little reason
to
terminate a study through lack of commitment to
a set of
standardized methods of data collection. The
research is
concerned with social processes and with meaning.
Many qualitative studies are conducted
within a
theoretical framework that focuses upon social processes
and the meanings which participants attribute to
social
situations. For those researchers who work
from a
sociological perspective the theoretical orientation
is
principally derived from symbolic interactionism
whereby
studies are conducted with a view to understand
the way
in which participants perceive situations.
And data
Proposals
Theory W a28
collection and data analysis occur simultaneously.
Qualitative research is, therefore,
not based upon a
fixed set of rigid procedures, but nevertheless
the
researcher does need to develop a set of strategies
and
tactics in order to organize.
Post-morteum myth disclosure.
I could not handle the
non-acceptance of what I thought was rational thinking.
Nor
was my writing strong enough to stand in support of rational
thinking. I focused on solving the problem of dissertation
specifics, which were too many for that EDFI 797 course,
that time in my life, and that program support. (The same
came to light at Fielding.) Thus the program exercise was a
venture of non-success.
The dissertation had to have a
test. Yet many of the
dissertations did not test. Fielding had a good summary.
In hindsight, the program was
not open to a
non-traditional learning agent. The program venture was
the
upgrade of the local districts through continuing education.
Although there were imported students. I was imported,
but
seemingly the only one paying his own tuition. Disregarding
vested tuition interest, the program venture had to be
entertainingly rigorous for local consumption, but never
questioning the ultimate aim of education. The exception
was in the non-graduate courses. Thus looking back,
teachers were being educated under the question of
education's aim. Yet the administrators of those future
teachers were not questioning education's aim - perhaps an
Proposals
Theory W a29
absence of functionalism. Was my whole life a myth under
the unwritten philosophy of this institution of higher
education administration thought? "Do not push the limits.
Let others tell you since you are unable to be curious.
Go
and hide." This may be the ultimate conundrum of personal
growth - reinforced by the educational supervision of my
next life-phase of three college teaching terms at three
different colleges. The consequence of personal growth
continues - growth itself!
Fielding workshop - Spring 1987
The workshop offered an extensive
two volume outline
for doctoral study of Organizational Development. The Human
and Organization Development Program included the following.
Proposals
Theory W a30
Table A1 - Fielding HOD program
____________________________________________________________
0. Introduction
1. Admission
2. Learning contract
3. Curriculum
1. Research
2. Human development
3. Systems theory
4. Specialization
5. Personality theory
6. Social psychology
7. Organization theory
8. Human learning
& motivation
9. Management &
leadership
10. Social ecology
11. Information systems
12. Policy formulation
13. Social change &
the future
14. Human service delivery
A. Core competency
4. Assessment
5. Proposals and dissertations
6. Personal contacts
7. Policy
8. Graduation
A. Job descriptions
B. Formal letters
C. Rosters
____________________________________________________________
Note: Fielding Institute (1987) Volume one - Human and
organization development manual. Volume two - HOD study
guide. Santa Barbara CA: Author.
Post-morteum myth disclosure.
Even though I felt that
I have accomplished much, I did not have the "stuff" for
this program. I was beginning but not yet a master of human
development as a stereotypical lockstep. I was a technician
versus a politician. I only showed a glimmer of my
personhood breaking out of another lockstep. My life
Proposals
Theory W a31
productivity values could not be since I did not have a
psychology and non-religious background. I did not have
a
job on which to base.
This program defined me as job,
too old in one respect
yet not closed enough in another respect, defined life as
not a productivity issue, I did not have connection with
political systematology, nor was I broadly versed in
whatever wisdom was.
Perhaps this will continue in
the Theory C sections on
closure and continuity.
Kensington course M698 - 1988-1993
This course actualizes the guidelines
for five page
double-spaced proposals (205). The following narrative
includes:
Topic interest
Delimitation
focus
Historical background
Problem definition
Dissertation
methodology
Expected outcome
Extensive outline
A working bibliography
Post-M698 myth
disclosure
Topic interest. When the author
of this proposal
began his career (early 1960s) with a BSME and immediately
began MBA study while working full-time, it was obvious to
the author, that the work of an organization was
accomplished by its informal organization. The formal
organization represented position(s). The informal
Proposals
Theory W a32
organization represented how its work (mission) was
accomplished. The author had a successful career across
many industries with position progression through General
Manager and then to Senior Consultant with Harrington
Emerson's consulting firm.
With some overlap of with his business
career, the
author pursued an educational career spanning high school,
junior college, and four year college teaching and
adminisrtation.
Life-long learning is a topic
apart from this
dissertation, yet the author is a life-long learner.
Evidence is supplied by a recognized degree every decade:
1960 BSME Marquette University - a Jesuit institution of
service 1970 MBA Marquette University 1979 CMA - the "CPA"
for management accountants mid-1980s full time PhD candidate
at BGSU in higher ed adm all course work was experienced but
did not choose the "hoop jumping" looked into psychology
looked into Nova, Union, Fielding accredited external
degrees served residence at Fielding chose Kensington
external degree from 12 researched CA because of State
accreditation and KU because of LLD stature
Who is this author? An engineer?
A master of
business? A certified accountant? A higher education
administrator? A self-directed learner? A writer?
A
published author?
Proposals
Theory W a33
The implicit nature of this person
is life-long
learning. Hindsight and research into explicit literature
confirm the author's addiction to formalized learning, thus
the career change into education administration. But the
author had problems with education and education
administration: (1) the PhD spirit was required, (3)
learning in residence under a faculty stature which I had
supervised and could have been teaching with as a peer was
"too much," (2) commuting to a half-staffed school (plus
commuting to teach PhD classes was declined) had to cease
thus I enrolled full time, (4) the dissertation was
"watered" to a learning process more than a contribution to
the knowledge of the field - I did not have the time nor
dollars to educate my "teachers, " if they would listen or I
could communicate, (5) understanding the plight of education
had dawned for this non-traditional student, (6) "On-campus
faculty for off-campus students" fit but education is
predominantly PhD static. These problems however have not
changed the author's personal interest in quality education,
first, to continue the pursuit of life-long learning
(publication and perhaps research after this dissertation
and into "retirement"), and second, to continue developing
Theory W and giving it a higher profile toward the
improvement of productivity.
Thus continuation of formal life-learning
and
Proposals
Theory W a34
productivity improvement are my personal interests.
Personal interest. A dissertation
provides
opportunity to identify with the experts of the discipline.
The completion of a dissertation
can be seen to be
associated with stature, either in the scholarly world of
University Microfilms or through publication.
Administrative experience.
I was schooled in goal
congruence17 of the organization and the worker. Thus in
administrative practice I focused on the individual worker,
most importantly their timed tasks. The benefits of timed
tasks were obvious, I thought - yet our culture generally
shuns task time insight.
Employees without task time insight
were generally
observed to be too optimistic, prone to lower quality due to
rushing, and generally oblivious to the mission of the
organization. I achieved much organization success and
personnel satisfaction by illuminating functional tasks and
their timing.
This focus on the individual worker
soon turned to a
____________________
17Perhaps goal congruence was
the Marquette
University Business Administration graduate faculty's
transcendent contribution to the MU Jesuit administrative
mission of service to others. I have since learned that
service to others need not be mutually exclusive with
service to self. Another pehaps - that the congruence
theory also applies of other goals and the goal of self.
Not enough speaks for organizing the self. Thus Theory
W
attempts extension of organization theory to the self.
Proposals
Theory W a35
personal search. I said, "If my personally developed
principles of organization worked so well on the job, could
they also work when applied to an individual taken as an
organization?"
Self application. I wondered
why academic
organization theory did not also organize the individual.
If an organization theory could be personally applied by the
student of management, then the understanding and use of
organization tools could increase. Thus there existed
possible education advantages in exploring a more universal
organization theory.
In fact, as part of my administrative
jobs, I taught
an appreciation for timing - to the benefit of the workers
and hence the organization.
Thus I conclude that to develop
and use an
organization Theory Which would be of personal benefit and
alternately, of benefit to any employee or student could
well be the topic of worthy PhD study and of a dissertation.
Career catharses. If the
above were probable, perhaps
I could also use the scholarly writing exercise to close,
summarize, scholarize, or simply make sense of my increasing
administrative curiousity.
The combination of administrative
and scholarship
curiosity caused, in part, my transition from a business
career to an education career.
Proposals
Theory W a36
Perhaps intellectual growth needs
to be closed in
writing before more synergistic growth can proceed. At
least the writing facilitates personal security against the
tests of rigor and validity. Hence we arrive at the spirit
of the dissertation defense and the earned doctorate.
Several personal objectives -
1. Link to liberal arts to exemplify strong curriculum.
2. Provide a foundation for organization development
consulting.
3. Clarify functional organization for future text
construction.
4. Provide reserve materials to supplement class lessons.
5. Explore the variables; strategy, functional organization,
work visibility, and productivity.
Some definitions. Liberal
arts. Encyclopedia
Americana (1987 sv) refers Liberal Arts definition to
Liberal Education, wherein Liberal Arts is "history,
philosophy, and the abstract sciences, language, and any
other disciplines whose study is thought to foster general
intellectual ability."
General intellectual ability is
usually exemplified by
critical thinking which in turn is the center of
communication.
Logic. An abstract science
which "refers to the
attempt to bring EVIDENCE in support of a CONCLUSION.
(Americana 1987 sv)" The deductive arguement makes the
relationship between variables explicit. "Inductive
arguements can roughly be characterized as that of extending
Proposals
Theory W a37
our knowledge."
Delimitation focus. Topic
Within Discipline.
Business Administration is the title of my college. My
past
and future interest is broader than just business. Thus
administration is the key word of my discipline. 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. Another appendix
details the LOCSH exercise. Freud's organization of work
principles began... because...world-wide integration is
happening as a natural phenomenom. If it wasn't FT it...
Drucker. Thusly the praxix flows. O78 is the first
European appearance in American literature. It touches
on
the area of "organization of work" and work organizations.
Requirements are to relate the selected topic to Business
Administration, to evidence the student's particular
interest, to focus the topic to career goals, and to delimit
the topic. These requirements of topic, interest, focus,
and delimitation are addressed in chapters one, two, and
three of this proposal.
The author's interest in the selected
dissertation
topic has existed for decades thus the Kensington guide for
a five page proposal will be exceeded. Various doctoral
program proposals vary in length. For example, Dr.Pigge
in
Proposals
Theory W a38
his Bowling Green State University (BGSU) research course
equated the length of an Educational Administration and
Supervision (EDAS) complete dissertation to the length of a
BGSU Psychology dissertation proposal. Thus a proposal
might reach hundreds of pages.
But the topic selection must provide
manageable size,
sustained interest, imagination stimulation, competence fit,
and an original contribution. [207 23] (208 3)
Strategy. The misson of
this dissertation is to meet
the synoptic requirement of many recognized individuals and
institutions. Their credentials are addressed elsewhere.
Objectives are several; to summarize business career
accomplishments, to practice writing within an organized
requirement, to feel the spirit of a PhD.
A knowledge view of the Western
world can be seen in
the Library of Congress, specifically their Subject Headings
(LOCSH). Although this dissertation is for the PhD in
Business Administration, the author has broader experience
thus the generic discipline is Administration. LOCSH
research leads to Management as the appropiate discipline
subject heading. A fundamental within Management is
Organization, with undergraduate college curriculum for
Management Principles recognizing Organization among the
five essential principles. Thus Organization has stature
within the Management discipline.
Proposals
Theory W a39
The following table, excerpted
from the Library of
Congress Subject Headings (LOCSH), provides specific insight
into the world of wisdom. The topic of wisdom is taken
up
elsewhere. Thus the topic selection process can be judged
rigorous and valid. The subheadings below look at the the
thought process used in selecting the thesis topic.
Administration. The subject
of administration appears
in most colleges as programs of Business Administation,
Education Administration, Public Administration, Health
Administration, etc. Whatever the tradition underlying
college programs, the LOCSH topic of administration has low
stature in the LOCSH view of world wisdom - perhaps the
reason for some schools to place management in their degree
titles.
Industrial management. College
professors seem to
bristle when administration implies management. Wisdom
mistakenly equates business with industry. And industry
methods seem to instill a personal fear of exposure instead
of a simple scientific curiousity. Business management
of
colleges and universities stops at that department.
Integration with the teaching of good business practice
seemingly does not take place. Thus there must be another
wisdom-division entrance to the synergism of togetherness
which I experienced in industry and attempt to integrate
with doctoral study.
Proposals
Theory W a40
The narrower topic of matrix organization
seems to
offer the most progressive movement toward functional
results. The other three dozen narrower topics are
bypassed.
Education administration.
School organization
promises a link between the matrix organization topic from a
typical business administration college curriculum, and the
topic of school organization.
But the school organization topic
shows no scientific
reference. School wisdom has apparently avoided paralleling
the scientific advances of industrial management. The four
dozen narrower topics do not seem to spark of scientific
connotation. That adds challenge to this dissertation
project.
As long as we remain a constitutional republic,
we cannot
ever be both educated and unfree. It just
won't work,
and that may be the single greatest insight of the
makers
of our revolution.
Therefore, whatever it is they
do in teachers'
colleges of America has had and will always have
tremendous consequences. If, as a result of
the labors
of our edycationists, we were obviously clear-sighted
and
thoughtful and thus able to enjoy the freedom promised
in
our constitutional system, then we would know something
about those educationists. If, on the other
hand, we are
blind and witless, then we would know - if there
are any
of us who can know - something else about them .
To know
anything at all about those educationists, however,
we
must look at what they do, at what they say they
do, and
even at how they say what they do. (221 17-8)
Our schools, a parody of education,
are impervious to
anything less than revolution - obliteration and
reconstitution, But that is impossible.
In the first place, nobody cares
that much. It just
isn't worth the trouble. The only ones who
care,
Proposals
Theory W a41
although not that much, might be the dissidents,
but they
can never make a revolution. (221 228)
Universities & colleges -
Administration. The
narrower topics here do not seem to encourage scientific
insight. The business management subdivision leads back
into a seemingly isolated function. And the departments
subdivision leads back to the business administration and
educational administration topics.
Thus I return to the organization
part of the school
organization topic. Of specific interest would be the
LB2801-LB2997 series entitled Organization and supervision.
Now on to the generic topic of organization.
Organization. The matrix
organization topic again
appears and the HD58.5 series demands further research.
Now
to backup to the management topic.
Management. The LOCSH wisdom
tells us to use the
management topic in place of the administration topic.
The
school management and organization topic references the
LB3011-LB3095 series for investigation. The management
topic list the HD28-HD70 series for further insight. The
topics of management and organization are related by LOCSH.
Under the five dozen narrower topics matrix organization
again appears. Additionally, the topic of management
science appears.
Management science. LOCSH
references the T55.4-T57.97
Proposals
Theory W a42
series for examination.
Table A2 - Dissertation topic investigation
____________________________________________________________
Subject heading
Comment
______________________________ _____________________________
Organization
Communication in organization independent variable (iv)
Comparative organization HD30.55
Industrial management
specific application (sa)
Industrial organization
sa
Interorganization relations delimit (d) insider
rep.
Line and staff organization indirect (i)
Management
i HD31-37
Here are entered works on the principles of management
as a discipline. Works on the application of systematic,
logical, and mathmatical methods and techniques
to the
solution of problems of management are entered under
Management science.
see below
- Employee participation HD5650-5660
Here are entered works on a variety
of practices and
institutional arrangements through which
the employees
of an enterprise or organization participate
in or
exercise control over the management
of that enterprise
or organization.
- Research
i
- Simulation methods
see Operations research
Matrix organization
HD58.5
Organizational behavior
dv
Organizational change
i
Organizational effectiveness result (r)
Planning
r
Resource allocation
r
Secretariates
d
Symbolism in organizations d
Organization charts
r
Organization development
see Organizational change
Organizational change
see below
Church consultation
sa
Job enrichment
dv
Manpower planning
r
Administration
unused see Management
Operations research
see below
Network analysis (planning) T57.85
Branch and bound algorithms see above code
Continued
____________________________________________________________
Continued
Theory W page a43
____________________________________________________________
Critical path analysis
see above code
GERT (Network analysis)
graphical evaluation
and review technique
INTEGRAL (Network analysis) see above code
PERT (Network analysis)
program evaluation
and review technique
____________________________________________________________
Note- (50) 10th edition.
Delimitation boundaries.
See above.
Organization behavior. Included under this heading
are...
Such areas as motivation, attitude theory and
measurement, group influences on performance and
attitude, leadership, organization variables such
as
structure, technology, and goals, effective intervention
and change programs, and job design.
Design and implementation of personnel
services and
training programs to work in employee relations
and
organizational change.
Analysis of organization structure,
maximizing the
effectiveness of individuals and work groups, identifying
factors associated with job satisfaction, redesigning
jobs to make them more meaningful, and effecting
organization change.
Faculty perform basic and applied
research and educate
students, consultants are independent or join firms
and
diagnose and solve client problems (217 15).
Library stacks. In LOCSH
series terms, the LB series
investigation into school, college, and university
organization will be accomplished by gleaning information
from BGSU PhD courses of study. The matrix information
lies
within the HD management series and the T series of
management science will be integrated.
Historical background. Formal
and informal
Proposals
Theory W a44
organization is an Administrative matter spanning business
administration, education administration, and many other
administrative disciplines [2]. But as three decades of
life-long teaching, administering, and organizing have
progressed, the visibility of how work is accomplished has
decreased. Without statistically significant proof,
informal organization is now (late 1980s) a social
psychological phenomenom of an organization.
The author's personal problem is having
a smaller and
smaller ratio of peers who share the work versus social
informal perspective. Thus the ability to know and further,
to improve the organization has been hampered.
Therefore the author's desire and need
is to rigorously
define how an organization accomplishes work has
continuously increased. Paralleled with degree attainment
each decade this desire now takes the form of a topic for
dissertation.
How work is accomplished is also the
way work is
accomplished. An organization is a whole interrelated group
of people. And work is a universal mission of any
organization. Therefore the way a whole accomplishes work
is Theory W. Once Theory W is rigorously defined it can
be
used as an experiment to statistically demonstrate increased
productivity.
Problem definition. The author's
careers have been
Proposals
Theory W a45
concerned with Theory W, increased productivity, and the
"meat" sandwiched in between. Therefore it is fitting that
my PhD dissertation and remaining career work will:
Define how work is accomplished - Theory W
Design curriculum to teach Theory W
Design an experiment to measure the effect of Theory W on
organization productivity
Implement Theory W experiments
Report experiment results
Write toward publication
Dissertation methodology.18 The
dissertation
process needs to be organized. "Dissertation-related
matters...often seem bewildering and overwhelming....The
dissertation process is broken down into little steps or
phases in a demystifying, do-able and humane fashion. (208
vii)" Organization takes energy and the best way to maintain
the necessary energy application is "to develop a reasonable
topic of study from one's scholarly and professional
interests. Your interests of course will be affected and
colored by those of your graduate faculty. (208 1)" Thus
the responsible student must choose who to study "under."
The external degree offers independent study.
Literature research is catalogued
elsewhere. Scanning
of those materials will provide a chronological, author, and
delimitation overview of the contents of this dissertation
work.
____________________
18 References 251, 252, and 65.
Proposals
Theory W a46
Explore the Library of Congress
organization of the
Organization topic. Then delimit the topic while at the
same time, defining the relationship of the organization
topic to, for example, Organization Behavior, Organization
Development, Administration, and Management.
The Library of Congress Subject
Headings are being
recognized as the example of world wisdom.
Scholarly presentation.
Kensington University
recommends Turabian (60) style but also allows alternates
(205). The development of this dissertation's style is
summarized below with citation. A more extensive
exploration of the of scholarly writing appears in another
appendix. A summary of salient points follows and thereby
the style used, although unique, can be judged to be
rigorous and valid.
Works cited and bibliography.
Lines per inch.
Paragraph and footnote indent.
Working bibliography.
Notes. Computerized notes
will be taken form the
aforementioned stack material. Pertinent bibliography
information will be searched further. The electronic notes
will be word processed into a first draft, etc. Style
manuals address the use of the computer for typing, but
advice about actually writing notes and drafts on the
Proposals
Theory W a47
computer deserves more attention.
The grouping of the notes and
determining an outline
flow required countless iterations. The result being the
table of contents.
Expected outcome.
Proposal results. The thesis
subject was investigated
using the above key words. Those words of administration,
industrial management, education administration, university
and college administration, management, and management
science, gave way to the word organization, and then to the
term matrix organization. Note that this exercise was to
delimit the literature search. The thesis outline then
expands from the matrix organiation LOCSH topic
delimitation. The title page uses the matrix organization
term and summarizes the purposes of this dissertation.
These proposal results feed into
the dissertation
title page and the purposes stated in the preface.
Proposal length. The five
page Kensington proposal
suggestion will be exceeded. Proposal length varies with
the various doctoral programs. For example, Dr.Pigge, in
his Bowling Green State University (BGSU) research course
(206) equated the length of a complete dissertation for
Educational Administration and Supervision (EDAS) to the
length of a proposal for the BGSU Psychology dissertation.
Thus a proposal might reach hundreds of pages.
Proposals
Theory W a48
Proposal essence. The topic
selection must provide
manageable size, sustained interest, imagination
stimulation, competence fit, and an original contribution
(207 23).
Table 10 of the preface recognizes
work done in
conjunction with four theses institutions. Thus this
dissertation aims to meet a synoptic requirement of many
schools. This work will represent a closure of a ten year
process.
The pattern of my life-long learning
presents a
curious pattern of ten year increments:
1950s - undergraduate
study
1960s - graduate
study
1970s - professional
study
1980s - doctorate
study
What's next?
1990s - post-graduate
study and writing
2000s - contribution
to published wisdom
Dissertation objectives are several
and not limited to
(1) summarizing business and education career
accomplishments, (2) practicing to write within an organized
requirement, and (3) to experience the spirit of PhD work.
An interesting perspective of
this dissertation
project has already evolved. The works of the 1980s need
not be the quality of what may well be reserved for the
2000s. Thus this dissertation will not be perfect, Yet
the
process will be perfect.
Proposals
Theory W a49
Forewarned is forearmed.
Dissertation-related matters...often seem bewildering
and
overwhelming....The dissertation process is broken
down
into little steps or phases in a demystifying, do-able
and humane fashion. (208 vii)
The little steps of organization
implementation
consume energy and the best way to maintain the necessary
energy level is "to develop a reasonable topic of study from
one's scholarly and professional interests. Your interests
of course will be affected and colored by those of your
graduate faculty. (208 1)" Thus the responsible student
must choose with whom to study. As shown in table 10 of
the
preface, I progressed through several institutions on the
way to this dissertation. And I have yet to find the
institution or peer structure energetic enough to enable the
formation of a dissertation committee.
External degree. Apparently
an external degree
program offers independent study in the case of not being
able to fit study interest elsewhere.
The FIRO-B seems to be the only
reliable, valid, and
proven practical test to measure productivity.
The traditional entrepreneurial
stereotype can be
explained so as to integrate it with the concept of business
strategy.
Functional organization, within
organization theory,
along with the formal and informal structures can be
Proposals
Theory W a50
exemplified and explained by a popularized concept called
Theory W.
A computerized precedence network
database can model
the functional organization.
Extensive outline. The following
title existed many
years ago. It has since undergone many iterations to arrive
at what appears on the title page.
FORMAL, INFORMAL, AND UNFORMAL ORGANIZATION
The traditional university PhD
program title was
IMPACT OF IMPROVED WORK INSIGHT
UPON GROUP INTERPERSONAL RELATIONS:
A STUDY OF ONE HIGHER
EDUCATION INSTITUTION.
As a PhD student, the author found
faculty at the PhD
and community college levels, and working college
administrators who denied (1) the definition of intellectual
activity as work, and (2) the association of time and
faculty work. Thus a definition of productivity was a third
denial, for without the conceptual existence of time
consuming activity, productivity could not be reality.
The following table provided an
initial structure for
the dissertation.
Proposals
Theory W a51
Table A3 - Sketch of dissertation
____________________________________________________________
PURPOSE
Personal growth in scholarly writing skills.
Preparation toward publication of work-life interests.
SUBJECT Organization theory.
TOPIC Functional organization.
PROBLEM
In a life-time of facilitating productivity improvements, I
am not satisfied with the literature on the above topic -
this includes my own contribution as well as others.
HYPOTHESIS
By giving wholistic visibility to work tasks, their purpose,
their assignment, and their performance, organization
productivity will increase. This includes the individual as
a ligitamate organization.
THESES
- The FIRO-B seems to be the only reliable, valid, and
proven practical test to measure productivity.
- The traditional entrepreneurial stereotype can be
explained so as to integrate it with the concept of
business strategy.
- Functional organization, within organization theory,
along with the formal org chart and informal org,
can be exemplified and explained by a popularizable
concept called Theory W.
- A computerized precedence network database can model
the functional organization.
COMMENTS
Organization, logic, and measurement have been life-long
interests. I practiced what I consider functional
organization and thus was successful in my business career.
But there is an integration and communication process that
remains to be accomplished. Thus I am pursueing an academic
career. At BGSU I was asked to change my dissertation topic
but I did not. To complete an EdAdm dissertation I would
have had to setup at least two colleges and probably three
for my experiment. I was unsuccessful at the Ohio Board
of
Regents level.
____________________________________________________________
Proposals
Theory W a52
Management theories exist.
Theories F, X and Y, and Z
exist within the subject heading of management. The
proposed dissertation work will investigate the worthiness
of proposing another management theory.
What constitutes worthy theory.
From the Glossary, we
see theory as a plan of action, an ideal, a body of
generalizations, an intellectual discipline apart from
application resulting in pragmatic concepts for inquiry and
elucidation of propositions and phenomena. To arrive at
Theory We speculate, deduce, abstract, and generalize to end
in a working hypothesis and thus an accepted law. In the
spirit of Bacon we induce or conclude from exhaustive
empirical observation, and in the spirit of Descartes and
Euclid we deduce self-consistency.
My theory, Theory W, proposes
a general form of pure
functional organization to be used in conjunction with the
traditional pure formal and pure informal forms of
organization.
Importance of organization.
Undergraduate college
curriculum for Management Principles recognizes Organization
among five essential principles of the discipline. Thus
Organization has the stature within the Management
discipline. A new theory based on personal experience may
have far-reaching implications, even if achieving only
personal actualizaiton.
Proposals
Theory W a53
In applying organization theory,
there seemed to be a
need for a clear statement and division about the pure
topics of formal, informal, and functional organization.
Post-M698 myth disclosure. The
proposal process
became too diffuse. Self-perspective was lost. Faculty
were ill equiped for mentoring. The family in the workplace
had waned. Plus I was learning writing with electronic
word
processing. The CPM Kaypro had an intermittent problem.
The Toshiba 1000 experienced a hard drive erasure just as I
was starting into marketing preps. This was the worst
experience, thus the steps from December 1984 were a
deterioration - the aspiring writer was deterioritating away
from his goal, or was it that his learning process didn't
reconcile with the agenda. The Kaypro 10 was not portable
enough, nor was the Theory W idea sharpened enough. That's
what the dissertation process offers - the opportunity to
portabilize and sharpen whatever to a level of scholarly
closure, even to the point of closing (delimiting) the
foregoing experiences of one's life.
The experiences in college teaching
usurped the
energies and poise for the dissertation. Umpiring came
for
enjoyment. Unemployment driven employment search was
degrading. Europe came from Ingrid. Unemployment
driven
Experience Unlimited was impotent. The city manager came
from John. Walmart came as a break. Massasoit came
from
Proposals
Theory W a54
Harry. Amoco came from Patricia.
The challenge to cleanse, filter,
and process the
proposal words then comes into priority. The process can
be
seen as editing, polishing, honing, and wheting the words
for a purpose - hopefully other than the pure pleasure of
writing words.
